Food Waste in School Day 3

Your Name: Jaqueline Pearson

Title of Lesson: Food waste
Grade: 2nd
STANDARDS
Write informative/explanatory texts in which they introduce a topic, use facts and definitions
to develop points, and provide a concluding statement or section. (2.W.2)
LESSON SUMMARY/OVERVIEW
On day three, students will learn what happens to food once it goes into the trash can as trash.
Student will explore where the food and trash goes and what happens to the food as trash. They
will be able to answer why it is dangerous for there could be from food ending up at landfills.
While they reflect on the previous days learning in relation to todays lesson/
OBJECTIVES
Create a map where trash goes;
Write an informative paper about the dangerous food in landfill.
ASSESSMENT/EVALUATION
Student connect prior map of where food comes (Day 2) to where food ends up (Day 3);
Write eight or more sentences using three facts.
PREREQUISITE KNOWLEDGE
Where the food comes from;
Food waste;
Why food is thrown out.
MATERIALS
Construction paper
Internet with project for video
Graphic organizer (in resources)
VOCABULARY/KEY WORDS
Landfill
Methane
Environment
TEACHING PROCEDURES
Reflect on day 1 lesson do we all remember day 1 ( insert day of the week lesson
taught), where we learned how much food we through out?

 All student should answer yes. If they dont answer, remind them to look at the
now displayed visual they created of the food they didn't eat.
If students were not there, have them catch up by having another student
explain what the visuals are about.
After the reflection on prior lesson learned ask: Where do you think food goes when we
waste or thrown away.
Let students answer with partners, then have each pair or group share what they
think.
Some or most will answer the dump or landfill;
We are going to be investigators today and we are going to go exploring.
At some point a discussion about good behavior on field trips;
Bus safety rules
Partner and parent chaperone arrangement.
We are going to follow the food from our lunch room until its end.
Taking a small walking trip (usually done after breakfast is served in the
morning);.
To the cafeteria with pencil and paper to take notes to help them remember;
Be sure to contact janitor before to showing up so they can be informed
and not be surprised or rushed/ Also, come prepared with a set of
prompted questions or information about what the class is doing.
Introduce the janitor to the class.
Let janitor staff explain what his/her job is at the school;
Have janitor tell have his/her side of what he does with the trash
containers full of food.
Students will then board a school bus and travel to the local landfill that allows
tours of the facility.
Some landfills do not offer tours for schools. Do alternative investigation.
Alternative investigation would be to create a presentation;
Presentation should be made up from where garbage trucks
pick up the trash after the janitors job is done;
Garbage truck to the dump;
What happens after it reaches the dump (video resources
attached below);
Once the garbage is at the dump, skip to the classroom
work.
Students will tour landfill site and learn about sanitation facilities
and why landfills are important.
Students should ask questions about food that ends up at the dump.
Make sure to inform the tour guide about the topic
With questions about what things should not end up in
landfill;
Why aa entire school wasted food might be dangerous to be
in the landfill;
During your student visit, they should be taking notes about speakers.
For all day field trips, try a recycling factory may be included in
this field trip.

 Classroom Work.
After a successful field trip students will be tired.
Students need to start a rough draft/graphic organizer about information
they learned during the filled trip.
Parents might take kids home early;
Have graphic organizer with instruction on it for students in pairs.
This lesson is split over two day two days.

RESOURCES
For non fiield trips:
http://youtu.be/mA608GJ-EzM
Link to graphic organizer
http://www.eduplace.com/graphicorganizer/pdf/timeline.pdf
WAYS OF THINKING CONNECTION
Provide a complete explanation of how your lesson plan connects to futures, system,
strategic, or values thinking. Define the way of thinking you selected and used in this
lesson plan. Remember, this should be included meaningfully in the lesson plan.
For extended questions, students discuss what they saw and learned about waste, compared to
what they thought happened to the waste