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Resource SynopsisThis resource is a collection of hands-on curriculum-linked activities that give students the opportunity to learn about where food comes, what foods are locally grown in Manitoba, and how food is processed. Your class will have the opportunity to grow their own herbs and vegetables using our Seeds That Feed Kit. Using the ingredients you grow in the classroom, students can celebrate everything they learned with a Pizza Party!

Target Grade/SubjectThis resource was developed using the new Middle Years Human Ecology curriculum document (implemented system-wide in Fall 2016). It is directly linked to outcomes from the Grade 7 and Grade 8 Food and Nutrition document.

Key Messages The food you eat and see in grocery stores is grown or raised by farmers and processed by agri-food industry workers. Farmers grow high quality, safe and abundant food for you and people around the world.

From the Food and Nutrition curriculum document“The food and nutrition topic teaches about healthy relationships with food through theoretical and practical food experiences. A study of food and nutrition can expose students to accurate information and provide opportunities for them to gain competence in making informed choices. The learning outcomes develop skills, knowledge, and understanding of basic food preparation and nutrition.” About Agriculture in the Classroom-Manitoba (AITC-M)Agriculture in the Classroom-Manitoba Inc. (AITC-M) encourages Manitoba students to develop critical thinking skills related to agriculture, food, bioproducts and life sciences. Working with commodity and industry-related organizations, AITC-M’s programming, events and services will further develop future decision makers and entrepreneurs. Vision: AITC-M will lead in developing and distributing accurate, balanced and current information for education resources in school curriculum.

AITC-M’s Core Objectives: To enhance awareness of agriculture in Manitoba schools

To develop an appreciation and awareness of the importance of agriculture, socially and economically

To explain the process of food and fiber production from farm to consumer

To inspire interest in agriculture and agriculture careers

To provide a supporting role to Manitoba Education and Literacy in the linkage of accurate agriculture resources

to existing course curriculum

To work collaboratively with industry partners to develop engaging, interactive agricultural experiences for youth

To develop resources and programs with the guidance and expertise from agriculture and education communities

AITC-M has a variety of programming designed to create links between agriculture and the classroom.

Check out our programs and resources at aitc.mb.ca

Pizza Farm Resource

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Table of Contents: Outcomes at a Glance------------------------------------------------------1 Lesson 1: Where Does My Pizza Come From?---------------------------2 Agriculture Works in Mysterious Ways-----------------------------------3 Pizza Starts on the Farm-------------------------------------------------7 Lesson 2: Seeds That Feed Kit--------------------------------------------8 Lesson 3: Herb Planting---------------------------------------------------9 Herb Planting Guide-----------------------------------------------------10 Herb Care Guide---------------------------------------------------------11 Lesson 4: Junk Food Jungle---------------------------------------------12 Pizza 101----------------------------------------------------------------13 Discussion Guide--------------------------------------------------------15 Pizza: The Final Slice----------------------------------------------------16 Lesson 5: Get Your Facts Straight!---------------------------------------17 Nutrition Facts Table Handout-------------------------------------------18 Focus on the Facts Handout---------------------------------------------20 Lesson 6: Be a Myth Buster: Online Scavenger Hunt-------------------22 Online Scavenger Hunt Questions and Teacher Key-------------------24 Extension Activity: Evaluating Internet Sources-------------------------27 Fact vs. Fiction T-Chart and Teacher Key--------------------------------31 Lesson 7: Pizza Party----------------------------------------------------33 Pizza Dough in a Bag----------------------------------------------------35 Fresh Pizza Sauce-------------------------------------------------------36 Honey-Mustard Salad Dressing------------------------------------------37 Extension Activity: Mix n’ Match to Make the Perfect Salad Dressing -38 Lesson 8: Career Video and Comprehension Activities-----------------41 Career Video Response Questions Teacher Key-------------------------43 Journey 2050 Program Information-------------------------------------44 Acknowledgments--------------------------------------------------------45 Sources--------------------------------------------------------------------46

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2.12.22.32.44.14.24.34.46.16.37.5

7.2.1.1 & 8.2.1.17.2.1.37.2.1.4 & 8.2.1.47.2.1.8 & 8.2.1.87.2.1.9 & 8.2.1.97.2.1.10 & 8.2.1.107.2.2.1 & SLO 8.2.2.17.2.2.3 & 8.2.2.37.2.2.4 & 8.2.2.47.2.3.1 & 8.2.3.17.2.3.4 & 8.2.3.47.2.3.5 & 8.2.3.57.2.3.8 & 8.2.3.87.2.3.9 & 8.2.3.97.2.3.10 & 8.2.3.107.2.3.11 & 8.2.3.11

7.4.1.3 & 8.4.1.37.4.1.5 & 8.4.1.57.4.2.2 & 8.4.2.27.4.2.3 & 8.4.2.37.4.3.1 & 8.4.3.17.4.4.1 & 8.4.4.17.4.4.2 & 8.4.4.27.6.1.1 & 8.6.1.17.6.1.2 & 8.6.1.27.6.3.1 & 8.6.3.17.6.3.2 & 8.6.3.27.7.5.1 & 8.7.5.1 7.7.5.2 & 8.7.5.27.7.5.3 & 8.7.5.3

Where

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Caree

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2050

7.2.4.8

Outcomes at a Glance

1

Curriculum Connections

General Learning Outcomes

Specific Learning Outcomes

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Caree

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urney

2050

Lesson OverviewLet’s get started by giving your students an idea of how important agriculture truly is! Challenge them to see how often agriculture mysteriously makes a difference in their every day lives! Once the students have completed the quick survey, discuss their scores as a class and how much they rely on agriculture.

Next up, it’s time to talk about what really matters... PIZZA! Have your students trace pizza ingredients directly from the source. Whether it starts in the garden or the field, or comes out of the gate from a pasture, it wouldn’t have been possible without agriculture. Have your students read through and complete the activities on the Pizza Starts on the Farm handout.

Materials we provide: Agriculture Works in Mysterious Ways!

Pizza Starts on the Farm

Where does my PIZZA come from?From the gate, to your plate!

Goal 6: Demonstrating understanding of sustainability. GLO 6.1: Explore food security and availability issues as they relate to food. SLO 7.6.1.1: Investigate the different types of foods produced in Canada to the regions from which they originated. SLO 8.6.1.1: Integrate a variety of foods produced in Canada into menus and meal planning, and related regional foods to local food choices.

Curriculum Connections

Lesson 1

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Pizza crust is made from wheat. When wheat is ready to harvest, the farmer harvests the wheat, loads it onto trucks, and takes it to the grain elevator. The elevator then ships the wheat by truck, rail, or boat to a terminal. At the terminal, the wheat is sold to different industries that make food and feed, or it is shipped overseas. The mill grinds the wheat kernels into pieces and sifts the pieces to get the bran and germ (parts of the wheat kernels) out. This is repeated many times to make the substance we know as flour. The miller then adds B-vitamins and iron for nutrients. The flour is shipped in bags to the bakery or grocery store.

Wheat - A Grain

The meat from pigs is called pork. Pigs go to market in only five to six months at the weight of 109 to 118 kilograms. Pigs may be sold at an auction market or may be bought directly by an order buyer who buys for a packer. Pigs provide us with more than pork. They provide insulin to treat human diabetes, and the skin from hogs is used to treat victims of severe burns. Other by-products are glue, glass, rubber, plastics, and heart valves.

Pepperoni & Sausage – Pork Products

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Let’s talk about PIZZA! The parts of a pizza come from many different raw agricultural

products. From the word bank, choose the agricultural product that matches the

pizza ingredient. Write it in the column on the left. On the right column, list another

food that is made from that same raw product!

Crust:________________________________________________________________

Sauce:________________________________________________________________

Cheese:_______________________________________________________________

Pepperoni:_____________________________________________________________

Peppers:________________________________________________________________

Hamburger____________________________________________________________

Raw Agricultural ProductAnother Food

Raw Product Word Bank: Beef Milk Tomato Wheat Peppers Pork

Tomato seeds require 75 to 85 days to develop into mature plants with ripe fruits. When the tomatoes are ripe enough to ship, they are carefully packed in boxes. The boxes are then loaded into semi-trailers for transporting to grocery stores. Some tomatoes are sent to a cannery where they are processed.

Tomato Sauce – A Vegetable

Pizza starts on the

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Seeds that FeedLesson OverviewIf you’d like to take the first step in exploring indoor gardening at your school, we have included the materials necessary to start growing your very own vegetables! This process takes about 12 to 16 weeks in total, so be sure to plant early on so your students can make the most of these fresh ingredients during your Pizza Farm Pizza Party!

If you have an AITC-M Little Green Thumbs garden in your school, we encourage you to buddy-up and use your students as mentors to the younger students in the Little Green Thumbs program! Get them involved in the process and expose them to the wonders of gardening!

Everything you need to know will be included in your Seeds That Feed Kit container!

Goal 2: Demonstrate an understanding of health and wellness. GLO 2.4 Recognize the relationship between human needs and lifestyle practices. SLO 7.2.4.8 Identify how overall health may be affected by many lifestyle choices and global/environmental factors (ex. growing your own garden, berry picking, traditional/holistic model of health).

Curriculum Connections

Materials we provide: Seeds that Feed Manual and Logbook

Clip-on gooseneck lamp

26W Cool white compact fluorescent light (CFL)

Growing medium-potting soil

Fertilizer

Seeds

Mechanical timer

Drainage tray (plastic container)

Student journals

Materials you provide: Well-lit area for the container garden

Something to attach the lamp to which can be

repositioned as vegetables grow

Watering can

DidYouKnow

93%of North Americans eat

PIZZA

Lesson 2

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Herb Planting

Lesson OverviewOnce you’ve started your indoor garden, plant some fresh herbs with your students to grow your bounty!

Fresh herbs are a great addition to an indoor garden – they are easy to care for and will add fresh flavour to your recipes!

Materials we provide: Herb seeds (oregano, basil)

Herb Planting Guide

Herb Care Guide

Goal 2: Demonstrate understanding of health and wellness. GLO 2.4 Recognize the relationship between human needs and lifestyle practices. SLO 7.2.4.8 Identify how overall health may be affected by many lifestyle choices and global/environmental factors (ex. growing your own garden, berry picking, traditional/holistic model of health).Goal 4: Demonstrate technical and applied skills. GLO 4.3 Demonstrate understanding of food preparation fundamentals. SLO 7.4.3.1 & 8.4.3.1 Describe functions of various ingredients: liquids, fats, eggs, leavening agents, sweeteners, etc.Goal 6: Demonstrate understanding of sustainability. GLO 6.1 Explore food security and availability issues as they relate to food. SLO 7.6.1.2 & 8.6.1.2 Identify and compare the benefits of market forms of food (ex. frozen, fresh, canned, dried).

Curriculum Connections

Materials you provide: Fresh herbs (optional for tasting, observing)

Dried herbs (optional for tasting, observing)

2” peat pots*

Potting soil

Spray bottles to dampen soil

Popsicle sticks (or plant pot tags)

Markers

*If peat pots aren’t available feel free to use plastic or Dixie cups! Just remember to carefully transplant the herbs from the cup once they have sprouted, as the cups aren’t biodegradable!

Lesson 3

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Herb Planting GuideHow to Plant Your Herbs!

What you’ll need to talk about:

What you’ll need to do:

Additional topics of conversation:

1. Show students the fresh herbs and ask if they know what they are. Have the students look, touch and smell them.

2. Give each student a herb leaf and have them rub it in between their fingers. Talk about the essential oils that are being released and have them smell it again.

3. Encourage the students to taste the herbs.4. Have students compare the fresh herbs to the dried herbs. Talk about the advantages

and disadvantages of each including the price, availability, taste and shelf life.5. Ask the students if they know what recipes use fresh herbs. Brainstorm some

different dishes that would pair well with fresh herbs like basil and oregano – hint: pizza!

1. Each student will need a 2” peat pot or plastic/Dixie cup.2. You will need a scoop or Dixie cup to transfer the soil from the bag into the students’ pots. 3. Students will fill their peat pots up approximately halfway with soil.4. Oregano seeds are very small! Have students place their finger in the seed, and then brush all but

five to six seeds off of their finger. Place the remaining five to six seeds on the top of the soil.5. Basil seeds are not as small. Students can pick up three to four seeds and place them on

the surface of the soil.6. Next, students will need to add a small layer of additional soil over the top of the seeds, be sure to discourage

the students from packing the soil down over top of the seeds (they need air and room to germinate).7. Students will dampen the surface of the soil with water using a spray bottle.8. Before sticking it into their pot, label a Popsicle stick with their name and the herb name, so they can

identify what is growing in their little peat pots!9. You can talk about the seeding process: how long herbs take to mature and how to care for them

in the upcoming weeks/months (see attached Herb Care Guide).

1. You can discuss with students the importance of seeding depth. In general, the smaller the seed, the closer to the surface it should be planted. If the seed is planted too deep it will have a hard time germinating or may not germinate at all.

2. You can relate this process to farmers and horticulturists needing to plant their crops at the right depth and set their air seeders planting depth according to the seed they are planting.

3. You can talk about too little water (drought) and too much water (flooding). Explain to students that although we can control how much water we are giving to our herb plants, most farmers are at the mercy of the weather and don’t have that same control!

4. You can relate this to vegetable farmers using irrigation to ensure that their plants do not get too dry!

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Herb Care GuideHow to Grow Your Herbs!

Once the basil and oregano seeds start to germinate, you will see them sprout and begin to grow. Within about three weeks of the little sprouts emerging, you will need to plant them in an outdoor garden or in a bigger pot!

Note: There will only be room for one plant per pot, so before re-potting, choose to keep the biggest and strongest seedling and pull the others!

Option 1: Planting in a PotChoose a pot with a hole for drainage. This ensures that the roots of the plant won’t rot in extra water.

Add one to two inches of premium potting soil to the bottom of the pot. Premium potting soil mixtures provide nutrients your plant needs for optimal growth.

If you used a peat pot, you can simply place it into a larger pot and cover it with soil. The peat pot is biodegradable and it will break down. If you used a plastic/Dixie cup, you must carefully remove the seedling and soil from the cup and place it in a new pot – avoid disrupting the soil!

If you decide to keep your plant indoors, it will need to be infront of a window that gets at least four to five hours of sun a day. A south-facing window is usually the best option! Room temperature is the most comfortable for your herb plant.

If your plant is in a pot make sure to check it regularly to see if it needs to be watered. It is important to thoroughly water the plant and make sure it gets enough water to grow! Remember to place your potted plant in a tray, so the excess water can drain out of the bottom. We don’t want you to have a mess!

Option 2: Planting Outdoors Your herb plants can grow in regular soil in the ground but using a premium soil mixture is optional.

You will need to find a very sunny spot to plant your herb. The spot you pick should get four to five hours of sunlight a day. It is smart to find a spot that also has good drainage, so your plant won’t get flooded when it rains. However, do check on your herb regularly when the weather is hot and/or dry as you may need to water your herb.

Happy growing and eating! Remember to add these fresh herbs to your meals and salad dressings for extra flavour!

Note: These activities were developed with the intentions of each student planting their own herbs and taking them home to grow and care for. An alternative to this would be simply planting one of each herb for your classroom.

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Junk Food JungleLesson OverviewThis lesson is designed to help students understand where pizza fits into a healthy diet, what components of pizza are good for our growing bodies and which ones are not so great. Have your students complete the Pizza 101 worksheet and fight their way through the Junk Food Jungle. Follow this activity with a class discussion on how to make smart, healthy choices when it comes to eating foods like pizza. After your discussion, end the lesson by having the students complete Pizza: The Final Slice. Compare student responses to help guide your assessment.

Materials we provide: Pizza 101

Junk Food Jungle Discussion Guide

Canada’s Food Guide PDF

Pizza: The Final Slice

Goal 2: Demonstrate understanding of health and wellness. GLO 2.1 Develop understanding of the relationship between food and a healthy body. SLO 7.2.1.1 & 8.2.1.1 Define the term nutrient. SLO 7.2.1.3 Categorize a variety of similar food sources that influence the development of healthy adolescent body systems. SLO 7.2.1.4 & 8.2.1.4 Describe the benefit of using official food guides for overall adolescent health and apply official food guides to personal health goals for overall health. SLO 7.2.1.8 & 8.2.1.8 Analyze personal food choices based off of Canada’s Food Guide (ex. classify personal choices as “seldom, sometimes, often”). SLO 7.2.1.9 & 8.2.1.9 Analyze personal food intake as it relates to serving sizes, as defined in Canada’s Food Guide. SLO 7.2.1.10 & 8.2.1.10 Use Canada’s Food Guide to support for the health benefits for preparing recipes from scratch (ex. use Canada’s Food Guide to compare fast or convenient foods to home cooked food). GLO 2.3 Develop understanding of influences on food choices. SLO 7.2.3.1 & 8.2.3.1 Categorize current adolescent food choices as needs or wants.

Curriculum Connections

Lesson 4

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PIZZA 101

1. What is your favourite kind of pizza?

2. What crust do you prefer on your pizza?

3. How often do you eat pizza?

4. How many slices do you normally eat?

5. Do you think pizza is healthy? If yes, what makes pizza healthy?

If no, what makes pizza unhealthy?

6. Define the term nutrient.

7. What nutrients do you think are in pizza?

8. Write the pizza ingredients under the following categories from Canada’s Food Guide: (pizza crust, tofu, tomato sauce, mozzarella cheese, mushrooms, pineapple, pepperoni)

Fruits and Vegetables: Grain Products

Milk and Alternatives Meat and Alternatives

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PIZZA 101

9. Fight your way through the Junk Food Jungle and sort the following food items into the most fitting category! Be prepared to explain your choices. The crust/sauce: pre-made dough, homemade dough, canola oil, white flour, whole grain flour, tomato sauce, BBQ sauce, pesto sauce, Alfredo sauce The cheese/fat: full fat mozzarella cheese, feta/goat cheese, part-skim ricotta cheese, reduced fat mozzarella cheese, Parmesan The toppings: peppers, onions, mushrooms, fresh herbs, olives, anchovies, sun-dried tomatoes, spinach, pineapple The meat/protein: chicken breast, shrimp, lean ground beef, pepperoni, bacon, Italian sausage, ham

10. In your opinion, is pizza a seldom, sometimes or often food item? Give reasons for your choice.

Eat Sometimes Eat Often

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The Crust Consists of yeast, oil, salt, water, and flour. Canola oil is heart-healthy and low in saturated fats, and high in unsaturated fats, including omega-3 fatty acids. It is best to make your own pizza crust at home. Thin crust is a healthier choice compared to thick crust. Whole grain and whole wheat flour increases fibre, vitamins and minerals in your pizza dough.

The Sauce A fresh, homemade tomato sauce is a healthy choice for your pizza. Although sauces like BBQ, pesto, and Alfredo are tasty, they can be a lot higher in sodium and calories.

The Cheese Cheese is a primary fat source on a slice of pizza, and although it is high in calcium, too much cheese can add a lot of calories from fat. Go light on the cheese! It will make a huge difference in the nutritional value of your pizza. There are many alternatives to traditional mozzarella: feta cheese, goat cheese, low fat mozzarella, Parmesan.

The Toppings Veggies, veggies, and MORE veggies! Experiment with creative combinations to add extra flavour to your pizza! Use fresh vegetables as much as possible. Toppings like olives, sun-dried tomatoes, and anchovies are high in sodium, so use them sparingly!

The Meat/Protein Protein is an essential component to any meal, and pizza is no different! Choose chicken breast, shrimp, lean ground beef or ham because they are lower in fat than your traditional pizza toppings like pepperoni, sausage and bacon.

How Many Slices should I Eat? Moderation is key when it comes to foods like pizza! One to three slices of pizza is a healthy portion for adolescents. Remember, pizza is only an element of a meal so be sure to pair it with fresh veggies or a big garden salad! If you eat frozen pizza from a box, check out the recommended serving suggestion, found on the Nutrition Facts Table.

What is a Nutrient? A nutrient is a substance that provides nourishment essential for growth and the maintenance of life.

What Nutrients are in Pizza? Nutrients found in pizza are primarily fats, carbohydrates and proteins, as well as many vitamins and minerals depending on the toppings chosen.

The Sum of Good Pizza Ingredients: Start with a thin whole grain pizza crust + fresh tomato sauce + tons of fresh vegetables + a lean source of protein + a small portion of cheese on top = a smart and healthy pizza! Just add some vegetables or a garden salad!

Junk Food Jungle Discussion Guide

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Pizza: The Final Slice

1. Define the term nutrient.

2. Identify five nutrients found in a slice of pizza and an ingredient that provides that nutrient.

3. What ingredients can make pizza an unhealthy choice and why?

4. What can you do to make a pizza healthier?

5. What are three toppings that are smart and healthy choices? Why?

6. What is a new healthy pizza topping combination you’d like to try?

7. What does AITC-M recommend for snack foods like pizza?

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Get Your Facts Straight!Lesson OverviewThis lesson focuses on strengthening students’ relationships with food through accurate, balanced, and current information about overall health and wellness. We’ve provided copies of documents available on the Government of Canada’s website and encourage you and your students to do some research and get your facts straight!

Start the lesson by showing your students a few food/beverage items with Nutrition Fact Tables on them, and discuss what the different nutrients listed are and ask what students know about serving sizes etc. Feel free to use the attached handouts to guide your discussion. Click the Interactive Nutritional Facts website link below to access the Interactive Nutrition Facts Table. Use this to answer any questions you or your students may have. Conclude the class discussion and have students complete the Interactive Nutrition Facts Quiz.

NOTE: The Self Nutrition Data website can be used to find the full nutritional content of a huge number of different foods. The search box is particularly useful.

Goal 2: Demonstrate understanding of health and wellness. GLO 2.2 Develop label literacy for achieving and maintaining health and wellness. SLO 7.2.2.1 Explain how each element on a food label can be used to seek specific information about a food product or to compare food products. SLO 8.2.2.1 Use food label elements to acquire information about a food product, to determine and compare a food’s nutritional value, or to meet personal dietary needs. SLO 7.2.2.3 & 8.2.2.3 Analyze food labels for selecting ingredients and/or food products that best meet the personal nutritional needs of adolescents. SLO 7.2.2.4 & 8.2.2.4 Apply label literacy skills to support or deny a food product’s nutrition or health claim(s).

Curriculum Connections

Materials we provide: Interactive Nutrition Facts page

Nutrition Facts Table handout

Focus on the Facts handout

Interactive Nutrition Facts Quiz

NOTE: All of the resources above are from the

Government of Canada website.

Materials you provide: Smart Board/interactive whiteboard

Food/beverage products to use for examples

Lesson 5

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4% DV of fat is a little

20% DV of calcium is a lot

Yogurt

.

Using the Nutrition Facts Table: % Daily Value

The Nutrition Facts table gives you information on calories and 13 core nutrients. Use the amount of food and the % Daily Value (% DV) to choose healthier food products.

Follow these three steps:

LOOK at the amount of food Nutrition Facts are based on a specific amount of food (also known as the serving size). Compare this to the amount you actually eat.

READ the % DVThe % DV helps you see if a specific amount of food has a little or a lot of a nutrient.

5% DV or less is a LITTLE This applies to all nutrients.15% DV or more is a LOT

CHOOSE Make a better choice for you. Here are some nutrients you may want…

less of•Fat

•Saturated and trans fats

•Sodium

more of•Fibre•Vitamin A•Calcium•Iron

Here is an example of how to choose: You are at the grocery store looking at yogurt. The small container (175 g) of yogurt you pick has a little fat (4% DV) and a lot of calcium (20% DV) – this is a better choice if you are trying to eat less fat and more calcium as part of a healthy lifestyle!

© Her Majesty the Queen in Right of Canada, represented by the Minister of Health, 2011. Également disponible en français sous le titre : Utilisez le tableau de la valeur nutritive : % de la valeur quotidienne.

HC Pub.: 100539 Cat.: H164-127/2011E-PDF ISBN: 978-1-100-19881-1

Nutrition FactsPer 3/4 cup (175 g)

eulaV yliaD %tnuomA

Calories 160Fat 2.5 g 4 %

Saturated 1.5 g 8 %+ Trans 0 gCholesterol 10 mgSodium 75 mg 3 %Carbohydrate 25 g 8 %

Fibre 0 g 0 %Sugars 24 g

Protein 8 gVitamin A 2 % Vitamin C 0 %Calcium 20 % Iron 0 %

Valeur nutritivePour 3/4 tasse (175 g)Teneur % valeur quotidienne

Calories 160Lipides 2,5 g 4 %

saturés 1,5 g 8 %+ trans 0 gCholestérol 10 mgSodium 75 mg 3 %Glucides 25 g 8 %

Fibres 0 g 0 %Sucres 24 g

Protéines 8 gVitamine A 2 % Vitamine C 0 %Calcium 20 % Fer 0 %

1

2

3

How to CHOOSE

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Lesson 6

Be a Myth Buster: Online Scavenger HuntLesson OverviewDuring this lesson, students will complete an Online Scavenger Hunt to learn all about health claims and food labelling! Once students have completed their hunt and found the answers they set out for, bring your class together for a discussion and answer any questions they may have about health claims and food labelling in Canada. Next, as a class, find some food/beverage products that have health claims on the packaging. Discuss the validity of these health claims and analyze ways the media can manipulate and distort images/messages.

Also included is an optional extension activity, ‘Evaluating Internet Sources: Focus on Agriculture & Food.’ This is a great lesson from Ontario AgScape, formerly Ontario Agri-Food Education Inc., a fellow member of Agriculture in the Classroom-Canada. It will give your students the tools they need to evaluate Internet sources of information. Review this resource before the students complete the Fact vs. Fiction T-Chart.

Conclude this lesson with the Facts vs. Fiction T-Chart and have students list both reliable and unreliable sources for information on health claims and food labelling in Canada.

Curriculum ConnectionsGoal 2: Demonstrate understanding of health and wellness. GLO 2.3 Develop understanding of influences on food choices. SLO 7.2.3.4 & 8.2.3.4 Describe and assess how various media influence current adolescent food choices (ex. marketing strategies). SLO 7.2.3.5 & 8.2.3.5 Describe how people are accessing information about food and food products (ex. people are accessing nutrition information from media, social media, etc.). SLO 7.2.3.8 Compare and contrast health claims of food products in the media and assess if claims are fact or fiction. SLO 8.2.3.8 Analyze food product health claims and the effect they have on food choices. SLO 7.2.3.9 Describe current nutrition or food choice, and identify what need(s) these trends are fulfilling. SLO 8.2.3.9 Compare/contrast current nutrition or food choice trends to Canada’s Food Guide to determine the validity of trends. SLO 7.2.3.10 & 8.2.3.10 Describe ways media manipulate and distort images/messages related to food and nutrition (ex. digital manipulations, nutrition claims). SLO 7.2.3.11 List reliable, valid sources or references for nutrition information (ex. Canada’s Food Guide, dietitians of Canada, universities, etc.). SLO 8.2.3.11 Compare and contrast a variety of nutrition resources for validity and reliability (ex. magazines, Internet sites, social media, health professionals).

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Be a Myth Buster: Online Scavenger Hunt

Materials we provide: Online scavenger hunt questions and teacher key

Agri-Food Canada website

Health Canada website

Canadian Food Inspection Agency website

Fact vs. Fiction T-Chart worksheet and teacher key

Extension Activity - Evaluating Internet Sources:

Focus on Agriculture & Food

Materials you provide: Student devices for scavenger hunt

Food/beverage products to use for examples

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Q: Want to hear a funny joke about pizza?

Never mind. It’s too cheesy!

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Online Scavenger Hunt

Section A: Use the websites provided to complete the online scavenger hunt!

1. a) What is the Food and Drugs Act?

b) What is its role in Canada?

2. Match each of the following organizations to their role in relation to the Food and Drug Act. a) Health Canada: b) Agriculture and Agri-Food Canada (AAFC): c) Canadian Food Inspection Agency (CFIA):

3. What is a health claim?

4. Identify two types of health claims that the Food and Drugs Act allows on food/beverage products.

5. When can companies use the words “healthy” and “nutritious” on their food packaging?

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Sets health and safety related requirements under the FDA and its accompanying regulations, policies and guidelines.

Is responsible for the enforcement of the health and safety requirements in the FDA and its associated regulations as well as establishing non-health and safety food labelling policies.

Provides information and support to help industry understand regulatory requirements in order to get innovative foods into the marketplace.

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Online Scavenger Hunt6. Name three of the many priority food allergens in Canada?

7. a) What do the following dietary preferences/restrictions mean about an individual’s diet? i) Vegetarian:

ii) Vegan:

iii) Lactose Intolerant:

iv) Gluten Intolerant:

v) Celiac:

b) Which of the above are dietary preferences, and which are dietary restrictions?

c) What kinds of health claims, labels, or allergen information would individuals with Celiac disease need to look for when purchasing food/beverage products?

1. Is there a difference between dietary restrictions and dietary preferences? Explain.

2. Give an example of a health claim that you saw on food/beverage packaging.

3. How could companies use health claims to influence consumers?

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Section B: What do you think? No websites necessary!

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Online Scavenger Hunt Teacher KeySection A: Online Scavenger Hunt:1. a) What is the Food and Drugs Act? The Food and Drugs Act (FDA) is the primary legislation governing the safety

and nutritional quality of food sold in Canada. b) What is it’s role in Canada? The role of the FDA is to protect the public against health hazards and fraud from the sale of food (including beverages), drugs, medical devices and cosmetics.

2. What are the roles of the following organizations in relation to the Food and Drugs Act? i) Health Canada: sets health and safety related requirements under the FDA and its accompanying regulations, policies and guidelines. ii) Agriculture and Agri-Food Canada (AAFC) provides information and support to help industry understand regulatory requirements in order to get innovative foods into the marketplace. iii) Canadian Food Inspection Agency (CFIA) is responsible for the enforcement of the health and safety requirements in the FDA and its associated regulations as well as establishing non-health and safety food labelling policies.

3. What is a health claim? Any representation in labelling or advertising that states, suggests, or implies that a relationship exists between the consumption of a food and health.

4. Identify two types of health claims that the Food and Drugs act allows on food/beverage items? Any two of the following: General health claims, function claims, disease risk reduction claims and therapeutic claims.

5. When can companies use the words “healthy” and “nutritious” on their food packaging? The word “nutritious” can be used on a food that contains at least a “source” of one nutrient permitted in the Nutrition Facts table. The word “healthy” refers to the healthy eating patterns recommended by eating well with Canada’s Food Guide.

6. What are three of the many priority food allergens in Canada? Any three of the following: Peanuts, tree nuts, sesame seeds, milk, eggs, seafood, soybeans, wheat, mustard seeds, gluten sources, added sulphites

7. a) What do the following dietary preferences/restrictions mean about an individual’s diet? i) Vegetarian: a plant-based diet does not consume meat/fish/poultry but does consume animal products such as eggs, dairy products, honey, etc. ii) Vegan: a plant-based diet, does not consume meat/fish/poultry, and in addition does not consume any animal products such as eggs, dairy products, honey, etc. iii) Lactose Intolerant: the inability to digest lactose, which is a sugar found in milk and most dairy products iv) Gluten Intolerant: a condition that causes a reaction after ingesting gluten, a protein found in wheat, barley, and rye v) Celiac: a disease where the small intestine is hypersensitive to gluten, leading to difficulty in digesting food b) Which of the above are dietary preferences, and which are dietary restrictions? Preferences - vegetarian and vegan. Restrictions - lactose intolerant, gluten intolerant and Celiac. c) What kinds of health claims, labels, or allergen information would individuals with Celiac disease need to look for when purchasing food/beverage products? Label - Gluten-Free, Allergen information - Contains wheat, barley, and rye.

Section B: What do YOU think?1. Is there a difference between dietary restrictions and dietary preferences? Explain. Answers may vary.2. Give an example of a health claim that you saw on food/beverage packaging. Answers may vary.3. How could companies use health claims to influence consumers? Answers may vary.

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Fact vs Fiction

Who will give you the facts? Who may feed you fiction?

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Fact vs Fiction Teacher Key

Who will give you the facts? Who may feed you fiction?

Canadian Food Inspection Agency

Agriculture and Agri-Food Canada

Private or Commercial Internet Sites

Marketing Corporations

Health Canada

Canada’s Food Guide

Dietitians of Canada

Universities

Scientists

Magazine Covers

Social Media

Blogs

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Pizza PartyLesson OverviewAre you ready to put those fresh herbs and veggies to use? Now’s the time! This culminating activity will be a learning celebration for you and your students – they will be able to see (and taste) all of their hard work!

See the attached shopping list to gather all of the necessary ingredients for these recipes. You may delete any vegetables and herbs available from your indoor classroom garden from this list! Quantities of grocery items will vary depending on your class size. Encourage your students to get creative with their pizza toppings, or make it fun and have a contest to see who can come up with the most delicious and healthy pizza topping combination!

Want to be more creative? Students can use the Mix n’ Match to Make the Perfect Dressing infographic and worksheet (pg 38 to 40) to experiment with acids and emulsifiers to create their own unique salad dressing!

Lesson 7

Goal 4: Demonstrate technical and applied skills. GLO 4.1 Demonstrate literacy skills as they apply to food and nutrition. SLO 7.4.1.3 & 8.4.1.3 Select and collect ingredients in a recipe to prepare a food item(s). SLO 7.4.1.5 & 8.4.1.5 Demonstrate the procedure to read, interpret and follow directions in a recipe to produce a food item. GLO 4.2 Demonstrate numeracy skills as they apply to food and nutrition. SLO 7.4.2.2 & 8.4.2.2 Select the correct measuring equipment for metric and imperial recipes. SLO 7.4.2.3 & 8.4.3.2 Demonstrate, assess and analyze correct measuring techniques for metric and imperial recipes. GLO 4.3 Demonstrate understanding of food preparation fundamentals. SLO 7.4.3.1 & 8.4.3.1 Describe functions of various ingredients (ex. flours, liquids, fats, eggs, leavening agents, sweeteners, etc.). GLO 4.4 Demonstrate food preparation skills. SLO 7.4.4.1 & 8.4.4.1 Use a recipe(s) to prepare and serve a food item(s) that reflects current nutritional guidelines and that also fits into a balanced eating plan for optimal health (ex. snacks, entrées, soups, desserts, breakfasts, etc.). SLO 7.4.4.2 & 8.4.4.3 Use a recipe(s) to prepare and serve food item(s) from other countries/cultures using culturally specific ingredients and techniques.

Curriculum Connections

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Pizza Party

Materials we provide: Pizza dough in a bag recipe

Fresh pizza sauce recipe

Salad dressing recipe

Extension Activity - Mix n’ Match to Make

the Perfect Dressing

Grocery List:Baking/Dry ingredients: Whole wheat or all purpose flour

Quick-rise yeast

Canola Harvest Canola Oil

Sugar

Salt

Spices/Condiments: Dijon mustard

BeeMaid Pure Honey

Fresh Produce: Garlic

Tomatoes

Fresh basil (may substitute dry basil)

Fresh oregano (may substitute dry oregano)

Lemons

Lettuce

Other fresh veggies for salad

Student choice toppings for pizza

Meat/Dairy: Students’ choice pizza toppings

Cheese

Take this with you

when you go shopping!

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Pizza Dough in a BagReady, Set, DOUGH!

Recipe:This recipe yields enough dough for about a 12” pizza, feeding one to two hungry students!

What you’ll need: 3/4 cups all-purpose flour (175mL) 3/4 cups whole-wheat flour (175mL) 1 pkg. or 1 Tbsp quick-rise yeast (15mL) 1 1/2 tsp sugar (7mL) 3/4 tsp salt (4mL) 2/3 cup warm water (160mL) 3 Tbsp canola oil (45mL)

What you’ll need to do:1. In a large one-gallon (3.79L) heavy-duty Ziploc bag, add your dry ingredients (flour, yeast, sugar and salt).

2. Tightly close the bag and shake until all the dry ingredients are mixed together.

3. Next, add your warm water and canola oil and close the bag, making sure to release any excess air.

4. Knead the dough with your fingers to combine the ingredients. Make sure to get the dry ingredients

from the corners of the bag, you don’t want to leave anything behind!

5. Once the ingredients are well combined and your dough is starting to form a ball, leave the bag closed

and let the dough rest for 10 minutes.

6. Preheat oven to 350°F (180°C).

7. Make sure you have clean hands, spray them with oil so there will be no sticking! Open the bag and

allow the dough to fall out onto your clean and oiled hands.

8. Sprinkle your work surface with a little bit of flour, and then roll-out the dough to fit the pizza pan.

Once your pizza dough is rolled out, add your fresh tomato sauce, your favorite toppings and cheese to build the perfect pizza pie! Bake for 20 minutes in a 350°F (180°C) oven or until the cheese melts and the crust turns golden brown! Delicious!

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Fresh Pizza SauceLet’s Get SAUCY!

Recipe:Let’s use those fresh tomatoes and herbs for your pizza sauce! If your garden hasn’t produced enough tomatoes for the whole class to enjoy, source some fresh local tomatoes and make sure to have them on hand!

What you’ll need: 1 Tbsp canola oil (15mL) 2 tsp minced garlic (10mL) 1 cup blended or approximately three medium sized, ripe tomatoes (250mL) 1/4 cup fresh basil (60mL) 1 Tbsp fresh oregano (15mL)

What you’ll need to do:1. First mince up your garlic and fresh herbs, and set aside.

2. Roughly dice those beautiful fresh tomatoes and set aside.

3. In a saucepan, heat up your canola oil on medium-high heat.

4. Add in the minced garlic to your heated oil, stir with a wooden spoon and try not to let it brown too much!

5. Add the tomatoes, basil and oregano to the garlic and bring it to a boil.

6. Reduce the heat to medium-low and simmer, stirring until most of the liquid evaporates and cooks out. The total

time for this will depend on how juicy your tomatoes are!

7. When the liquid is just about gone, use an immersion blender to puree the sauce. If you don’t have an immersion

blender, carefully transfer the hot sauce into a blender and blend until it’s smooth.

8. Once you have a smooth pizza sauce, place it back in the pan and bring it to a boil again, reduce the heat to

medium-low and continue simmering until your sauce is looking great!

If you aren’t using this delicious and fresh pizza sauce right away, store it in an airtight container or Mason jar to save it for later!

Once your pizza dough is rolled out, add your fresh tomato sauce, your favorite toppings and cheese to build the perfect pizza pie! Bake 20 minutes in a 350°F (180°C) oven or until the cheese melts and the crust turns golden brown! Delicious!

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Honey-Mustard Salad DressingLet’s have a SALAD-BRATION!

Recipe:Nothing goes better with pizza than a healthy garden salad! Use your fresh lettuce leaves from your garden and source the rest of your veggies locally. Use this quick and easy salad dressing recipe from our friends at the Manitoba Canola Growers Association and Canola Eat Well!

What you’ll need: 2 Tbsp canola oil (30mL) 1 tsp freshly squeezed lemon juice (15mL) 1 Tbsp honey (15mL) 1/2 tsp Dijon mustard (2mL) 1 tsp chopped fresh oregano (5mL)

What you’ll need to do:1. In a small bowl or Mason jar with a lid, whisk/shake together canola oil, lemon juice, Dijon mustard, and fresh

oregano or herbs of your choice!

2. Drizzle dressing over salad and serve immediately

alongside your personal pizza. Enjoy!

Why is it important to eat veggies with a dressing?

Vitamins A, D, E & K are fat-soluble. This means that for our body to best absorb these nutritious

vitamins, they need to be consumed with a bit of fat.

That’s why eating a bit of homemade dip or dressing that contains canola oil is important

for your body to get maximum nutrition from what you are eating.

Where do I store dressing and for how long?

Store homemade salad dressing and vinaigrettes in the fridge for up to

three to five days.

It is easiest to make and store your creations in glass jars!

TIP: To prevent lettuce from turning brown, rip the leaves into smaller pieces instead of cutting them.

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Extension Activity: Mix n’ Match to Make the Perfect Dressing

Refer to the Canola Eat Well infographic to answer the following questions, then mix n’ match to create your own salad dressing. Let’s review the basics:1. What is the ratio for salad dressing?

2. What is an acid? List two examples.

3. What is an emulsifier? List two examples.

4. What are some different fresh herbs you could use?

Your creation:1. What did you use for your acid?

2. What did you use for your emulsifier?

3. What did you use for your herbs/spices?

4. Come up with a creative name for your salad dressing experiment!

5. So.. how does it taste? Good? Bad? In between?

6. What would you change next time?

Experiment with different combinations to match

YOUR taste buds!

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Careers Video and Comprehension ActivityLesson OverviewSpark your students’ interest in a career in agriculture! To activate the students’ prior knowledge, ask them what different careers exist in agriculture. Write the careers on a whiteboard or chalkboard.

Next, watch our quick four-minute Careers Video. This video will give students an idea of the many different careers involved in agriculture, and even more importantly, that not all people working in agriculture are farmers! Students can complete the Career Video Questions while they watch the video.

Review the questions as a class, and end by asking the students to add the new agricultural careers they learned about to your pre-existing list of careers on the whiteboard or chalkboard. Write the second round of careers in a different color to represent what the students learned!

Lesson 8

Materials we provide: Careers Video

Careers Video Questions

and teacher key

Materials you provide: Smart Board/interactive whiteboard to view video

NOTE: Additional online Career Discovery activity also

included in Level 6 of Journey 2050. See page 43 for

more details!

Goal 7: Demonstrate understanding of career opportunities and the skills required. GLO 7.5 Plan a career related to food and nutrition. SLO 7.7.5.1 & 8.7.5.1 Identify critical skills needed for employability in today’s workplace. SLO 7.7.5.2 & 8.7.5.2 Demonstrate an awareness of food-related occupations and careers. SLO 7.7.5.3 & 8.7.5.3 Demonstrate an awareness of nutrition-related occupations and careers.

Curriculum Connections

DidYouKnow

100North Americans eat

ACRES of PIZZA or

350P I Z Z A S L I C E S

per second.41

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Careers Video QuestionsBefore you watch the video, answer the following question:1. Have you ever thought about a career in agriculture? If so, what career?

While you watch the video, answer the following questions:2. There are a lot of industries in Canada that employ people. Industries like agriculture, health care,

transportation or banking for example. Identify how large an employer the agriculture Industry is in Canada. Agriculture is ranked:

a) 1st largest

b) 3rd largest

c) 6th largest

d) 10th largest

3. How many people in Canada have jobs in agriculture?

a) 1 in 8

b) 1 in 11

c) 1 in 15

d) 1 in 20

4. Identify one job in agriculture that you hadn’t known about before.

After you have watched the video, answer the following questions:5. Why are jobs in agriculture so important?

6. Do you think you might work in agriculture in your future?

BONUS QUESTION:7. What kinds of careers in agriculture are related to food and nutrition?

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Careers Video Questions Teacher Key

Before you watch the video, answer the following question:

1. Have you ever thought about a career in agriculture? If so, what career?

Answers may vary.

While you watch the video, answer the following questions:

2. There are a lot of industries in Canada that employ people. Industries like agriculture, health care,

transportation or banking for example. Identify how large an employer the agriculture Industry is in

Canada. Agriculture is ranked:

b) 3rd largest

3. How many people in Canada have jobs in agriculture?

a) 1 in 8

4. Identify one job in agriculture that you hadn’t known about before.

Answers may vary. Possible answers may include: office job, animal care specialist, field scout, agronomist,

researcher, marketing or sales, banking, science lab worker, vet, animal nutritionist, etc.

After you have watched the video, answer the following questions:

5. Why are jobs in agriculture so important?

Answers may vary. We need enough food to sustainably feed 9 billion people by the year 2050!

6. Do you think you might work in agriculture in your future?

Answers may vary.

BONUS QUESTION:

7. What kinds of careers in agriculture are related to food and nutrition?

Answers may vary. Possible answers may include: dietitian, nutritionist, chef/cook, vet (inspects meat products)

government food inspector, research scientist, etc.

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Lesson OverviewJourney 2050 takes students on a virtual simulation that explores world food sustainability. Using an inquiry based approach, the program encourages students to make decisions and adjust them as they see their impact on society, the environment and the economy at a local and global scale. The students experience the lives of three farm families in Kenya, India, and Canada. As the student interacts with each family they learn the role of best management practices in feeding the world, reducing environmental impacts and in improving social performance through greater access to education, medical care and community infrastructure. The Journey 2050 program is free. Just register online here to access the program!

Program Outline: Sustainability Game (topics: water, economy, nutrients)

Learn how to feed the world through sustainable agriculture practices.

Geography Game (topics: where in the world)

Learn about the world and its diversity, and how land use has

changed from the 1900’s.

Career Game Video (topics: who’s who)

Find out what agriculture career suits you best!

Goal 6: Demonstrate understanding of sustainability. GLO 6.1 Explore food security and availability issues as they relate to food choices. SLO 7.6.3.1 & 8.6.3.1 Describe programs and practices that reduce the impact of food production and consumption on the environment. GLO 6.3 Explore environmental matters related to food. SLO 7.6.3.2 & 8.6.3.2 Describe environmentally responsible food-related strategies.Goal 7: Demonstrate understanding of career opportunities and the skills required. GLO 7.5 Plan a career related to food and nutrition. SLO 7.7.5.1 & 8.7.5.1 Identify critical skills needed for employability in today’s workplace. SLO 7.7.5.2 & 8.7.5.2 Demonstrate an awareness of food-related occupations and careers. SLO 7.7.5.3 & 8.7.5.3 Demonstrate an awareness of nutrition-related occupations and careers.

Curriculum Connections

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Journey 2050 Sponsored by Agrium

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We love this program! Watch the introduction

videos on the USB stick. You can find all

teacher/classroom materials here.

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Agriculture in the Classroom Manitoba (AITC-M) acknowledges the individuals and organizations who generously shared their knowledge, resources and materials for the purposes of this project.

This resource was made possible through Growing Forward 2, a federal-provincial-territorial initiative. We extend our sincere appreciation to our partners in industry and education.

Acknowledgments

Thank You for Making a Difference in AgEducationThank you for teaching agriculture education in your classroom and

strengthening students’ connection between the farm and food.

AITC-M knows you will bring this Pizza Farm resource to life and show students how connected we are to agriculture in our everyday lives. Working together, we will inspire students to learn more about where our food comes from to ensure a more informed consumer.

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from http://www.oafe.org/

Canada’s Regulatory System for Foods with Health Benefits - An Overview for Industry - Agriculture and Agri-Food Canada (AAFC).

(n.d.). Retrieved July 22, 2016, from http://www.agr.gc.ca/eng/industry-markets-and-trade/statistics-and-market-information/

by-product-sector/processed-food-and-beverages/reports-and-resources-food-processing-innovation-and-regulations/canada-s-regu

latory-system-for-foods-with-health-benefits-an-overview-for-industry/?id=1274467299466

Eating Well with Canada’s Food Guide. (n.d.). Retrieved July 22, 2016, from http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php

Focus on the Facts. (n.d.). Retrieved from http://www.healthycanadians.gc.ca/alt/pdf/publications/eating-nutrition/label-etiquetage/

serving-size-fact-sheet-portion-fiche-dinformation-eng.pdf

Grade 7 Food and Nutrition Curriculum Document. (n.d.). Retrieved from http://www.edu.gov.mb.ca/k12/cur/teched/human_ecology/gr7_food_

nutrition.pdf

Grade 8 Food and Nutrition Curriculum Document. (n.d.). Retrieved from http://www.edu.gov.mb.ca/k12/cur/teched/human_ecology/gr8_food_

nutrition.pdf

Health Claims - Food - Canadian Food Inspection Agency. (n.d.). Retrieved July 22, 2016, from http://www.inspection.gc.ca/food/labelling/

food-labelling-for-industry/health-claims/eng/1392834838383/1392834887794

Health Claims - Food Labelling - Health Canada. (n.d.). Retrieved July 22, 2016, from http://www.hc-sc.gc.ca/fn-an/label-etiquet/claims-reclam/

index-eng.php

Interactive Nutrition Facts Table Quiz. (n.d.). Retrieved July 22, 2016, from http://www.healthycanadians.gc.ca/eating-nutrition/label-etiquetage/

understanding-comprendre/interactive-tools-outils-interactifs/quiz1-eng.php

Interactive Nutrition Facts Table. (n.d.). Retrieved July 22, 2016, from http://www.healthycanadians.gc.ca/eating-nutrition/label-etiquetage/un

derstanding-comprendre/nutrition-fact-valeur-nutritive-eng.php

Manitoba Agriculture. Mysterious Ag Pamphlet (n.d.). Retrieved July 22, 2016, from http://www.gov.mb.ca/agriculture/index.html

Manitoba Canola Growers Association. Salad Dressing 101. (n.d.). Retrieved July 22, 2016, from http://canolagrowers.com/

Middle Years Human Ecology - Manitoba Framework of Outcomes. (n.d.). Retrieved July 22, 2016, from http://www.edu.gov.mb.ca/k12/cur/

teched/home_ec.html

Pizza Lesson - BC Agriculture in the Classroom. (n.d.). Retrieved from http://www.aitc.ca/bc/uploads/Pizza%20Lesson.pdf

“Pizza Fun Facts.” Fun Facts. Web. 12 August 2016.

“Pizza Jokes.” Pizzeria Jokes. Web. 12 August 2016.

SELF Nutrition Data - Food Facts, Information & Calorie Calculator. (n.d.). Retrieved July 22, 2016, from http://nutritiondata.self.com/

Using the Nutrition Facts Table. (n.d.). Retrieved from http://www.hc-sc.gc.ca/fn-an/alt_formats/pdf/label-etiquet/nutrition/cons/fact-fiche-eng.pdf

Where Does Your Pizza Come From? (n.d.). Retrieved July 22, 2016, from http://minnesota.agclassroom.org/educator/images/materials/post

er_pizza2.jpg

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