1. Title and Objectives: What is PA Preferred?

Labels Introduction:
a. Students will understand what PA Preferred is.
b. Students will understand the importance and benefits of buying local.
c. Students will have greater understanding of shopping local.

2. Essential Questions:
Questions are connected to the SAS framework and are specifically linked to the
Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer.
What is PA Preferred?
Why buy local?
3. Vocabulary:
PA Preferred

4. Duration:
3-4 45-minute class period(s)

5. Materials:
a. PA Preferred Sample Label
b. Pennsylvania Agriculture List
c. Paper and Markers/Smartboard/ way to create/display list of PA Preferred products
d. Graphic Organizer: Why Buy Local
e. Top Reasons to Buy Local poster/sheet
f. Internet
PA Preferred: What is PA Preferred?



6. Instructional Procedure(s):
a. Introductory: Remind students what the PA Preferred logo/check mark looks like by showing
them a sample. Have a class discussion/review:
i. What is PA Preferred?
ii. Where can you find PA Preferred products?
iii. What does it mean to buy local?
b. Developmental: As a class, make a list of PA Preferred items on the board or on large paper.
Use the complete list as a guide. Are all PA Preferred items healthy? Should we still buy local
items that are not healthy? Have students complete the graphic organizer about why to buy
local. Students can work independently, in pairs, or in small groups. After students have had
enough time to work, as a class, review the information on the Top Reasons to Buy Local Sheet
so that all students have the correct information.
c. Closure: Have students search the internet for recipes that use items from the Pennsylvania
Agriculture List. As a class (or per the teacher), select one recipe that represents each of the
food groups from choosemyplate.gov. As a class (or have students complete at home for extra
credit), prepare the recipes and enjoy the locally grown and produced products.

7. Formative Assessment:
The Why Buy Local Graphic Organizer can be used as Formative Assessment.

8. Related Materials & Resources
a. PA Preferred Sample Label
b. Graphic Organizer: Why Buy Local
c. Top Reasons to Buy Local Poster/Sheet
d. Internet
a. http://papreferred.com/recipes.aspx

9. Accommodations and Adaptations:
a. Students will be given extra time to complete the activity.
b. Students will work with a partner to complete the activity.

10. Lesson Evaluation and Reflection:



Alignments

11. Grade Levels:
This lesson could be used for 6
th
-8
th
grades.


12. Related Academic Standards:
PA Standards
a. 11.3.6.A: Demonstrate knowledge of techniques used to evaluate food in various forms.
b. 11.3.6.B: Describe safe food handling techniques. (e.g., storage, temperature control, food
preparation, conditions that create a safe working environment for food production)
c. 11.3.6.D: Describe a well-balanced daily menu using the dietary guidelines and the food guide
pyramid.
d. 11.2.9.C: Assess the effectiveness of the use of teamwork and leadership skills in
accomplishing the work of the family.

CCSS:
RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words. Use
combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in
context and out of context.
RF.5.4: Read with sufficient accuracy and fluency to support comprehension. Read on-level
text with purpose and understanding. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings. Use context to confirm or self-correct
word recognition and understanding, re-reading as necessary.

13. Assessment Anchors:
R5.A.2: Understand nonfiction appropriate to grade level.
R5.A.2.1: Identify and interpret the meaning of vocabulary in nonfiction.
R5.A.2.3 Make inferences, draw conclusions, and make generalizations based on text.





14. Eligible Content:
R5.A.2.1.2: Identify and/or interpret meaning of content-specific words used in text.
R5.A.2.1.1: Identify and/or interpret the meaning of multiple-meaning words used in text.
R5.A.2.1.2: Identify and/or interpret meaning of content-specific words used in text.
R5.A.2.3.2: Cite evidence from text to support generalizations.

15. Big Ideas:
Students will have knowledge about PA Preferred.
Students will understand importance of buying local.
Students will understand the importance of working together as a team to complete a recipe.

16. Concepts:
Students should know what PA Preferred is.
Students should know what products are included in PA Preferred.
Students should have an understanding of teamwork.

17. Competencies: