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How to Feed the Community

Grade 3, Science

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Description of Unit

In this task, third-grade science students will research and learn about how different organisms undergo similar life processes and have structures that help them survive within their environment. They will explore the relationships among systems and cycles within environments. As populations grow, space for growing food for the masses is decreasing. Students will explore the use of self-sustaining food supplies to offset the growing demands on farmers. Research on self-sustaining food supplies will expose students to the practice of growing food in community plots, backyard gardens, patio container gardens, and other independent methods. Students will display their new learning by presenting a final product. This final product may entail a press conference, a multimedia presentation, a community garden, or a backyard garden project.

This guide links the How to Feed the Community unit to the Texas Essential Knowledge and Skills (TEKS) for third graders. How to Feed the Community is an interdisciplinary unit in which groups of students will analyze and develop models for individuals, families, and communities to grow their own food. By growing their own food, communities can help reduce the growing pressure on the farming industry to produce enough food to feed ever-increasing populations. These groups of students will design, test, and present plans and models of ways in which people can develop supplemental and self-sustaining food supplies. These plans may be small scale (e.g., for a family who lives in an apartment) or large scale (e.g., for community gardens to feed many people). The TEKS from multiple content areas are covered in this interdisciplinary unit. For example, students will use writing as a tool for learning in research, as described in the English Language Arts and Reading TEKS. They will also learn about crop yield and supply and demand, as described in the Social Studies and Mathematics TEKS. The following document includes the applicable TEKS and the details of the How to Feed the Community unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Introduce the unit by having a class discussion about the students’ favorite fruits and vegetables. Ask the students if they know where fruits and vegetables come from. Students may respond that they believe that fruits and vegetables come from the pantry, the refrigerator, or the grocery store. Have them think beyond, and ask them where the fruits and vegetables came from before they arrived at the grocery store or in their homes. The following discussion questions and resources will help guide the conversation:
    • What are the primary sources of all of the fruits and vegetables that we eat? (https://www.vox.com/a/explain-food-america)
    • Who is responsible for growing all of the fruits and vegetables we eat?
    • How does the number of people who grow fruits and vegetables for a living compare to the number of people who eat fruits and vegetables? 

    Have the students view the NPR video “7 Billion: How Did We Get So Big So Fast?” (https://www.youtube.com/watch?v=VcSX4ytEfcE). This video will help students understand the sheer magnitude of the world’s rapidly growing population and the reasons for the exponential growth. As a class, discuss how and why the population has changed so much. Students should consider the impact that population growth will have over time on our food, water, and energy supplies.

    Have the students conduct a series of explorations into the various factors that impact the growth of plants. Possible topics to investigate include soil properties, weather, the life cycles of organisms, and water cycles. Students will need some background knowledge or instruction on basic science concepts, including the scientific process; collection, documentation, and analysis of data; pertinent science vocabulary; and proper use of the Internet.

    The Texas Education Agency (TEA) provides online resources that will help students understand the factors that influence the growth of plants:
  2. Divide the students into small groups to brainstorm and create lists of ways to grow some of their own food in small spaces. Have students research and compile answers to the following questions:
    • What methods are available for growing food in small spaces?
    • What are the best times of year for food to be grown?
    • What kinds of fruits and vegetables can be grown in small spaces?
    • What role does climate/weather play in growing food in small plots?
    • What resources do the different kinds of food need?
    • Does growing some of your own food cost more than buying it at the grocery store?
    • What does the health of the soil have to do with production of fruits and vegetables?
    • What other benefits can come from growing food in small spaces?
  3. Once students have worked through the activities related to soil, weather, living things, ecosystems, and types of small food plot spaces, they will develop a plan to create a small food plot that is appropriate for their particular living situation. Throughout the process of planning, preparing, planting, maintaining, and harvesting the small food plot, the students will collect and compile data. Encourage periodic sharing of progress updates and helpful advice among group members. Students may want to consult the following resources as they decide on the type of plot they will develop:
  4. Once the small food plot project has been completed, students will present their results to peers in the form of a report or class presentation. The students should detail the successes, struggles, and failures of the food plot in their chosen small space. Students are encouraged to analyze their outcomes and problem solve ways to address and make improvements.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student will choose a type of self-sustaining food plot from the local community to study. The focus of study could be community plots, backyard gardens, patio container gardens, or other small garden plots. Ideally, the food plot that the student selects should be relevant to his or her life.
  2. Asking guiding questions. Once the student has selected a community food plot, he or she will think of three to five guiding questions to explore. Examples of guiding questions include the following:
    • What does your type of food plot contribute to the community?
    • What types of crops are grown in your food plot?
    • What is the history behind growing food?
    • How has food production changed and developed over time?
    • How have community food plots impacted other communities?

    While these examples are general, the student’s questions should be specific to the chosen food plot. The questions should lead him or her to form individual research-based opinions. The student should develop hypotheses or possible answers to the questions.
  3. Designing and submitting a research proposal. The student will include numerous components in the research proposal, including the following:
    • The type of food plot he or she will study
    • Three to five guiding questions he or she will investigate
    • Primary and secondary resources that he or she will consult (e.g., an expert on the local community, literature related to community food plots, examples of community food plots in nearby areas)

    In the process of writing the research proposal, the student will refine his or her guiding questions. The following are some questions to help the student identify resources in the community:
    • What nurseries, agricultural agencies, libraries, research centers, or organizations will have information on the growing of food in small areas?
    • What are some key publications, events, or people related to growing food and maintain a food plot?
    • What types of support resources might exist?
    • Who might you interview to gather information?
    • What agencies, explanatory documents, articles, videos, or people are available for support?
    • Are there local farms, nurseries, or growers that you could visit to gain first-hand experience from?
  4. Conducting the research. After the student’s proposal has been approved, he or she will begin using the identified resources and others he or she may encounter during research. It may be helpful to plan a trip to a local farm, nursery, grower, or agricultural extension office. The student should conduct an oral interview with an expert on the topic in the local community.
  5. Sharing findings. The class will host an event to showcase different ways to grow food in small areas. Based on the type of community garden plot that was selected, the student will create a small exhibit that will feature his or her final product (see the next section for more details on the product). Invite other students, teachers, administrators, and members of the community to the showcase to allow the students to display their learning and research.

B. The product

The student will exhibit what he or she has learned through one of the following products:

  1. A community service project. As a class, in small groups, or individually, students will develop a service project that promotes the development of beneficial community garden plots. For example, students could coordinate with the city or a local land owner to develop and run a community garden plot on an unused piece of land. If done as a group, each individual student will document his or her contributions and reflections on the project.
  2. A website or newsletter for a community garden plot. In order to promote the availability of space in a community food plot area, the student will create a website or newsletter for a community garden plot. The website or newsletter will provide information on the location and hours of the community garden plot; dates and times people will be there to answer questions; a schedule of guest speakers; the best items to grow and plant for the season; and how members of the community can learn about and take part in the food plot. The student could also showcase significant members of the community and their contributions to the project.
  3. A documentary or awareness video that will educate community members about the value of a community food plot and detail opportunities to take part and benefit.

    Whatever product the student chooses, he or she must complete a Works Cited page that includes at least 10 references. The references should include a mix of primary and secondary sources.

C. Communication

Each student will give a 15-minute class presentation on his or her product, engaging other students in the content of the work. Audience members should ask unscripted questions for the student to answer after the presentation.

D. A completed project consists of:

  1. The research proposal
  2. Guiding questions to drive research
  3. A research log, note cards, or resource process sheets
  4. One of the three product options:
    • A community service project—submit documentation and reflections
    • A website or newsletter for a community garden plot—submit the URL or paper copy
    • A documentary or awareness video—submit the digital video
  5. A Works Cited page with at least ten references
  6. A videotape or audiotape of the student presentation, including the unscripted Q&A session

This unit may address the following TEKS.

112.14, Science, Grade 3

112.14(b)(1)
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices.
112.14(b)(2)
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations.
112.14(b)(3)
Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions.
112.14(b)(4)
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry.
112.14(b)(7)
Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing.
112.14(b)(8)
Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky.
112.14(b)(9)
Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments.
112.14(b)(10)
Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments.

111.5, Mathematics, Grade 3

111.5(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.5(b)(2)
Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.
111.5(b)(8)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

113.14, Social Studies, Grade 3

113.14(b)(4)
Geography. The student understands how humans adapt to variations in the physical environment.
113.14(b)(8)
Economics. The student understands how businesses operate in the U.S. free enterprise system.
113.14(b)(17)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.14(b)(18)
Social studies skills. The student communicates in written, oral, and visual forms.
113.14(b)(19)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

126.7, Technology Applications, Grades 3-5

126.7(b)(1)
Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products.
126.7(b)(2)
Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning.
126.7(b)(3)
Research and information fluency. The student acquires and evaluates digital content.
126.7(b)(4)
Critical thinking, problem solving, and decision making. The student researches and evaluates projects using digital tools and resources.
126.7(b)(5)
Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using digital tools and resources.
126.7(b)(6)
Technology operations and concepts. The student demonstrates knowledge and appropriate use of technology systems, concepts, and operations.

128.5., Spanish Language Arts and Reading, Grade 3, Adopted 2017

128.5(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.5(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.5(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects, predicates, and sentences;
128.5(b)(11)(D)(ix)
capitalization of proper nouns, geographical names and places, historical periods, and official titles of people;
128.5(b)(11)(D)(x)
punctuation marks, including commas in a series and dates, and correct mechanics, including indentations
128.5(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.5(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, and reflexive pronouns;
128.5(b)(11)(D)(v)
adverbs that convey time and adverbs that convey manner;
128.5(b)(11)(D)(i)
complete simple and compound sentences with subject-verb agreement;
128.5(b)(11)(D)(ii)
simple past, present, and future verb tense and imperfect past, perfect, and conditional verb tenses, including the difference between ser and estar;
128.5(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.5(b)(11)(D)(iv)
adjectives, including their comparative and superlative forms;
128.5(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.5(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
128.5(b)(12)(B)
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
128.5(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
128.5(b)(13)(F)
recognize the difference between paraphrasing and plagiarism when using source materials;
128.5(b)(13)(E)
demonstrate understanding of information gathered;
128.5(b)(13)(B)
develop and follow a research plan with adult assistance;
128.5(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.5(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
128.5(b)(1)(B)
follow, restate, and give oral instructions that involve a series of related sequences of action;
128.5(b)(1)(C)
speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;

Figure: 19 TAC 110.10(b), English Language Arts and Reading, Third Grade

Fig. 19

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1
Collaborate on joint projects.
S.I.C.2
Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.
S.I.C.3
Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.
S.I.D.3
Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.

Social Studies:

SS.I.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.III.A.2
 Connect regional or local developments to global ones.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.

Mathematics:

M.IV.C.1
Use probability to make informed decisions.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.4
Justify the solution.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.1
Analyze given information.
M.VII.A.3
Determine a solution.
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