FIELD STUDY: Community Food Survey and Aquaponics (3 of 3)

Unit 5: Food (biosphere and geosphere)
Lesson 8 of 24

Objective: Students will be able to 1) develop a claim about collected evidence; 2) create an annotated map of food availability and sustainable food production practices in Sunset Park; 3) use criteria developed over this three lesson sequence to determine whether or not Sunset Park is a food desert; 4) develop solution ideas to the problems posed by limited food resources in Sunset Park; and 5) describe potential barriers to successful implementation of a sustainable food production program in Brooklyn.

Big Idea: Food deserts are a persistent feature of many urban environments. How might we interact with our local community in order to develop real-world solutions that address the problems created by food deserts?

  Print Lesson
1 teacher likes this lesson
aquaponics
 
1
2
3
4
5
6
Similar Lessons
 
Introduction to Identity
11th Grade ELA » Exploring Identity
Big Idea: Identifying the details that truly make up who we are helps students understand the concept of identity
  Favorites(22)
  Resources(14)
Los Angeles, CA
Environment: Urban
Martha Soto
 
Gatsby's Review: Themes, Dreams, and Schemes
11th Grade ELA » The Great Gatsby
Big Idea: Boats against the current: Delving into The Great Gatsby to glean theme.
  Favorites(16)
  Resources(12)
Taunton, MA
Environment: Suburban
Julie Ferreira
 
Beowulf Meets Crazy Horse
12th Grade ELA » Beowulf
Big Idea: What constitutes literature? Why are some stories written down? Why do cultures create epics?
  Favorites(8)
  Resources(13)
Whitehall, MT
Environment: Rural
Caitlin  Chiller
 
Something went wrong. See details for more info
Nothing to upload
details
close