Sustainability Inquiry Unit

Choose from a topic related to population, poverty, food, water, fossil fuels, new energy
or ecosystem services. If another topic is of interest to you beyond these already
discussed course topics, please connect with your instructor for approval.

Your goal is to design an interdisciplinary inquiry-based unit focused on sustainability

concepts and ways of thinking. You will design and create a curriculum-based website
that showcases your unit and can be easily shared with other educators using a digital
link.

Tasks 1-3 include the Unit Outline, and will be completed first.
Tasks 1-4 will be revised/completed as a rough draft for peer review.
Task 5, which includes a final, edited version of tasks 1-4 on a website, will be
submitted for a final grade.
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Task 1: Choose a topic with related standards and vocabulary (20 points)​. Select a
specific sustainability topic related to one of the Sustainable Development Goals that
we’ve addressed in class along with a grade level.

1. Choose a specific topic that has a local connection. For example, Water
Conservation in Arizona.

Food security in Arizona schools

2. The SDGs that I will address in my unit are:

SDG 1: No Poverty

SDG 2: Zero Hunger

3. Ways of thinking that I will make explicit connections to in my unit:

Systems thinking, values thinking

4. Choose a grade level that you have worked with, informally or formally, so that
you understand the developmental needs of that audience.

The unit will be designed for (grade level): Kindergarten

 5. List 2-3 state standards from AT LEAST 2 different disciplines that you will teach
and assess during your unit:

K.C1.1 Apply values of respect, responsibility, equality, and fairness within schools and
communities.

K.C4.1 Explain how people work together to identify and solve problems within the
classroom and school.

K.MP.1 Make sense of problems and persevere in solving them.

(Choose from the following standards)

Arizona Science Standards AZ Social Studies Standards

AZ ELA Standards AZ Math Standards

6. ​Vocabulary: ​What key vocabulary will students learn during your unit? List
key words, and your definitions for those words.

Poverty: a person or community does not have what they need to live

Hunger: uncomfy feeling when a person doesn’t eat

Food insecurity: not being able to get good and healthy food

Food desert: an area where you can’t find find affordable and/or healthy food

Community: a group of people living in the same area

Community building: people working together to fix issues in their community

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Task 2: Rationale (10 points)​ ​- Why does this matter? Respond to each of the
following questions in two ​detailed​ paragraphs.
Paragraph 1​: ​What are the important economic, social, and environmental issues that
are important to know about this topic?​ Include scientific facts and evidence to make the
rationale compelling. Describe why your topic matters to you and to other people, locally
and globally. What engaged you the most about this topic, and why did you select it?

Food insecurity is something that millions of Americans face. Almost every teacher will
have a student that suffers from food insecurity in their class. Children that are living in
poverty struggle with their physical and mental health, behavior, and school. When a
child faces hunger they are at a serious disadvantage. According to Feeding America,
they are more likely to repeat a grade in elementary school, have more social and
behavioral problems, and can even experience developmental impairments. This leads
to a disadvantage for not only the student in their current age, but also for them in the
future which will impact the functionality of our society. Hunger and malnutrition creates
a trap from which people cannot easily escape - making people less productive, weak,
and more prone to disease. This topic matters globally in that it affects our economy -
the less people able to work, then businesses are making less money. Locally it is an
issue in that there is a whole population of people that are going hungry, thus unable to
contribute to their community. I chose this topic because of my own personal connection
to it, but also because of what I experienced in my internship this semester. The school
I was placed in was the only place where most of the students were able to eat for the
day. I heard stories from students that I worked with that were on food stamps,
mentioning which fast food restaurants accept food stamps. It was sad to hear how
these students are unable to eat healthy meals or even at all sometimes. Some were
working 40+ hour weeks making minimum wage and still going to school. It is important
to me that they receive the nutrients they need.

Paragraph 2:​ Why does it matter for your students? ​Describe why you find this topic
relevant to teach in your future classroom.​ Why is it important knowledge/skills for your
elementary students to have? How does it relate to other content areas (e.g., science,
social studies, math, language arts, etc.)?

It is important for other students to be sensitive to these issues and recognize that they
may have a classmate that is struggling with this. It also matters for those students that
are struggling. I will be able to give them the proper resources and support that they
need. It also establishes me as a person that they can come talk to. This is an important
topic to talk about at any age as it is always relevant and it is something that occurs
every day in all sorts of places. It relates to social studies the most in current
occurrences, but it can also relate to things such as math (figuring out simple math such
as how many times a week we eat) and health science (identifying different food
groups).The underlying causes of poverty and food insecurity are going to be difficult for
elementary aged students to grasp, but they are still able to understand a need and how
to help in their community.

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Task 3: Find Instructional Resources (20 points)

In order to plan a meaningful unit, you will need to identify and use a variety of
resources. Do some research, and select the best resources you can find for each of
the following categories. Then, write a short, annotated description for each resource,
and embed the link so that others can easily connect to it. To complete this task,​ you
will have 10 total annotated resources​ on a list, with embedded links to the actual
resource. Your resources need to come from the following categories:

1. Background knowledge for educators​: Which resources (articles, websites,

videos) provide you with information you will need as a teacher in order to
effectively teach the topic. Identify the best ​two resources​ that you will use to
learn more about this topic.
Feeding America​ is a hunger-relief organization. They work to get nutritious food to give
to people in need. They conduct research, advocate, and work to make sure every
American has food security. Their website has information on things such as child
hunger and what are nourishing foods.
This ​No Kid Hungry​ report focuses on the impact of food insecurity and hunger on child
health, growth, and development. The issues it brings up are focused on how child
hunger is not just a health issue, it is also an educational problem and impacts the
future workforce. It makes connections with mental and physical health issues such as
insecurity and obesity. Also discussing the consequences of all aged children and the
long-term.
2. A children’s book related to the topic: ​You will design a critical literacy
read-aloud activity one day. Which two books will you consider using for your
read-aloud, and why?
Stone Soup​ is a story about three strangers that have traveled a long ways before
coming upon a village. The villagers are weary of them, so they close their windows and
hide their food. The strangers then suggest making soup from stones, slowly getting the
villagers to all contribute to making a delicious soup for everyone. I would use this story
because it shows that sharing can benefit everyone.
Maddi’s Fridge​ is about two friends that live in a similar area. They are very similar, but
have very different fridges. Sofia’s fridge is full of food, but Maddi’s fridge only contains
milk. Sofia tried finding the best food to bring for Maddi and her little brother, but they
aren’t the best to bring in her backpack. She finally was able to give Maddi some
burritos and milk. She thought about Maddi’s situation every night. She finally couldn’t
keep her promise to Maddi anymore and told her mom. They then brought food over to
Maddi’s house. Maddi wasn’t upset about her breaking the promise, saying they’ll
always be friends. I would use this story because it encourages helping friends in need.
3. Technology integration: ​What relevant and well-designed videos, simulations,
games or online activities can be used to deepen student understanding of this
topic? Choose two resources, and describe how they can be used to teach this
topic.
Freerice​ is a “game” that has students matching vocabulary. Every time an ad pops up it
triggers a payment to the World Food Programme to support the work it is doing to help
assist people’s needs around the world. It goes directly towards helping children and
their families. I would use this to have my students not only work on their vocabulary,
but know that by studying they are helping someone in need.
Child Hunger Ends Here​ is a video that uses elementary aged children to discuss child
hunger. That they see kids struggling with hunger. The message is that anyone can
help. Kids are the future and they cannot do it on their own. I would use this video to
make my students aware of what their classmates may be going through.
4. Existing lesson plans:​ What lesson plans can you find that engage students in
hands-on learning? Identify two websites that have high quality lesson plans you
might adapt or use. How did you determine their quality?
The Hunger Games​ is a month long lesson plan that is targeted towards 1st grade,
going through from where food comes from all the way through what it is like to be
hungry and how to help. Working with organizations such as Read to Feed. I would
adapt this lesson plan to take less time and be a little more simple to fit the kindergarten
age group. Use more visuals.
The Hunger Gap​ is an hour long lesson focusing on student’s ability to define and
measure hunger and food insecurity. It is very focused on what a food desert is and
identifying them. I think this is useful information to focus on when discussing
volunteering to help students in need - determining if there is a food desert near our
school. I would make it more simple, especially with the language.
5. Community organizations:​ What community organizations work on the issues
that you plan to teach about? These organizations might be good connections for
a field trip, guest speaker or a civic engagement project. Identify and describe
two community organizations.
Feed My Starving Children​ is a nonprofit organization that relies on volunteer work to
donate and hand pack meals for starving children around the world. This would be a
good organization to work with for a civic engagement. This way students could see and
be hands on to engage with helping with world hunger.
The Arizona Food Bank Network​ would be a good organization to have a guest speaker
come speak to the students about what they can do and the facts about hunger in
schools. They also have workshops and webinars that could be useful teaching tools.
They have a lot of information about fundraising, which could be a good project to help
with hunger.

If you use other sources for your unit, please list and annotate them in this section as
well. All sources should be credited by listing them in the instructional resource section.
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Task 4: Planning your instructional sequence ​(100 points).

1. Learning goals and assessment:​ Using your SDGs, ways of thinking, and state
standards to guide you, identify learning goals for the unit. Also create one or
more assessments that you will use to determine whether students have met
your goals.

Learning Goals (3-5 for the unit):

Students will be able to...
1. Locate different schools in the area and their mascots
2. Define hunger and how it makes them feel
3. Support their local community

Assessment Task (Create the summative assessment that will measure the learning
goal. This could be a writing task, quiz, performance task, etc.)

Performance task:

2. ​Instructional sequence:​ How will you sequence activities to lead students to a

deeper understanding of the topic? Outline 5 days of instruction. Each day should
include links to any resources needed (e.g., videos, books or informational text articles)
and a brief description of what will happen on that day.
You must include the following required elements:
1. A critical literacy read-aloud
2. Integration of technology on at least one day
3. A civic engagement component (How will students take action on the topic,
and help advance the SDGs or improve their community?)
4. Integration of one or more ways of thinking
 5. Interdisciplinary connections that focus on the economic, social and
environmental sides of the topic that you chose

Day 1
- Interdisciplinary connections that focus on the economic, social and
environmental sides of the topic that you chose
- Integration of technology on at least one day
- Video
To hit the economic aspect of this topic, I will discuss hunger and poverty to my class.
Making sure they know the difference between wanting a snack and not having anything
to eat all day. We will discuss the consequences of being hungry - not as productive,
tired, etc. Then we will discuss ideas how to make sure everyone gets something to eat
and what activities in class that could help students be productive when they are tired.
Also what they think should go in the class snack bin.
For the social aspect we will watch the video Child Hunger Ends Here, which uses
elementary aged children to discuss child hunger. It allows my students to see that it
could be someone in their school that struggles with hunger, but still empowers them to
help. Anyone can help.
Environmentally, we can focus on possible planting our own snacks or how to take care
of a plant at home. We could also discuss how to make snacks out of things you can get
anywhere. Like we could make apple sauce in class like i did in kindergarten.
Day 2
A critical literacy read-aloud
- Maddi’s fridge
I will be reading Maddi’s Fridge to the class on my first day of the instructional
sequence. This book is about two friends that live in a similar area. They are very
similar, but have very different fridges. Sofia tried to bring Maddi food from her house,
but it kept going bad in her backpack. She thought about Maddi’s situation every night.
She finally couldn’t keep her promise to Maddi anymore and told her mom. Maddi and
her little brother were then able to get the food they needed. I would use this story
because it encourages helping friends in need. I’ll have them draw a picture of what
their backpack looks like.
The questions I would ask:
- What was the most nutritious food that Sofia gave Maddi?
- Why is it important to eat healthy food?
- How would you put food in your backpack?
- Would you share your food with someone that was hungry?
Day 3
Integration of technology on at least one day
Integration of one or more ways of thinking
- Systems thinking
I will integrate systems thinking into my lesson in using the technology to show that you
could do even little things to help. We will be doing Freerice, which is a “game” that has
students matching vocabulary. Every time an ad pops up it triggers a payment to the
World Food Programme to support the work it is doing to help assist people’s needs
around the world. Systems thinking means understanding how systems are
interconnected, as well as understanding the dynamics within systems. I would use this
to have my students not only work on their vocabulary, but know that by studying they
are helping someone in need.
Questions asked after playing:
- How did playing this game help you?
- How did it help someone else?
- Why are the ads important?
- How many bowls of rice did you fill? (10 vocab words = 1 bowl)

Day 4
- Integration of one or more ways of thinking
- Values thinking
- A critical literacy read-aloud
- Stone soup
I will integrate values thinking into my lesson into my lesson by using the day’s critical
literacy read aloud. Stone Soup is a story about three strangers that have traveled a
long ways before coming upon a village. The villagers are weary of them, so they close
their windows and hide their food. The strangers then suggest making soup from
stones, slowly getting the villagers to all contribute to making a delicious soup for
everyone. I would use this story because it shows that sharing can benefit everyone.
Values thinking is being able to examine the effects of our values have on our
decisions. If we are wary of strangers then we will never talk to them, thus not being
able to make stone soup.
The questions I would ask:
- What would you put in stone soup?
- How would you help the villagers if they come into your village?
- Do you think the villagers worked together better before or after they made stone
soup?
Day 5
- A civic engagement component (How will students take action on the topic,
and help advance the SDGs or improve their community?)
- What will you do to help students take action
- SDG 1: No Poverty
- SDG 2: Zero Hunger

I will help my students to be civically engaged by focusing on the first two SDG’s which
are no poverty and zero hunger. These are interconnected and can be a huge help to
the community. I have seen schools that have weekend bagged meal programs for
students on free/reduced lunch to make sure they eat over the weekend. For their civic
engagement I am going to have my students write a nice note or draw a picture to put
into these weekend meals. These will be for another school that I hope to develop a
partnership with so the students at my school that receive these meals will also benefit.

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Task 5: Create your website ​Taking your ideas and creating a website allows you to
easily share your ideas with others in the future. Before creating the digital artifact, do a
careful edit and finalize your instructional unit in a Word document. Then, create a
website that houses all of your work in a well-designed format. i
1. Select your favorite (free) website creation tool​ (highly recommend
Weebly​), ​Weebly ​(free education version) is great for creating classroom
websites, e-portfolios, and websites for assigned projects. It has a “drag and
drop” website editor that is user friendly, allowing even novice users to create
a professional website of this nature. You may also use Google sites, or if all
else fails, you can create a shared Google doc).
2. Create your website. It will include all of the elements that you have designed
already, laid out in a way that is engaging and easy for others to follow.
3. You will share the link with your instructor to submit your final project.