Food Justice

Natalie Alia, Rachel Axelrod,

Amanda Duarte, Marion Fregeolle,
Jason Kawana, Hanah Kim

Community Inquiry Project Lesson Plan
Food Justice
Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9
Common Core Standards
Grade 5, Math
3. Read, write, and compare decimals to thousandths.
7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy
to a written method and explain the reasoning used.
Grade 5, Health
1.1. Describe the food groups, including recommended portions to eat from each food group.
1.4. Explain why some food groups have a greater number of recommended portions than other food groups.
1.6. Differentiate between more-nutritious and less-nutritious beverages and snacks.
5.1. Use a decision-making process to identify healthy foods for meals and snacks.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9
- Students will be able to chose food items that fit within a defined budget and share their decision making process
- Students will be able to add and compare decimals
- Students will be able to identify recommended daily food group portions
Assessment: Formal and Informal Assessment. TPE: 2 & 3
What evidence will the students produce to show they have met the learning objective?
Students will work in small groups to create a shopping list of foods that fit within a constrained budget and
share lists with the class.
What modifications of the above assessment would you use for language learners and/or students with
special needs?
Language learners will be encouraged to participate in first language if desired. Students can take on different
roles within the group (i.e. who will share, who will check math, etc.).
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8
Prerequisite skills from prior school experiences
Students have been working on adding, subtracting, and comparing decimals. Students have been learning
about healthy food choices and food groups.
Strategy to connect school learning with prior experiential knowledge and/or cultural background
Students can use prior experiential knowledge of grocery shopping, making healthy food choices, and foods
required to prepare meals commonly eaten in their households.
Pre-assessment strategy
Teacher will be able to assess understanding of nutritious food options through choices made by individual
groups.
Academic Language. TPE: 7 & 9
What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly
taught?
Students will learn the vocabulary terms food deserts, gentefication, and food justice.
Equity. TPE: 4, 5, 6, 7 & 8
How will ALL learners engage? (Varying academic abilities, cultural backgrounds, and language levels)
Describe your differentiated instructional strategy.
Students will work in collaborative groups with varied ability levels.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds,
interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent
learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing.
Food Justice
Natalie Alia, Rachel Axelrod,
Amanda Duarte, Marion Fregeolle,
Jason Kawana, Hanah Kim
Time

1 min





1 min





5 mins







5 mins












7 mins









Teacher

Teachers will introduce themselves
and topic of the presentation.
Teachers will then divide class into
groups of 4 and pass out one
envelope to each group.

Teachers will read background
information and directions for
group activity aloud for all of the
class. Directions will also be
projected on the board.

Teachers will ask participants to
begin the activity.






Teachers will then ask participants
to share how much money their
group had to spend and what
items they decided to choose.
Teachers will call on individual
groups. Teachers will facilitate
discussion and debrief activity by
explaining the relationship between
money and food. It will also be
explained that money is only one of
many different factors that
contribute to injustices of food.

Teachers will present Prezi
slideshow and discuss food justice,
food deserts, and research done in
community of East Los Angeles.
Teachers will show a short video on
gentefication.

Teachers will close by asking
students if they have any
clarification questions or comments.


Students

Students will listen, then move to sit with
assigned groups. Students will open
envelopes.



Students will listen to directions and look
at information given in envelopes.




Students will work together in their
groups and use grocery store list to
decide on which items to purchase in
order to feed 3 meals to a family of 5.
Students will add up different items and
check to make sure they are not going
over their given budget.

Students will raise their hands and share
out their groups budget and chosen
items. Students will give reasons for
choosing certain items.


Students will listen, answer questions,
and contribute to group discussion.





Students will listen to and watch
presentation and video.





Students will be able to ask questions/
give comments about lesson.
Resources/
Materials
9 envelopes with
instructions and activity
worksheets



Computer, typed
instructions, projector,
projection screen



Pencils/pens




















Prezi slideshow,
speakers