Social Studies · Grade 6

Active learning ideas

Global Food Security and Canada's Role

Active learning helps students grasp global food security by making abstract concepts concrete. Through hands-on simulations and role-plays, they see how Canada’s agricultural exports, aid programs, and policies connect to real-world outcomes, deepening their understanding beyond textbook facts.

• Ontario Curriculum Expectations
• Ontario Curriculum Social Studies Grade 6, Strand B: B1.1. analyse the responses of the Canadian government, non-governmental organizations (NGOs), and individual citizens to an economic, environmental, or social issue of global significance
• Ontario Curriculum Social Studies Grade 6, Strand B: B3.4. describe some of the ways in which Canada has cooperated with other nations to address a global issue
• Ontario Curriculum Social Studies Grade 6, Strand B: B3. demonstrate an understanding of the importance of international cooperation in addressing global challenges and of the ways in which Canada’s government and citizens can contribute to the global community

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 50 min · Small Groups

Jigsaw: Canada's Three Pillars

Divide class into three expert groups: one on agriculture exports, one on aid programs, one on policies. Each group gathers data from provided sources and creates a summary poster. Groups then mix to teach their expertise to new peers, followed by a whole-class synthesis discussion.

Analyze Canada's capacity to contribute to global food security.

Facilitation Tip

During the Jigsaw Research: Canada's Three Pillars, assign expert groups specific roles to ensure accountability and avoid overlap.

What to look for

Provide students with a short news clip or infographic about a Canadian food aid shipment. Ask them to write two sentences identifying the type of aid provided and one potential challenge faced by the recipient country.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 02

• Problem-Based Learning
• 40 min · Pairs

Policy Pitch: Student Recommendations

In pairs, students review case studies of food insecurity and design a one-page policy brief for Canada, including rationale, costs, and expected impacts. Pairs present pitches to the class, which votes on the most feasible idea using rubric criteria.

Evaluate the effectiveness of Canadian initiatives in addressing food insecurity abroad.

Facilitation Tip

In the Policy Pitch: Student Recommendations, provide sentence starters to help students structure persuasive arguments.

What to look for

Pose the question: 'If Canada has enough food for its own population, why is it important for us to contribute to global food security?' Facilitate a class discussion, encouraging students to reference Canada's agricultural capacity and humanitarian responsibilities.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 03

• Problem-Based Learning
• 35 min · Small Groups

Export Mapping Simulation

Provide world maps and cards showing Canada's food exports. Students in small groups plot routes, calculate distances, and discuss barriers like trade tariffs or transport costs. Conclude with a class timeline of a shipment's journey.

Design a policy recommendation for Canada to enhance global food access.

Facilitation Tip

For the Export Mapping Simulation, circulate with a checklist to observe whether groups accurately label trade routes and crops.

What to look for

On an index card, ask students to list one Canadian agricultural product and one country that imports it. Then, have them write one sentence explaining how this export contributes to global food security.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 04

• Problem-Based Learning
• 45 min · Small Groups

Aid Effectiveness Debate

Assign small groups roles as farmers, aid workers, policymakers, or recipients. Provide evidence packets on a real Canadian initiative. Groups prepare arguments for or against its success, then debate in a structured format with rebuttals.

Analyze Canada's capacity to contribute to global food security.

Facilitation Tip

During the Aid Effectiveness Debate, assign students to alternate speaking roles to keep the discussion balanced and inclusive.

What to look for

Provide students with a short news clip or infographic about a Canadian food aid shipment. Ask them to write two sentences identifying the type of aid provided and one potential challenge faced by the recipient country.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Start with the Jigsaw Research to build foundational knowledge, then use the Export Mapping Simulation to visualize Canada’s global connections. Avoid presenting aid as a simplistic solution; instead, use debates to highlight complexity. Research suggests students retain more when they apply knowledge to real scenarios, so ground discussions in current data on hunger and trade.

Successful learning looks like students confidently explaining Canada’s role in global food security using data, policies, and examples from the activities. They should move beyond assumptions to analyze strengths, gaps, and ethical considerations in food distribution.

---

Watch Out for These Misconceptions

• During Jigsaw Research: Canada's Three Pillars, watch for students assuming Canada has no domestic food insecurity.

  Use the expert group materials on northern communities to highlight local gaps, then have groups present these alongside global data to adjust oversimplified views.

• During Aid Effectiveness Debate, watch for students believing food aid is a permanent solution to hunger.

  Provide case study summaries of recipient countries to ground the debate in root causes like conflict or climate, and require students to cite these in their arguments.

• During Export Mapping Simulation, watch for students attributing global food security solely to Canada’s agriculture.

  Include a map layer showing major food producers worldwide, then have groups identify interdependencies in their trade route explanations to foster balanced perspectives.

---

Methods used in this brief

• Jigsaw
• Problem-Based Learning