Unit Topic: Food Justice

Grade level: 5 Stage 1 Desired Results

Content Standard/Established Goals(s): PA Common Core Standards for Literacy CC.1.2.5.B: Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. CC.1.5.5.B: Summarize the main points written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally CC.1.4.5.B: Identify and introduce the topic clearly. CC.1.4.5.E: Write with an awareness of style. CC.1.4.5.G: Write opinion pieces on topics or texts. CC.1.4.5.M: Write narratives to develop real or imagined experiences or events. CC.1.4.5.T: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CC.1.4.5.V: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. CC.1.4.5.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

PA Common Core Standards for Math

CC.2.4.5.A.1 Solve problems using conversions within a given measurement system. CC.2.4.5.A.2 Represent and interpret data using appropriate scale. CC.2.4.5.A.5 Apply concepts of volume to solve problems and relate volume to multiplication and to addition. CC.2.1.5.B.2 Extend an understanding of operations with whole numbers to perform operations including decimals

PA Common Core Standards for Social Studies

CC.8.5.6-8.A: Cite specific textual evidence to support analysis of primary and secondary sources. CC.8.5.6-8.B: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CC.8.5.6-8.C: Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). CC.8.5.6-8.G: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CC.8.5.6-8.H: Distinguish among fact, opinion, and reasoned judgment in a text. CC.8.6.6-8.E: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Understanding(s) Students will understand that: - Social inequities exist and are the product of intentional structures - Data is a tool for understanding and action - Individuals create social change - Access to fresh, healthy food is a social justice issue

Essential Question(s): - Who decides what we eat? How does where we live effect this? - Why/how is food justice a justice/racial/economic issue? - How can I (we) change my community through agriculture? - What is the cost of healthy eating? What is the cost of not eating healthily?

Student objectives (outcomes): Students will be able to. - Use mathematic concepts (number sense in comparison of nutritional content & ratios of sellers of fresh healthy food to other stores) to better conceptualize and plan for action in relation to the necessity of healthy food and the factors that determine access to it - Design structurally sound and effectively planned planting beds using key mathematic concepts (measurement, volume/area, geometry, ratios and number conversion) - Reflect thoughtfully and speak respectfully on their own position in the world and their community in terms of access to healthy food - Make recommendations for increased equity in food justice based on skills and concepts throughout unit Students will know - While unhealthy food may be cheaper to buy in the moment, the costs down the road are substantial - Food deserts exist and are an intentional result of social structures and government subsidies - Positive change is possible through innovation in the realms of political policy, scientific inventions, urban agriculture and creative thinking and hard work - Individuals and small groups are the most effective vehicles of this positive change

Stage 2 Assessment Evidence Performance Task(s): Other Evidence: - Reflective personal narrative essay on - Notes/organizers on sections of What experience of hunger banquet activity and the World Eats role playing the experience of someone - Stop & Jot notes in Literacy Logs from else read aloud of Seed Folks guided reading - Blueprint and design project for planters group observations from Omnivores and planning of planting crops in the Dilemma classroom - Notes/ worksheets/ exit slips/ quick - Group project mapping food sources in write from videos their community (this may get dropped in - Data analysis from What the World Eats favor of a more instructional presentation Lesson by me) & definition of food desert (tie to - Writing activities from Shared Reading ecosystems) menus - Culminating invention/innovation project - Food Journals tracking own diets and making well planned and content based sources of food recommendation for how to make our community a healthier / more just place

- Ongoing care for and tracking of our own crops in the class room

Learning Activity (Literacy) Daily read aloud of Seed Folks and student stop and jot notes

(Literacy)Daily Quick Write

(Literacy) Shared reading of Kaddos Wall

(Literacy) Guided reading of Omnivores Dilemma in small groups

(Literacy) Shared reading of The City that Ended Hunger

Stage 3 Learning Plan Objective(s) - SWBAT engage with text using literacy skills for comprehension and share understanding of text through writing and discussion - Student will become familiar with various accounts of the positive social change created by urban agriculture - Increase fluency in writing in response to a prompt - SWBAT think through and write about various topics related to food Justice - SWBAT make inferences and determine the moral of a story - SWBAT learn an important concept about the sharing of food resources through a fictional story - SWBAT distinguish between fact and opinion in a non-fiction text - SWBAT consider the choices that we make in what we eat in relation to its nutritional value and the process through which it arrives in our hands - SWBAT make connections between developing ideas about food justice and the positive potential of

Assessment Review of notes in Literacy Log and observation during discussions

Review of quick writes in literacy logs and observation during sharing

Review of various written assignments in Menu activities for the week and end of week assessment of content and vocabulary in addition to shared reading collaborative discussions Notes taken and observation during small group discussions

Review of various written assignments in Menu activities for the week and end of week assessment of content and vocabulary in

political policy (SS) Hunger Banquet - SWBAT internalize and build personal interest in the disparities that exist in access to food. - Student will experience the connection between economic status and food access - SWBAT define factors that influence ones diet - Interpret data in relation to a larger concept - SWBAT define key characteristics and causes of a food desert - SWBAT utilize technology to gather quantitative data to clarify - SWBAT accurately transfer knowledge of shapes, their properties and measurement to creatively thinking about designing a gardening bed to maximize efficiency with resources - SWBAT apply a variety of skills to finding, analyzing and making meaning of information from a text - SWBAT apply knowledge of decimals and rounding to real life application of the scientific make-up of soil

addition to shared reading collaborative discussions Observation of students during discussion throughout activity and review of written reflection after activity

(SS) Food Inc agriculture and nutrition lesson

(SS) Define a food desert and mapping our neighborhood

(Math) Gardening bed blueprint design project

Observation of students during discussion throughout activity and review of notes and work sheets Worksheets to ensure clarity in definition and application of the term and observation of work while gathering and data found during mapping of food sources. Blueprint designs will be evaluated for application of known facts and concepts, critical thinking and mathematical accuracy

(Math) What the World Eats Lesson (Math) Soil Kitchen Analysis

Written work in math notebooks in terms of accuracy of answers and clarity in process Written work in math notebooks in terms of accuracy of answers and clarity in process

Integrating strategies What understanding does this activity address? What forms of ongoing assessment will you use to determine learning progress?