Food Waste at PS 129

By Ryann Geldner rgeldner@johnhfinley.com

Directions: Complete each step before moving on to the next step.

Use google extensions such as read aloud if you are having difficulty reading any of the content.

Allow time for links to load. Ask questions when you are confused.

Introduction

In collaboration with Global Scholars, you and your classmates are working as environmental researchers for the Food and Agriculture organization of the United Nations studying the problem of food waste in New York City public schools.

Task

1. At the end of this WebQuest your group will track how much food is thrown away in the cafeteria and what is done with that waste.

2. You will conduct a survey to find out what foods students are throwing away and why.

3. You will create a digital presentation to share findings and propose solutions.

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Process Resources

Day 1:

J Discuss: Online discussion

J Read Workbook Pages 71-72

J Discuss with classmates/group how you will distribute and collect surveys between the two lunch periods. Survey students in your school p. 73 Share ideas on today's meet

J At the end of today we should know exactly how we are collecting survey data

Day 2:

J Students act on their plan to collect data

Day 3:

J Review survey data complete Workbook Pages 74

J Watch this video how to use excel Beginner

J Watch this video to create graphs with data.

J You should have 2-3 graphs by the end of today.

Day 4:

J Make a plan p. 75

J Read and Reply: Food Waste Solutions Workbook Pages page 76

Day 5:

J Create your infographic p. 77 using Piktochart

J Share infographic with international peers p. 78 in workbook

Day 6:

J Revise infographic based on peer feedback

J Provide feedback to peers p.79

J Reflect on project p.80

Your finished product should identify the following 6 steps:

1. Define a Problem (food waste at PS 129)

2. Gather Evidence (gathered from survey)

3. Identify the causes (based on the information you learned in the survey)

4. Evaluate an existing policy

5. Develop Solutions

6. Select the best solution

Teacher example of how to incorporate the steps into your infographic. You can design and organize your infographic any way you choose just make sure to include all 6 steps.

Evaluation

You will be graded on group work, the presentation and information included in your infographic and the survey data that you collected and analyzed using the rubric below:

Task

0-1

Group Work

(collaboration)

Is not able to: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively and build on those of others.

Is sometimes able to: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively and build on those of others.

Is able to: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively and build on those of others.

Presentation of knowledge

(Infographic)

Group Included 1-2 digital media and visual displays in presentations to emphasize and enhance central ideas or themes.

Group Included 3-4 digital media and visual displays in presentations to emphasize and enhance central ideas or themes.

Group Included 5 or more digital media and visual displays in presentations to emphasize and enhance central ideas or themes.

Social Studies

Knowledge

(content)

Project does not make connections to the global community: Countries in the Western Hemisphere face a variety of concerns and issues specific to the region

■ Environmental issues (loss of rain forests, availability of water, deforestation, endangered species, limited resources, air quality, pollution)

Project mentions connections to the global community: Countries in the Western Hemisphere face a variety of concerns and issues specific to the region

■ Environmental issues (loss of rain forests, availability of water, deforestation, endangered species, limited resources, air quality, pollution)

Project provides legitimate connections to the global community: Countries in the Western Hemisphere face a variety of concerns and issues specific to the region

■ Environmental issues (loss of rain forests, availability of water, deforestation, endangered species, limited resources, air quality, pollution)

Math

Knowledge

(survey)

Did not graph survey data that represented real world and mathematical problems by graphing points that interpret coordinate values of points in the context of the situation.

Graphed most survey data that represented real world and mathematical problems by graphing points that interpret coordinate values of points in the context of the situation.

Graphed all survey data that represented real world and mathematical problems by graphing points that interpret coordinate values of points in the context of the situation.

Conclusion

“In this unit, we learned about the obstacles and supports to food security and discovered that food waste is an obstacle that we can combat here at our school. Let’s reflect on what we learned, the skills we developed, and what our international peers taught us.”

Digital Project: Students study food waste at their school by tracking how much food is thrown away in the cafeteria and what is done with that waste. They conduct a survey to find out what foods students are throwing away and why and create a digital presentation to share findings and propose solutions.

Extend your learning using the PPA steps to solve your own social problem:

1. Define the Problem

2. Gather the Evidence

3. Identify the Causes

4. Evaluate an Existing Policy

5. Develop Solutions

6. Select the Best Solution

Standards

ELA:

Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively and build on those of others.

5LS1a: Come to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion.

5SL1b: Follow agreed-upon norms for discussions and carry out assigned roles.

5SL1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

5SL1d: Consider the ideas expressed and draw conclusion about information and knowledge gained from the discussions.

Analyze how digital media and visual displays in presentations to emphasize and enhance central ideas or themes.

Social Studies:

Countries in the Western Hemisphere face a variety of concerns and issues specific to the region

■ Environmental issues (loss of rain forests, availability of water, deforestation, endangered species, limited resources, air quality, pollution,)

Math:

Represent real-world and mathematical problems by graphing points that interpret coordinate values of points in the context of the situation.

Global Scholars