Food Systems

Stage 1 Desired Results

ESTABLISHED GOALS

New Mexico Science Standards

5-8 Benchmark I:
1. Use a variety of print and web resources to
collect information, inform investigations, and
answer a scientific question or hypothesis.
2.Use models to explain the relationships between
variables being investigated.

5-8 Benchmark I: Explain the diverse structures
and functions of living things and the complex
relationships between living things and their
environments

Standard I: Understand how scientific discoveries,
inventions, practices, and knowledge influence,
and are influenced by, individuals and societies
Transfer
Students will be able to independently use their learning to
1. Reflect on their own relationship with food;
2. Compare their relationship with food with others, including non-human living
organisms.
3. Illustrate the food supply chain from field to plate;
Meaning
UNDERSTANDINGS
Students will understand that
U1: Food is a source of nourishment, essential
for life.
U2: Food is integral to human lives but our
relationship with food extends far beyond the
act of eating and has economic and
social/cultural implications.
U3: The food system explains the components
of a foods journey from its origins to
consumers plates, including harvest,
processing and transportation.
U4: Food has an origin, both historically and
literally based on modern day agriculture and
global trade.
ESSENTIAL QUESTIONS
E1: What is food?
E2: What is a food system and what are its
components?
Acquisition
Students will know
K1: All living organisms need food.
K2: There are issues related to food beyond
nourishment, including environment, culture
and economics.
K3: The steps in the food system include:
Production, Processing, Distribution, Retails,
Consumption and Disposal.
Students will be skilled at
S1: Describing and give examples of food from
different perspectives (not just the human
perspective).
S2: List and describe the steps of the food
system.
S3: Name countries of origin for specific foods
using
http://map.seedmap.org/category/food-
diversity/centres-of-diversity/crops/
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
1. Demonstrates ability to follow
directions, maintain hygiene
procedures, and clean up, as well as
work as a group.
2. Student will use equipment properly
to measure out correct amount of
ingredients.
3. Chart will contain details on each of
the foods used.
4. Creates a comprehensive and diverse
paragraph or visual aid that
demonstrates multiple perspectives.
5. Students will properly turn on and off
the Chrome books and care for the
equipment as well as navigate the
webpage based on instruction.
6. Analysis of the video will be apparent
in the review/chart of the steps of the
food system and making flour/sugar.
TRANSFER TASK(S):
1. Through cooking a meal using produce from the school garden, students will identify
and demonstrate steps of the food system.
2. Students will review the metric system and use metric tools to cook a dish.
3. Students will complete a chart that determines the origin of the ingredients and how
they changed through the process of cooking
4. Student will write a paragraph or create a visual aid that demonstrates their
understanding of food, from different perspectives.
5. Students will be able to access, use and explore the website http://map.seedmap.org/
with regard to the origin of specific crops on Chrome Books.
6. Students will watch and write a review of a video that demonstrates the steps needed
in making flour or sugar.
7. Students will create a diagram that shows the series of steps food takes from farm to
plate.
1. Accuracy of bellringer/pop quiz questions OTHER EVIDENCE:
1. Observations of individuals and groups during class time
2. 2. (pop) quiz and bellringers.
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
Lesson 1: Apple Pie
Students will harvest apples from the school garden and use them to make an apple pie. Students will use metric balances to measure out the
ingredients instead of cups and follow proper hygiene procedures. Students will also begin to create a compost pile/worm bin with the leftover
apple waste.
Lesson 2: What is Food?
Students will discuss their own perspective of food. Students will then work in groups to discuss and examine food from other perspectives:
economic, ecological, health related and other living organisms other than humans. Students will use the following resources to enable
discussion:
Book: What the World Eats
Photos: Ecosystems around the world, including wild and agricultural/domesticated
Internet: http://foodmatters.tv/articles-1/what-the-world-eats-shocking-photos
Students will create a visual aid that helps describe What is Food? from different perspectives
Lesson 3: The Food System:
Students will first discuss and review how they made the apple pie to initiate thinking in all the ingredients needed and what happened to those
ingredients. Students will then watch a video that shows how flour/sugar is grown and processed in order to understand all the steps and
resources needed. Students will create their own flow charts of the steps taken in order to manufacture sugar or flour.
Lesson 4: From Farm to plate in your family:
Students will create a dish at home that represents their familys heritage for a community potluck. Students will also bring in a recipe to create
a grade level cookbook that includes a description of their family heritage. Using a world map we will plot the country or region of origin of the
recipe. This will be done as part of collaboration with the history department classes and annual 7
th
grade harvest festival in our school garden.
Students will use http://map.seedmap.org/ to learn about the origin of some ingredients.

NOTE: The other units to be build on this foundation with global and scientific links are:
History of Food
Agriculture and Ecosystems
Food Animal Production
Food Processing
Food Distribution and Transport
Food Safety
Diet and Influences on Food Choice
Food Environments
Food Marketing and Labeling
Hunger and Food Security