Day 1

Day 2

Day 3

Day 4

Day 5

Science:

Science:

Science:

Science:

Science:

Read a book
about what
plants need to
grow.

What do plants
need to grow?

Guest speaker about how

crops grow in Illinois,
what crops grow in
Illinois, and how crops are
used to feed people (i.e.
a farmer speaking about
the uses of corn in
Illinois).

Continue to
check plants
growing in the
classroom and
record changes in
science journal.

Continue to
check plants
growing in the
classroom and
record changes
in science
journal.

Social Studies:
Pre-Assessment:
Mind Map
What is hunger?
How do people
get food?

Design an
experiment in
which the class
begins to grow
vegetables (such
as beans or peas)
from a seed.
Place one plant in
a dark space, one
in a space with
lots of light, one
plant with water,
and one without
(4 plants total).
Social Studies:
Use
computers/iPads
to compile a list
of resources for
people in our
community who
may experience
hunger (food
banks,

Continue to check plants

growing in the classroom
and record changes in
science journal.

Crops in Illinois
vs. Crops in
Ecuador graphic
organizer (online
Venn Diagram
builder).

Social Studies:

Social Studies:

Brief introduction about

Ecuador, population,
climate, and culture
(watch 2 short video
overviews about the
country, providing
multiple perspectives
about life in
Ecuador/different
populations).

Develop action
plan for
Ecuadorian
people to start
their own organic
gardens to
provide
sustainable crops
for people who
live in poverty
(Assessment 2Formal) .

Make compost
bins to distribute
around school
and for students
to take home in
preparation for
community
garden.
Social Studies:
Begin making
posters to
accompany
compost bins
explaining the
purpose of
collecting
compost and why
starting a garden
will benefit the

community
gardens,
organizations with
meal programs,
etc.).
Include multiple
perspectives
when discussing
different people
who may
experience
hungerrural
areas, urban,
homeless people,
etc.

community.

Day 6

Day 7

Day 8

Day 9

Day 10

Science:

Science:

Science:

Science:

Science:

Continue to
check plants
growing in the
classroom and
record changes in
science journal.

Continue to check
plants growing in
the classroom
and record
changes in
science journal.

Continue to check plants

growing in the classroom
and record changes in
science journal.

Continue to
check plants
growing in the
classroom and
record changes in
science journal.

Graph changes
to plant
experiment over
time; discuss
data and
implications for
plant growth.

Select space for

community
garden (outside
the school), using
knowledge about

Plant provided
seeds/plants in
community
garden.

Finish planting in
community garden if
needed.
Social Studies:
Skype with a staff

Science &
Social Studies
(see website
for formal
lesson plan):

Science &
Social Studies:
Final draft of

how plants
grow/what they
need to thrive.
Make a list of
plants to include.
Social Studies:

Social Studies:
Hang compost
posters with bins
around the
school/provide
copies for
students to take
home and
distribute around
their
communities.

Continue working
on compost
posters from Day
5; add
advertisement for
community
Compile a class
garden
list of questions
to ask guest
speaker for Day
8.

member from the Food &

Agriculture Organization
of the United Nations
about how community
gardening
efforts/sustainable
farming can strengthen
and empower
impoverished areas
around the world.
http://www.fao.org/home/
en/
Introduction to final
assessment (community
letter); discuss criteria
and format for
professional letter.

Draft a letter to
parents,
businesses, and
community
members
enlisting their
help in the
strengthening of
the community
garden. In the
letter, include
facts about what
plants were
chosen and why,
how this will
benefit the
community, and
how it connects
to the idea of
global hunger
relief.

letters; type,
print, and
distribute to
community
members.