Michelle Ruiz Kirkbride Grade 4 Unit Topic: Agriculture and the Community

1 Grade Level: 4th Grade

Stage 1 Desired Results Content Standard/Established Goals(s): PA Standards for Literacy - CC.1.2.4.B: Refer to details and examples in text to support what the text says explicitly and make inferences. - CC.1.2.4.C: Explain events, procedures, ideas or concepts in a text, including what happened and why, based on specific information in the text. - CC.1.2.4.E: Use text structure to interpret information. - CC.1.2.4.G: Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears. - CC.1.2.4.I: Integrate information from two texts on the same topic to demonstrate understanding of that topic. - CC.1.2.4.L: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. - CC.1.4.4.E: Use precise language and domain specific vocabulary to inform about or explain the topic. - CC.1.4.4.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts. PA Standards for Math - CC.2.3.4.A.2: Classify two-dimensional figures by properties of their lines and angles. - CC.2.3.4.A.3: Recognize symmetric shapes and draw lines of symmetry. - CC.2.4.4.A.1: Solve problems involving measurement and conversions from a larger unit to a smaller unit. - CC.2.4.4.A.2: Translate information from one type of data display to another. PA Standards for Science - CC.3.1.4.A2: Describe the different resources that plants and animals need to live. - CC.1.4.C2: Describe plant and animal adaptations that are important to survival. - CC.3.4.4.B2: Describe how technology affects the environment in good and bad ways. - CC.4.4.4.A: Describe the journey of local/global agricultural commodities from production to consumption. - CC.4.4.4.B: Describe how humans rely on the food and fiber system. Identify Pennsylvanias important agricultural products. - CC.4.5.4.A: Identify how people use natural resources in sustainable and nonsustainable ways. PA Standards for Social Studies - CC.7.1.4.A: Describe how common geographic tools are used to organize and interpret information about people, places and environment. - CC.7.1.4.B: Describe and locate places and regions as defined by physical and human features. - CC.7.2.4.A: Identify the physical characteristics of places and regions. - CC.6.1.4.A: Identify the scarcity of resources in a local community.

Michelle Ruiz Kirkbride Grade 4 -

CC.6.1.4.B: Recognize the difference between basic needs and wants. Explain the role of the producers in making goods and providing services. - CC.6.2.4.E: Explain why local businesses open and close. Understanding(s) Essential Question(s): Students will understand that: - How does food not only affect - food affects not only ourselves, but themselves, but also affect the the community and our world students community and the world - not everyone eats the same foods around them? and how social inequalities play a - Why are different types of foods role in this found in different regions? - data is a tool for understanding - How can we be self-sustaining on a - they are capable of making changes budget? in their own community that can - How can we make healthy food affect the world they live in more accessible to our families and - access to foods that may be community? healthier and cheaper than what - What are the costs (both physically they currently buy is closer than and economically) of eating healthy they may think vs. not eating healthy? Student objectives (outcomes): Students will be able to Students will know - Use mathematical concepts such as - How and where to access food in geometry, area, and perimeter to their own community design their own gardens in their - How to grow their own plants and community. create their own gardens - Read and gain knowledge on the - The difference between healthy and importance of eating healthy, not so healthy foods comprehend the different between - Where their food comes from healthy eating and no so healthy - How they can make their eating and expand their vocabulary community a more positive place on food through food - Write persuasive letters to their - How to create gardens in their own community/school in order to homes and in their communities create more green space that is - Why green spaces are important in accessible to students urban environments and how - Study the life cycle of plants, individuals are making these green especially vegetables and fruits, in spaces more abundant in the order to learn how to grow gardens Philadelphia area for sustainability within their own - What it means to be a city farmer homes and how it benefits all individuals - Map where food comes from, how living in a city insourcing and outsourcing our foods is a problem, and how it affects other communities globally - Make a positive change in their school, community and the world Stage 2 Assessment Evidence Performance Task(s): Other Evidence: - Design blueprints using - Read sections of the Omnivores mathematical concepts in order to Dilemma aloud and discuss

Michelle Ruiz Kirkbride Grade 4

create a garden for their own important facts to write down for school/community their study on food, prepare - Write persuasive essays/letters questions for group discussion urging school administration/the - Read Seed Folks together community to create more green throughout the two weeks to space that is accessible for students emphasize how one girl makes a - Create a grocery list (predifference in her community assessment/post-assessment) of through gardening connect it to what they would normally get in the discussions throughout the lessons store - Use of notes/worksheets/exit slips - In groups, determine where specific to monitor the students progress food items may come from and - View the data collected from mark on a map where it originated students on What the World Eats, (with produce and with processed see what the students have foods) determined on their own - Read the ingredients on different - Creating food journals to see what food items to determine if it is they eat at school and at home natural or processed - Grow their own plants from kitchen scraps in the classroom as a long term project within the classroom, while also growing plants from seeds to determine a difference Stage 3 Learning Plan Learning Activity Objectives/Goals Formative Assessment Read aloud of Secrets of a Garden while jotting down vocabulary words (Literacy) SWBAT understand what occurs in a garden, and the particular vocabulary used when discussing plants and gardens SWBAT respect and understand where food comes from and begin to reflect on their own eating habits. SWBAT reflect on what is in their own kitchen, what they eat, what others eat and begin to view what they think is healthy vs what they do not believe is healthy SWBAT keep a food journal that lists each food item they eat at school and at home in order to track the Observation of what the students say while determining vocabulary words, words will also be used in a summative test on the unit Class discussion on what they would find in their own refrigerator at home Collect and hold for the end of the unit where students will again create a grocery list to compare to their original grocery list to see if they have determined how to make healthy choices Students will use these lists to write about and map the foods they eat in order to see where it comes from.

Beginning Culminating

Read aloud of How did that get in my lunchbox? also used as an introduction to What the World Eats (Science) Create a grocery list (preassessment, postassessment) of what their family normally buys in the store (Science) Keep a Food Journal (Science)

Michelle Ruiz Kirkbride Grade 4 types of food they consume Grow our own plants in the classroom, determine if plants can grow by just using kitchen scraps, compare the kitchen scraps to the seedlings we will be caring for as well (Science) SWBAT view the life cycle of a plant, see how plants can be grow in a multitude of ways, and determine what plants need to survive in our classroom and how we can provide the plants their needs each day. SWBAT learn about the effects of food, where it comes from and how it affects our environment SWBAT use mathematical concepts to plan and organize a community garden using perimeter, area and geometry. SWBAT write to a specific audience (principal, East Passyunk Square Association) using persuasive techniques and facts on plants about making their community a greener place. SWBAT learn how to analyze data and read graphs in order to explain to others what the information says. SWBAT determine significant resources in the Philadelphia area, more particularly in East Passyunk, in order to determine what the community has and what the community could improve on SWBAT imagine how foods from other countries arrive in our own kitchens and

Observation and discussion will track the students progress, but a review in assignments and a unit test will also be a way to view student knowledge.

Guided reading focusing on Omnivores Dilemma in small groups (Literacy) Design a community garden for our school/community after walking around the area to determine the layout, where good spots would be for plants to grow (Math) Persuasive writing after designing a garden blueprint (Literacy)

Small group discussions, worksheets

Worksheet

Letter writing, writing workshop with small groups

Use data in What the World Eats to analyze the situation on food (Math) Mapping the resource in the neighborhood to determine what the community has and does not have in terms of food (Social Studies)

JigSaw style presentation where each group would need to present their findings to the other groups Working in small groups, mapping their own locations on a worksheet and then discussing as a whole group what should go on a master map of the area Worksheets with maps tracking where food originates to where food

Determine where their food comes from by mapping it on a giant map in the

Michelle Ruiz Kirkbride Grade 4 classroom while coming up with solutions as to how it gets to our grocery store and then to our kitchen. (Social Studies, Literacy) what kinds of affects the transportation of food from different countries may have on people, both including the people where the food comes from and the people receiving the food. Who benefits?

5 ends up, writing pieces on how they believe food arrives in the end destination.