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connection)
Teacher:
Content & Title:
Grade Level:
Food:
The
Peoples
Gabrielle King
Fifth Grade
Fuel
A Lesson on Food
Sustainablility and how
we can encourage
students to be more
aware of their nutrition.
Standards:
PO4.Developnewinvestigationsandpredictionsbasedonquestionsthatarisefromthefindingsofaninvestigation
PO 3. Conduct simple investigations (e.g., related to forces and motion, Earth processes)
based on student developed questions in life, physical, and Earth and space sciences.
Objectives
Evidence of Mastery
Formative: Students will demonstrate their understanding of the importance of eating locally by
writing two paragraphs that summarizes what they learned from this experience. This
assignment will be worth 10 points and students will need to address what item of food they
chose to create a recipe from and why, and what they learned about the differences in pricing
between cooking at home and eating at a fast food restaurant. Students should also infer why
eating from home may be healthier and why it may be difficult to sustain a large population with
only locally grown food.
Summative: At the end of this unit, students will write a five paragraph paper about food
systems, local/regionally grown food, and sustaining a growing population for generations to
come. They will be expected to include what they learned from this project in their essay, and
make connections between what they learned and how it will apply to their eating habits in the
future.
Sub-objectives, SWBAT:
SWBAT:
SWBAT:
SWBAT:
SWBAT:
Background Knowledge:
Students will need to have an understanding of locally/regionally grown food in order to participate in
the discussion we will have before I introduce the lesson. Students will need to know what their family
normally eats in order to contribute to the discussion.
Misconception:
Students may think that because eating fast food may be cheaper, that it is healthier as well. They may
also think that buying ingredients to make a meal at home is unattainable because it is more expensiver
or produce is difficult to come by, so this lesson will hopefully alter their perceptions.
Process Skills:
We will be practicing our observation, communication, classification, and inference skills. We will be
observing what our families normally eat and inquiring the reasons why, ex. convenience, time, money,
etc. We will be classifying what food is considered locally grown versus what food is regionally grown,
and we will be infering why eating at home is healthier and what is needed to sustain a population in
our formative assessment.
This lesson will incorporate systems thinking, as we will be addressing the methods by which we acquire
our food. We will discuss the relationships between the producer and the consumer, and what sort of
equipment might be needed to clean our food/ package it, etc. We will watch Birk Baehrs TED Talk to
take a kids perspective on processed food, and watch the YouTube video called Food Systems Thinking
to enhance our understanding.
We will also use futures thinking to infer what measures need to be taken in order to sustain a
population for a long time and what we will need to do in order to prevent food from running out (this
will be a continued discussion from the previous days lesson, regarding the imminence of food).
Safety:
No safety rules are required for the succesful completion of this lesson.
Inquiry Questions:
1. Where does your family perfer to eat? Are you aware of any recipes that your guarians/
parents perfer, and if so, have you helped prepare a mean?
2. Why does your family (or generalize for introduction to topic) perfer to eat at a
restaurant or at home (one more than the other)?
3. What do you think would happen if your family grew in size? How would you be able to
sustain the amount of food you produced to feed all of them? Take this on a larger scale
(population of classroom, school.)
Key vocabulary:
Materials:
1. Computers
2. Paper
3. Pencils
4. Calculator (to contrast the price of a
home cooked and fast food meal.
5. Recipes for spaghetti and homemade
meatballs, lettuce wraps, chicken and
broccoli.
6. Supplies to make cookbooks
(construction paper, colored pencils).
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:
We are going to get in a circle and discuss our
favorite foods! Do you get the ingredients for your
favorite food at the grocery store, or do s your
favorite food come from a restaurant? Where do
you think these foods come from, and how do they
get to your table?
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)
What is a food system? Where does locally grown
food come from, and where does regionally grown
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:
Teacher will introduce the idiom we are what we
eat and ask students what they think that means.
We will then begin our discussion on the importance
of nutrition. Nutrition will be defined. What do you
think is healthier, cooking at home or eating at a fast
food restaurant? By students demonstrating their
understanding of the differences between
where/what to eat, we will be further embedding
their understanding of the importance of nutrition.
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
Students Will:
Closure:
Alright, so as you can see, the food you eat has positive and negative effects on more than just your
health; by eating homecooked meals, learning about the processes of harvesting and distributing locally
grown food, and supporting local growers, we can help protect our communitys ecomony and create a
healthier lifestyle for ourselves.
The exit ticket will be a summation of what the students learned and they will be able to input it into
their summative assessment at the end of the unit. This lesson is intended to help students understand
the importance of nutrition and how easy it is to adopt a lifestyle that is considerate of the community.