Food Waste in School Day 5

Your Name: Jaqueline Pearson

Title of Lesson: Food waste
Grade: 2nd
STANDARDS
Strand 1: Inquiry Process: Concept 1: Observations, Questions, and Hypotheses; PO 1.
Formulate relevant questions about the properties of objects, organisms, and events in the
environment.
Strand 1: Inquiry Process: Concept 1: Concept 2: Scientific Testing (Investigating and
Modeling); PO 2. Participate in guided investigations in life, physical, and Earth and space
sciences.
Strand 1: Inquiry Process: Concept 1: Concept 2: Scientific Testing (Investigating and
Modeling);PO 4. Record data from guided investigations in an organized and appropriate format
(e.g., lab book, log, notebook, chart paper).
Strand 1: Inquiry Process: Concept 1: Concept 3: Analysis and Conclusions: PO 3. Compare the
results of the investigation to predictions made prior to the investigation.
Strand 1: Inquiry Process: Concept 4: Communication: PO 2. Communicate with other groups to
describe the results of an investigation.
LESSON SUMMARY/OVERVIEW
On the last day of waste unit, student will learn about ways to reduce waste in their school. By
learning different way they can save from food waste in and out of school. The student will
repeat the same investigation about the amount they eat at lunch. but with this investigation there
is a difference in student schedule student instead of going to lunch then resume, but on this
particular day student will attend resus then go to lunch. school administration and all staff
involved is required to be aware and approve. if there is conflicting or request denial the same
experiment can be done from day one and see if there was any change in eating behaviors.

OBJECTIVES
compare data collected during experiment with previous experiment
Formulate theories and hypotheses about experiment
Collect data about amounts and type of food they ate, and amount and types of food they
throw out
Graph and chart the data along with the class data to create visuals to represent how much
waste as a class was created compared to how much waste they personally created

ASSESSMENT/EVALUATION
Collecting of data
Created graph and visuals

 Answered question in complete sentience and with proper grammar and punctuation
PREREQUISITE KNOWLEDGE
Write a sentence correctly, with punctuation, correct capitalization, spelling with grade
level accuracy, and grammar
Set up a graph correctly with labels and titles
LEsson day 1 Data and information collected
MATERIALS
Whiteboard/ Markers
Construction paper
Glue
Colors (crayons, markers, pencils)
Handouts with questions
Handout for personal data collection
Handouts for whole class data sheet
VOCABULARY/KEY WORDS
Hypotheses
Investigations
TEACHING PROCEDURES
We are going to do an experiment today, we are going to try this crazy thing and mix up
our schedule and we are going to go to recess before we head to lunch
If there is a visible class schedule in the classroom that if possible for arranging
Or if not able to switch the schedule repeat day one lesson.
After lunch and recess passout lunch question handout (Appendix A Lesson Day 1)
Go through questions together, High functioning students may move ahead if
they choose to
In complete sentences answer questions
Students will need to fill out their lunch data sheet (Appendix B Lesson Day 1)
Student have 10 minutes to draw or cut out magazine pictures to show what they
had for lunch (color after writing section done)
List what food under two sections: "What was eaten" and "What was not eaten"
Student share data
Create a list of everything eaten and everything not eaten by the students
From there add up all the same items on each side to create a double bar graph
Hand out (Appendix C Lesson Day 1) Graph paper for the whole class graph
Students copy information gathered onto the graph
Student must correctly label and use data appropriate in the graph
Coloring should be done after graph fully filled out

 Construction paper passed out (note all one color so no argument or complaining about
color will happen)
All Appendix are cut and pasted and arranged on construction paper
Finish writing and color
Name Check
Clean up
Have student compare the investigation from day 1 to day 5
Was there any changes?
How did it affect how hungry you where to go to resuess
Was you hypothese
raise your hand if you where correct
raise your hand if you were incorrect
Have a few student show there compared work
RESOURCES
http://www.nea.org/home/43158.htm
http://opi.mt.gov/pdf/schoolfood/RBL/RBLGuide2008.pdf
WAYS OF THINKING CONNECTION
Create all paper from the week into a book for student to keep as reflection later to
remeber what they had learned in schools.