LESSON PLAN TEMPLATE

Your Name: Isabella Moreno

Title of Lesson: Where does our food come from?
Grade: 3
STANDARDS
Common Core Standards
CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Arizona State Social Studies Standards
Strand 5: Economics: Concept; 5: Personal Finance Decision-making skills foster a persons
individual standard of living. Using information wisely leads to better informed decisions as
consumers, workers, investors and effective participants in society.
Strand 4: Geography: Concept 6: Geographic Applications; PO 2. Use geography concepts and
skills (e.g., recognizing patterns, mapping, graphing) to find solutions for local, state or national
problems (e.g., shortage or abundance of natural resources).
LESSON SUMMARY/OVERVIEW
The plan of this lesson is to allow students insight into the world of food. Students will be have
already been introduced to the topic of food and the impact it has on their lives. Students will use
the grocery lists they created in Day 2 activities and using technology they will find the prices of
their items and put it in their budget worksheet. Once the price is in their budget worksheet
students will do research to determine where their food is coming from, and how far their food is
traveling. Students need to know how far their food has traveled in order to understand the
impact that it has on their environment and the people growing the food.
OBJECTIVES
Students will be able to determine how much theyre going to need to but their ingredients by
researching the price of their items.
Students will be able to do research to find out where their ingredients and food items are being
made/grown and mark it on their maps.
Students will be able to explain how their food gets to their table by writing explanations of how
the food got to their table.
ASSESSMENT/EVALUATION

Students will be assessed on the completeness and quality of their food maps, as well as the
presence of their budget.
Students will have written the processes/journeys that their food has travelled. This will be 2-3
sentences for at least 3 of the ingredients. Students include where to food began, how it traveled,
and where they bought it.
PREREQUISITE KNOWLEDGE
Students will know what food items they are researching.
Students will know food takes processes and journeys to get to their kitchen table.
Students will how to add multiple digits using a calculator.
Students will recognize a map of the United States and the World.
MATERIALS
30 Maps of the United States
30 Maps of the World
30 Grocery List budgets
10 (at least) Calculators
Colored Pencils (students provide)
Pencils (provided by students)
Computer Lab (at least 20 computers)
VOCABULARY/KEY WORDS
Food: any nutritious substance that people or animals eat or drink, or that plants absorb, in order
to maintain life and growth.
Ingredients: any of the foods or substances that are combined to make a particular dish.
Process: a series of actions or steps taken in order to achieve a particular end
Environment: the natural world, as a whole or in a particular geographical area, especially as
affected by human activity.
Budget: allow or provide a particular amount of money in a budget; an estimate of income
needed to provide for something.
Nutrition: the process of providing or obtaining the food necessary for health and growth;
nourishing; efficient as food.
Healthy: in good health
TEACHING PROCEDURES

Procedural Steps (Step by step instructions for teaching the lesson):

Students will first get their grocery list from the Day 2 of the lesson.

Teacher will hand out My Grocery List worksheet for students to write their answers
on.

Students will use their grocery lists to begin research in the computer lab.

Students will research where the items on their list are coming from.

Students will research how much a single one of those items cost.

Students will work independently and in teams to find their food items and fill in their
food tables.

While students are doing this teacher will monitor the classroom environment, answering
any questions the students may have, ensuring students are on task and engaged in the
activity, and asking students guided questions to help them in their search.

Once students have complete their grocery list budget and found the location of their
items and how much their shopping trip will be, they will raise their hands to receive the
maps of the United States and the World

On the maps the students will use their colored pencils to mark the items location of
where they come from. They will also draw a line from the item to their current location.
(Students will use the map in the classroom as well as their peer/teacher resources to
locate the areas they are unsure of).

After the maps have been competed students will answer the questions at the end of the
end of their My grocery list worksheet. These questions will be answered in their
journals. If they are not finished in class students are encouraged to finish them at home
or the next day.

As a close to the lesson Teacher will ask students about where their food comes from.
Students will answer the questions based on their research done in class.

RESOURCES
Students will use the provided worksheets at the end of this lesson.
Super Teacher Worksheets. (2015). Retrieved May 1, 2015, from
https://www.superteacherworksheets.com/splashtop-whiteboard-flipchart-graphics.html

Students will use Internet Search engines to find the creation/growing location of their food
items.
WAYS OF THINKING CONNECTION
Values Thinking: Students will be using values thinking to determine what foods are the most
important to their personal diet, and reflect upon the health impact that food has on their own
body, as well as the impact that food has on the earth. Value thinking is the process of thinking
where students reflect on their own values and preferences and the impact that it makes on their
every day choices.
Strategic Thinking: Students will be using strategic thinking to create their grocery list and
determine how much those items cost. They will be planning a grocery list that reflects their
values and answering questions about the impact that the list has on them and the environment.
Strategic thinking is the process of thinking in which students develop a plan to achieve a
particular goal or plan.
Systems Thinking: Students will be using systems thinking to do research and determine where
their food items are coming from, and mapping those items on their maps. Students will look at
the processes and the paths that it takes to get food to their own table ready for them to eat.
System thinking is the process of thinking in which students think about and understand the
relationship and connections in a system of relationships.

My Grocery List
Students will fill in the grocery list budget table with the items they are searching, where the
items are from (where are they grown, where is the factory), and the price of the items in the
grocery store.
Grocery list
(Ingredients and foods)
Item

Where is it from?

TOTALS

$
(How much do those
items cost)

Discussion questions:
1.
2.
3.
4.

Why is it important to budget money?

Are the items your buying already made? (do they come in plastic bags ready to eat?)
Where do you think these items are coming from?
What types of processes do you think are used to create those items? Are they made on a
farm, in a factory, in a bakery?
5. Do you think that these food items are health items that will help you grow?
6. Choose 3 of the items off your list, explain how those items got to your kitchen table.