Farm to Fork

Lesson One: The Land of Strawberries

Lesson One: The Land of Strawberries

Materials:

·        Strawberries

·        Rethinking Globalization article: "Child Labor is Cheap—and Deadly"—the testimony of Augustino Nieves

·        Website: United Farm Workers website at www.ufw.org

Prep:

Make copies of articles
Get strawberries
Make "recorder" "reporter" and "discussion leader" sheets
Letter writing paper

MMSD Curriculum Standards Connections:

·        Grade 5—Key Concept: Equal rights, Civil Discourse

o        Performance Standard: "Describe the struggle in our society for equal rights for all people."

§         Students will learn about child labor and maltreatment of farm workers which is often linked to the production of the foods we eat.

Elementary Education Standards Connections:

·        Standard 9: Manages Learning Environment

o       Teachers establish and maintain an environment that engages students in learning while providing for their physical and socio-emotional well-being.

§         As a teacher I am managing this lesson with several tactics. One way in which I do this is set up the small discussion groups with a discussion leader, reporter, and recorder. This will give students a focus during their discussion.

Wisconsin DPI Social Studies Standards:

·        Content Standard Social Studies Standard D—Economics, Production, Distribution, Exchange, and Consumption: 

o       "Students in WI will learn about production, distribution, exchange and consumption so that they can make informed economic decisions."

§         Students will learn about the production, distribution, exchange and consumption of organic produce versus non-organic produce. Based on what they learn, they will be able to make an informed choice about which type of food they will eat.

Lesson Objectives

·        Students will compare the conditions of one organic farm versus one non-organic farm.

·        Students will formulate their own opinion about organic farming based on facts and personal stories.

Lesson Context

·        We just finished up a large unit about child labor in the United States and abroad. This is the first lesson of a large unit about living a sustainable lifestyle, more focused on making informed choices about food.

Lesson Opening

·        Teacher should pass our one strawberry to each student and have them write down their observations of this strawberry.

Procedural Steps

·        Have students share their observations with a partner or group of three.

·        Let them wash and eat their strawberry. Share with them that this strawberry came from ___X___. Most likely California. While they are doing so, pass out the article, "Child Labor is Cheap—and Deadly."

·        Read and discuss the article together. Depending on your class and reading level, you can have students read alone, in pairs, or you can read as a large group.

·        Begin discussion in groups of three. Each students will have a role:

o       Discussion Leader: this person will be in charge of leading and facilitating the small group discussion. There will be questions provided (see below) to prompt him/her, but he/she can take the discussion in any fashion he/she sees fit.

§         What is your initial reaction to this article?

§         Does reading this article make you think differently about the strawberry you just consumed?

§         Why do you think farmers and corporations can get away with treating workers in such a manner?

o       Recorder: This person will be in charge of taking notes during the discussion. Writing down important facts mentioned, interesting insights, opinions…etc.

o       Reporter: This person will be in charge of sharing with the large group what their small group discussed.

·        After our discussion, have students add to their list of observations/thoughts about the strawberry.

·        Give students another article written from the perspective of someone working on an organic strawberry farm with good working conditions. (Article about the Employee Free choice act).  OR snippet from a WWOOF description of a farm (see www.wwoof.org)

·        Whole class discussion of the similarities and differences of both of these farms.  Create a Venn-diagram to display this information.

·        SO…it would be a good idea to KNOW where our food comes from so we can make better choices in the grocery store. What things could our government do to help us make better choices: brainstorm ideas:

o       Have food and location of production labeled on product

o       Give farm conditions?

 Lesson Closure

·        Based on student interest: have students write letters to city, government officials to create policies which require more information about our food products and where they come from.

Assessment Strategies:

·        Assess their observations of the strawberry. Did they change after reading the article, or did they remain that same?

·        Assess small group discussion by listening to each group, but also pay close attention to the "reporter" who shares with the rest of the class the information which they discussed.

·        Writing a letter to city/government officials should be assess by the 6-Traits writing.

Differentiation:

·        To accommodate all readers, we can either read together, in partners, or I can read the articles to them.

·        Students will be able to write a letter advocating whatever side they choose.

Cultural Relevance:

·        It is important for all people to learn about the different ways of producing food. Giving students information is the only way they will be able to make informed choices as they get older.

·        Having the students working in small groups gives them a chance to practice their group working skills.

 Personal Teaching Goals:

·        I want to spark students' interest in this topic and get them thinking about where does our food come from and what all goes into the process of it getting to my plate?