Finding Solutions to Hunger
Finding Solutions to Hunger
This plan was written for the Finding Solutions to Hunger project.
Download a template (.pdf) showing how the Finding Solutions to Hunger project is aligned to the Common Core Standards
Besides teaching the curriculum objectives—my goal is to open the students’ eyes to hunger in the world (my eyes as well!) Another goal is to find at least one partner who will work with me in 10-week project segments.
What are your goals for your students?
Students will gather information about food in their own lives, conduct research and engage in activities to understand how food and resources are distributed globally. They will learn about why people are hungry. They will create a service-learning project to educate their school/community about the issue of hunger. They will create a multimedia electronic book documenting the project.
What knowledge will students acquire by engaging in this project?
Students will learn about hunger in the world, collaborating, communicating ethically, gathering data, researching in a meaningful way, and problem solving.
What subject terms, principles and facts related to the curriculum will students learn through this project?
Students will learn about what constitutes a “global issue”, what it means to understand the perspective of other countries, cyber safety, cyber ethics, how to create an electronic book, how to evaluate information in order to solve a problem.
State, local, and/or national curriculum standards that this project addresses
Technology - NJCCCS
- 8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.
- 8.1.8.C.1 Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.
- 8.1.8.D.1 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.
- 8.1.8.F.1 Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.
- RI 6.7 Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
- RI 7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
- RI 8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
- W 6.2, W 7.2, W 8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- L 6.2, L 7.2, L 8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- RH 6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
- WHST 6-8.6 Use technology, including the Internet to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
- WHST 6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citations.
- Week 1 – Introduction to iEARN, parental slips, iEARN student contract, scavenger hunt, Netiquette Lesson.
- Week 2 & 3 – Youth Forum, concept of replying to 2 for every post you make. Peer editing. Students will create a food diary using spreadsheet? (or other information gathering option).
- Week 4 – Analyze types and quantities of foods consumed per person. Create visuals (charts, graphs).
- Week 5 & 6 – Participate in activities to help understand how food and resources are distributed globally. Why are people hungry? Where are people hungry?
- Week 7 & 8 – Problem solve by creating a service-learning project to educate their school/community about the issue of hunger and how people can effect change.
- Week 9 & 10 – Document their project through video and / or multimedia electronic book.
We will spend about 3 hours a week on this project.
How will you present this project to your students?
Begin with a slideshow depicting hunger worldwide. Then do a KWL—what do you know about hunger? What do you want to know about hunger?
How will you tie it into their curricular studies?
The technology standards will be addressed in every phase of the project. They will use spreadsheets to gather information, electronic graphing and charting tools to show their gatherings, research strategies, and multimedia as well as online learning and collaborating.
How will you get them interested in the topic? The introduction slideshow and the questions about hunger as well as exploring iEARN through the scavenger hunt and the Youth Forum.
What background knowledge do your students bring to the project?
The students were introduced to iEARN last year, they are “digitally aware”.
Productivity of work
Will your students need to do research for their project?
- Students will use an online website “MyPlate” http://www.choosemyplate.gov/ to look up the food in their diaries and get food group and calories.
- Research hunger in the world using the Internet.
- Partner with the librarian (hopefully) and use resources in library.
- Radio and television news.
How will they be organized to gather information?
Students will work in groups of 2 or 3. Each group will be given a continent at random and will research hunger in that continent.
Who will be responsible and in charge?
Each group will pick a spokesperson.
How will you handle the project exchanges, how often, who will be in charge?
A forum will be setup for this project in iEARN. A link to that forum will be put on the “Hunger” page of our website for easy access. The class will vote to select 3 “overseers” who will review the forum for appropriateness and report to the teacher their findings once a week.
How and when will your students collaborate or communicate with other students in the iEARN network?
- iEARN's “Finding Solutions to Hunger” forum.
- Week 1 & 2 – students will use the Youth Forum in iEARN.
- Week 5 – 10 – students will communicate via the “Finding Solutions to Hunger” forum in iEARN. They will check the forum every school day.
- Hopefully—skype or other video conferencing solution.
Assessment of student work
How will the appropriateness of student work be evaluated?
- The class “overseers” will review the forum weekly.
- Teacher will review the forum at least twice a week, looking for examples of inappropriate and appropriate behaviors. Share some of the appropriate behavior with the class using the projector. Address inappropriate behavior privately or as a general example to class if necessary.
How will you assess the student work?
- in the introduction stage of the project?
- Netiquette Quiz
- Scavenger Hunt
-in the implementation of the project?
- Food Diary
- Chart of Food consumed by food groups.
- in conclusion of the project?
- Self and Group Project Evaluations
- Service-learning project
- Multimedia electronic book or video
Conclusion of activity
When does your participation in the project end?
- The end of the project will coincide with the end of the marking period.
- Students will present their project, book, or video.
How will the students draw their projects to a conclusion?
- We will complete the KWL chart. What have they learned about hunger in the world and solution to hunger in the world?
- Students will present their final products to administration, homeroom teachers, and anyone else we can drum up.
Action items to consider in this phase
Students will complete a feedback form using SurveyMonkey where they will be asked to provide input on what went well, what did they learn, what would they change?
Possible skills students will use/learn
Blogs, PowerPoint, MAC products, imovie, iphoto, camera use, video use, green screen, multimedia electronic book.
- Determining legitimate sources.
- Citing sources.
- Copyright, free use, plagiarism.
English language skills
- Writing posts for the forum.
- Grammar and spelling for final project.
Group Project Evaluation (this will probably be the first time they can assess their peer participation—should encourage active participation.