Reflection: Student Ownership Have Food, Will Travel (1 of 3) - Section 5: EXPLORE: Food constraints


This activity was extremely successful, but also resulted in a number of academic debates that become quite heated.  This, I believe, is a very good outcome.  Students' strong emotional reactions are a normal feature of embedding content in the real world.  While disagreements among students can be uncomfortable for students and teachers, they are an essential part of a democratic classroom in which student ownership of concepts and skills drives learning.  I would much rather that my students engage with material so deeply that they want to defend their ideas than comply with my directions and just complete tasks.  Student may need coaching in not taking critiques personally; consistent work with Common Core skills of selecting appropriate evidence to create claims and counterclaims will support this academic socialization. However, on balance, I would rather a living classroom space punctuated by the occasional verbal "fight" than a classroom in which students never become emotionally involved in content.

  Food fights!
  Student Ownership: Food fights!
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Have Food, Will Travel (1 of 3)

Unit 5: Food (biosphere and geosphere)
Lesson 1 of 24

Objective: Students will be able to: 1) explain why food travels over long distances and 2) cite evidence from the local community for why a global food system is necessary.

Big Idea: The food consumed during a typical New York City dinner may have traveled over 10,000 cumulative miles. How might we use our understanding of the costs and benefits of global food distribution to identify aspects of the food system to redesign?

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4 teachers like this lesson
Science, human impact, Food miles, engineering design thinking
  55 minutes
food miles
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