Grade: 3rd Grade

Names of Group Member(s): Kimberly, Christy, and Aaron
Date: 10 November 2016
Grade:
3rd Grade
Unit
Theme:
Providing low cost organic food for low income families

in Costa Mesa.
Essential
Understandings
(or Long-Term
Goals):
Essential
Questions:
Objectives:
Students will recognize the need for organic food for

members of their community and develop cost
effective ways to meet the need.
1) What can be done to ensure that families

in Costa Mesa have access to low cost organic
food?
2) How can I use media to raise awareness
about people in Costa Mesa being unable to
provide low cost organic food for their families?
3) Why is affordable organic food important?
4) How can we make organic food accessible
to all people in our community?
5) How does access to organic food increase
quality of life?
6) What would would motivate someone to
explore a healthier diet?
1) Students will examine what constitutes a

healthy diet and the impact it has on health.
(Blooms Level: analyze)
2) Students will design a new layout for the
schools garden in order to provide low-cost
organic food to low income families in Costa
Mesa (Blooms Taxonomy Create).
3) Students will produce a 1 minute
commercial to promote a low cost way to
provide organic food to families in Costa Mesa.
Blooms Taxonomy: Create
Assessments:
1) Students will apply their knowledge of
nutrition to write a healthy eating plan for the
week. Students will be asked to provide
rationale as to why they would include each
item(for the health challenge). I will show a
sample on the document camera and will walk
around to monitor progress while students are
making theirs. (Webbs DOK Apply- Level 4)
2) Students will come up with multiple
solutions/plans for how they can redesign and
utilize the school garden to provide low cost
organic food to the community then share their
plans with other groups in their class and
critique each others plans. (Webbs DOK DesignLevel 4)
3) Students will produce a 1 minute
commercial to promote a low cost way to
purchase organic food in Costa Mesa. Students
will be individually assessed on their
contribution to the commercial as well as how
they communicated and worked together in
their cooperative group.Webbs DOK Create:
Level 3
Instructional
Activities:
1) Students will examine their own diet. They

will then learn about healthy diets and the effect
they have on a persons well being. Finally, as a
group they will be led through the process of
planning their eating habits for the next week.
2) Students will work in small groups to
develop a plan in which they redesign the school
garden to be able to provide low cost, organic
food for families in Costa Mesa.
3) Students will work in small cooperative
groups to brainstorm a way to present their
groups solution to the problem of how to
provide families in Costa Mesa with low cost
organic food. The students will develop a
commercial to promote a cost efficient way to
purchase organic food in Costa Mesa.
Web (Theme, Subjects, Standards, Objectives):

https://docs.google.com/presentation/d/1J5qAf5Ai7GsQ8XL0ERxJ3EXVET82K3dwzSdoofs0N8/edit?usp=sharing
Lesson #1: Direct Lesson

Standards-Aligned Lesson Plan Template
Subject(s): Health Grade: 3rd

Teacher(s): Aaron, Christy, Kimberly School: Davis Magnet
School Date: 11/12/16
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
2. State Content Standard Addressed (History/Social Science,

Science, Physical Education, Visual and Performing Arts):
1.3.P Identify positive health practices that reduce illness and disease
3. ELD Standard Addressed: (include Part I, II; Communicative

Modes A. Collaborative, B. Interpretive, C. Productive; and
Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.P1.3.12 Selecting and applying varied and precise vocabulary and
language structures to effectively convey ideas
4. Learning Objective: (What will students
know & be able to do as a result of this lesson?)
Students will (verb: Blooms +
standard)
Students will examine what constitutes a healthy
diet and the impact it has on health. (Blooms Level:
analyze)
5. Relevance/Rationale: (Why are the
outcomes of this lesson important in the real
world? Why are these outcomes essential for future
learning?)
Healthy eating is important part of health and
wellness and will help set students up to make
STUDENTFRIENDLY
TRANSLATION
Today we are going
to look closely at
what foods make up
a healthy diet and
how our health is
changed by it.
STUDENTFRIENDLY
TRANSLATION
Healthy food is an
important part of a
healthy life and will
help set me up to
make healthy
healthy choices throughout their lives.
choices during my
life.
6. Essential Questions:
How does access to organic increase quality of life?

What do you think are the reasons that people do not have healthy diets?
Part II STUDENTS INFORMATION

a. Class Information:
a. Total number - 26 students; 15 boys and 11 girls

b. English Learners/Standard English Learners - 3
students are identified as being English Language Learners.
c. Students with Special Needs There are two students
that are listed as Special Ed and have IEPs. One of those students
IEPs is specifically for speech while the other is unknown to me.
There are three students with diagnosed ADHD and one with ADD.
All of which are listed as being medicated however, for all of those
students, a large percentage (as it has been documented), they
show up unmedicated. There are two students in the classroom
that wear glasses, one of which is documented in student records,
one of which is not. The student whose vision impairment is not
documented is also the one with ADD.
d. Academic language abilities, content knowledge
and skills in content area - According to ASCD's
"Developmental Characteristics of Children and Youth", children in
this age group may vary greatly from others in reading abilities
and language skills, they are able to use language to exchange
ideas; much time is spent in talk and discussion. They are
beginning to use more abstract words. Slang and profanity is
common.
e. Linguistic background There are three students that
speak a language other than English at home. One student speaks
Spanish, one student speaks Japanese, and one student speaks
Mandarin. The rest of the class is English only.
f. Cultural background (home/family) - Most students
are caucasian, one student is Japanese, one student is Chinese
g. Health considerations (if any) One student has
celiac and cannot have wheat or rye. Another student has history
of reflux as a baby, while yet another student has an allergy to all
medications in the penicillin family. Two students have
seasonal/environmental allergies and another student has an
omnicef (medication) allergy as well as anxiety.
h. Physical development factors that may influence
instruction in this academic content area According to
ASCD's "Developmental Characteristics of Children and Youth",
physical skills are gaining more importance in influencing status
and self-concept. Girls are ahead of boys in physical development;
taller, stronger, more skillful in small muscle coordination. High
energy level-opportunities for physical activity to continue to be
important. Girls begin adolescent growth spurt towards end of this
period. Quiescent growth period for boys. They are able to take
responsibility for personal hygiene.
i. Social development factors that may influence
caregivers guidance and support are a major influence upon
achievement, caregiver commitment and involvement play an
important role in expansion of interests and activities outside the
home, caregivers assist child in assuming personal and social
responsibility. They are overly concerned with peer imposed rules,
which may be shifting, peers share sexual information and
misinformation, competition more common, with considerable
boasting. Gender differences in interests pronounced. Antagonism
between boys and girls leads to frequent quarrels. Cliques of same
sex are well formed. Extreme energy expenditure in physical
game playing, particularly with peers and same sex, both boys
and girls become in hobbies, intensification of peer group
influence. Heightened competitiveness in school activities may
lead to difficulty in handling failure experiences. Continuing need
for teacher approval and affection and increasingly able and
interested in assuming responsibilities.
j. Emotional development factors that may influence
they react to feelings of others positively and negatively, they are

sensitive to criticism and ridicule and they seek a warm, friendly
relationship with adults. Their worries are more evident and they
revolve around self-esteem and threats to security such as loss of
a caregiver or family finances.
k. Interests/Aspirations (relevant to this academic
area) - The students, especially the boys, are interested in sports
such as soccer, football, and baseball. Many of them play those
sports on the same team as each other. Most of the students
enjoy reading. The girls tend to choose books about animals. All
the students love the class hamster (Humphrey) and love reading
the books about a hamster with the same name. Several girls in
the class want to be fashion designers, a couple of the boys
would like to be athletes. A couple students want to be teachers
and the rest of the classes future career ideas are very spread
out. Generally, most of the students in the class are interested in
science.
7. Anticipated Difficulties (Based on the information above, what
difficulties do you think students may have with the content? Please specify
anticipated difficulties for English Learners, Standard English Learners,
and/or students with special needs. )):
The 3 children with ADHD could have a difficult time staying engaged in
the lesson for the duration. The ELL students could have trouble with the
academic vocabulary.
Part III - LESSON ADAPTATIONS
8. Modifications/Accommodations (What specific

modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations
for English Learners, Standard English Learners, and/or students with
special needs. )
I will allow my students with ADHD play with fidget toys during the lesson
to help them focus on the material. I will also have brain boosts. I will
gauge the room during the lesson and I will ask students to do centerline
activities when needed. These activities are proven to boost brain activity. I
will have images on the google slide presentation to help all of my students
with special needs make meaning of the material.I will also provide
students to pair share during the lesson. This strategy will benefit my
diverse population.
9. 21st Century Skills Circle all that are applicable

Communication
Critical Thinking
Collaboration
Creativity
Describe how the 21st century skill(s) you have circled will be
observed during the lesson:
Critical Thinking: Students will be asked to think about their own
reading habits. Students will then be asked to strategically make
changes to their habits in order to make positive changes to their
health.
10.
Technology - How will you incorporate technology into
your lesson?
Google Slides, Document Camera, Chromebooks, kahoot.it
Part IV - ASSESSMENT OF STUDENT LEARNING

11.
Assessment Criteria for Success: (How will you & your
students know if they have successfully met the outcomes? What specific
criteria will be met in a successful product/process? What does success on
this lessons outcomes look like?) WEBBS DOK
a. Formative:
Progress Monitoring during the sharing of the past week's food journals.
Hearing the current diet of the students will help me understand the
students understanding of healthy eating. I will be looking to see how they
answer the following questions.
Do you notice any patterns in your diet?
Was this a typical week?
Would you say that you diet is balanced?
Count: veggies, fruit, candy, fast food - what do you notice?
Kahoot.it will be used to check students understanding of key vocabulary
and concepts.
b. Summative (if applicable):
Students will apply concepts of healthy eating (Webbs DOK level 4) to
complete a week plan for the healthy eating plan challenge. They will be
assessed on how they have planned out each day and included the
different servings suggested by MyPlate.
The plan for the healthy eating challenge.
c. (Attach rubric here, if applicable):
Compl
etenes
s:
Days
and
meals
planne
d out.
All
days
are
compl
ete: 3
meals
and 2
snacks
per
day
4 -6
days
are
compl
ete: 3
meals
and 2
snacks
1-3
days
are
compl
ete: 3
meals
and 2
snacks
per
day.
Studen Studen Studen Studen

ts
ts
ts
ts
plan
include include include
meets
criteria
for
fruit
and
vegeta
bles
per
day.
7-9
fruits
and
vegeta
bles
per
day.
4-6
fruits
and
vegeta
bles
per
day.
0-3
fruits
and
vegeta
bles
per
day
Part V - INSTRUCTIONAL PROCEDURE

12.
Instructional Method: Circle one Direct Instruction
Inquiry Cooperative Learning
13.
Resources/Materials: (What texts, digital resources, &
materials will be used in this lesson?)
Week long food journal.

https://docs.google.com/document/d/18yu4A4ervfvi_0QxLjKs_fMslWUQ3l5q
pXn2lh-VUBA/edit?usp=sharing
Week long food plan.
https://docs.google.com/document/d/1__MWQaQYv6aFfwMHcnQgBtF5AYrn7
FVQrZ1CBWzaxIA/edit?usp=sharing
Assorted fruits and vegetables.
Chromebooks
Google Slides
https://docs.google.com/presentation/d/1-8GSOZiGplbUA0DKZcWy9bPl1d1Ir44vw_7DJZeb24/edit?usp=sharing
14.
Procedure (Include estimated times. Please write a
detailed procedure, including questions that you are
planning to ask.):
OPEN:
Anticipatory Set: (5 Minutes)
The first thing that I will do is ask the class to turn to their elbow partners
review their personal food journal for the past week. I will show a specific
question on the board.
Do you notice any patterns in your diet?
Was this a typical week?
Would you say that you diet is balanced?
Count: veggies, fruit, candy, fast food

After the opportunity to talk with their elbow partners I will ask for
volunteers to share their findings out to the class.
Objective and Its Purpose:
Once some of the students have had an opportunity to share their findings
with the class, we will go over the objective for todays lesson.
I will show the lesson objective through the powerpoint.
I will have the students do a choral read of the objective.
Today we are going to examine what constitutes a healthy diet and the
impact it has on health. (Blooms Level: analyze)
Once students have done a choral read of the objective, I will have them
explain the objective to their elbow partner.
After the students have had an opportunity to share their objectives with
their elbow partner, I will share the rationale for this lesson.
I will share, It is important to understand healthy eating because our diet
has a BIG impact on our wellbeing.
BODY: (20 Minutes)
Instructional Input:
Once we have gone over the objective and the rationale behind the lesson I
will frontload the vocabulary.
I will frontload crucial vocabulary using realia and images on the
smartboard.
nutrition
balanced diet
organic
pesticide
obesity
diabetes
wellness
I will then explain what healthy eating is to the class. (MyPlate shown on
the whiteboard)
One tool that I will use is the MyPlate diagram.
I will go over the number of servings for each
section of the plate.
I will talk to the class about the different sections on the plate
and the recommendations as to how much of food or drink we should
be consuming.
Next I will ask the students:What effect does healthy eating has on quality
of life?
I will let the students think about this question for a minute and then have
a couple students share out their answers.
Then I will say, America is overfed and undernourished. We eat loads of
food like substances but, are faced with diseases and ailments that come
from the lack of basic nutrition. Some of these diseases are:
heart disease
obesity
diabetes
I will then explain to the class how to make a balanced diet. I will ask the
class what the difference is between knowing about health and being
healthy?
I will let some students share their thoughts.
Then if none of the students share the difference is about action, then I will
share that the difference between knowing about health and being healthy
is actually making the conscious choice to be healthy.
I will then ask the students, How do we set ourselves up to eat a healthy
diet?
I will say, One way you can set yourself up to eat a healthy diet is to ask
you parents for fruit, nuts, and veggies for snacks instead of chips, and
candy(junk food).
After talking about making healthy choices and what that looks like, then I
will define Organic, which is foods that are without pesticides.
I will then explain the importance of organic produce. I will also explain the
dirty dozen and that it is the produce that is especially important to buy
organic.
I will say, Non-Organic produce is grown using pesticides. Pesticides are
poison to keep bugs away.
I will have table groups talk amongst themselves to talk about what
pesticides may do to people who ingest them in food.
Modeling:
In front of the class I will model what it looks like to create a list of foods to
choose from on their shopping list. I will give students an opportunity to
talk in their table groups about potential foods to buy. I will then have the
students help give ideas on foods we should have on our shopping list,
based on what they have learned so far. I will be able to monitor the
student's progress based on the answers that students give at this point.
Students will be free to choose other food that are not on our chart.
Checking for Understanding:
I will check students understanding of the content, so far, by having them
do a Kahoot on healthy food.
Guided Practice:
After students have played the Kahoot game, I will have them help me
make a week healthy eating plan and will explain that near the end of the
lesson they will be responsible for coming up with their own week of a
healthy eating plan.
From the shopping list that I made earlier, I will fill out a sample 1 week
healthy eating challenge.
https://docs.google.com/document/d/1__MWQaQYv6aFfwMHcnQgBtF5AYrn7
FVQrZ1CBWzaxIA/edit?usp=sharing
CLOSE: (5 Minutes)
Independent Practice:
After we have done a guided week healthy eating plan, I will have the
students complete their own individual healthy eating plan. Students will
complete these healthy eating plans using their chromebooks. I will keep
the sample, we made earlier, on the document camera and will walk
around to monitor progress while students are making theirs. Students
plans will be assessed using the attached rubric.
After student have completed their healthy eating plan I will pull the put
the slide with the standard back up on the SmartBoard and ask the class if
they believe we met the standard for the day. I will have the students show
their answer with a thumbs up for yes, or a thumbs down for no.
Part VI - REFLECTION
1. Please include your rubric data here.
2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence (Include 5 samples low,
medium, high, EL, & Student with Special Needs).
b) If not, why do you think they were not able to achieve the
lesson objective? What are your next steps?
3. What instructional strategies did you use to help students

achieve the lesson objective?
4. What would you change about the lesson and why?
Classroom Lessons ONLY: After presenting your lesson in your BST

classroom, please review and reflect on student work related to this lesson.
Make copies of student work for levels of high, middle, low, EL, and Student
with Special Needs, and write your comments on the copies.
Lesson #2: Inquiry

Subject(s): Science
Grade: 3rd
Teacher(s): Aaron, Christy, Kimberly

School: Davis
Magnet School Date:_11/10/2016_

3-5-ETS1-1: Define a simple design problem reflecting a need or a want

that includes specified criteria for success and constraints on materials,
time, or cost.
Science and Engineering Practices: Asking Questions and Defining
Problems: Asking questions and defining problems in 3-5 builds on grades
K-2 experiences and progresses to specifying qualitative relationships
Define a simple design problem that can be solved through the
development of an object, tool, process, or system and includes
several criteria for success and constraints on materials, time, or
cost. (3-5-ETS1-1)
Disciplinary Core Ideas: ETS1.A: Defining and Delimiting Engineering
Problems: Possible solutions to a problem are limited by available materials
and resources (constraints). The success of a designed solution is
determined by considering the desired features of a solution (criteria).
Different proposals for solutions can be compared on the basis of how well
each one meets the specified criteria for success or how well each takes
the constraints into account. (3-5-ETS1-1)

Crosscutting Concepts: Influence of Engineering, Technology, and Science
on Society and the Natural World: Peoples needs and wants change over
time, as do their demands for new and improved technologies (3-5-ETS1-1)

ELD.3.P1.1.Br: Exchanging information and ideas: Contribute to class,
group, and partner discussions, including sustained dialogue, by following
turn-taking rules, asking relevant questions, affirming others, adding
relevant information, building responses, and providing useful feedback.
know & be able to do as a result of this lesson?
Students will design a new layout for the

schools garden in order to provide lowcost organic food to low income families
in Costa Mesa (Blooms Taxonomy
Create).
STUDENTFRIENDLY
TRANSLATION
I will design a new

layout for my
schools garden in
order to provide
low-income families
in my community a
low-cost alternative
to expensive
organic food.
STUDENTFRIENDLY
TRANSLATION
I
will
be able to
learning?)
identify and analyze
Students are able to identify and analyze a problem in my
a problem in their community, come up
community then
with a solution, and develop a plan to
come up with a
help alleviate the problem.
solution and make a
plan to help.
Why is affordable healthy food important?
How can we make healthy food accessible to all people in our

community?

b. Total number - 26 students; 15 boys and 11 girls

c. English Learners/Standard English Learners - 3
d. Students with Special Needs There are two students
e. Academic language abilities, content knowledge

common.
f. Linguistic background There are three students that
g. Cultural background (home/family) - Most students
h. Health considerations (if any) One student has
i. Physical development factors that may influence
j. Social development factors that may influence

k. Emotional development factors that may influence

l. Interests/Aspirations (relevant to this academic
science.

I anticipate that the 3 students with ADHD and the 1 student with ADD may
have difficulty focusing and being able to complete the whole task. I
anticipate that my 3 EL students may struggle with writing the financial
and distribution plans in content specific language as well as struggle with
the language necessary to research necessary components of the garden
redesign. I anticipate that the two students with vision impairments may
have difficulties spending significant amounts of time behind a computer
screen. I anticipate that the student with the speech impediment may have
difficulties communicating with group members in the content specific
language, especially if there has not been previous exposure to the
vocabulary or language.

special needs. )
I can provide fidget toys for the students with ADHD and the student with
ADD to help them keep moving while they are working. I can break the task
down into more manageable pieces so these students do not get
overwhelmed by the amount of work it will take. I will also provide brain
boosters through gonoodle to help the students get away from the
research for a bit and get their blood flowing to their brains again. For my
EL students as well as the student with the speech impairment, I will
introduce key vocabulary such as sustainable, financial, pesticide in a
previous lesson as preparation for this one. I will also provide students with
a Garden Project Dictionary
(https://docs.google.com/document/d/1ei16wLSOhTTDe1cxR0P1g3bEmqqO
IBGlRBMkPvPcz08/edit?usp=sharing) that will include terminology specific
to what they are researching and learning about. This will help students
know what sort of things they need to look up and potentially include in
their garden. I will also make sure to put them into a group with their peer
buddy that way they can easily go to their buddy for support within the
group work. For the two students with vision impairments I will make sure
screen time is limited and broken up with discussions or gonoodle brain
boosters so students eyes are not being strained. I will also ensure the
task is broken into manageable pieces to help students feel less
overwhelmed by it.

Communication
Critical Thinking
Collaboration
Creativity
Communication: Students will communicate with each other their
ideas for their group plans for the garden as well as for their plan to
get the food from the garden to the community.
Collaboration: Students will collaborate with one another to

develop a solution for the lack of low cost, organic food for low
income families in Costa Mesa by redesigning the school garden.
Students will also create a way in which they can distribute the
produce to their community as they work together in groups.
Creativity: Students will use creativity to come up with innovative
designs for the garden remodel as well as for the way in which they
decide to sustainably distribute the things they grow in their garden.
Critical Thinking: Students will think critically about their garden
redesigns as well as their plan for distribution of their crops and how
they will sustain their garden and help the community.
10.
your lesson?
Students will use their chromebooks to organize their ideas about the
garden as well as their distribution process. They will also use their
chromebooks to create a model or simulation of their redesigned
garden using programs such as google drawing, tinkercad, kids
creation station, or sketchup.

11.
a. Formative:
While students are working hard in their groups to create their
models and plans, I will be going from group to group asking
them specific questions about what they have come up with
and how that will look. I will ask students about what plants
they plan to put in the garden as well as why. I will also ask
students how they plan to financially support the garden,
whether through sponsorship from a local business or selling
their crops and why they have decided to do it the way they
have decided.
Once students, in their groups, have created their redesign

models and established their financial and distribution plans,
they will have the opportunity to share their groups ideas with
the entire class in an oral presentation in which they show off
their redesign and explain what they did and why as well as
give the class an overview of what their financial plans are to
sustain their garden as well as how they plan to distribute their
crops to the community. Webbs DOK: Design (Level 4)
3-5-ETS1-1: Define a simple design problem reflecting a need or a want
that includes specified criteria for success and constraints on materials,
time, or cost.
Cost
Stayed within the

budget and
money was used
appropriately.
Went over budget

or money was not
used appropriately.
Went over budget

and money was
not used
appropriately.
Materials
Purchased
appropriate
materials in
appropriate
quantities.
Purchased some
appropriate
materials in
appropriate
quantities.
Did not purchase

appropriate
materials in
appropriate
quantities.
PlantsPurchased
Purchased some
appropriate appropriate plants appropriate plants,
plants
for the
including a
community
somewhat
garden, includes
appropriate
appropriate
amount of plants.
amounts of
plants.
Students did not

purchase
appropriate plants
and did not
purchase the
appropriate
amount of plants.
Plants- use
of space
Space is utilized
inappropriately.
Most plants are
not given the
appropriate
amount of room to
grow.
Appropriately
utilizes the space
of the garden
making sure each
plant is given the
appropriate
amount of room
Somewhat
appropriately
utilizes the space
of the garden.
Most plants are
given the
appropriate
Financial
plan
to grow.
amount of room to
grow.
Financial plan is
appropriate and
shows the
intention of
sustaining the
garden.
Financial plan is
somewhat
appropriate and
shows some
intention of
sustaining the
garden.
Financial plan is
not appropriate
and/or does not
show intention of
sustaining the
garden.
Plan for
distributing
produce is
somewhat clear
and could be
plausible.
Plan for
distributing
produce is not
clear and/or is not
plausible.
Distribution Plan for

distributing
produce to the
community is
clear and
plausible.

12.
Inquiry
13.

Cooperative Learning
Computers (at least one per group)

Paper
Pencils
Pens
Markers/Colored pencils
14.
planning to ask.):
OPEN:
Inquiry training model:
1. Present or capitalize on a problem that has multiple
solutions and that captures the interests of students.
Since we just finished learning about healthy diets and the choices we
make I will begin by talking to my students about the prices of those

healthy foods we just finished looking at, specifically at the health food
stores like Sprouts or Whole Foods. I will tell the students how the higher
cost of organic foods can be discouraging or can even prevent people who
do not have very much money from investing in those options for their
food. When I was at Sprouts and noticed these prices, I remembered that
we have a school garden and that we could probably use that garden to
help our community, except there is one really big problem . . . the garden
is way too small to support our community. If we want to be able to use our
garden for good, we are going to have to redesign it to maximize space
and increase our crop production.
BODY:
2. Guide students in clearly stating the problem, perhaps by
formulating a question.
Before we begin our research, I will have students share with their elbow
buddy the problem I presented to them in the opener. I will then pull sticks
to have a couple students share either what they said or what their elbow
buddy said about the problem. Students will then get into their
predetermined groups and will begin researching the population of Costa
Mesa together so they can get an accurate picture of the amount of food
their garden needs to produce and what size it needs to be to produce that
amount. I will remind students that although we will not be feeding the
entire city, it helps to know the amount of people and the percentage of
people living nearby that are considered low-income. Students will then
research the various vegetables, fruits, and herbs that would grow best in
Costa Mesas climate. They will research when each plant needs to be
planted, how big each plant gets, how much space it needs to be able to
thrive, how often the plant needs water, how much water it needs, the type
of sunlight it needs (direct, indirect, morning sun, etc.), when each
particular plant needs harvesting, and about how many fruits, veggies, or
herbs each one will produce.
3. Lead a discussion of methods that may allow students to
address the problem. Set the guidelines for study. provide access
to a variety of appropriate resources, including concrete materials
and information sources.
Once students have spent some time researching, I will call the class back
so we can discuss some of the things we found and set some guidelines for
our project that we can all agree upon. While examining the statistics
about the city of Costa Mesa that every group found, we will talk about
what that means for our garden and decide upon approximately how much
food we should be able to produce and the approximate size of the garden
necessary to sustain that much food. Next we will discuss what plants,
from their research, are probably going to be the most appropriate for this
project. I will add both the garden sizes and a list of what the class has
decided will be the best plants onto an anchor chart and hang it up in the
classroom so students can continually reference it as necessary. Before
allowing students to move on to the design of their gardens, I will inform
them that they will have $150 to get started on this project which will
include all materials necessary and any fees for their distribution process.
It will then be the responsibility of the group to research the necessary
materials and their costs and determine how much of everything they will
purchase.
4. Monitor the students as they employ their methods, helping
students to revise and refine their methods as appropriate.
After discussing as a class the size range students should stay in and the
plants that will work best for our purposes, students will begin drawing
rough sketches, using paper and colored pencils or markers, of what their
gardens will look like. For this, I will encourage every student to draw their
own idea of what the garden could look like before coming together as a
group to determine what the final garden will be like. Individual drawings
will include a to scale model of the garden itself as well as where they think
each plant should go. Once everyone in a group has created their
individual sketch they can come together and share their ideas as a group
and then determine what the most effective model will be. Groups will then
take to their chromebooks and using google drawing, tinkercad, kids
creation station, or sketchup. Then they will begin to create their digital
model of their garden, making sure to include the plants they are planning
to plant. While students are creating both their individual and digital group
models of their garden I will be walking around asking students about their
gardens, such as why they chose to design it a particular way or if there is
anything in their drawing they think their groups garden absolutely needs
or could probably do without. I will ask the groups how they came up with
the model they have and if they picked one persons drawing or took
pieces from a variety of the groups individual drawings. I will ask each
group if they feel like they are using the space in their gardens wisely
based on what they know about the plants they have selected to grow.
5. Encourage students to take action based on findings, when
appropriate.
As students finish up their garden redesign plans, I will introduce the final
aspect of the project. Even though they have a garden and can now
provide organic food to the community, they need to figure out how they
want to do that, whether it be by opening up a little school market where
families can come after school to buy produce or renting a stall at the
farmers market at the fairgrounds and having parent volunteers run it
while the kids are in school, or even if they decide to give away the food to
local shelters, or families in need. Regardless of distribution plans, students
must also include how they would plan to continually support the garden
financially. If students decide to sell their produce, they need to be able to
set appropriate prices that will cover the cost of their materials. If students
decide to give away their produce students must figure out what
fundraisers they will do to pay for the necessary materials to continue their
garden. They could even try to gain sponsorship from local businesses so
they could continue to run their garden and provide their crops for free.
CLOSE:
6. Direct students to draw conclusions regarding (a) the problem
and (b) the process of investigation.
At the end of the lesson, after students have redesigned the school garden
and come up with a distribution plan for the produce as well as a financial
plan to ensure they can sustain the garden to continue to help their
community, I will have each group of students present the garden model
they chose to create and why. They will tell their peers about the fruits,
vegetables, and herbs they have included in their garden and at least one
reason why. They will then share about how they plan to get their crops out
into the community and their reasons for choosing that method. They will
then share how they will continue to sustain their garden financially. By
presenting their findings, they will be set up to move onto the final part of
the unit in which they design a commercial advertising their garden.



Lesson #3: Cooperative

Subject(s):ELA Grade: 3rd

Teacher(s): Aaron, Christy, Kimberly School: Davis Magnet
School Date:___________
CCSS.ELA/LITERACY.SL.3.4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.

ELD.3.P1.9.Ex: Presenting: Plan and deliver brief oral
presentations on a variety of topics and content areas (e.g.,
retelling a story, explaining a science process, and the like).
STUDENTFRIENDLY
know & be able to do as a result of this lesson?)
TRANSLATION
Students will produce a 1 minute
I will make a 1
commercial to promote a low cost way to minute commercial
provide organic food to families in Costa to raise support for
my group garden
Mesa. Blooms Taxonomy: Create
and to provide
organic food for low
income families in
Costa Mesa.
learning?)
STUDENTFRIENDLY
TRANSLATION
I need to be able to
Students need to be able to

communicate their ideas in a way that is
understandable and engaging to their
intended audience.
communicate my
ideas in a way that
is easily understood
and engaging to my
intended audience.
What are ways to raise awareness about people in Costa Mesa
being unable to provide low cost organic food for their families?
How can I use media to engage my audience during a
presentation?

b. Total number - 26 students; 15 boys and 11 girls

c. English Learners/Standard English Learners - 3
d. Students with Special Needs There are two students

e. Academic language abilities, content knowledge
common.
f. Linguistic background There are three students that
g. Cultural background (home/family) - Most students
h. Health considerations (if any) One student has
i. Physical development factors that may influence

j. Social development factors that may influence

k. Emotional development factors that may influence
l. Interests/Aspirations (relevant to this academic
science.

I anticipate that the 3 students with ADHD and one student with ADD will
have trouble focusing during the direct instruction portions of the lesson. I
anticipate that the three EL students will have trouble with some of the
vocabulary and script writing during the lesson. I anticipate that the
student with an IEP for speech may have trouble with the commercial
portion of the lesson. I anticipate that the two students with vision
difficulties will have trouble seeing things displayed with the Document
Camera.

special needs. )
For the three students with ADHD and my one student with ADD, I will
spread them throughout of the front of the classroom, I will use visuals and
media to keep their attention, and I will also use private cues to regain
their attention if they lose focus. I will also provide the students with ADHD
with fidget toys. For my EL students I will frontload the vocabulary, use
visuals to help them understand the vocabulary, pair them in groups with
strong EOs, and provide sentence frames for the script writing. For my
student that has an IEP for speech I will modify the grading based on the
speech impairment, give the student more time to express themself and
not interrupt the flow of thought, and I will provide the student with a script
template that has the key vocabulary for the commercial included on it. For
my two students with vision impairments, I will seat them near the front,
provide verbal along with visual instructions, and will provide the students
with print outs of the powerpoint presentation to view at their desks.

Communication
Critical Thinking
Collaboration
Creativity

Communication: Students will need to communicate with each
other about what their commercial will look like and how each
student will contribute to the commercial.
Collaboration: In groups, students will need to come up with a plan
for their commercial and work together to tape their commercial.
Creativity: Students will need to come up with an engaging and
creative way to promote their garden to gain community support as
well as to advertise their low cost, organic produce to families in
need.
Critical Thinking: Students will need to come up with practical
ideas and develop the corresponding plan, on how to raise money,
through the media, to financially support the garden and the
distribution of organic food to lower income families in Costa Mesa.
10.
your lesson?
Document Camera
Powerpoint Presentation
Chromebooks for students Use
IPad to record students commercials

11.
a. Formative:
I will circulate the room as groups are developing their plan for
their commercial. I will ask them questions about what they are
including in their commercial and why. I will ask them what
facts about organic food and its importance they will be
including in the commercial. I will also ask them what props or
visuals they are going to use to help keep their audiences
attention. I will also assess how they are working together as a
group and individually.

Students will produce a 1 minute commercial to promote a low
cost way to purchase organic food in Costa Mesa. Students will
be individually assessed on their contribution to the
commercial as well as how they communicated and worked
together in their cooperative group. Webbs DOK Create:
Level 3
CCSS.ELA/LITERACY.SL.3.4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
Engag Studen Studen

ement t used t used
visuals either
and/or visuals
props
and/or
and an props
engagi or
ng
used
messa an
ge to
engagi
keep
ng
the
messa
audien ge to
ces
keep
interes the
t.
audien
ces
interes
t.
1
Studen
t did
not
use
visuals
and/or
props
and
did not
have
an
engagi
ng
messa
ge to
keep
the
audien
ces
interes
t.
Comm Studen Studen Studen

unicat t spoke t spoke t did
ion
at a
clear
(heara
ble
volum
e) and
approp
riate
pace
during
the
comm
ercial.
at a
clear
(heara
ble
volum
e) or
an
approp
riate
pace
during
the
comm
ercial.
not
speak
at a
clear
(heara
ble
volum
e) or
approp
riate
pace
during
the
comm
ercial.
Conte
nt
Studen
ts
talked
about
organi
c food
using 2
to 3
facts
and
why it
is
import
ant to
provid
e
organi
c food.
Studen
ts
talked
about
organi
c food
using 1
to 2
facts
or
explain
ed the
import
ance
of
providi
ng
organi
c food
in the
comm
ercial.
Studen
ts did
not
use
facts
about
organi
c food
and
did not
talk
about
the
import
ance
of
providi
ng
organi
c food
in the
comm
ercial.

12.
Inquiry
13.
Cooperative Learning
1. Document Camera
2. What Do Kids Know About Organic Food
Video:https://www.youtube.com/watch?v=lJwdo-1L4f8
3. Powerpoint Presentation:
https://docs.google.com/a/vanguard.edu/presentation/d/1NXjnlkbWJWZEf1o
4KfT21ovQucMmINnsR0RCC4mlICw/edit?usp=sharing
4. Pencils
5. Bubble Map for Brainstorming
http://www.teacherpage.com/asla/docs/Bubble_Map.pdf
6. Commercial Script Template (at the bottom of the document)
7. Construction Paper
8. Markers
9. Miscellaneous Items that can be used as props
10. Chromebooks for ideas or for Powerpoint Presentations
11. Ticket Out the Door:
https://docs.google.com/a/vanguard.edu/document/d/1gxkkl9DpVP4JifGPKMXrvm9UoBC1_t06It2GLsM2NM/edit?usp=sharing
14.
planning to ask.):
OPEN:
1.
Anticipatory Set:
I will begin the lesson by having students sit in their groups from the
Science Inquiry lesson in this unit.
Once students are in their groups I will say, In this unit we have learned
about the importance of organic food and how it is more costly for families
to buy healthy food than it is for them to buy unhealthy food. We also have
come with with redesign ideas for our school garden to help us meet the
needs of the people who cannot afford organic food in Costa Mesa.
I will then say, Each group has come up with some great ideas for the
gardens...oh...wait a second...I just thought of something. How are people
in the community going to know about what we are doing?
I will then say, Lets watch a video of children explaining what they know
about organic food.
Video: https://www.youtube.com/watch?v=lJwdo-1L4f8
Once the students have finished watching the video, I will ask them to
share what things were interesting in the video and what things were not
so interesting.
2. Objective & Its Purpose:
Next, I will let the students know that for the next few days they will writing
a script and taping a commercial to raise awareness about their gardens
and to try and get support from their community to help pay for their
supplies and provide low cost organic food to families in Costa Mesa.
I will have the objective on a Powerpoint slide and will have the students
read it in a choral read.
All together we will say, I will make a 1 minute commercial to raise
support for my group garden and to provide organic food for low income
families in Costa Mesa.
I will have the students turn to their elbow buddy and have them explain
the objective for this lesson to each other.
After the students have shared the objective with each other, I will let them
know that being able to communicate their ideas in a way that is easily
understood and engaging to their intended audience is a skill they will use
throughout their lives. In this particular lesson, being able to communicate
their ideas in an engaging and easily understood way will help them raise
more support for their project which will help them keep supplies for their
gardens and help them provide low-cost organic food to low income
families in Costa Mesa.
Then I will let the students know that as we are working in groups we need
to work on communicating with the people in our groups in a respectful
way and listen to the ideas of the people in our group and work together to
solve any problems that may happen during our project.
BODY:
3. Instructional Input (Key vocab, how are you going to present it)
I will have the key vocabulary on a powerpoint presentation for the
students. I will have the words engaging, commercial, intended, advertise,
and script.
I will have one student read each of the key vocabulary words.
On the slide for engaging I will have a picture of a wordle with different
aspects that make something engaging.
4. Modeling (How are you going to teach the lesson)
After we have gone over the key vocabulary, I will brainstorm with the
students about ideas for their commercials.
I will project a bubble map from the Document Camera and will call on
students, using the Stick App, to share ideas of things we need to include
in our commercials.
Your commercial must include 2-3 facts about organic food and why it is
important that people eat organic food.
Each group will have a bubble map, and as I am writing down ideas, they
can designate one student to fill in their group bubble map.
Next, I will talk to the students about a script, I will review that a script is
the paper or document that tells what a person will be saying in a play,
commercial, tv show, etc.
I will let the students know that their script will help them when they record
their commercial.
(Individual Accountability/Personal Responsibility)

I will let the students know that each person in their group needs to have a
speaking part in their commercial.
Positive Interdependence
I will give the students a template for their scripts, they can either use the
template or write their own scripts.
(Promotive (Face-to-Face) Interaction)
I will let the students know that they all need to work together to come up
with the script and to decide who will say what in the commercial.
Students will be given two days to write their scripts and make any props
or media that they would like to use in their commercials.
5. Checking for Understanding (Formative Assessment)

While the groups are working on their scripts and their props for their
commercials I will be walking around to make sure that they are working
together and working on their communication skills. (Interpersonal and
Small-Group Skills) I will also be circulating between the groups to make
sure that each student understands that although they are working
together in a group, they are each responsible for contributing to the
commercial.
6. Guided Practice
On the third day of the lesson, I will give groups ten minutes to rehearse
their commercials before we start the commercial presentations.
I will walk around to each group making sure they are communicating and
supporting each other in the project. (Promotive (Face-to-Face)
Interaction)
CLOSE:
7. Independent Practice:
After groups have finished their scripts and have had class time to practice
for their commercials, each group will be called up one by one to present
their commercial to their classmates.
Each group will have two minutes to present their commercial.
While groups are sharing their commercials I will record them with the class
IPad so groups can look at their commercials after the lesson.
(Group Processing)
After all of the groups have shared their commercial presentation with the
class, I will ask the class, How do you think your group worked together
during this project? What are your group strengths, and what are some
areas you can improve on?
I will give each group two minutes to fill out the Ticket Out the Door sheet
answering these three questions.
Once groups have finished assessing how they worked together as a team,
I will have a couple people from each group share a strength and an area of
improvement for their group.
After a couple students from the groups have shared, I will bring the
objective back up from the powerpoint and will have the class choral read
the objective one more time. Then I will ask the students to give a thumbs
up or a thumbs down for if they think we met our objective for this lesson.



Commercial Script
our names are:
and we are here to tell you about ...
organic food
Organic food is important because
we designed this garden because
there are many people in our community who

we decided that
we need your help to
some of the ways you can help are
we hope you can help us

thank you for

Grade: 3rd Grade

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Names of Group Member(s): Kimberly, Christy, and Aaron

Date: 10 November 2016

Providing low cost organic food for low income families

Students will recognize the need for organic food for

1) What can be done to ensure that families

1) Students will examine what constitutes a

1) Students will examine their own diet. They

Web (Theme, Subjects, Standards, Objectives):

Lesson #1: Direct Lesson

Subject(s): Health Grade: 3rd

2. State Content Standard Addressed (History/Social Science,

3. ELD Standard Addressed: (include Part I, II; Communicative

healthy choices throughout their lives.

How does access to organic increase quality of life?

Part II STUDENTS INFORMATION

a. Total number - 26 students; 15 boys and 11 girls

they react to feelings of others positively and negatively, they are

8. Modifications/Accommodations (What specific

9. 21st Century Skills Circle all that are applicable

Technology - How will you incorporate technology into

Google Slides, Document Camera, Chromebooks, kahoot.it

Part IV - ASSESSMENT OF STUDENT LEARNING

Studen Studen Studen Studen

Part V - INSTRUCTIONAL PROCEDURE

Resources/Materials: (What texts, digital resources, &

materials will be used in this lesson?)

Week long food journal.

Count: veggies, fruit, candy, fast food

2. Were the students successful at achieving the lesson objective?

3. What instructional strategies did you use to help students

4. What would you change about the lesson and why?

Classroom Lessons ONLY: After presenting your lesson in your BST

Lesson #2: Inquiry

Teacher(s): Aaron, Christy, Kimberly

2. State Content Standard Addressed (History/Social Science,

3-5-ETS1-1: Define a simple design problem reflecting a need or a want

the constraints into account. (3-5-ETS1-1)

3. ELD Standard Addressed: (include Part I, II; Communicative

Students will design a new layout for the

I will design a new

How can we make healthy food accessible to all people in our

Part II STUDENTS INFORMATION

b. Total number - 26 students; 15 boys and 11 girls

beginning to use more abstract words. Slang and profanity is

ASCD's "Developmental Characteristics of Children and Youth",

a caregiver or family finances.

7. Anticipated Difficulties (Based on the information above, what

Part III - LESSON ADAPTATIONS

9. 21st Century Skills Circle all that are applicable

Collaboration: Students will collaborate with one another to

Technology - How will you incorporate technology into

Part IV - ASSESSMENT OF STUDENT LEARNING

Once students, in their groups, have created their redesign

Stayed within the

Went over budget

Went over budget

Did not purchase

Students did not

Distribution Plan for

Part V - INSTRUCTIONAL PROCEDURE

Instructional Method: Circle one Direct Instruction

Resources/Materials: (What texts, digital resources, &