Reflection: Diverse Entry Points Have Food, Will Travel (1 of 3) - Section 3: FLIPPED: e2: Food miles


The "random five" is a flipped classroom strategy that I have experimented with during the second half of this school year.  I have observed repeatedly that any video of more than five minutes is far less likely to receive students' focused attention.  One teacher move I made was to attach a time constraint to longer films; students only had to watch five minutes, and these could be any five minutes.  This "foot in the door" strategy increase student participation in flipped assignments.  The major barrier to students' completion of outside work seems to be just getting started! The "random five" provides the needed activation energy for many students.  Even better, nearly every student that chose a "random five" ended up watching more.  Many students even become engaged with the task.  It was actually pretty good.  I was kind of confused after only five minutes so I watched a little more and I liked it once I understood it.  This was not a perfect solution to the problem of students not engaging in work outside of class, but it did help.  And once students did a little work, most ended up engaged enough that they did more than the required five minutes.

  "Only" five
  Diverse Entry Points: "Only" five
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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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9 teachers like this lesson
Science, human impact, Food miles, engineering design thinking
  55 minutes
food miles
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