Unit Planner: From Farm to Table

Social Studies 01 JAIS

Thursday, June 7, 2018, 11:39AM

JAIS > 2017-2018 > Grade 1 > Social Studies > Social Studies 01 JAIS > Week 9 Last Updated: Today by Nancy
- Week 15 Wong
Wong, Nancy

Stage 1 - Desired Results

Unit Description
In this unit, students focus on the economic system of food production. Students learn that the food we eat does
not magically appear on the table or in our refrigerators. Students will explore the entire process of food production:
Production (growing food), Transport (bringing the food to the mill or factory), Processing (killing, cleaning and
cutting up the food), Manufacturing (making the food item), Distribution (bringing the food to stores), Retail (selling
and buying the food), Preparation (cooking or warming the food at home), and Consumption (eating the food).

Enduring Understandings Essential Questions

Strong Essential Understandings are often established by Strong Essential Questions often begin with the stem:
beginning with the following stem: "Students will "How..." and "In what ways..."
understand that..." Examples

• Students will understand where the food we eat
comes from.
• Students will understand that there is a process
in order to get food.
• How do we get food?
• Where does our food come from?
• What is the process of making food?
• What does Kosher mean and why is some food
Kosher?

Standards
Social Studies
All Grades (K-12)
Social Studies
Time, Continuity and Change
1. Students will understand patterns of change and continuity, relationships between people and events through time,
and various interpretations of these relationships.
Connections and Conflict
2. Students will understand causes and effects of interaction among societies, including trade, systems of
international exchange, war, and diplomacy.
People, Places and Environment
3. Students will understand the concepts of geography and demography and how geography and demography
influence and are influenced by human history.
Culture
4. Students will understand cultural and intellectual developments and interactions among and within societies.
Governance and Citizenship
6. Students will understand why societies create and adopt systems of governance and how these systems address
human needs, rights and citizen responsibility.
Production, Distribution and Consumption
7. Students will understand fundamental economic principles and ways in which economies are shaped by geographic
and human factors.
Science, Technology and Society
8. Students will understand how societies have influenced and been influenced by scientific developments and
technological developments.
General Social Studies Performance Standards
9. Students will know how to communicate effectively in a variety of written and oral formats.
10. Students will know how to reflect on and evaluate products of their own learning experiences.
11. Students will know how to interrogate, analyze and interpret a variety of sources, both primary and secondary.
12. Students will know how to conduct research.
14. Students will know how to work collaboratively and independently to complete tasks.
15. Students will engage in exchange of ideas and questioning as a means to refining their thinking.

Unit Learning Targets Content

Bloom's Taxonomy Social Studies Skills:
Students will learn:
• Economic principles of the food systems
• Knowledge: the steps to process, package, • Cultural influences on food
distribute, transport, sell and prepare food
• Comprehension: that the food we eat goes
through a process before it reaches the table to Mathematics Skills:
eat.
• Application: to follow how foods are made and to Language Arts Skills:
think about food in deeper way
• Analysis: that certain foods are eaten by certain • Food and Food Process word list (e.g. grow,
people based on cultural and religious manufacture, package, distribute, market, etc.)
preferences
• Field trips (recounts)
• Synthesis: to produce their own food product
through the entire process of from farm to
table, including packaging, selling/distribution,
preparation/cooking and eating
• Evaluation: to reflect on the process food goes
through from farm to table and on how
ecological and environmental-friendly it is

Stage 2 - Assessment Evidence

Assessment
Please transfer any information you'd like to keep into the
new Assessment category. This category will eventually
be removed. If you have any questions, please contact
Emily.
Pre-Assessment: Students record on a mind map what
they ate for breakfast or snack or for lunch and where
they think the food comes
Formative: Students sequence the Reading A-Z book
"Workers" (with the page numbers cut off), and try to
match the labels of the food production steps to the
pictures.
Summative: Students create/draw a food production
map (with all 8 steps) of their favorite food. Once they
are done drawing, they will write what happens to make
their food in each step and glue it onto their map.
Assessment (New)
Pre-Assessment
Visual Communication
Students record what they had for breakfast or lunch.
They create a mind map of where they think the food
comes from.
Formative Assessment
Formative: General Assessment
Students will sequence the book "Workers" and label them
with the steps of the Food Production Chain
Summative Assessment
Summative: Visual Communication
Students will draw a map following the Food Production
Chain of a food item of their choice, ie. chicken schnitzel,
strawberry pie, etc. They will label each step of the chain
and write a caption for each step.
Summative Assessment (Alternative)
Summative: Oral Assessment (Modern Language)
 Students have a conference with the teacher in which they
answer guiding questions to show their understanding of
where their food comes from and how what they eat
depends on cultural and religious preferences.
(Assessment Tool: Checklist)

• Think about a food and explain how it begins and

is processed to get to your table.
• Explain how what you eat depends on who you
are and how it might be different from other
people.

Stage 3 - Learning Plan

Activities
INTRODUCTION

• Brainstorm and discuss what they think From Farm to Table means

ACTIVITIES

• Read Workers (Reading A-Z Level D)

o Without the page numbers, sequence the steps of the Bread food production chain from the story
o Label them with steps from the Food Production Chain: Production (on the farm), Transport (to
processing), Processing (milling, etc),Manufacturing (Baking, creation), Distribution (delivery to
stores), Retail (selling & buying), Preparation (at home cooking), Consumption (eating)
• Draw own illustrations for each step of the Food Production Chain
• Produce a food product from farm to table (Wheat to Flour to Bread)
o Produce and harvest wheat and transport them to the mill (connection to “Plants and Us” Science
unit)
▪ Pretend by using dried groats to "harvest" and transport them using unifix cubes to a silo
(cups)
o Process and mill the corn or wheat using a coffee grinder
o Use the corn or wheat to manufacture and bake bread
o Design and package the food product and pretend to distribute to stores
o Sell the food product in retail
o Prepare the bread by slicing and toasting it, and then buttering it with home-made butter
o Eat it--consumption
• Make other food items to see the changes that occur: cream to butter, fruit to jam, basil to pesto
• Prepare in different ways the vegetables harvested from Chubeza Farm
• Follow a vegetable from farm to table (connection to “Plants and Us” Science unit; can also harvest from
class plants and garden from “Plants and Us”, if possible)
• Take a food inventory of each home and discuss why certain things are eaten or are not eaten by certain
families

WRITING and turn into book for classroom library

• Write one paragraph about one thing they learned from the Chubeza Farm field study and explain it with
details.

FIELD STUDIES

• Discuss what raw materials are used and what processes are used to make the food
• Chubeza Farm (owner is Bat-Ami) 054-653-5980
o tour of farm and processing and distribution, pick vegetables, lunch (150nis/hr)
o We usually go for 1.5 hours and pay 225 nis. Then we stay a bit more to eat lunch.
o She lets us harvest various vegetables which we get to take back to school with us
 o Bring money--she also has lovely honey to sell
• Berman's Bakery for mass manufacturing of bread
o Adina at 054-336-3368
o 1 hr tour
o We usually go right before Hanukkah and get sufganyot before or after our visit and bread to take
home!
o Free, Adina is a most lovely woman
o Call at least 6 weeks ahead of time to book as things get busy at the factory
• Tnuva Dairy in Rehovot
• Melo Hatene (Hilaf at 050-799-0097)

Workers.pptx
Bread in four easy steps.pdf

Resources
Library resources
Books:
• The Little Red Hen by Paul Galdone (Listening Center)
• Pancake, Pancake by Eric Carle (Listening Center)
• How to Make Apple Pie and See the World (Listening Center)
• Cloudy with a Chance of Meatballs (Listening Center)

• This Is the Way We Eat Our Lunch by Edith Baer

Food ebook (Teacher Created Resources)
Vegetables ebook (S & S learning)

Internet:
• For the Juniors-Farm to Table video (splash.abc.net.au)
http://www.neok12.com/Agriculture.htm (short movies)
http://tiki.oneworld.net/food/food2.html
http://www.foodafactoflife.org.uk/QuickLinks.aspx?contentType=2
http://www.kidzone.ws/thematic/farm/index.htm
http://www.atozteacherstuff.com/Themes/Farm/index.shtml
http://www.atozteacherstuff.com/Themes/Food___Nutrition/

Reflections

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