TGC Fellow Unit Template
Prepared by: Sheila Freehill School/Location: Eagle Crest Elementary School
Subject: ELL Social Studies/ Environmental Science/ Literacy Grade: 4th grade Interdisciplinary Unit Title: What is on my plate? How our food choices impacts the world.
Time Needed: 6-8 weeks
Unit Summary: Students will do an inquiry based action research project with three parts. In all parts students will learn strategies to reduce hunger by asking the question: How can we improve food security locally and globally? First, students will learn how to define and measure hunger and food insecurity and compare different families food expenses for a week. We will also discuss the cultural significance of food and how food is an integral aspect of who we are. We will then research sustainable agricultural and food distribution practices that are used around the world through real case studies, picture books, video, (STG partnerships), and interact with our sister school via email and Skype in Nairobi, Kenya called the Empakasi School (http://www.mwebaza.org/) and the Mwebaza Infant Primary School in Kyengera, Uganda. Students will generate questions to interview students in Kenya about their sustainable agricultural programs.
After reading a few picture books on sustainable agricultural development stories, students will practice and learn about how to become micro-entrepreneurs (using the One Hen model) and learn about successful microentrepreneurs who grew food or raised animals to become self sustaining local farmers. We will compare how they grow, sell and distribute their food to reduce hunger. We will discuss the causes and effects of purchasing locally grown food versus globally produced food using the case studies and our own lives as examples. They will compare different success stories and analyze how these people have transformed their lives with the help of small business loans or the gift of an animal from Heifer. Students will collaborate to decide how they want to design a prototype to potentially begin their own business to raise money for our sister school using the design challenge principals. If the design is successful, they will write the school’s PTO and ask for a loan to start their product. We will collaborate with art teacher and create a product to sell throughout the fourth grade to raise funds for our sister school’s farming projects.
We will use the STG world goal 2: end hunger, achieve food security and improved nutrition and promote sustainable agriculture as a guide in our research. Students will also participate (the timing may not be the same for both projects) as lunchroom volunteers in an action research project at our school called, “Share Table.” Some members of my fourth grade class will collaborate with the school eco-club to support a new pilot for our school district. It is a new initiative at Eagle Crest to reduce food waste in our cafeteria by creating a food share table. Children can donate or take unused food and eat it. We will research how much food we save and how much waste we reduce with our efforts. We will discuss the perspective of those who share and those who take the food. We will talk about the culture in our school and how we can be school leaders who support the school community to be more sustainable and how this helps our planet.
STAGE 1: Desired Results
G1: Civics 4: Analyze and debate multiple perspectives of an issue.
G2. Geography 2: Connections within and across human and physical systems are developed.
G3: Students become agents of change by participating in a Food Share table project.
Compare and contrast key ideas presented in multiple resources, some fiction and some nonfiction.
Integration and evaluation of knowledge and ideas presented in diverse media formats including visually, quantitatively as well as in words- 7 and 9
Speaking and listening: Comprehension/collaboration/presentation of knowledge and ideas.
7: Research to build and present knowledge
based on focused questions to demonstrate understanding of the subject under investigation.
1) Google Maps locate sister school look at street view of communities, and identify locations of food sources.
2) Google Presentation to share project with peers and sister school,
3) I-pads or Chromebooks for internet research and creation of presentation, to gather data regarding amounts of food shared and saved, and for making video reflection of food -share table experience.
4) Padlet to post inquiry questions to group and respond
5.) SeeSaw and email to share the project with parents.
6) Skype to communicate globally with sister school.
7)Internet to share videos and research SDG’s
https://www.pinterest.com/pin/516788125983232039/ (food mapping idea)
Book: The Hungry Planet: What the world eats
(food mapping native versus plants currently being grown in different countries)
https://www.youtube.com/watch?v=0FR0OEXyWgg ( Maria’s journey from Hunger to having enough)
The Good Garden: How one family went from Hunger to having enough By, Katie Smith Milway
Ending hunger by helping farmers sell their food locally
Beatrice’s Goat:read aloud by Lori Lohstoeter
One Hen,read aloud by, Katie Smith Milway used with One Hen organization to end hunger.
(Heifer classroom fundraiser action project)
Food sharing table action project at Eagle Crest to reduce food waste and hunger
The journey of strawberries...
https://www.youtube.com/watch?v=EwNpnUUSk4M ( feed people not landfills)
Students will be able to independently use their learning to:
T1: Recognize perspectives. Understand that we all need food to survive and there are many ways to contribute to reducing hunger locally and globally.
T2: Consider how our daily actions around our food production, purchasing choices and food waste can impact the world beyond their local community.
T3: Use an inquiry approach to work together to design questions, to compare actions used to reduce hunger on a local and global level.
T4: When people help each other and work together the community grows stronger. Students will collaborate, share ideas, build life skills, and negotiate with one another.
T3: Explain their learning and communicate with others locally and globally using technology, Talk Moves, levelled language frames and Thinking Maps to scaffold their communication skills as ELL’s.
Students will understand that:
U1: Each person has the ability to make choices that impact the world either positively or negatively.
U2: What we eat is very personal and culturally significant.
U3: Everyone needs to eat, but we don’t all have the same access to food.
U4: When people can live a self-sustaining life they can have a chance to rise above poverty.
E1: How can we reduce hunger in the world?
E2: How can each person become more sustainable in our food choices (growing, buying, eating, selling)?
E3: How can having food security support communities to become more sustainable?
E4: How can we improve food security locally and globally?
Students will know: Content
K1: Where some of their food comes from and be able to compare their food sources to where people around the world get their food.
K2: Eating locally grown food helps reduce global hunger by supporting people to be self-sustaining.
K3: Reducing food waste helps end global hunger.
K4: People around the world have similar human needs.
K5: Definitions of key terms: monoculture, producer, consumer, sustainable agriculture, globalization, point of view, global, local, production, distribution, waste, entrepreneur (micro/macro-finance/entrepreneur), profit, loan, finance, invest, food insecurity
Students will be able to: Skills
S1: How to ask questions to guide their learning.
S2: Students will collaborate with a group as leaders to take action to improve their school community by reducing food waste and hunger locally.
S1: DIscuss the pro’s and con’s of importing and growing fresh produce or food.
S2: Compare and contrast different global case studies that have developed food security through sustainable agriculture and food production.
S3: Build a greater understanding that one’s choices as a consumer and producer of food affects others.
S4: Analyze the STG goal 2 to end hunger and discuss why this is important.
S5: Students will use multiliteracy tools (including maps and graphics, websites, books, articles and video) to research, ask questions, and build background knowledge on the topic.
S6: Students will collaborate to take action to design a product to raise money to support a family in need of food through micro- financing.
Stage 2 - Evidence
Evaluation Criteria (Learning target or Student Will Be Able To)
Assessments FOR Learning
1. Students will talk about what they already know about where their food comes from and build background knowledge on topic.
2. Students will complete cause and effect thinking map on food insecurity and hunger.
3. Students will participate in planning meetings and help run the food share table at lunch under the supervision of the teachers and lunchroom staff. They will weigh the food to keep track of the amount of food being rescued from waste. (This part of the unit may happen before the rest of the unit and will be additional to the actual lesson.)
4. Students will read the books and fill in a note catcher for One Hen, Beatrice’s Goat and The Good Garden. They will build background knowledge using the One Hen website on what steps the characters (and real people the books were based upon) took to start a microfinance project.Students will use Talk Moves and Thinking Maps strategies to encourage higher level discussions.
Students will use the sister school website and other websites about Kenya and Uganda to learn about their biomes, agriculture, culture, and school microfinance projects to understand more about their perspectives.
2. Students will be able to verbally explain the causes and effects of hunger and food insecurity. Students will discuss interventions to address food insecurity and ask them to number their list from most important to least and explain their reasons. They will use a visual thinking map that we generate as a group and use levelled language frames as scaffolds using stories and other research to guide their thinking.
2. Students will analyze how the Food Share table has worked at lunch and discuss their opinions about the pro’s and cons of the program and brainstorm suggestions for improvement. Students will generate list of environmental impacts of imported food and solutions to reduce food waste.
3. “The having of wonderful microfinance ideas”. Students will compare ideas in story One Hen or Beatrice’s Goat with other microfinance ideas. Use the website for One Hen to research ideas and design a product or decide on a way to experiment with raising awareness and money for the sister school. Students will learn about what microfinance is and what are desired character traits to be successful leaders of a business.
3. Students will each generate written interview questions to interview students at the sister school. Students will write a reflection of their conversation and a thank you letter to the sister schools’ students.
4. Students will demonstrate understanding of vocabulary words in context of their microfinance project and food share projects.
Assessments OF Learning:
At the end of unit, students will plan a locally prepared meal, discuss what they have learned using a Nearpod project and reflect on what they have learned about where food comes from and revise or add to their original ideas about how their personal food choices impact the world both locally and globally.
Final prototype project will be assessed with a rubric. Student partner groups will write a written reflection on Padlet and share it with the group.
5) Students will reflect on learning process and share thoughts using a Nearpod evaluation presentation. This will require students to be thoughtful in their reflection with the group.
Stage 3 - Learning Plan
Summary of Key learning Events and Instruction (Make this a useful outline of the unit.)
Students will compare different families weekly food and discuss observations. ( Use Ted talk for ideas to add to discussion)