Farm to Table- Interdisciplinary Unit

Ashle Tate

Hannah Mansdorfer

Taylor Moore

Emily Smith
 Introduction
Our assessment focuses on the
intersections of each of our content areas.
We want to dispel the myths and
misconceptions around the complexities of
each of our content areas and highlight the
potential for partnership across each of
them.

Our assessment is on the Farm to Table

movement. We try to create a platform
where students can reflect on their own
experiences and identities and what home
means to each person. Students will
simultaneously research the movement,
learn about the food/nutritional value and
take a stance.
 Inquiry Questions

How does the farm to table movement

relate to you personally?
What are the health benefits of farm to
table?
Where do you see yourself in the farm to
table spectrum?
How do you effectively communicate your
thoughts and opinions about farm to
table?
 Big Ideas

Students have knowledge of what farm

to table is
Students utilize skills from multiple
content areas
Students have understanding of how
English, Art, Ag, and FACS connect
 English
Standards

Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event
sequences. (CCSS: W.9-10.3)
Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
(CCSS: W.9-10.3b) Learning Targets
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters. (CCSS: W.9-10.3d) I understand identify the
structure/components of a narrative
I can write descriptively and
Formative Assessments manipulate language in way that
allows me to convey a message
1. As a Do Now activity, students will write a short paragraph
describing the feelings and memories that the word home Essential Understandings
evokes.
2. Students will be able to employ different writing methods to Students will be able to expand on a
show sentence variation. Students will remix one of their journal central idea/memory
entries. Student will be able to synthesize their
experiences, knowledge acquired and
opinions to draft a powerful message
 Objectives/ learning Targets Formative Assessment:
1.After researching and
1.Students will be able to use imagery, ideation and problem solving to understanding the issues

Art communicate specific issues about farm to table to create posters

through relief printing. Blooms : Create, Standard: Create, GLE 3- Create works of art that
articulate more sophisticated ideas, feelings, emotions, and points of view about art and
associated with farm to
table students will each
pick three issues, draw
design through an expanded use of media and technologies. Art Learning: Invent. Literacy: them and explain their
students will use readings and self reflection to inspire imagery for their posters.
composition decisions and
2. Students will be able to explain their issue and how their visual the issue.
Standards choices and elements in their prints demonstrate their specific issue,
understanding of farm to table and personal experience through an 2.While the project is in
artist statement. progress the class will
1. Observe and Learn to Blooms: evaluate, Standard: reflect, GLE 2: A personal philosophy of art is accomplished through
use of sophisticated language and studio art processes. Art Learning: critique, Literacy:
have mini group or class
Comprehend
Practice writing about works of art. critiques that document the
2. Envision and Critique to 3. Students will be able to discuss and critique issues of farm to table as progress and ideation of
Reflect well as make visual decisions and define elements of art presented in their prints. Students will
3. Invent and Discover to other students posters. Blooms: remember, Standard: Comprehend, GLE 1: Visual art has get chance to share ideas,
Create inherent characteristics and expressive features, Art Learning: Observe, Literacy: Create a get feedback, ask
dialogue and discuss works of art by using sophisticated vocabulary, subject questions and practice
4. Relate and Connect to understandings and learned information
problem solving through
Transfer 4. Students will be able to draw influence and develop understanding
discussion.
about farm to table from research and other subject areas such as
English, family consumer sciences and agriculture to create a print
reflecting a specific issue. Blooms: apply, Standard: Transfer, GLE 2: Communication
through advanced visual methods is a necessary skill in everyday life. Art Learning:
connect, Literacy: writing, reading, research, discussion and understandings of how other
subjects communicate issues of farm to table.

Essential understandings:
-I can define, write and depict major issues about farm to table.
- I can present an issue as an image to effectively communicate and address this idea.
-I can discuss my and other students works of art using knowledge about farm to table.
Agriculture
Learning Targets
I can define the 4 major
components of food systems
I can describe the interrelationship
of the different food system
processing segments.
Essential Understanding
What does the slogan Farm to
Table represent?
What are the essential steps
products go through from Farm to
Table? Where do I fall?
Standards
- FPPS.01.02.a Define major components of food systems
- FPPS.01.04.b Describe the interrelationship of processing segments
Formative Assessments
1. Groups of students will get a sheet of paper with one of
the food system components and create a what if
scenario if that component did not exist. This will bring
light to the interdependent nature of the food systems.
1. Notebook Check-Process Map
Students will make a
graphic map to show steps
in processing milk. This will be
in their Ag Notebooks. They will
make note of where they see
themselves in this chain.
 Family and Consumer Sciences

Standards

RFBS (CUL) 02.01 - Evaluate nutrition principles, food plans, preparation

techniques, and specialized dietary plans in a variety of settings. Learning Targets
RFBS 02.01.d - Utilize a selective menu

I can define what the farm to table

Formative Assessments movement is and what the health
benefits are
1. As a Chalk Talk activity the students will write down potential I can create a menu based off farm
health benefits of farm to table meals to table examples
2. As an exit ticket students will write down their own farm to table
meal example Essential Understandings

What the farm to table movement

is
How farm to table benefits our
health and the environment
 Anything involving writing=English
People often think that if you throw writing or reading into it, it meets English standards. This is a
misconception, there is a lot more that goes into literacy and high-impact English/Language Arts
learning.

Art is not just drawing, it is making connections and creating. (Art)

Agriculture & FACS can only be taught by themselves and are not essential (Ag & FACS)
Purchasing and preparation of food is part of everyone's life. We all eat. It is essential that our
students know what they are buying, supporting, and nourishing their bodies with.
 Farm to Table Multigenre Summative Project
Students will synthesize what theyve learned in each content area to create a multi-genre project
that demonstrates their understanding, takes a position and advocates. Students must complete/answer the
following:
English
What does homegrown mean to you? How do you define home? What parts of your identity, traditions and
culture are rooted in what you consider home? Write a short (2-3 page) narrative that responds to these
questions.

Family & Consumer Sciences - Create a menu with a variety of options

After researching what farm to table is, and the potential health benefits, compile a list of food that could be
produced from farm to table and made into a nutritious and desirable meal.

Agriculture - Production Web

Using what they have learned students will create a poster with the major parts of the food system. Students will
go into detail what each part consists of and if any other agricultural processes go into those parts. This will
create more of a web than a chain. Ex - Corn grown for ethanol that powers transportation trucks for products.

Art - Create posters to present a farm to table issue with artist statements
After researching and discussing the various issues of farm to table, create a poster that communicates this issue
using relief printing techniques. The poster will include an artist statement describing the issue, personal
relevance, materials and aesthetic choices made to communicate the issue.
 4
Multigenre Summative
3
Project
2
Focus Addresses all aspects of the
project with a consistently
strong focus and convincing
position
Research Accurately and effectively
presents important details
from 4 sources
Creativity Shows personal reflection and
unique perspective throughout
the project
Organization Maintains structure that is
intentional and effective and
enhances the project
Content Project integrates relevant
Understanding and accurate content with
explanations that demonstrate
in depth understanding
Rubric
1 0
Addresses most Addresses some Attempts to address Does not have a
aspects of the project aspects of the project but lacks focus
with a consistently project with a focus or is off task
strong focus and consistently strong
convincing position focus and
convincing position
Accurately presents Presents Presents information No evidence of
details from 3 sources information from from sources with research done
sources with minor great lapses in
lapses in accuracy accuracy or
or completeness completeness from 1
from 2 source source
Shows personal Shows a minimal Shows almost no No creativity
reflect and unique amount of personal personal reflection or showing personal
perspective in some of reflection and unique perspective reflection and
the project unique perspective unique perspective
Has a fairly organized Has little Amount of Disorganized
structure to the project organization in how disorganization is structure of project
the project is put distracting against
together the content of the
project
Project integrates Project reveals little Shows lack of Shows no
some relevant and understanding of understanding and understanding of
accurate information content which little effort put into project
to demonstrate vague information learning
understanding