FSTL TEKS FP Perspectives - Stop Wasting Food

Graphic Organizer: Know/Feel/Think

Lesson Plan

Know

Feel

What do you know about food waste?

Why is so much food wasted?

Is it fair that so much food is wasted?

How does this make you feel?

Fluent Plus reading stage

Do you waste food?

Level N (30)

Think What do you think? How can we stop wasting so much food?

PERSPECTIVES

Contents • Top 5 wasted foods • The good, the bad, and the ugly • Speak out!

• Stop wasting food!

Paired connected texts

Food Rescue: Making Food Go Further reports on the amount of usable food that is wasted daily and how this food can be used.

In The King of Waste, Estelle goes to live at the Royal Palace and is shocked by the amount of food that is wasted. Meanwhile, her own family is starving. She comes up with a plan to share the food more evenly.

Content vocabulary bakeries donate farms food fresh imperfections leftover produced products season shopping starving supermarkets use-by date waste

Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plan Perspectives Stop Wasting Food! How Can We Do It? © 2020 EC Licensing Pty Ltd © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society.

3(6) (H) Synthesize information to create new understanding.

3(9) (E) Recognize characteristics and structures of argumentative text.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 3(7) (G) Discuss specific ideas in the text that are important to the meaning.

PERSPECTIVES Stop Wasting Food! How Can We Do It? Key concepts • P eople waste food for a range of reasons.

• T here are things we can do to help reduce food waste.

Initiate ideas

Explore further

Introduce the book

Read the text

Ask: Do you ever throw out food at home? Why do you do this? Have students talk about this with a partner.

Show the students the front cover of PERSPECTIVES: Stop Wasting Food! How Can We Do It? Say: This book is about food waste. It has several texts that discuss different perspectives on why food is wasted and what we can do to reduce waste.

Read the title and ask: How do you think we can reduce food waste?

Discuss students’ ideas.

Have students turn to pages 10 and 11. Say: Read the text, and then talk to your partner about what you learned. Remember to look closely at the images as you discuss what you have read.

Have students read the text independently. Ask: Which of these foods would you eat? Are there any that you wouldn’t eat? Can you explain why? Discuss as a group.

Ask: How can we change people’s minds about eating “ugly” fruit and vegetables? Have students talk with a partner and then share their ideas in a group discussion.

Have students turn to the “Speak out!” section on pages 12 and 13 and read the introduction.

Invite a student to read aloud one of the “speak outs” to the group. Ask: What is your view on this opinion?

Continue reading and discussing each “speak out” opinion in a similar manner.

Read the text Give each student a copy of PERSPECTIVES: Stop Wasting Food!

How Can We Do It? Have them browse through the book.

Have students turn to page 4, and read the introduction aloud to them. Say: Look at the visual on page 5. What does this mean? Are you surprised? Have students share their ideas with the group.

Have students turn to “Top 5 wasted foods” on pages 6–9.

Read the introduction aloud to the students. Ask: Why might these foods get thrown out?

Have students read the text independently. Ask: Which facts most surprised you? Why? Have students talk with a partner and then discuss as a group. Record students’ ideas on a chart with the heading, “Why is Food Wasted?”

Respond to the text Revisit the “Why is Food Wasted?” group chart. Ask: Do you have any new information to add? Record these ideas on the chart.

Have pairs of students revisit their graphic organizers. Say: Think about what you have read. Use this information to add to your Know/Feel/Think charts.

Collect students’ graphic organizers to revisit later.

Draw conclusions

Express opinions

Read the text

Setting the task

Ask: Can you think of ways to reduce the amount of food you waste in your house? Have students talk with a partner about this.

Have students turn to pages 14 and 15, and read the title and introduction aloud to them. Say: As you read the text, think about which ideas might work in your house.

Have students read the text independently. Ask: Which of these strategies might you try at your house? Have students talk to a partner.

Ask: Now you have read this, do you have any new or different ideas on reducing food waste in your house? Discuss as a group.

Students can choose one or both of the following options as a way to show their thinking or express their opinion.

Respond to the text Revisit the “Why is Food Wasted?” chart. Ask: What new information can we now add to our chart? Discuss and record ideas.

Have pairs of students revisit their graphic organizers. Say: Think about all the information you now have about food waste. Think about what you know, how you feel, and what you think. Add points to your Know/Feel/Think charts.

Bring it all together Have students meet with their completed graphic organizers.

Invite students to share their Know/Feel/Think charts at a group discussion. Use the students’ ideas to record points onto the group chart.

Discuss the various points of view and opinions that arise.

During the discussion, encourage students to draw on information in the texts to back up their opinions.

Writing Have students respond by writing about their opinion. Say: Think about what you have learned about food waste and how you feel about this information.

Present the Graphic Organizer: How to write about your opinion (see PERSPECTIVES: Stop Wasting Food! How Can We Do It?, page 16). Support students by guiding them through the steps involved.

1. Have students revisit the questions posed in the introduction on page 4. Ask: What is your opinion now about food waste? How can we help reduce it? Have students discuss with a partner.

2. Model how to find further information about the topic, or, if appropriate, students could do independent research.

3. Say: Now that you have the information you need, you can write a plan. Use the graphic organizer to help you.

4. Have students publish their writing. Say: Think about the graphics or images you can include to support your written opinion.

Creating a booklet Have students work with a partner to list their top 5 tips on reducing food waste. Have students use these tips to create a booklet. Encourage them to include tips that are simple and practical.

Make a photocopy of the booklet so that both students have a copy. Students can then take the booklets home and share them with their families.

Respond to the text Introduce the Graphic Organizer: Know/Feel/Think.

Ask: What have you learned about food waste? How do you feel about it? Have students talk with a partner.

Say: Work with your partner to write points on your graphic organizer.

Collect students’ graphic organizers to revisit later.

Think tank If students are passionate about the issue, they may like to think about it further and take action.

Have small groups of students brainstorm ideas on how to educate others about food waste.

Say: Think of different ways to let the school, our families, and the community know about the problem of food waste. Have groups share their ideas.

If appropriate, students could take action by putting one or more of their ideas into practice.

Graphic Organizer: Know/Feel/Think

Lesson Plan

Know

Feel

What do you know about food waste?

Why is so much food wasted?

Is it fair that so much food is wasted?

How does this make you feel?

Fluent Plus reading stage

Do you waste food?

Level N (30)

Think What do you think? How can we stop wasting so much food?

PERSPECTIVES

Contents • Top 5 wasted foods • The good, the bad, and the ugly • Speak out!

• Stop wasting food!

Paired connected texts

Food Rescue: Making Food Go Further reports on the amount of usable food that is wasted daily and how this food can be used.

In The King of Waste, Estelle goes to live at the Royal Palace and is shocked by the amount of food that is wasted. Meanwhile, her own family is starving. She comes up with a plan to share the food more evenly.

Content vocabulary bakeries donate farms food fresh imperfections leftover produced products season shopping starving supermarkets use-by date waste

Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plan Perspectives Stop Wasting Food! How Can We Do It? © 2020 EC Licensing Pty Ltd © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society.

3(6) (H) Synthesize information to create new understanding.

3(9) (E) Recognize characteristics and structures of argumentative text.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 3(7) (G) Discuss specific ideas in the text that are important to the meaning.