Crystal Harrison 1

ECE Integration Unit Plan Template

LTC 4240: Art for Children Unit Title & Big Idea: Food: whats it for & how has it changed overtime? Unit Overview/Summary: The unit on Food will incorporate 10 lessons: Functions of Food, Choices: Snacks, Changes in Food Over Time, Changes in Farming over Time, Types of Farming, A trip to a local Farm, Development of the Food Industry, A Trip to the Super Market, Hunger, Review. This Unit is focused on food as a necessary survival item. Students will spend time researching types of foods, types of farms, the changes over time in food and the industry. Students will also complete worksheets and daily challenges which will be set up as taste testings of different foods. The students will continue to work diligently on researching in preparation to visiting a local farm and supermarket. Key Concepts (3-4) 1. People all over the world eat food. Is it because they just like to, or do they need food?...Why?...What does it do for us? 2. Changes in Farming over time. 3. The food industry what is it?...what do they do? 4. Hunger- Who, Where, When, How? What can we do to make a difference? Grade Level: K-3 (emphasis on First) Class Periods Required: This unit will require 4 weeks to complete (10 class days then field trips).

Essential Questions (3-4) 1. Certain foods are healthful and nutritious, what are some of these foods? 2. Why are these foods so good for you? 3. Certain foods are not healthy for you, what are some of those foods? 4. Are there different types of farms? 5. How does our food get to the store? 6. What is Hunger? How can we change it?

Unit Objectives:

(Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)

To help students understand and appreciate: (1) the functions of foods, (2) My Plate and how various foods help keep us healthy; (3) be aware of the ever changing food and farming community; (4) different types of farms; (5) the work that goes into running a farm and the food industry; (6) What Hunger is and how we can Help.

Grade Level Expectations (GLEs)

(3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)

Core Academic Standards (Common Core State Standards) (3-4)

(http://www.corestandards.org/)

Strand 7: Scientific Inquiry A: Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation a. Pose questions about objects, materials, organisms, and events in the

Writing: CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Speaking and Listening:

Crystal Harrison 2 environment b. Plan and conduct a simple investigation (fair test) to answer a question B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations a. Make qualitative observations using the five senses c. Measure length, mass and temperature using standard and non-standard units d. Compare amounts/measurements C. Scientific inquiry includes evaluation of explanations (Laws/principles, theories/models) in light of evidence (data) and scientific principles (understandings) a. Use observations as support for reasonable explanations b. Use observations to describe relationships and patterns and to make predictions to be tested c. Compare explanations with prior knowledge CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

Content Areas Integrated: 1. Visual Art- (created art work, magazine images) 2. Physical Activity- (field trips, movement within classroom) 3. Science- (why we eat food, nutritional foods)

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Industry-economic activity concerned with the processing of raw materials and manufacture of goods in factories. Necessity- A must have. Nutrients- a substance that provides nourishment essential for growth and the maintenance of life. My Plate- MyPlate is the current nutrition guide published by the United States Department of Agriculture, depicting a place setting with a plate and glass divided into five food groups. It replaced the USDA's MyPyramid guide on June 2, 2011, ending 19 years of USDA food pyramid diagrams. ... Brief Lesson Descriptions (2-3 sentences each) 1. Food is a basic need; it gives you energy and provides us with nutrients to build strong and healthy bones. 2. Peoples choices about food depend on availability. Snacks are small meal

Lesson Titles in Sequence/Order 1. Functions of food 2. Choices: Snacks 3. Changes in food over time 4. Changes in farming over time

Crystal Harrison 3 5. Types of farming 6. A trip to a local farm 7. Development of the Food Industry 8. Trip to the supermarket 9. Hunger 10. Review 3. People long ago hunted, foraged and fished for food. Farming has changed over time too. Food industry has changed over time. 4. Explores the changes in farming over time, looking at the past, and wondering about the future. 5. This lesson explores various farms from different cultures, time periods and livestock vs. plants. 6. This lesson focuses on the hands on/interactive look at a local farm. Students will explore and experience the smells and temperatures, of being on a farm. 7. Look into the types of jobs/careers in the food industry. 8. This lesson focuses on the hands on/interactive look at the interworkings of a supermarket. 9. Hunger- As a problem in todays society, helping those in hunger.

What student prior knowledge will this unit require/draw upon? Knowledge of food Experiences with variety of food groups Idea of farms and supermarkets (grocery stores) What food does for people/why we eat? What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? I will use activities such as finding and cutting out images of different food groups to complete a my plate activity We will be experiencing the taste of different food groups. Students will research different types of farms before visiting a local farm. Students will complete nutritional worksheets about healthy snacks. Movement is also a large part of this unit. How will this unit permit/encourage students to solve problems in divergent ways? The Lesson specifically on Hunger will encourage the students to critically think about ways to solve the issue of hunger. Students will think in divergent ways as they experience the farm and supermarket first hand. Problem solving when searching for food group images may arise as they may not find what they want. How will you engage students in routinely reflecting on their learning/learning processes? I will be continually asking expanding questions of the students, requiring them to critically think about their work and the unit. I will break the students up and have them talk to each other about their findings and inquiries. At the end of the unit we will have a review lesson were all the information, findings, new inquiries will be discussed and reflected on. How will this unit engage students in assessing their own work and the work of peers? Through peer editing of their writing pieces.

Crystal Harrison 4 Reflection is also a way I will have the students assess their own work. Family involvement through family members signing their homework when it has been completed and reviewed by them. What opportunities/activities will students be given to revise and improve their understandings and their work? The use of peer editing and revisions will be available for all writing pieces and pieces that will be in the showcase. If a child is truly, wanting to redo an assignment I will allow it. (obviously an agreement about grades will follow) What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? We are having class time sharing. We will have a family and friends showcase at the end of the unit. How will you adapt the various aspects of this lesson to differently-abled students? This lesson is easily adaptable for all students as the activities are very artistic and have freedom. Depending on the students needs, I will be sure to have supports set up in the classroom for them.

References Alleman, J. & Brophy, J. (2001). Social Studies Excursions, K-3: Book one powerful units on food, clothing, and shelter. Portsmouth, NH: Heinemann. Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf