LESSON PLAN

Your Name: Katie Green

Title of Lesson: Sustainability Farm
Grade: Forth grade

STANDARDS
4.MD.C.6 Geometric measurement: understand concepts of area and relate
area to multiplication and to addition.

Science: 2. Influence of Engineering, Technology, and Science on Society and
the Natural World -When new technologies become available, they can bring
about changes in the way people live and interact with one another.


LESSON SUMMARY/OVERVIEW
Using prior knowledge, the students will know what goes into being sustainable
and what it takes to produce sustainable food. They will also already know what
types of food are healthy, and what are not. The students will create a farm, using
information that they in their research of their wants and need items from the
prior day. They will then create a farm that must be sustainable and contain both
the want and the need item that they chose. The farm must include at least one
new way (can be completely made up) to generate every day vegetables, fruits,
meats and grains. The new way must be sustainable as well. When they create the
farm, the students will use math by using units of measurement to draw everything
on a scale of their choice. They will have to calculate the area using multiplication
and addition. For the science component they will be creating a new technology in
for their farm that is sustainable but related to production. Lastly, the students will
use a way of thinking, systems thinking in order to show cause and effect of how
their farm may or may not be sustainable on the final day of the unit.


OBJECTIVES
Students will be able to create a sustainable farm using math and science. They
will also gain a better understanding of how every day food is produced and new
ways to implement technology into their farm.


ASSESSMENT/EVALUATION
Students will be given a list of expectations but will have free range to use their
imagination on their sustainable farm. If they meet the expectations (listed below)
then they will receive full points. If they do not meet the expectations points will
be marked off. In order to pass the assessment, the student must get an 80% or
higher.

Both want and need item are present 10 points
A new form of technology is present 10 points
Vegtables, fruits, meats and grains are present 15 points
Math is correct 25 points
Scale is provided 5 points
Sustainability factor 5 points
Total points: 70 points

70-61 points A (100-90%)
60- 52 points B (89-80%)
51-43 points C (79-70%)
42-34 points D (69-60%)
Anything below a 60% must be redone for points.


PREREQUISITE KNOWLEDGE
They will need to know what is healthy, what is not.
How to be sustainable
How food is produced
How to find the area of an object

This information will be taught in the five-day unit. Each day they will have an exit
ticket, if the information is not meet on the exit ticket then we will not move forward to
the next day until the information is met.


MATERIALS
Large piece of paper,
Large graphing paper,
Markers,
Crayons,
Pencils,
Rulers,
Calculator (to meet any accommodations)
Work from previous days in unit (wants and needs sheet)


VOCABULARY/KEY WORDS
Area base times width times height (BxWxH=?)
Sustainability Promoting human prosperity and well-being for all, while
protecting and enhancing the earths life support system.

Production- how something is made (in this case food)


TEACHING PROCEDURES
1. Start by having students write each answer on a separate sheet of paper,
leaving enough room for 4 questions and 4 answers.
2. Ask your students what sustainability is? Have them write their answer
down.
3. Then ask them what production is? Have them write their answer down.
4. What about agriculture? Have them write their answer down.
5. Lastly, ask your students what types of food are healthy or not healthy.
Have them write down their answer.
6. Together as a class, start a discussion about their answers. Pick on students
to share their answer and write them on the board.
7. As a class, come up with one explanation for each question.
8. This is all stuff that was covered in day one, two and three of the unit.
9. We are going to kick of this fun project by using all the information from
the past three days and put it into today
10. The student might wonder what the project is
11. Begin to explain the project
12. You might be wondering what the project is, so here it is: You each are
going to create your own sustainable farm! Here is how we are going to do
it:
13. I am going to pass back your wants and needs papers
14. Students will get their paper back and sit quietly waiting for next set of
instructions.
15. We are going to create sustainable farms, each on your own. You can be
as creative as you want but you need to make sure you include these items:
16. You must include both items that you chose and did research on in your
farm
17. You must also create a new form of technology for the farm. It can be a
new way to pick strawberries, or a new way to ship your item to your
factories
18. You must also include fruits, vegetables, meats and grains. All the food
that we talked about in agriculture and what is healthy verses unhealthy.
19. Remember to be as creative as you want. To make your farm more
sustainable you might create a new type of energy saving windmill. Or
maybe you do not want to have so much meat on the farm because that
takes a lot of water, so you have more vegetables. Use your imagination
and remember the things we learned from this week.
20. Lastly, explain to students that they must use the same scale for each time
and they must find the area for anything on the paper. (Prior knowledge
from past weeks when they learned about scaling systems)
21. Ask the students if they have any questions
22. No, you cannot work with a partner
23. Yes, it must be sustainable
24. Answer any further questions
25. Explain to the students, again, that they need to use their imagination. It
can be any farm they desire, as long as they address the key components,
which should be listed on the board now.
26. Put all supplies at a spot in the room that all students can access. Explain
that they can use any of the products that you have provided.
27. Turn your students loose to create their farms.
28. Walk around and address any issues or concerns
29. Allow the students an hour to create the farm and about 30 minutes to
complete the scale and the math. (Or however long it will take them to do
the math.)
30. Once they are complete, open up the decision about what new technology
they created
31. How about what made their farm sustainable?
32. Lastly, ask the students if it was hard incorporating the two wants and
needs items into their farm.
33. Wants the decision is over have the students turn them in to be graded.
34. Once graded and students have met the assessment requires, they will be
ready for their debates on day five.


RESOURCES
No references were used in the making of this lesson plan.


WAYS OF THINKING CONNECTION
The students will use a way of thinking, systems thinking. During this lesson they
will create their farms keeping in mind sustainability and how one change might
affect their farm in an entirety for the good or the bad. They will also use the
information from this project to incorporate it into their final day for their debate.
They will have to show cause and effect of why their farm is sustainable verses
why their opponents is not sustainable.