INVESTIGATIVE PORTION

Each student will select their own product as their focus. Each student will be responsible for
creating a brochure including the information from each portion of the unit (Where the food is
from, how its packaged/grown, how its transported). After that, the student must add a
responsibility portion of the brochure highlighting ways the individual believes they can have
an impact and can be a responsible consumer.

Standards:
3.NPA.2.1 Identify the sources of a variety of foods.
CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience
with appropriate facts and relevant, descriptive details, speaking clearly at an understandable
pace.
4.E.2 Understand the economic factors when making personal choices.
CCSS.ELA-LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up
on information, and make comments that contribute to the discussion and link to the remarks of
others.
CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to solve a problem
efficiently.

CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.

Essential Questions:
Where does our food come from?
What is responsible consumerism?
How does the transportation of food effect the environment?

Essential Understandings:
Students will understand

Food can be transported from different places around the world.

The impact their desire for a certain product can have on individuals around the world.
They can have an impact on the consumerism habits of society.

Learning Objectives:
Students will be able to
Locate their food on a map.
Explain how their food was transported.
Define responsible consumerism and share how they can be responsible consumers.

Lesson:
1) As a class, discuss what the terms responsible, consumer, and responsible
consumerism mean.
a. Encourage the students to give examples that show them applying the term.
b. Use open ended questions.
2) After collecting the ideas of the class, use the definitions from
http://www.oxfordburmaalliance.org/responsible-consumerism.html and from
www.merriam-webster.com to get the actual definitions of the term.
3) Hold up 2 products, a locally grown and higher-priced orange along with a lower-priced
shipped orange and explain those differences to the students.
4) Equally split class in 4 smaller groups and distribute one of each orange to the groups.
5) Encourage groups to use the new terminology in determining which product they would
purchase at the store. In order for this to be used as a formative assessment tool, students
must be able to give logical explanations as to why they made what decision they made.
6) After having the class share the ideas and explanations they came up with, explain the
poster/brochure activity to the class. Be sure to encourage and showcase different
resources that will be available to students.
7) Go over the objective of the activity and be sure to encourage them to use the new
information on their brochure/poster.

Formative Assessment Possibilities:

The class could participate in a KWL to review the information from previous lessons.
The class could be placed into small groups and could create diagrams depicting the process of
growth to purchasing of products that were discussed in lessons (chocolate, oranges, tomatoes).

Zoom in-zoom out could be used to highlight a product or a scene and the class could describe
what they know or assumed about the image and how it fits into the concepts of the unit.

Resources:
http://www.myeatsmartmovemore.com/Texts/AisleByAisle/AisleByAisleHandouts.pdf
http://www.jhsph.edu/research/centers-and-institutes/teaching-the-foodsystem/curriculum/_pdf/Distribution_and_Transport-Lesson.pdf
http://extension.illinois.edu/food/
http://www.amnh.org/exhibitions/our-global-kitchen-food-nature-culture/trade-and-transport
http://www.ecofriendlyfood.org.au/media/pdf/Years%202-3%20lesson%20plan%20A.pdf
http://www.chgeharvard.org/edu/resource-type/lesson-plans-activities

Summative Assessment:
We viewed lesson five as a way to compile all of the previous lessons to ensure comprehension
of the overall responsible consumerism concept. For lesson five, the students could choose any
food that holds their interest. Using a number of resources, the students would each find out the
process (where its grown, how its packaged, how its transported, how it fits into culture, etc) of
said food. Each student will create a brochure, poster, pamphlet of some sort with the
information theyve discovered. Each student will then add a section to their work that focuses
on the responsibility aspect of the lesson. They will be expected to follow the rubric in
completing the activity and must provide evidence supporting their facts and ideas.

Assessment Rubric:
CRITERIA

EXCEEDED
EXPECTATION (3)

MET EXPECTATION
(2)

DID NOT MEET

EXPECTATION (1)

Interdependence
of the system

Students were able to

provide each step of
their production cycle,
as explained by the
examples provided in
previous lessons.

Students were able to

provide almost every
step of the production
cycle, as explained by
the examples provided
in previous lessons.

Students were missing

2 or more parts of the
production cycle, as
explained by the
examples provided in
previous lessons.

Explanation

Students were able to

explain every step of
the process for their
product, providing
details and support.

Students were able to

explain almost all of
the processes for their
product, providing
some detail and
support.

Students were able to

make a connection
explain little to none
of the steps of their
process, providing
little to no detail.

Impact Portion

Students were able to

make a logical
suggestion about their
impact, providing
reasoning behind their
suggestion.

Students were able to

make a logical
suggestion about their
impact, but fail to
provide reasoning.

Students failed to
make a logical
suggestion about their
impact.

Product

Students successfully
created a product that
provided evidence of
their thorough
understanding of the
requirements in an
organized format.

Students successfully
created a product that
included some
evidence of their
understanding of the
requirements in an
organized format.

Students created a
product that had
little/no evidence of
their understanding of
the requirements in an
organized format.

Resources

Student provided at
least 3 credible sources
which supported their
activity.

Student provided at
least 2 credible sources
which supported their
activity.

Student provided 1 or
no credible sources
which supported their
activity.

TOTAL: __________/