Food for Thought: Not Having Enough Access to Healthy Food Options
Dawn Buteric
Grade 3
P.S. 131, Class 305
Introduction
Many residents of New York, particularly in low-income neighborhoods, do not have enough access to healthy food options. In these areas, people often rely on processed or fast foods, which can lead to poor health outcomes, such as obesity, diabetes, and heart disease. Healthy food like fresh fruits and vegetables can be hard to find and expensive, especially in areas known as “food deserts.”
📝 Student News Crew Task: The High Cost of Eating Healthy in NYC
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TASK
You will be reporters examining the problem of unhealthy food options. Create a 5–7 minute news segment that explores a problem you see based on resources provided. The report will investigate how the high cost of nutritious food creates and what challenges families face because of this. Follow the PPA protocol while researching.
Process
You will be grouped in fours based on the groups that the teacher assigns. You will be using the Public Policy Analysis to help you create your final products.
📅 Timeline
Days 1-2
Assign roles
🧩 Team Roles & Responsibilities for Project
1. Anchor
● Introduce and wrap up the segment.
● Explain the focus: the cost of healthy food in our school’s neighborhood.
● Transition between each team member’s report.
“Today we’re investigating a big issue right here in our school community — the high price of eating healthy. Why does fresh food cost so much more than fast food, and how does that affect the families around us?”
2. Field Reporter
● Visit a local grocery store, corner store, or deli near school.
● Compare the prices of healthy items (like fruit, veggies, and whole grains) to less healthy, processed items.
● Interview someone from the community or school about how food prices affect their shopping choices.
“Just a few blocks from P.S. 131, we found that a single apple costs $1.25 — but a bag of chips is just 99 cents. For many families, price decides the menu.”
3. Health Correspondent
● Explain how eating habits affect health, especially in young people.
● Share basic stats or facts about diet-related issues (like energy levels, weight, or overall health).
● Talk about what happens when families can’t afford to buy fresh food regularly.
“Experts say healthy eating supports better learning, but when prices are high, students may not get the nutrition they need to stay focused in class…”
4. Investigative Producer
Research average food prices in the neighborhood around school.
Create visuals, like price comparisons or charts showing the cost of meals.
Include info on any local programs trying to make healthy food more affordable (like school meals, food pantries, or farmers’ markets).
The producer might show a visual comparing the price of a healthy sandwich vs. fast food, or a map of nearby stores with fresh produce.
Start researching and collecting information
After you have your roles, define the problem: Read the following two articles and watch the video and define the problem. Use the template to record step one of PPA:
New Survey Shows NYC Families Forced to Skip Meals, Lack Healthy Food
Healthy foods are often more expensive
Why Is Healthy Food So Expensive VS
Junk Food
Day 3: Gather the evidence:
Read the following three articles and define the problem. Use the template to record step two
of PPA: PPA organizer
Day 4: Identify the causes: Read the following three articles and define the causes. Use the template to record step three of PPA: PPA organizer
Defining Food Insecurity and Its Root Causes
Day 5: Evaluate an existing policy. Read the following two articles and evaluate an existing policy. Use the template to record step four of PPA: PPA organizer
Supplemental Nutrition Assistance Program (SNAP)
Day 6: Develop solutions: Read the following three articles and evaluate an existing policy.Use the template to record step five of PPA: PPA organizer
Defining Food Insecurity and Its Root Causes
NYC Program Helps Kids In Food Deserts Learn To Cook Healthy Foods
Day 7: Select the best solution using this feasibility and effectiveness matrix to select the best solution to this problem to complete step 6 of PPA.
📅 Timeline for Project
Days 1-2:
Begin writing individual scripts or questions.
Day 3-4:
● Record interviews and reports
● Finalize visuals and facts
● Put everything together into a short video or live presentation
Day 5:
● Present your news segment to the class
● Reflect: What did you learn about food prices and our community?
📺 Your Final Report Must Include:
● An introduction and conclusion from the anchor
● Real or simulated food price comparisons
● Health facts or student perspectives
● At least one visual (chart, map, graphic)
● One solution or idea to help families eat healthier on a budget
Evaluation: Use the following 3rd Grade Final Report Rubric to guide your group work and presentation.
Public Policy Analysis Rubric for 3rd Grade
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Criteria |
3 - Exceeds Expectations |
2 - Meets Expectations |
1 - Needs Improvement |
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Define The Problem |
Clearly and accurately states the problem with detailed explanation understandable to others. |
States the problem but with limited detail or clarity. |
Problem is unclear or missing important details. |
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Gather The Evidence |
Collects relevant and enough evidence from multiple sources to support understanding of the problem. |
Gathers some evidence but may be limited or only from one source. |
Little or no evidence gathered, or evidence is irrelevant. |
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Identify The Causes |
Identifies all main causes of the problem with clear explanations. |
Identifies some causes but lacks full explanation or misses minor causes. |
Causes are unclear, incomplete, or missing. |
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Evaluate An Existing Policy |
Thoroughly evaluates an existing policy, explaining strengths and weaknesses clearly. |
Provides a basic evaluation of an existing policy with some strengths or weaknesses mentioned. |
Evaluation is incomplete, unclear, or missing important points. |
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Develop Solutions |
Proposes multiple thoughtful and creative solutions that address the problem effectively. |
Suggests one or two solutions that somewhat address the problem. |
Solutions are unclear, unrealistic, or do not address the problem. |
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Select The Best Solution |
Clearly selects the best solution with strong reasoning and explains why it is the best choice. |
Selects a solution and gives some reason for the choice. |
Does not clearly select a solution or gives little to no reasoning. |
3rd Grade Final Report Rubric: Food and Healthy Eating
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Criteria |
3 - Exceeds Expectations |
2 - Meets Expectations |
1 - Needs Improvement |
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Introduction and Conclusion from the Anchor |
Clear, engaging introduction and conclusion that effectively frame the report and summarize key points |
Introduction and conclusion are present and relate to the report but may lack clarity or full engagement |
Introduction or conclusion is missing, unclear, or does not relate well to the report |
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Food Price Comparisons (Real or Simulated) |
Provides detailed, accurate food price comparisons with clear explanation of differences and relevance |
Provides food price comparisons that are mostly accurate with some explanation |
Food price comparisons are missing, inaccurate, or lack explanation |
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Health Facts or Student Perspectives |
Includes multiple relevant health facts or insightful student perspectives that enhance understanding |
Includes some health facts or student perspectives relevant to the topic |
Health facts or student perspectives are missing, unclear, or irrelevant |
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Visual (Chart, Map, Graphic) |
Visual is clear, well-labeled, and effectively supports the report’s information |
Visual is present and somewhat supports the report but may lack clarity or proper labels |
Visual is missing, unclear, or does not support the report |
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Solution or Idea to Help Families Eat Healthier on a Budget |
Presents a thoughtful, realistic, and well-explained solution or idea that addresses the challenge |
Presents a solution or idea that addresses the challenge but may lack detail or full explanation |
Solution or idea is missing, unclear, or does not address the challenge |
Conclusion:
In this WebQuest, you had the opportunity to learn about a problem that New Yorkers face and explore the reasons behind it. You were able to report this to others and come up with a feasible solution. You are now ready to explore the other problems we face in our community, and come up with solutions using the PPA protocol.
Standards:
Key Ideas and Details
3R1: Ask and answer questions to locate relevant and specific details in a text to support an answer or inference.
3W1: Write an argument to support claim(s), using clear reasons and relevant evidence.
● 3W1a: Introduce a claim, supported by details, and organize the reasons and evidence logically.TV Tech+7lasvegasobag.com+7NSTA+7
Comprehension and Collaboration
3SL1: Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and building on those of others.
● 3SL1a: Come to discussions having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion.
● 3SL1b: Follow agreed-upon norms for discussions by actively listening, taking turns, and staying on topic.
● 3SL1c: Ask questions to check understanding of information presented and link comments to the remarks of others.
● 3SL1d: Explain their own ideas and understanding of the discussion.
● 3SL1e: Consider individual differences when communicating with others.
3SL2: Determine the central ideas and supporting details or information presented in diverse texts and formats (e.g., including visual, quantitative, and oral).
3SL3: Ask and answer questions in order to evaluate a speaker’s point of view, offering appropriate elaboration and detail.
Presentation of Knowledge and Ideas
● 3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
● 3SL5: Include digital media and/or visual displays in presentations to emphasize certain facts or details.
● 3SL6: Identify contexts that call for academic English or informal discourse.