YourName:TanyaReyes

TitleofLesson:FoodSecurity
Grade:5th

LESSONPLANTEMPLATE

STANDARDS
NOTE:Pleaselistatleasttwocompletestandardsyourlessonplancovers.[CommonCoreStateStandards
(mathandlanguagearts),NextGenerationScienceStandards(science),ArizonaStateSocialStudies
Standards(socialstudies)].
Science(5ESS31)Obtainandcombineinformationaboutwaysindividualcommunitiesusescienceideasto
protecttheEarthsresourcesandenvironment.
Reading(5.RI.6)Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesand
differencesinthepointofviewtheyrepresent.
LESSONSUMMARY/OVERVIEW
Provideanoverview/synopsisofthelessonandthetopicsthatitwillcover.Makesuretoprovideareason
whyyouselectedthistoberelevantforaunitonsustainability?
Studentswillbereadingtwoarticles,onefromsomeonesupportingmeatindietsandonefromsomeoneagainst
meatindiets.Theywilldeterminethetwopointsofviewandfindsimilaritiesanddifferencesbetweenthetwo
opinions.Thisassignmenttouchesontheconceptofequitabledistributionofresourcesandfoodsecurity.Itwill
helpstudentsdetermineiffoodintheUnitedStatesisbeingproducedsustainablyandiftherearemoresustainable
alternatives.
OBJECTIVES
Describewhatyouwantstudentstoknow/beabletodoasaresultofthelesson.
Forexample,Studentswillbeableto
Studentswillbeabletoreadtwotextsdealingwiththesametopic.
Studentswillbeabletodeterminethepointofviewsofthetexts.
Studentswillbeabletosupporttheirideaswithatleasttwosimilaritiesandtwodifferencesbetweenthetwotexts
pointsofview.
StudentswillbeabletocompleteaVennwiththeirideasandevidencefromthetexts.
ASSESSMENT/EVALUATION
Whatmeasureswillyouusetoknowifyoustudentsmettheobjectives?
StudentswillbeaskedtocompleteaVenndiagramcomparingandcontrastingthepointsofviewandsupporting
detailsofthetwotexts.
PREREQUISITEKNOWLEDGE
Whatwillstudentsneedtoknowpriortocompletingthislessonandhowwillyouaccesstheirprior
knowledge?
Studentswillneedtoknowthemeaningofpointofviewandbeabletodeterminethepointofviewofatext.In
ordertoremindthemoftheconceptofpointofview,theclasswillplaythefourcornersgameinwhichthey
determineiftheyAgree,SlightlyAgree,SlightlyDisagree,orDisagreewithaseriesofstatementsinwhicheach
studentmighthaveadifferentpointofviewon.StudentsshouldbefamiliarwithhowtouseaVenndiagram.
Therewillbeabriefdiscussionofhowthegraphicorganizerisformattedtoseparatethedifferencesand
similarities,alongwithateachermodeleduseofaVenndiagram.Lastly,studentswillneedtounderstandthe
meaningofsustainabilityandhowitrelatestofoodandtheenvironment.Theywillhavealreadyreviewedthesekey
termsearlierintheweekandwillbeaskedtotalktotheirpartneraboutthedefinitionsbeforethelessonbegins.

Listofrequiredmaterials.

MATERIALS

Signsforthewalls(Agree,SlightlyAgree,SlightlyDisagree,Disagree)
ListofstatementsforFourCornersgame
Venndiagramworksheets
Whiteboard/Projector
Printedcopiesofshortarticles
Listofkeyvocabularyterms.
PointofView
System
Production
Resources
Allocation
Sustainability
FoodSecurity

VOCABULARY/KEYWORDS

TEACHINGPROCEDURES
ProceduralSteps(Stepbystepinstructionsforteachingthelesson):
1.Thelessonwillbeginwiththefourcornersactivity.Theteacherwillreadaseriesofstatementsandthestudents
willmovetothecornerthatcorrespondswiththeirbeliefs,Agree,SlightlyAgree,SlightlyDisagree,Disagree.
2.Uponcompletionoftheactivity,theclasswillreviewthemeaningof"pointofview"anddiscusshowitisokay
forpeopletohavedifferentpointsofviewonthesametopic.
3.Next,theteacherwillleadareadingofashortarticle,modelinghowsheismakingnotesandunderlining
importantpartsthatwillhelpherdeterminetheauthor'spointofview.Onceshehasfinishedreading,shewillask
theclassifanyonecantellherthepointofview.Theywilldiscussthevariousresponsesanddeterminethecorrect
answer.Theclasswillrepeatthisprocesswithanotherarticlewithadifferingpointofview.
4.Oncebothpointsofviewhavebeendetermined,theteacherwillmodelthecreationofaVenndiagramaboutthe
differencesandsimilarities.
5.Studentswilleachbegivencopiesoftwonewarticlesandbrokenintopairs.Withtheirpartner,theywillread
thetwoarticles,determinethepointofview,andhowtheyarrivedatthatconclusion.
6.Oncebothpointsofviewareagreedon,theywillindividuallycompletetheirownVenndiagram.
7.Theclasswillendwithadiscussionofthetwopointsofviewonthetopicofdiets,grainfilledversusmeatfilled
andhowtheycanorcannotbeconsideredsustainable.Additionally,possiblealternativesandsolutionswillbe
discussed.
RESOURCES
Listanyreferencesyouusedtocreatethislesson.Ifyouborrowedideasfromanylessonplanspleasenote
themhere.UseAPAformat.
WAYSOFTHINKINGCONNECTION
Provideacompleteexplanationofhowyourlessonplanconnectstofutures,system,strategic,orvalues
thinking.Definethewayofthinkingyouselectedandusedinthislessonplan.Remember,thisshouldbe
includedmeaningfullyinthelessonplan.
ThislessonplanasksstudentstoconsiderValuesThinkingastheydeterminethepointsofviewofsomeonewhose
dietconsistsmostlyofgrainandsomeonewhosedietconsistsmostlyofmeatandanimalproducts.Asthey
encounterthesimilaritiesanddifferencesintheopinionsofthosepeople,theywillseehowtheirvaluesalsodiffer
intermsofwhattheyfindmostimportantintheirlifeandhowtheymustweightheiroptionsinordertomeettheir
goals.Thisactivitywillalsoforcethemtostartconsideringtheirownvaluesastheyconsidertheeffectsthatthese
differingdietshaveonthemselves,theenvironment,andpeopleallovertheworld.Furthermore,thestudentswill
useStrategicThinkingastheyconsidertheproblemathandandbrainstormpotentialsolutionsandalternativesto
thecurrentstateoffoodproduction.