Inquiry Lesson Plan Template (with Four Ways of Thinking

connection)
Teacher:
Content & Title:
Grade Level:
Lorraine Riley
Food Waste &
4th grade
Sustainability`
Standards:
-

Write informative/explanatory texts to examine a topic and convey ideas and

information clearly. a. Introduce a topic clearly, provide a general observation
and focus, and group related information logically; include formatting (e.g.,
headings), illustrations, and multimedia when useful to aiding comprehension. b.
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic. c. Link ideas within and across
categories of information using words, phrases, and clauses (e.g., in contrast,
especially). d. Use precise language and domainspecific vocabulary to inform
about or explain the topic. e. Provide a concluding statement or section related
to the information or explanation presented. (5.W.2)

Strand 1: Inquiry Process

Concept 3: Analysis and Conclusions Organize and analyze data; compare to
predictions
PO 4. Determine whether the data supports the prediction for an investigation.
Concept 4: Communication Communicate results of investigations
PO 2. Choose an appropriate graphic representation for collected data:
bar graph line graph Venn diagram model (See M04-S2C1-02)

Objectives (Explicit & Measurable):

SWBAT analyze data of food waste in pounds from Weigh the Waste activity,
compare the results to their predictions, and communicate the results in the
form of a bar graph.
SWBAT create an explanatory text that examines the topic of food waste and
identifies specific strategies that help combat food waste.
Evidence of Mastery (Measurable Assessment: formative and summative):
Labeled bar graph that compares the students prediction of food waste to the
data collected from Weigh the Waste activity. To receive full credit, bar graphs
must be accurate (5 points), labeled X and Y axis (2 points), and a key to
distinguish between prediction and results (3 points). (10 points total)
(formative)
5 paragraph essay that describes the food waste issue and lists specific
strategies that can be used to help combat food waste. (Each paragraph 4
points; 20 points total) (summative)
Paragraph 1: Introduction to food waste, explain why people should care about
reducing food waste (i.e. list negative effects of wasting food on people,
environment, etc.)
Paragraph 2: Specific strategy to combat food waste
Paragraph 3: Specific strategy to combat food waste
Paragraph 4: Specific strategy to combat food waste
Paragraph 5: Conclude food waste topic and reiterate importance of taking
action

Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from

simple to more complex):

SWBAT communicate verbally and in written form through class discussions and
journal entries.
SWBAT define food waste and explain how food is wasted throughout the food
system.
SWBAT record results of an investigation.
Lesson Summary and Justification: (summary gives detailed information about what
students are doing. Justification why is this lesson being taught)

Students will explore the worldwide problem of food waste. This lesson is being taught
because it is important for students to understand the extent of the food waste issue,
the implications of wasting food, and learn what actions they can take to make a
difference. To introduce students to the issue, we will start by gauging students
background on food waste through a discussion. First, I will write a series of questions
on the whiteboard in which students will discuss in small groups. After the small
groups have gone through all of the questions, we will use the questions as talking
points to discuss whole class. Students will discuss ways that food is wasted on a daily
basis, at home and at school. Referring back to previous lessons in the unit, students
will consider how food may be wasted as it goes through the food system and
production chain. After developing an understanding of what food waste is, students
will estimate (in pounds) how much food waste they believe the school cafeteria
produces in one day. Next, students will participate in "Weigh the Waste" activity after
lunch to see firsthand how much food is wasted in the school cafeteria in just one day.
Students will analyze the results of the waste activity by creating a bar graph
comparing their waste estimations to the actual results. Lastly, students will reflect on
the importance of reducing food waste by creating a draft of a letter, persuading fellow
students to reduce waste during lunch. By the end of this lesson, students will be able
to describe ways that humans waste food as well as signify the importance of reducing
food waste.

Misconception: (what possible misleading thoughts might students have?)

-

Food waste does not impact the environment.

The only way we waste food is by not eating all the food on our plates/The only
solution to reducing food waste is to eat all of the food on your plate.

Process Skills: (what skills are you introducing or reinforcing)

-

Prediction: Students will predict the amount of food waste in pounds produced in
the school cafeteria in one day.
Communication: Students will communicate these results verbally through a
class discussion and in writing through their opinion piece.
Applying: Students will apply knowledge of food waste gained in class and in the
Weigh the Waste activity to formulate their opinion and develop their writing
piece.

Four Ways of Thinking connection: (Provide a complete explanation of how your

lesson plan connects to futures, system, strategic, or values thinking. Define the way of
thinking you selected and used in this lesson plan. Remember, this should be included
meaningfully in the lesson plan.)

Strategic Thinking: Students will be engaged in strategic thinking as they brainstorm

specific solutions on how food waste can be reduced. The strategies that the students
come up with will be vital to their personal lives, as they are continuously making
decisions related to food, at home, at school, and even at the grocery store. Using
strategic thinking, students will recognize what implications their actions will have on
themselves, others, and the environment and whether these implications will be
positive or negative.
Safety: (what safety rules and items need to be addressed?)
- Listen carefully to teacher directions at all times.
- Wear gloves on both hands when handling garbage bags/cans.
- Be responsible and respectful yourself and your peers.
Inquiry Questions: (testable in the here and now.)
1. How much food is wasted at school in one day? (to explore)
2. What are some strategies to reduce food waste? (to elaborate)
Key vocabulary: (list and define)
Materials: (list item and possible
1. food: any nutritious substance that people
quantity)
or animals eat or drink, or that plants absorb,
1. Disposable gloves (1 box for class)
in order to maintain life and growth.
2. Luggage scales (5 for class)
3. Notebooks (1 per student)
2. waste: material that is not wanted; the
4. Pencil (1 per student)
unusable remains or byproducts of something.
5. Computer/laptop (1 per student)
3. sustainability: able to be maintained at a
certain rate or level.
4. weight: a body's relative mass or the
quantity of matter contained by it, giving rise
to a downward force; the heaviness of a
person or thing.

Engage - In this section you should activate prior knowledge, hook student
attention, pose a question (IQ#1) based on your lesson objective that students
will seek to answer in Explore.
Teacher Will: (hook)
Students Will:
-

To hook student attention and active

prior knowledge, I will refer back to
Day 2s lesson on the food system
and the journey of a food item from
farm to plate or growth to disposal. I
will ask a couple volunteers to remind
me what fruit or vegetable they were
assigned and to give me a summary
of their journey.
After one or two volunteers share, I
will ask the class to consider how food
is wasted on a daily basis. I write
project the following questions on the
board for students to discuss in
groups:
1.) What are common ways that
humans waste food?
2.) Can you think of ways that food is
wasted before it is purchased by
consumers? Think about the food
system.

One or two volunteers will share

what produce item they were
assigned and give a brief overview
of their journey through the food
system.
Students will raise their hands and
give examples of ways that food is
wasted throughout the food
system.
Example answers to 1.) Common
ways that we waste food are
throwing away leftovers in the
fridge, not finishing food during
meals
Example answers to 2.) Food can
be damaged in transportation or
storage. Fruit can be overripe,
bruised, or unattractive
Example answers to 3.) Kids
throw away food they do not want
like fruits or vegetables or do not
finish their food. The cafeteria

3.) How might food be wasted at

school?

might make too much food

One person from each group will
share to the class their responses
to one or more of the questions.
Groups will also have the
opportunity to build on ideas
presented from other groups.
Students will create a journal
entry in their science notebooks
titled, Weigh the Waste. In this
entry, students will write their
predictions for # of bags and
weight of each bag in lbs.
Students will watch ASUs Weigh
the Waste video.

Once groups are finished discussing in

small groups, we will bounce from
table to table and groups will share
their responses to the questions.
- IQ #1: After all groups have had the
opportunity to share, I will ask
students to predict the # of garbage
bags filled with food waste in one day
as well as the weight of each garbage
bag . Students will write both
predictions in their science notebook
in a new journal entry titled Weigh the
Waste.
- Once students have written down
their predictions, I will inform students
that today we will be participating in
an activity called Weigh the Waste. I
will tell them that in order to get an
idea of how much food we waste on a
daily basis at school, we will be going
into the cafeteria after the last lunch
period to weigh the bags of food
waste.
- I will play ASUs Weigh the Waste
video to introduce the students to the
activity.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Science notebooking: Students will create a a journal entry in their science notebooks
for Weigh the Waste activity. This notebooks serves as a judgment free zone where
students can write predictions and record results without having to feel embarrassed
about what others may think.
Explore - In this section students should take the lead and actively use materials
to discover information that will help them answer the question posed in
Engage. Teachers may choose to give steps to follow, especially for younger students,
but the goal is for students to discover some or all of the sub-objectives of the lesson.
Teacher Will: (pose IQ #1)
Students Will: (list all steps)
-

Before walking students down to the

cafeteria, I will pose the folllowing
question to my students and instruct
them to write the question down in
their science notebooks on a new
page: How much food is wasted at
school in one day?
Then, I will tell students to create a
chart where we can record the results
of the activity. Next, I will divide
students into groups of 5 then instruct
them to briefly discuss their
predictions with one another.

Students will prep their science

notebooks for the investigation by
creating a new entry titled, Food Waste.
Below the title will be IQ #1, How much
food is wasted at school in one day?
Students wil then set up a T-chart in their
notebooks where they will record their
results. Below is an example of what a
filled-in chart would like. At this point,
there should not be any results listed.

Bag # | Weight of waste

1
2
(and so on Students will fill chart as they go as

number of bags will vary)

Once students have finished sharing
their predictions in small groups, we
will briefly go over reasonable and
unreasonable predictions (as a class)
- After students have been divided
for one filled garbage bag. This is to
into groups, they will briefly share
prevent predictios that are
their predictions with one another.
unreasonably low (2 pounds) or
Students will remain in these
unreasonably high (200 pounds).
groups as they participate in the
- We will then walk to the cafeteria as a
activity to prevent a large amount
class.
of students surrounding one
- Once in the cafeteria, I will instruct
garbage bag.
students to get in their groups to
listen carefully to instructions.
- Students will walk down to the
- As you can see, there are X bags
cafeteria, listen carefully to
filled with food waste from just today
teacher instruction, grab materials
alone. The bags are labeled from 1 to
for the group, and then start the
X so be sure to look at the label as
activity.
you are recording your results. You all
should take turns helping weigh the
bags and recording the weights in
- Group members will take turns
your notebooks. Depending on how
weighing the bags and recording
heavy the bag is, you may need 2 or
the weight in their science
3 people to help weigh. Each group
notebooks.
will receive one scale. Remember, to
be respectful and be responsible. Do
not play with the garbage bags. Do
not poke holes or try to open them.
Remember, we are working with trash
so it is important for us to stay
sanitary. There are enough gloves for
everybody, so be sure to use them if
you are touching or weighing the
garbage bags.
- Send one student from each group to
retrieve your materials, then head to
a garbage bag and get weighing! I will
be circulating if anyone needs any
help.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Flexible grouping: Students will be grouped for the Weigh the Waste activity. ELLs or
struggling students will be placed with peers that can assist them through the activity.
Explain In this section students share what they discovered, teacher connects
student discoveries to correct content terms/explanations, students
articulate/demonstrate a clear and correct understanding of the lesson sub-objectives
by answering the question from Engage before moving on.
Teacher Will:
Students Will:
- Class will return to the classroom after
- Students will share initial reactions
all bags have been weighed and all
of activity (what they thought
results are recorded in science
about the waste, any surprises or
notebooks.
things that matched up with prior
- We will then participate in a class
expectations, etc.)
discussion to share results, initial
- Recorders from each group will
reactions, and create a classroom Twrite down the weight that was

chart that lists weight per bag.

I will ask students questions such as,
What did you guys think of the
activity? Did anything surprise you
regarding the amount of waste? Did
any expectations or predictions come
true?
After brief discussion of student
reactions, we will compare group
results as a whole class. On the board,
I will write the following for groups to
share their results:
Bag 1:
Bag 2:
Bag 3:
(and
so on.)

recorded for each bag.

Students will share proposed
explanations for why groups may
have gotten (slightly) different
results for the same bag such as
reading the scale wrong, scale is
not 100% accurate 100% of the
time, etc.

After all groups have written their

results on the board, we will see how
closely each groups results matched
up. Since the bags were labeled in the
activity, the weight of each bag
should be pretty consistent. If there
are major concerns regarding
inconsistencies, we will talk about
what may have went wrong in the
weighing process (such as using the
scale incorrectly). We will also talk
about why results for the same bag
may differ a pound or two from group
to group.
After all results have been written, we
will work together as a class to create
a large-scale classrom T-chart that will
later be referenced in the Elaborate
stage.

Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes

Elaborate In this section students take the basic learning gained from Explore and
clarified in Explain and apply it to a new circumstance or explore a particular aspect of
this learning at a deeper level. Students should be using higher order thinking in this
stage. A common practice in this section is to ask a What If? question. IQ #2
Teacher Will: (pose IQ #2)
Students Will:
-

After creating the classroom T-chart, I

will explain to students that they will
create a bar graph that compares the
predicted weight of each bag to the
actual weight. Predicted weight will
remain the same for each bag, but
actual weights will vary. I will remind

Using the classroom T-chart,

students will use the results to
create a bar graph that compares
the predicted weight of each bag
compared to the actual weight of
the bags.
Volunteers will share their bar

them to properly label their X and Y

axis as well as create a key that
distinguishes predicted weight from
actual weight.
I will release students free to work
independently to create their charts
and circulate the room, assisting
students as needed.
After most of the class is finished with
their bar graphs, I will ask a couple
volunteers to explain their graph
(were the results higher or lower than
your predicted weight? Why do you
think this was the case?)
Once all volunteers have shared and
students have substainally dicussed
results of investigation, I will inform
students that wasting food wastes a
lot more than just food alone! It
wastes resources, water, energy, and
also wasted food ends up in landfills,
as opposed to going to those in need.
I will then ask students, After seeing
just how much food is wasted at our
school alone and learning about the
many negative effects of wasting
food, do you believe it is important
that we try to reduce our food
waste?
Next, in order to engage students in
Strategic Thinking, I will ask
students How can we use strategic
thinking to brainstorm strategies that
reduce food waste? I will give
students a few minutes to brainstorm
and then hand out a Bubble Map
where students can list the strategies
that they come up with.

graphs with the class and explain

whether or not their predicted
weights were lower or higher than
the actual weights. Although not
graphed, students will also share if
their predicted number of bags
was higher or lower than actual
amount of garbage bags.
For example: I predicted there
would be 3 full garbage bags each
weighing 20 lbs each. There were
actually 5 garbage bags that
weighed anywhere between 40-45
pounds. I think the results were
higher because I didnt think there
would be so much food wasted.
Students will continue to discuss
results of investigation as
volunteers share.
Students will raise their hand and
explain whether or not they
believe it is important to reduce
food waste. Students will give
specific examples to support their
reasoning.
Students will explain how we can
utilize strategic thinking to combat
food waste. Students will use
Bubble Map to list specific
strategies that they brainstorm.

Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes

Bubble map: Students will use a bubble map to list their strategies. Graphic organizers
and thinking maps support differentiated learning because it allows students to
organize their thoughts in a clear and concise format.
Evaluate In this section every student demonstrates mastery of the lesson
objective (though perhaps not mastery of the elaborate content). Because this also
serves as a closing, students should also have a chance to summarize the big
concepts they learned outside of the assessment.
Teacher Will:
Students Will:
- After all students have completed
- Students will listen to directions as I
their Bubble Map, I will inform the
explain writing piece assignment.
class that we will be taking Strategic
- Students will begin pre-writing and
Thinking a step further and use
working on their rough drafts.

these strategies to develop a writing

piece. I will tell students that they
will be writing an explanatory text
that examines the topic of food
waste and lists 3 specific strategies
that can be used to help alleviate
the issue. I will go over specific
essay requirements (see Evidence
of Mastery).
- I will set students free to work on
pre-writing and rough drafts.
Students will likely need additional
class time for editing, revising, and
publishing their final drafts.
Closure: (revisit objective, IQs and make real world connections)
After giving students at least 30 minutes to work on their rough drafts, we will wrap up
the days lesson by having students share their strategies. Students should consider
strategies that can be taken at home, at school, as well as in public such as shopping
at the grocery store. After sharing, each student will write one strategy on a sticky
note that they did not think of prior to hearing others share. These sticky notes will be
placed on the whiteboard to demonstrate class mastery of Strategic Thinking.
**Best Practices List the Best Teaching Practices you will use to enhance
the learning outcomes. In each section where prompted, list the best
practice, how the practices will be used and the purpose.