Video Presentation Title: Food Waste

Spark 101 Lesson Plan

Video Presentation Title: Food Waste

Unit of Instruction: Earth and Human Activity Course/Curriculum: Environmental/Earth Science

NGSS Standard(s):
HS-ESS3-4.
HS-LS2-7. / Evaluate or refine a technological solutionthat reduces impactsof human activities on natural systems.
Design, evaluate, and refine a solution forreducing theimpacts of human activitieson the environment and biodiversity.
/ Objective(s):
Students will brainstorm ideas to reduce food waste and compare contrast their ideas with those from industry professionals.
Assessment/Demonstration of Learning:
Pass the Question verbal responses
Reflective Journal
Two-Minute Paper / Resources Needed:
Teacher Resources
· Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out by Shel Silverstein
Pass the Question
Guided Notes – Food Waste
Spark 101 Student Engagement Resources
· Paired Verbal Fluency – Food Waste
· Reflective Journal – Food Waste
Two-Minute Paper – Food Waste
Lesson Component / Time Allotted / Teacher Procedure
Activator
(Prior to showing the video presentation) / Time:
4 minutes / Students will read the poem, Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out, by Shel Silverstein. Choose one food from the poem and think about write down the resources (land, water, and energy) needed to grow, harvest and distribute that particular food. Share your thoughts with a partner. Be prepared to share these resources with the rest of the class.
Problem/Motivation
(Part I of video) / Time:
7 minutes / Show this first segment of the video to your students, letting them know that they will be working on solving the real-world problem after viewing.
Problem Solving Activity
(Describe process for identifying possible solution(s) to the problem presented) / Time:
7 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group / Students will complete an activity called, “Pass the Question” 1. In this activity, students will begin collaborating in pairs to partially respond to a question. After 2 – 3 minutes pairs will exchange papers with another pair so that they can complete each other’s response. Pairs may modify, add to or change the response as they deem necessary.
First break the class into groups of 4. Each group will be assigned one of the stages where food is wasted. Within their group, students will break into pairs to answer the question: “What are some steps that should be taken to effectively reduce our food waste?” Give the pairs 2 – 3 minutes to collaborate begin a response on paper. At the end of this time, the pairs within the group of 4 will switch papers and complete each other’s response. It is ok for students to make changes to the response they were given, or even cross off ideas they disagree with. When both pairs are finished they share their completed responses with each other.
1Based on Keeley, Page. 2008. “Pass the Question.” Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Corwin Press & NSTA Press. Thousand Oaks, Ca. pg. 149-150
Checks for Understanding
Teacher should circulate around the room to listen as pairs discuss changes to their partners’ responses and gather evidence of student understanding. Responses could also be collected.
Solving the Problem
(Part II of video) / Time:
3 minutes / Show this second segment of the video to your students, letting them know that they will be comparing their solutions to the actual solution shared by the industry professional(s). Have students use Guided Notes – Food Waste to capture the solutions given during the video.
Comparing Solutions and Meaning
(Describe process for identifying possible solution(s) to the problem presented) / Time:
6 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group / Students will complete the Paired Verbal Fluency activity. In this activity, they will compare and contrast their solutions to food waste with those given in the video. In addition, students will evaluate which solution(s) are best.
Checks for Understanding
At the end of the activity, the teacher may have a few students share out with the class what they or their partner discussed. A random calling technique, such as choosing a name from a hat, can ensure all students are ready to respond.
Future Impact and Meaning
(Part III of video) / Time:
4 minutes / Show this third and final segment of the video to your students, letting them know that they will be reflecting on their thoughts related to pursing possible education pathways and careers presented in the video.
Future Impact and Meaning
(Have students reflect on how solving the problem might relate to current or future goals) / Time:
10 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group / Students will complete Reflective Journal – Food Waste and think about which college major is better suited for them to be able to address the problem of food waste. In addition, students will think about short term and long term implications of not addressing food waste issues. Finally, student will reflect on what they can do to reduce food waste, and begin thinking of ways to reduce food waste in the community.
Checks for Understanding
Facilitate a class discussion by having students share their reflections with the class. Randomly choose one student to begin sharing, then have that student choose the next student, and so on.
Summarizer/Closure / Time:
2 minutes / Students will complete the Two-Minute Paper summarizer. This will allow the teacher to collect feedback from students on what they took away from the Spark 101 lesson.
Assessment (if applicable) / Have students turn in Reflective Journal and Two-Minute Paper
Additional Notes (if needed)
CK12 Connections (if available)
Videos, lessons, practice and more available at:
http://www.ck12.org/earth-science/Renewable-Energy-Resources/ / OpenStax Connections (if available)

Teacher Resource

Sarah Cynthia Sylvia Stout
by Shel Silverstein

Sarah Cynthia Sylvia Stout
Would not take the garbage out.
She'd wash the dishes and scrub the pans
Cook the yams and spice the hams,
And though her parents would scream and shout,
She simply would not take the garbage out.
And so it piled up to the ceiling:
Coffee grounds, potato peelings,
Brown bananas and rotten peas,
Chunks of sour cottage cheese.
It filled the can, it covered the floor,
It cracked the windows and blocked the door,
With bacon rinds and chicken bones,
Drippy ends of ice cream cones,
Prune pits, peach pits, orange peels,
Gloppy glumps of cold oatmeal,
Pizza crusts and withered greens,
Soggy beans, and tangerines,
Crusts of black-burned buttered toast,
Grisly bits of beefy roast.
The garbage rolled on down the halls,
It raised the roof, it broke the walls,
I mean, greasy napkins, cookie crumbs,
Blobs of gooey bubble gum,
Cellophane from old bologna,
Rubbery, blubbery macaroni,
Peanut butter, caked and dry,
Curdled milk, and crusts of pie,
Rotting melons, dried-up mustard,
Eggshells mixed with lemon custard,
Cold French fries and rancid meat,
Yellow lumps of Cream of Wheat.
At last the garbage reached so high
That finally it touched the sky,
And none of her friends would come to play,
And all of her neighbors moved away;
And finally, Sarah Cynthia Stout
Said, "Okay, I'll take the garbage out!"
But then, of course it was too late,
The garbage reached across the state,
From New York to the Golden Gate;
And there in the garbage she did hate
Poor Sarah met an awful fate
That I cannot right now relate
Because the hour is much too late
But children, remember Sarah Stout,
And always take the garbage out.