FruitShare education is cross-curricular. There are valuable learnings in science and technology, environmental studies, health and physical education, and social sciences and humanities. Below are excerpts from the Ontario curriculum which will be drawn upon when designing custom presentations and workshops.

Acting Today, Shaping Tomorrow

Ontario’s education system will prepare students with the knowledge, skills, perspectives, and practices they need to be environmentally responsible citizens. Students will understand our fundamental connections to each other and to the world around us through our relationship to food, water, energy, air, and land, and our interaction with all living things. The education system will provide opportunities within the classroom and the community for students to engage in actions that deepen this understanding.

STRATEGY 1.1 – Increase student knowledge and develop skills and perspectives that foster environmental stewardship.

Schools will: • provide opportunities for students to acquire knowledge and skills related to environmental education in all subject areas, and encourage them to apply their knowledge and skills to environmental issues (e.g., loss of biodiversity, climate change, waste reduction, energy conservation) through action-based projects; • challenge students to develop skills in systems thinking and futures thinking that they will need to become discerning, active citizens.

STRATEGY 1.2 – Model and teach environmental education through an integrated approach that promotes collaboration in the development of resources and activities.

STRATEGY 2.1 Build student capacity to take action on environmental issues.

STRATEGY 2.2 Provide leadership support to enhance student engagement and community involvement.

School will: • work with parents, the school council, community groups, and other education stakeholders to promote environmental awareness and foster appropriate environmentally responsible practices; • enrich and complement students’ classroom learning by organizing out-of-classroom experiences and activities (such as the naturalization of the school yard), as appropriate;

STRATEGY 3.1 Increase the extent to which environmental education is integrated into school board policies, procedures, and strategic plans.

STRATEGY 3.2 Enhance the integration of environmentally responsible practices into the management of resources, operations, and facilities.

Science and Technology (Grades 1-8)

A sense of place can be developed as students investigate structures and their functions in their neighbourhood, consider different ways in which food is grown in their community, and explore the impact of industries on local water systems.

Fundamental Concepts: Sustainability and Stewardship



3.4 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and explain why it is important for all living things to have a healthy environment


1.1 assess ways in which plants are important to humans and other living things, taking different points of view into consideration (e.g., the point of view of home builders, gardeners, nursery owners, vegetarians), and suggest ways in which humans can protect plants

1.2 assess the impact of different human activities on plants, and list personal actions they can engage in to minimize harmful effects and enhance good effects

3.2 identify the major parts of plants, including root, stem, flower, stamen, pistil, leaf, seed, and fruit, and describe how each contributes to the plant’s survival within the plant’s environment

3.5 describe ways in which humans from various cultures, including Aboriginal people, use plants for food, shelter, medicine, and clothing (e.g., food – from rice plants; houses for shelter – from the wood of trees; medicines – from herbs; clothing – from cotton plants)

3.7 describe the different ways in which plants are grown for food (e.g., on farms, in orchards, greenhouses, home gardens), and explain the advantages and disadvantages of locally grown and organically produced food, including environmental benefits


2.3 use scientific inquiry/research skills (see page 15) to investigate ways in which plants and animals in a community depend on features of their habitat to meet important needs

 Science (Grades 9 and 10)

Fundamental Concepts: Sustainability and Stewardship

Community Partners

Community partners in areas related to science can be an important resource for schools and students. They can provide support for students in the classroom and can be models of how the knowledge and skills acquired through the study of the curriculum relate to life beyond school. As mentors, they can enrich not only the educational experience of students but also the life of the community. For example, schools can make use of community groups that recruit practising scientists (e.g., engineers, optometrists, veterinarians, geologists, lab technicians) to provide in-class workshops for students that are based on topics, concepts, and skills from the curriculum.

Biology: Sustainable Ecosystems

B2.4 plan and conduct an investigation, involving both inquiry and research, into how a human activity affects water quality (e.g., leaching of organic or inorganic fertilizers or pesticides into water systems, changes to watersheds resulting from deforestation or land development, diversion of ground water for industrial uses), and, extrapolating from the data and information gathered, explain the impact of this activity on the sustainability of aquatic ecosystems

B3.5 identify various factors related to human activity that have an impact on ecosystems and explain how these factors affect the equilibrium and survival of ecosystems

Earth and Space Science: Earth’s Dynamic Climate

D2.5 investigate their personal carbon footprint, using a computer simulation or numerical data (e.g., determine carbon emissions that result from their travelling to school, work, and recreation venues; from vacation travelling; from buying products imported from distant countries), and plan a course of action to reduce their footprint (e.g., a plan to increase their use of bicycles or public transit; to eat more local foods)

Science (Grades 11 and 12)

Fundamental Concepts: Sustainability and Stewardship

Plants: Anatomy, Growth, and Function

F1.1 evaluate, on the basis of research, the importance of plants to the growth and development of Canadian society (Sample questions: In what ways does the local food movement contribute to community development?)

F3.3 explain the reproductive mechanisms of plants in natural reproduction and artificial propagation (e.g., germination of seeds, leaf cuttings, grafting of branches onto a host tree)

Plants in the Natural Environment

F1.1 analyse, on the basis of research, and report on ways in which plants can be used to sustain ecosystems

F1.2 assess the positive and negative impact of human activities on the natural balance of plants

Sustainable Agriculture and Forestry

D1.1 evaluate, on the basis of research, a variety of agricultural and forestry practices (monocultures, organic vs non-organic, runoff, chemicals and human health)

Nutritional Science

D1.1 analyse the social and economic costs and benefits of the use of non-nutrient food additives in food preservation and food enhancement techniques

D2.6 plan and conduct an inquiry to determine the nutrient or energy content in selected food samples

F1.1 assess the environmental implications of food choices available in a variety of situations (e.g., in the school cafeteria, a fast-food restaurant, a supermarket, a local farmers’ market, an organic meat shop), and propose ways to minimize the environmental impact of their food choices

Health and Physical Education (Grades 1-8)

Living Skills

Active Living, Physical Fitness, Safety

Healthy Living, Making Healthy Choices, Healthy Eating

Social Studies Grades 1 to 6, History and Geography Grades 7 and 8

People and Environments: The Local Community

B1. describe some aspects of the interrelationship between people and the natural and built features of their community, with a focus on how the features of and services in the community meet people’s needs

B2. use the social studies inquiry process to investigate some aspects of the interrelationship between people and different natural and built features of their local community, with a focus on significant shortand long-term effects of this interrelationship

B3. describe significant aspects of their community, with reference to different areas, services, and natural and built features, demonstrating an understanding of some basic ways of describing location and measuring distance


A1.1 compare ways in which some traditions have been celebrated over multiple generations in their family, and identify some of the main reasons for changes in these traditions


B1.1 compare selected communities from around the world, including their own community, in terms of the lifestyles of people in those communities and some ways in which the people meet their needs (e.g., in northern Europe, people have homes that are heated and insulated, while in the Caribbean, houses do not need to be insulated and may have rooms that are open to the outdoors; in cities, most people buy their groceries from a local shop or a grocery store, but in rural South America people either grow their own food or trade with other farmers)

B3. Understanding Context: Physical Features and Communities

B3.6 identify basic human needs (e.g., for food, water, clothing, transportation, shelter), and describe some ways in which people in communities around the world meet these needs (e.g., food: hunting, fishing, farming, shopping at grocery stores; transportation: on foot, using animals, using motorized vehicles, by water)


B2.1 formulate questions to guide investigations into some of the short- and/or long-term effects on the environment of different types of land and/or resource use in two or more municipal regions of Ontario (e.g., the impact of mining, forestry, agriculture, suburban land development) and measures taken to reduce the negative impact of that use


B2.1 formulate questions to guide investigations into some of the issues and challenges associated with balancing human needs/wants and activities with environmental stewardship in one or more of the political and/or physical regions of Canada

Health and Physical Education (Grades 9-12)


A3.2 describe a variety of personal practices and local programs that are environmentally responsible (e.g., using active transportation; programs promoting green alternatives and green living, tobacco-free living, eating locally), and explain how they can also benefit personal health Teacher prompt: “Many initiatives by individuals and local groups are helping to make our society more environmentally responsible. Provide some examples of these initiatives that also have important health benefits.” Students: “Initiatives that promote eating local produce help to reduce greenhouse gas emissions, because local produce requires much less transportation. Because vegetables and fruit from local sources can be allowed to ripen before they are picked and can be consumed shortly after being harvested, they are usually more nutritious.” “Community initiatives that increase the amount of green space can also increase the opportunity for physical activity. Exposure to the natural environment gives most people a greater sense of well-being.”


B1.2 describe the factors that contribute to personal wellness and support healthy living (e.g., sense of responsibility; ability to make decisions related to physical activity, fitness, and healthy eating; healthy relationships; coping skills; creative and critical thinking skills; a positive sense of self)


C1.3 describe factors that influence personal choices of health products and services (e.g., finances; peer, social, cultural, and media influences; government policies and programs; availability and accessibility of health services, facilities, and resources; environmental impact), and assess the impact of these factors on their own choices of health products and services

C2.1 identify the components of a healthy community (e.g., safe and healthy social and physical environments; inclusiveness and mutual support; access to essential services; diverse, vital economy; high level of individual health), and describe the factors that help to sustain it (e. g., adequate access for all to food, clean water, shelter, income, work, and recreation; adequate water and sanitation infrastructure; effective environmental regulation and pollution controls; a strong local cultural heritage; access to support networks and health services; availability and accessibility of recreational facilities, such as safe and properly lit walking trails and bike paths and lanes)

C3.1 describe actions that individuals can take that contribute to the health of others


B1.1 explain the terms active recreation and healthy leisure, and describe the potential social, economic, and environmental benefits that active recreation and healthy leisure can provide for a community (e.g., social: enhancement of family and other social bonds, promotion of empathy and equity, reduction of isolation and alienation through participation in shared activities; economic: employment, reduction of health care costs and productivity losses; environmental: reduction of carbon emissions and emissions of other air pollutants through use of active transportation)

B1.2 explain why lifelong participation in active recreation and healthy leisure is an important contributor to one’s quality of life and well-being (e.g., improves and maintains personal healthrelated fitness; helps prevent or manage chronic disease; has a positive influence on mental health; creates time for family bonding; improves social networking and creates opportunities for developing and strengthening personal relationships)

B1.3 describe motivational factors (e.g., physical health benefits, stress management benefits, enjoyment, opportunities for learning new skills, social interaction) and potential challenges (e.g., financial constraints; lack of programs; lack of facilities or poor access to facilities; transportation difficulties; restrictions related to family values, social, or cultural norms; language barriers; low level of fitness; poor environmental conditions) that affect lifelong participation in active recreation and healthy leisure, and identify strategies for overcoming these challenges (e.g., overcome financial and time constraints by identifying inexpensive and convenient recreational resources within the community, such as community education or recreation programs and worksite programs, or by planning social activities that involve physical activity)

B1.4 demonstrate an understanding of promotional strategies that are sensitive to the diversity of the community, and apply them to communicate the benefits of lifelong participation in active recreation and healthy leisure

Social Sciences and Humanities (Grades 9-12)


Availability of Food

D1.3 explain why certain foods are imported from other countries (e.g., tropical fruits, nuts, ocean fish, coffee, tea, chocolate). Teacher prompts: “How much do our eating patterns depend on imported foods?” “Why are some foods imported to Ontario (e.g., garlic from China or apples from New Zealand) when they can be grown locally?” “How can a common recipe be changed to use more local foods?”

D1.4 identify factors that influence where people choose to shop for food (e.g., local grocery store, bulk-food store, big-box store, farmers’ market, roadside stand, pick-your-own farm). Teacher prompt: “Why might some people choose to buy their food at a farmers’ market rather than a big-box store?”

Food and Environmental Responsivity

D2.1 assess their personal and family food-purchasing and food-preparation practices to determine their effect on the environment (e.g., local foods require less fossil fuel for transportation; homemade foods require less packaging)

D2.2 assess programs and practices that reduce the impact of food production and consumption on the environment (e.g., recycling programs, organic farming, food co-ops, community gardens)

Teacher prompt: “What food-related programs could your school and community support to help the environment?”

Food Security

D3.1 identify the components of food security (e.g., availability, accessibility, adequacy, acceptability, sustainability) D3.2 explain why some people in Canada cannot achieve food security (e.g., lack of access to safe drinking water in smaller communities or communities with deteriorating infrastructure; low income; lack of knowledge about nutrition or food preparation; lack of resources or lack of access to resources; poor growing conditions or low crop yields as a result of soil depletion or natural disasters)

D3.2 explain why some people in Canada cannot achieve food security (e.g., lack of access to safe drinking water in smaller communities or communities with deteriorating infrastructure; low income; lack of knowledge about nutrition or food preparation; lack of resources or lack of access to resources; poor growing conditions or low crop yields as a result of soil depletion or natural disasters)

D3.3 identify some misconceptions and myths about hunger (e.g., it does not happen in Canada; there is not enough food in the world), and explain the reasons for them

D3.4 identify local programs to increase food security (e.g., education programs, food banks, community kitchens, community gardens), and assess their effectiveness. Teacher prompts: “What are some local organizations that work to promote food security?” “What facilities exist in your school and community to promote food security? How effective are they? How could they be improved?”







School Courses

  • Social Studies, Grades 1-6 and History and Geography, Grades 7 and 8 (2004), an understanding of the environment as the complex relationship between the natural and built elements of the Earth is one of the fundamental concepts.
  • Science, Grades 9 – 12
  • Environmental Science, Grade 11, University/College Preparation (SVN3M)
  • Environmental Science, Grade 11, Workplace Preparation (SVN3E)
  • Canadian and World Studies, Grades 9 – 12
  • Grade 12 two optional courses: The Environment and Resource Management may be offered at the university/college or workplace destinations within the Canadian and world studies curriculum document.
  • Healthy Active Living Education, Grade 9, Open (PPL1O)
  • Healthy Active Living Education, Grade 10, Open (PPL2O)
  • Healthy Active Living Education, Grade 11, Open (PPL3O)
  • Healthy Active Living Education, Grade 12, Open (PPL4O)
  • Health for Life, Grade 11, College Preparation (PPZ3C)
  • Recreation and Healthy Active Living Leadership, Grade 12, University/College Preparation (PLF4M)
  • Food and Nutrition, Grade 9 or 10,Open (HFN1O/2O)
  • Food and Culture, Grade 11, University/College Preparation (HFC3M)
  • Food and Culture, Grade 11, Workplace Preparation (HFC3E)
  • Nutrition and Health, Grade 12, University Preparation (HFA4U)
  • Nutrition and Health, Grade 12, College Preparation (HFA4C)
  • Food and Healthy Living, Grade 12, Workplace Preparation (HFL4E)
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