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connection)
Teacher: Domenica Minin
Content & Title:
Grade Level:
Science
6th
Where does my
food come from?
Standards:
Strand 1: Concept 4: Analysis and Conclusions: Analyze and interpret
data to explain correlations and results; formulate new questions.
Objectives (Explicit & Measurable):
Students will be able to describe and explain what a food supply chain
is with a real life example.
Students will be able to address how food processes affect the
environment with specific details.
Evidence of Mastery (Measurable Assessment: formative and summative):
(formative): Students will participate in class discussions each day at
least twice.
(summative): Students will present their food supply chain to the class,
following specific directions and score at least 80%.
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from
simple to more complex):
Learning about the food that they eat is a really important concept for
students to learn. Once they are educated about food, they will be able to
make healthy choices about what they eat. They will also be able to teach
others about where food comes from and what types of food should be
eaten. This is directly related to science because they will be learning about
crops and how they grow. They can also talk a lot about social studies
because it can be related to the agriculture revolution and how that
influenced how crops are being grown today.
Background Knowledge: (What do students need to know prior to completing this
lesson)
Students need to have thought about the fact that food goes through a
process to make it to their tables. They also need to be able to use a
computer to research about food and its processes.
Misconception: (what possible misleading thoughts might students have?)
Many students will not think that food could cause any harm to the
environment because they may think that all food comes from the
environment so it could not possibly be harming it.
Process Skills: (what skills are you introducing or reinforcing)
The food supply chain will be introduced along with the process of making
food.
Finding and using information that was researched will be an reinforcing
skill.
lesson plan connects to futures, system, strategic, or values thinking. Define the way of
thinking you selected and used in this lesson plan. Remember, this should be included
meaningfully in the lesson plan.)
Students will think about how their food process can harm the environment
and if that harm will affect future generations.
Students will be researching the process and supply chain of their food and
therefore, be systems thinking.
In their presentation, students will discuss what changes they would make
to their food process. This explanation will vary depending on the values of
the student and what they feel needs to be addressed.
Students will have to come up with strategies and solutions to problems that
might be in their food supply chain.
Safety: (what safety rules and items need to be addressed?)
Engage - In this section you should activate prior knowledge, hook student
attention, pose a question (IQ#1) based on your lesson objective that students
will seek to answer in Explore.
Teacher Will: (hook)
Students Will:
Ask the students what they have eaten so far
that day or the day before. Ask them to think
about how these food get made and discuss
with the person sitting next to them.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher NotesWalk around the room to make sure students are writing food down on their
papers and discussing about the topic at hand.
Explore - In this section students should take the lead and actively use materials
to discover information that will help them answer the question posed in
Engage. Teachers may choose to give steps to follow, especially for younger students,
but the goal is for students to discover some or all of the sub-objectives of the lesson.
Teacher Will: (pose IQ #1)
Students Will: (list all steps)
Ask students the question: Where does our
food come from?
Choose a few students respond to the
question. Mention using the information about
food supply chains that they learned earlier
that week.
Explain to the students that they will be
choosing one of the foods that they listed and
researching to find its food supply chain.
Take students to computer lab (have them
bring paper and pencil).
Let them begin to research their foods and
each part of its supply chain, writing down
**Best Practices List the Best Teaching Practices you will use to enhance
the learning outcomes. In each section where prompted, list the best
practice, how the practices will be used and the purpose.