(6)Geography. The students use geography tools to
collect, analyze, and interpret data.
How did that get on my plate?
Students will use map
reading skills to locate
the origin of certain
Students will explore
and develop and
understanding of the
global food system.
Have a classroom discussion on the key vocabulary words and their meaning.
Provide a visual chart depicting the meaning of each word with pictures and
the actual definition. (to be left on the board for the duration of the lesson.)
Have the class break up into groups of four or five students. Each
group should have one copy of the activity 10 &20 worksheet, markers,
labels, ruler, and calculator (just in case).
The group will determine which member gets which food group (by
either drawing or coming to an agreement), and then each student will
pick their favorite food from the food group they were chosen for.
The group is to record their food of choice and complete the chart on
the activity one worksheet.
After the chart is complete then the group will work together using the
labels to map the origin of their food by distance on the activity 2
worksheet. They can use the different colors to represent different
distance. (This activity should not use precise distance.) Ex: green
label could represent distance greater than 1000 miles.
Teacher should provide scaffolding during this part of the activity.
Each student will individually fill out the activity 3
sheet making sure to include at least four of the key
concept vocabulary in their responses.
Take the class outside to a large open area. (make sure
they have their maps with them.) Have the class line
up but spread out a bit.
Then each student will take a certain amount of steps
depending on how far their favorite food had to travel
to make it to their plate.
Ex: If their food was found locally and traveled less
than 100 miles then they would stand where they are
without taking a step. If there food was 1000 miles
away then they would take 1 step, if it was 2000 miles
then they would take 2 steps, etc.
State Standards: (5.4) Number, operation, and quantitative reasoning.
The student estimates to determine reasonable results. The student is
expected to use strategies, including rounding and compatible
numbers to estimate solutions to addition, subtraction,
multiplication, and division problems
Present a brief review of the food pyramid making sure to emphasize
on and explain the recommended daily servings of the food groups: 4
servings of fruit, 5 servings of vegetables, 6 servings of grain, 5 servings
of meats/beans, 3 servings of dairy, and 1 dessert/fatty item.
Have the students prepare a list of foods that they prefer that would
meet the criteria of the food pyramid’s recommendations.
Discuss as a class personal experiences of shopping at a market or
grocery store. Discuss the use of US dollars and cents to purchase items
at these stores and other places.
Explain to the class the placement of decimals and their
correlation with cents in US currency and provide numerous
Demonstrate to the class how to line up decimals in addends
when combing two numbers.
Provide example problems to be solved as a class and individually
while monitoring students to ensure comprehension.
Present to the class a personal or hypothetical grocery list
that fits the criteria of the food pyramid. Count out the
servings of each food group as a class to reiterate the
amount of servings in each group.
Have a prepared list of prices for each item on the list and
as a class separate the prices into their appropriate food
As a class, add up the prices of each item in one food group
at a time, creating six sums to add together last, equaling
the total amount of the grocery list.
After assuring all students understand the procedure of
the activity, let them start to construct a grocery list of their
Pass out the newspaper grocery ads (one per student should
suffice), construction paper, scissors, glue and markers to the
Instruct the students to cut out pictures of foods from their list
with their prices from grocery ad.
Have the students paste each picture on their construction paper.
Once they have all the food prices they need for their list, have
the students write out their addition problems on a separate
sheet of paper. Have the students use the same procedure you
demonstrated in the presentation stage.
If students are having trouble with the computations or
language, pair up students to assist each other and promote
After the activity is complete, have the students record
their experiences and findings in a “Reflective Journal”.
Have the students write about how they will use this
skill in everyday life, what was easy for them, what was
difficult for them, how they could have done things
Have a volunteer based discussion asking for students
to share their journal entries with the class.
After this activity, teach the students the use of
estimation for addition. Explain to them the benefits
of being able to add numbers more quickly when their
decimals are rounded up or down.
Explain the rules of rounding to the students.
Once the entire class understands the concept of
rounding decimals, have them round the prices on
their grocery lists and add up the total again.
Emphasize to the students how the amount of time to
solve the problem decreases considerably.
State Standards: (18) Writing/Expository and Procedural Texts.
Students write expository and procedural or work-related texts
to communicate ideas and information to specific audiences for
“Think about what happens in the morning from the
time you wake up until the time you are ready to leave
for school, what do you do? Do you eat breakfast or
brush your teeth first? What are the steps in getting
you ready to leave the house?”
The students will participate in a quick writing activity
where they describe step by step what they do to get
ready in the morning for school
After finishing the quick writing activity, the students
should have a good understanding of what is necessary
to write a proper how to paper.
Ask the students to quietly think about the steps they
would take in order to make a peanut butter and jelly
sandwich. The students would write for a period of 20
minutes, and they should be encouraged to be as
detailed as possible.
After the given 20 minutes of writing is completed, ask
students to line up in front of the table, in order to follow
their own “how to” instructions and actually make their
own sandwich. Ask for volunteers, if possible. The student
will give the teacher their instructions on how to make the
sandwich, and the teacher will read them aloud to the
The student is not allowed to do ANYTHING other than
what they have said in the instructions. For example, if the
student says “Spread the peanut butter onto the bread”
they may spread it, but if the student said “Put the peanut
butter on the bread” they must simply put a glob of peanut
butter on the bread and move along without spreading it.
When the lesson is over, the class is allowed to eat
their sandwiches together.
The teacher will facilitate a class discussion on what
things the students wish they had done differently,
what they forgot, etc.
Each student will pick something that they think they
did well on, and something they forgot to put in their
instructions that they wish they would have included.
Ask students what steps they take to complete other
Students will create a step by step comic about the
process of making a healthy snack of their choice.
State Standards: (b) Knowledge and skills.
(1) Health information. The student knows ways to enhance and maintain personal health
throughout the life span. The student is expected to:
(A) examine and analyze food labels and menus for nutritional content;
(B) apply information from the food guide pyramid to making healthy food choices;
(C) identify foods that are sources of one or more of the six major nutrients;
(D) calculate the relationship between caloric intake and energy expenditure;
What do you know?
Do you eat breakfast every morning?
Does your diet contain two or three
servings of milk, yogurt, cheese or other
calcium-rich foods every day?
Do you eat lunch everyday?
Do you eat healthy snacks?
Do you eat at least six servings from the
bread, cereal, rice and pasta group every
Do you eat dinner every evening?