Cooperative Learning Lesson Plan

Topic: The items that we use everyday come from Grade Level: 4th Grade Sophie Williams
agriculture. There are workers that are needed through Chloe Padilla
the process of farm to market.

Lesson #4 in a series Grouping: The students will be grouped into

heterogeneous groups of 3 or 4 to create their
food webs and use sticky notes to brainstorm
different jobs along the food system

CCSS: ​CCSS.ELA-LITERACY.RH.6-8.4​ Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains
related to history/social studies.

2 Literacy Strategies: Teaching Vocabulary in Context, Semantic Map

Social Studies Standard:​4.S.S.2.3.4 ​Compare and contrast: city/suburb/town, urban/rural, farm/factory, and agriculture/industry.

Social Studies Objective:

● Use their research skills to find out about life on the farm
● Express their findings about farms orally and in writing

Vocabulary terms and definitions:

agriculture:​ “​the science or practice of farming, including cultivation of the soil for the growing of crops and the rearing of animals to provide food,
wool, and other products.”

Technology Integration:
Careers in Food Systems​ - ​https://foodsystems.umn.edu/careers

Accommodations:
1. Use ​raised-line drawings and tactile models of graphic materials during class discussion.
2. Have Verbal descriptions of the pictures for the food web.
3. Have the option to do the project independently if that helps the student who does not have good interpersonal skills.
4. Put the student in a group that the students are more adaptable to others differences and that you know will be kind.

Time What the teacher will say and do. What the student will say and do. Materials
2 minutes Gain Attention: ● The students will answer the None
● The teacher will begin by asking the students​ “What question ​“What kinds of things do
kinds of things do you use every day of your lives?” you use every day of your lives?”
● The teacher then discusses with the students that Some of their answers may
many of the items that we use everyday come from include food, clothes, shoes etc.
farms or in mines. ● Students will listen to the teacher
as they explain that those
materials come from farms and
mines.

2 minutes Recall Prior Knowledge: ● The students will listen to and None
● The teacher then asks the students, ​“What is answer the question, ​“What is
agriculture?”​ After the students respond, the teacher agriculture?”
then explains that agriculture is where our food, wood ● The students will then listen to
and other supplies come from. the teacher as they explain that
● Have students map out other words they may not agriculture is where our food,
understand when it comes to agriculture. wood and other supplies come
from.

3 minutes Teacher Input: ● The students will listen to the None

● The teacher then explains that the students will have teacher as he/she explains that
the opportunity to create a food web. He/She will they are going to be creating a
group the students into groups of 3 or 4 and give each food web in groups of 3 or 4.
group the Farm to Market pictures and a 11’’ by 17’’
piece of cardstock paper and pencils.

4 minutes Group Organization: ● The students will listen to the ● 30 food web
● The teacher will count the students off by counting the teacher as he/she counts them off pictures for each
number 1-(5 or 6. Depends on the number of students into different groups. group
in the class). He/She will then invite the students to go ● Once the groups have been ● Large white
into different corners of the room where the supplies counted off, the students will construction
have been laid down with their groups. (i.e. the then go to their section of the paper
number 1’s go to this corner, the number 2’s go to this room with their classmates and ● Markers
corner etc.) begin working on their food web. ● Glue
● Organizing the groups this way provides for more
heterogeneous grouping.
● The students will work together to place the pictures
on the food web in the places that they think they go
30 minutes Positive Interdependence: ● The students work together in ● 30 food web
● The teacher will walk around the classroom and their groups to create a food web. pictures for each
observe the students as they work to create a food Each member of the group will group
web. With 30 pictures provided to each group, each contribute by putting their ● Large white
member of the group will place down at least 10 pictures on the food web. construction
pictures on the food web. The teacher will watch that ● Each student will sign the web paper
each member of the group is participating and if not once the work is done. ● Markers
they can encourage certain students by saying things ● Each student in the group will ● Glue
such as, ​“[Student name] where do you think the then contribute by writing jobs ● Sticky notes
picture of the eggs might go?” needed along the food supply ● Laptop
● After the students have completed their webs, invite chain on a sticky note and putting
each of the students to sign their web. it on the line on the board. https://foodsystems.um
○ This strategy is project-goal interdependence ● The students will then contribute n.edu/careers
or turning in one problem-solving assignment. by answering the questions:
○ This activity which uses this strategy helps the ○ “What jobs are missing?”
students to work on their own to make small ○ “Which jobs need more
conclusions and also work together as a group people to accomplish a
to come to larger conclusions. task?”
● The teacher will then give each group 6 sticky notes (2 ○ “Which jobs require the
for each group member) and invite them to brainstorm most skill?”
different jobs that are needed along the food supply ○ “Which jobs require more
chain, and write them on sticky notes. Students may physical labor?”
use:​https://foodsystems.umn.edu/careers​ for ideas.
● The teacher will have a line drawn on the board from
farm to plate and invite each member of the groups to
come up and put their sticky notes on the board where
they think workers are needed.
● Ask the students:
○ “What jobs are missing?”
○ “Which jobs need more people to accomplish a
task?”
○ “Which jobs require the most skill?”
○ “Which jobs require more physical labor?”
Individual Accountability:
● Each member of the group will be accountable in this
project because they will each put their 10 pictures
onto the food web.
● Each member will sign the food web once it is finished.
● Each member will write down on their own sticky
notes workers that are needed on the food supply
chain and place it on the board.
○ The teacher will ensure that each of these
instructions are understood by the students.
The pictures will already be pre organized into
groups of 10 for each member of the group.
○ The teacher will give each member of the
group 2 sticky notes rather than giving one
member of the group 6 sticky notes.
○ The teacher will encourage the students to do
their part through their words. The teacher will
also invite other group members to do a bit
more or a bit less if there are students in the
group that are struggling.
Equal Participation:
● The teacher will place the 30 food web pictures into
smaller groups of 10 in each group and write the
numbers 1, 2, or 3 on the back of each picture.
● The teacher will give each member of the group two
sticky notes rather than giving one member of the
group all six sticky notes.
● The teacher will ensure that each member of the group
is given one marker rather than only providing one
marker per group.
● Each member of the group will be Same as above
accountable in this project
because they will each put their
10 pictures onto the food web.
● Each member will sign the food
web once it is finished.
● Each member will write down on
their own sticky notes workers
that are needed on the food
supply chain and place it on the
board.
● The students will sit in their Same as above
groups with two other students.
Each student will receive 10 food
web pictures for a total of 30 food
web pictures. They will each have
the opportunity to place the
pictures that are on their pictures
on the construction paper
● Each student will receive and use
two sticky notes to brainstorm
and write down different
examples of jobs that are needed
along the food supply chain.
 Simultaneous interaction: ● The students will take turns Same as above
● The teacher’s purpose for doing this activity is to help placing the picture onto food web
students understand how the things that we use in our to create a bigger picture.
everyday lives go from farm to plate. It is also meant to ● Some of the students will be
show the students that a lot of workers are needed at assigned to help struggling
all points along the food supply chain. students that are slower by
● This activity will help the students to work together as taking more of the pictures or
they use their individual, numbered food web pictures sticky notes.
and place them onto the construction paper to create a
bigger picture.
● Because there are heterogeneous groups, the teacher
will assign/invite certain students to help/ take on
more pictures or sticky notes to help the students that
are slower or need additional help.

2 minutes Curricular assessment: ● The students will place the Same as above
● The teacher will observe the students and their food pictures on the food web
webs. They will see how they placed the pictures on ● The students will also use the
the food web and if they have an understanding of the sticky notes to brainstorm
fact that food and the things that we use everyday different jobs that are needed
comes from the farm. along the food supply chain.

3 minutes Closure & Debriefing: ● The students will listen to the None
● The teacher will close by having the students tape their teacher as he/she summarizes
food webs on the walls around the classroom. He/she the lesson that they learned
will then say, “Students, you were able to create a food about for the day.
web that helped you to develop a better understanding ● The students will also use tape to
that the things we use everyday of our lives comes hang up their food webs around
from the farm. You also learned that there are many the classroom.
workers that are needed along the food supply chain.”