LESSON PLAN TEMPLATE

Your Name: Carri Chaddon

Title of Lesson: Food, Poverty, and Sustainability
Grade: 6th
STANDARDS
NOTE: Please list at least two complete standards your lesson plan covers. [Common Core State Standards
(math and language arts), Next Generation Science Standards (science), Arizona State Social Studies
Standards (social studies)].

CCSS.ELA-LITERACY.SL.6.2 (CCSS)
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally)
and explain how it contributes to a topic, text, or issue under study.
MS-ESS3-4 (NGSS)
Construct an argument supported by evidence for how increases in human
population and per-capita consumption of natural resources impact Earth's
systems.

LESSON SUMMARY/OVERVIEW
Provide an overview/synopsis of the lesson and the topics that it will cover. Make sure to provide a reason
why you selected this to be relevant for a unit on sustainability?
This day allows students to collaborate to solve the problem of food inequality and poverty in the developing world
through the lens of sustainability
Students will use the knowledge they have gained in previous days of the unit and several group discussions to think
sustainably when presented with real-life problems, recognizing that ideal sustainability enables all humans to enjoy
the worlds resources.
OBJECTIVES
Describe what you want students to know/be able to do as a result of the lesson.
For example, Students will be able to
Objective:
Each group will create a presentation using PowerPoint or Prezi that presents solutions to each of the
assigned problems, using each of the vocabulary terms correctly, and using 2 sources they have found
themselves to support their findings
o Students will be provided a checklist of the components needed in the presentation
o Every student must contribute to the making of the presentation and speak during the class
presentation
Sub-Objectives:

Each student will become an "expert" in one focus area and teach it multiple times to other students

Each student will participate in a group discussion to creatively problem-solve

Each group will find 2 new sources that support their solutions

Each group will present solutions to each problem provided

Each group will correctly use new vocabulary terms

ASSESSMENT/EVALUATION
What measures will you use to know if you students met the objectives?
Students will be provided checklist when making the presentation. Teacher will use this checklist to
evaluate presentation.
Sub-objectives will be assessed by teacher monitoring and conferencing with the groups to make sure each
student is actively participating
PREREQUISITE KNOWLEDGE
What will students need to know prior to completing this lesson and how will you access their prior
knowledge?
Students need to recall the three types of thinking covered in previous days of the unit. These definitions
are written on a poster and the students are engaging in several conversations that will require them to use
these words
Students need to recall the areas of sustainability, food and poverty that were covered in previous days of
the unit. These areas will be accessed through supplemental materials provided to each expert, who will
then re-teach several classmates
MATERIALS
List of required materials.
Laptop or computer for each group to use to create their presentation, and for some focus area groups to use
their supplemental information
Supplemental information (See Appendix A)
Problem solving worksheets (See Appendix B)
List of problems generated in days 1-3 of unit
Poster with definitions in vocabulary section
Checklist of components required in presentation (Appendix C)
VOCABULARY/KEY WORDS
List of key vocabulary terms.
Sustainability: actions and plans that take care of the world in such a way that the worlds resources are
available to be used by all humans, plants and animals for as long as possible
Futures Thinking: (to be defined in a more in-depth manner by students as a class)
Systems Thinking: (to be defined in a more in-depth manner by students as a class)
Values Thinking: (to be defined in a more in-depth manner by students as a class) An examination of the
way values influence decisions
TEACHING PROCEDURES
Procedural Steps (Step by step instructions for teaching the lesson):

Students will be split into partnerships and each partnership will have a focus area (food &systems thinking,
sustainability & futures thinking, etc.)

Each partnership will be provided more in-depth activities and resources to make them "experts" on the
focus area

Partnerships will then fill out a worksheet prompting them to think about their focus area in the developing
world and in their own world

Worksheet will then ask them to brainstorm a solution to a very specific problem related to their focus area

Once they are experts, two partnerships of different focus areas will combine to make a group and share
their findings and thinking, teaching each other what they learned in their supplementary materials

They will then brainstorm further on each other's provided problems and solutions

Partnerships will keep combining and repeating these steps until every group consists of a partnership from
each focus area

Then, group will prepare a presentation that incorporates 2 new sources of information in addition to their
collaborative process and the solutions they produced, using each of the class-made definitions on the
board at least once

RESOURCES
List any references you used to create this lesson. If you borrowed ideas from any lesson plans please note
them here. Use APA format.
WAYS OF THINKING CONNECTION
Provide a complete explanation of how your 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.
This lesson incorporates futures, systems and values thinking.
Each focus area targets a specific way of thinking. Once students are grouped with other focus areas, they must
explain their ways of thinking to the other students in their group.
Then, in the discussions that continue, every student needs to be an advocate for their focus area
In the final presentation, each way of thinking must be presented