Course Title: Hungry Planet Café
Course Description
Grade Level: 6th
Food is what sustains us as human beings, physically and
culturally. This fourth quarter class is designed to help sixth
graders explore the complex relationships between food
production, sustainability, health, and social connections.
The language arts will be developed as students engage in
research, reading, writing, discussion, and community
service.
Instructor: Lynne Valiquette
“Hungry Planet Café” is a collaboration between WCATY and
The School District of La Crosse. On-line interactions
enhance students’ ability to learn from, challenge, and
inspire each other. The course will culminate with a picnic of
locally produced food and student “reader’s theater”
performances of food related flash fiction.
Required Book List (provided):
Targeted Learning Goals (Benchmarks)
Seedfolks by Paul Fleischman (1997)
The Omnivore’s Dilemma: The Secrets Behind What You
Eat by Michael Pollen (Young Reader’s Edition, 2009)
Behavior: 74 – Set and achieved learning goals, and
contributed positively to group
Extended Reading/Viewing:
Reading: 43 – Employed high level reading strategies
The Earth Charter (2009): www.earthcharterinaction.org
Writing: 71 – Incorporated advanced uses of language and
Fresh: New Thinking about What We’re Eating:
Documentary by ana Sofia joanes (2010)
sentence structure in a variety of formats. Writing is error free
“Teach Every Child About Food,” by Jaime Oliver (TED
Talks, 2009): www.ted.com/lang/eng/jamie_oliver.html
of the complex relationships between individuals and society
around the issue of food
“Waiting for Supper,” short story by Lynne Burgess from
For Truly to See Your Face 1996
Application 45 – Analyzed how multiple models impact each
Concept Development 50 - Demonstrated understanding
other (posts, research, interviews, fiction)
Why We Get Fat and What to Do About It by Gary
Taubes (2011)
Project Descriptions
Students will gather, analyze, and organize information into an essay about a given food : history, production, and uses. A minimum
of three sources will be cited and annotated.
Students will write, illustrate, and present a short short story (“flash fiction”) based on their food research, interviews, experiences,
and on-line discussion. These will be bound and published.
Students will write an “Eater’s Manifesto” which reflects a personal philosophy about food consumption.
Instructor’s Bio
I taught for the School District of La Crosse for 25 years, the last 9 working to integrate language arts and social studies at
Longfellow Middle School.. This is my eighth year teaching WCATY on-line language arts classes for La Crosse middle school
students. My class for 7th graders is “Small Planet Café.” This is the first time I have taught a 6th grade class around the issue
of Food. I have published fiction, poetry, illustrations, and am co-author of “The Wolf Pack: Power Shared and Power
Earned – Building a Middle School Nation” (Middle School Journal, 2000).
.
Online Philosophy
I believe that everyone should love to learn and be empowered to access knowledge in all its forms. Talented learners
should be challenged to engage the “habits of mind” at a high level: seeking to understand the importance of information,
to make connections, to provide evidence, explore the implications of change, and understand the perspectives of others.
This is best done using a multi-disciplinary approach that emphasizes communication: oral, written, and artistic. Further, I
believe that learning within a social network such as that provided by on-line communities, allows students to learn from
and encourage each other. Feedback is the most powerful tool in promoting growth and high quality work.
Target Audience
This course is designed for high performing sixth grade students.
Course Guidelines and Evaluation Plan
There will be a minimum of two on-line assignments each week. Students are expected to respond by the due date as well as to give
detailed, in-depth feedback to the others in their group (Forum Response Rubric): 8 points each
Food Research Project (Essay Rubric): 24 points (includes four points for annotated bibliography)
Friendly Thank You Letter (Quality On-line Assignment Rubric): 24 points
Eater’s Manifesto (Quality On-line Assignment Rubric): 24 points
Short Story (Flash Fiction Elements Rubric): 25 points (includes 5 points for no mechanical errors)
Reader’s Theater Performance (Oral Presentation Rubric): 20 points
Group Work, online and in face-to-face meetings (Group Work Rubric): 16 points
First Face-to-Face Meeting: March 31, Logan Middle, Computer Lab, 9-2
Theme: Food and You
Introductions, Course Outline, and Expectations
Learning to use Moodle (WCATY’s on-line platform)
Sack Lunch
Selecting and Writing about a Food: A quality essay
Creative Dramatics: How we Eat
Second Face-to-Face Meeting: April 20, Myrick Hixon Ecopark and Hillview Greenhouse Life
Center, 11-2
Theme: Food for the Planet
Due: Food Essay with annotated bibliography
Sack Lunch
Interview Seniors about their food histories; Tour and Plant at Hillview
Third Face-to-Face Meeting: May 13, People’s Food Co-op, 8:30 – 12:00
Theme: Food and Community
Due: Flash Fiction and connected image
(in groups)
Reader’s
Performances
finalhistories
picnic at Valiquette Farm (May 26, 11:00 – 1:30)
Prepare and
interview
ElderlyTheater
Volunteers
about theirfor
food
Learn about local food , feeding a hungry community, and prepare lunch
$5 for lunch
Fourth Face-to-Face Meeting: May 26, Valiquette Farm, 11:00 – 1:30
Theme: Celebrating Food
Bring: Local food to share at Picnic (optional)
Present: Reader’s Theater Performances of selected short stories
Go-around: Evaluate Total Experience
HUNGRY PLANET CAFÉ: How is Food Central to Individual and Planetary Health?
W.3
GQ: What does the way a food item is
prepared and consumed teach me
about the way my culture connects to
others?
Project Goals:
Write an essay about history, production,
and consumption of a single food. Include
annotated bibliography.
Provide a recipe that demonstrates
consumption pattern of that given food.
GQ: How had food production changed
over the years?
W.5
GQ: What are modern alternatives to
standard industrial food production?
W.6
GQ: How does food affect health?
Project Goals:
Compare and contrast different approaches
to food production.
Develop a personal “Eater’s Manifesto”
Food and Community
W.7
GQ? How can issues of food
production and consumption be
incorporated into fiction?
W.8
GQ: What are the importance of and
connection between global and local
efforts to insure healthy and
sustainable food for us all
W.9.
GQ: How can healthy food be
incorporated into celebrations/events?
Project Goals: Summarize and analyze
interviews as to the role of food in
culture
Create and present food related fiction
Create a “food” action plan for this
community
EX: portfolio checks, PM conferences, learning coach alerts)? How will your course adapt to the feedback?
GQ: How does the production and
distribution of one food affect me?
W.4
Weeks 7-9
Growth Checkpoint
W.2
GQ:
Food for the Planet
EX: portfolio checks, PM conferences, learning coach alerts)? How will your course adapt to the feedback?
GQ: What is the role of food in my
life?
EX: portfolio checks, PM conferences, learning coach alerts)? How will your course adapt to the feedback?
W.1
Weeks 4-6
Growth Checkpoint
Food and You
Growth Checkpoint
Weeks 1-3
Overview of Weeks One Through Three
Guiding Question: What is the role of food in my life?
Explanation of Goals and Learning Model: By researching the history, production, distribution, and
consumption of one food, the student will understand and communicate his/her connection to larger
questions that affect us all.
Week One: Food and Me
Week Two:
Production/Distribution
Week Three: Consumption
Week One: Food and Me
Guiding Question: What is the role of food in my life (50)?
Reading and Research:
Seedfolks by Paul Fleischman (pre-requisite) (43)
Concept Development: Food is a way to understand ourselves and how we connect to others (50)
Activity One: Write an introductory paragraph about yourself and the food you eat on-line – respond to
others in “group.”
Activity Two: (Creative Dramatics) Line Up and Role Play eating favorite food
Activity Three: Read Seedfolks by Paul Fleishman (pre-requisite)
Show What You Know –
Use Moodle effectively to introduce yourself and respond to others (74)
Write a quality paragraph that connects you to one of characters in Seedfolks (43, 71)
Essential Resources
Seedfolks by Paul Fleischman (provided
WCATY Academy: Moodle : http://www.wcatyweb.org/academy/
Week Two: Food Production and Distribution
Guiding Question: How does the way one food is produced and distributed affect me?
Reading and Research:
Jamie Oliver, “Teach Every Child About Food” (TED Talks, 2010) – view on-line (50)
Independent research: encyclopedia, website, print source (45)
Concept Development: The many ways food is produced and distributed affects us all (50)
Activity One: Respond to Jamie Oliver – what is the importance of learning about food production and
distribution?
Activity Two: Research the origin and production of “your” food – respond to others’: compare, contrast,
connect
Activity Three: Research the uses of “your” food and respond to others
Show What You Know -Applied Learning:
Write three quality paragraphs that lay out the importance, production, and distribution of one food (50,71)
Essential Resources:
Jamie Oliver, “Teach Every Child About Food,” (TED Talks, 2009): Wikipedia
http://www.ted.com/talks/lang/eng/jamie_oliver.html
Wikipedia: http://www.wikipedia.org/
Additional website related to researched food
Book, magazine, or newspaper source related to researched food
Week Three: Food Consumption
Guiding Question: What does the way one food is prepared and consumed teach me about the way my culture
connects to others (45)
Reading and Research:
Independent research: encyclopedia, website, print source (45)
Cookbook or recipe on-line (43)
Concept Development: There are many culturally connected ways to prepare food (50)
Activity One: Research how your food is prepared and consumed
Activity Two: Complete a polished essay about production, distribution, and consumption of “your” food
Activity Three: Find and follow a recipe to prepare a food researched by yourself or a classmate
Show What You Know:
Write a well-organized food essay that includes information about history, production, uses of a food. Conclude
with an analysis of what this teaches you about the way your culture connects to others (71)
Create an annotated bibliography of the three sources you used (71)
Find and prepare a recipe for one of the foods researched by the class (45) – share your personal
response/connection (50)
Essential Resources:
Binder with model for constructing a well-organized essay
Binder with model for constructing annotated bibliography
Cookbook or on-line recipe website
Overview of Weeks Four through Six
Guiding Question: How do different approaches to food production and distribution affect the ecosystem,
both biological and cultural?
Explanation of Goals and Learning Model: The Omnivores’s Dilemma and online discussion will facilitate the
development of an “eater’s manifesto,” a personal philosophy and approach toward food
Week Four: Industrial Farming
Week Five: Organic Farming
Week Six: Local Sustainable
F
Farming
arming
Week Four: Industrial Farms
Guiding Question: How has food production changed over the years (50)?
Reading and Research (43):
Read Omnivore’s Dilemma, Part I: “The Industrial Meal”
Tour of Hillview Greenhouse and Life Center (local organic vegetable production)
Interview older adult about his/her food memories
Concept Development: Food Production has changed (50)
Activity One: Read Part I of Omnivore’s Dilemma, “The Industrial Meal”
Activity Two: Tour Hillview Greenhouse and Life Center
Activity Three: Interview elderly adult about his/her food memories
Show What You Know Define industrial meal and connect to a typical school lunch (online paragraph) (43)
Summarize interview and understanding of how food production has changed in friendly letter (45)
Essential Resources
The Omnivore’s Dilemma (Young Readers Edition by Michael Pollen) (provided)
Week Five: Organic and Local Farming
Guiding Question: What are modern alternatives to standard industrial food production (50)?
Reading and Research:
Omnivore’s Dilemma, Parts II - IV, “The Industrial Organic Meal,” “The Local Sustainable Meal”, and the “Doit-yourself Meal” (43)
Concept Development: There are long term implications to how food is produced, both in terms of
sustainable farming and individual health (50 )
Activity One: Read and respond to Part II of Omnivore’s Dilemma
Activity Two: Read and respond to Part III and IV of Omnivore’s Dilemma
Activity Three: Visit Hillview Greenhouse and Life Center
Show What You Know:
Respond to parts II -IV : importance and implications for this community
Plan a breakfast, lunch, or dinner menu that includes only locally produced food – give sources of food
Essential Resources
Omnivore’s Dilemma, Parts II,III, IV: “The Industrial Organic Meal,” “The Local Sustainable Meal,” and “The
Do-it-Yourself Meal”
Week Six: Food and Health
Guiding Question: How does food affect health (50)?
Research (43):
Fresh Food, the Documentary, film by ana Sofia joanes on You Tube:
http://www.youtube.com/watch?v=H4u40S00nOk
Excerpt from Why We Get Fat and What to Do About It by Gary Taubes (2011)
Concept Development: What you eat affects your health (50)
Activity One: Read and respond one to section of Fresh Food.
Activity Two: Read “The Nature of a Healthy Diet” from Why We Get Fat
Show What You Know:
Write a Personal “Eater’s Manifesto” that reflects an in-depth understanding of the connection
between food production, consumption and individual and planetary health (45)
Essential Resources
Fresh Food, the Documentary, film by ana Sofia joanes on You Tube:
http://www.youtube.com/watch?v=H4u40S00nOk
Excerpt from Why We Get Fat and What to Do About It by Gary Taubes (2011)
Overview of Weeks Seven Through Nine
Guiding Question: What is the connection between food and community?
Explanation of Goals and Learning Model: The students will understand that they are connected to global and local efforts to
insure healthy sustainable food through study of the Earth Charter and tour/work in Hillview Life Center. Fiction and cooperative
group work will used to express these understandings.
Week Seven: Food as Theme
Week Eight: Food Community
Week Nine: Celebrating Food
Week Seven: Food as Theme
Guiding Question: How can issues of food production and consumption be incorporated into short fiction
(71)?
Reading and Research (43)
Concept Development
Activity One: Read Earth Charter online
Activity Two : Tour People’s Food Co-op
Activity Three: Work in cooperative groups to plan “Reader’s Theater”
Show What You Know - Applied Learning:
Short Story (flash fiction) that incorporates issue of food production and/or consumption (71)
Reader’s Theater performance
Essential Resources
“Waiting for Supper” by Lynne Burgess, from For Truly to See Your Face (1996), 2011 Revision
Week Eight: Food as Community
Guiding Question: What are the importance and connection between global and local efforts to insure healthy
sustainable food for all (50)?
Reading and Research
Earth Charter (2009) (43)
Concept Development: There is a connection between global and local efforts to insure healthy, sustainable
food for all (50)
Activity One : Read and respond to Earth Charter
Activity Two: Prepare lunch from local foods gathered at People’s Food Co-op
Activity Three: Design Community Action project for La Crosse
Show What You Know (45):
Read and respond to Earth Charter on-line: write a paragraph about implications for local action
Create an action plan that will improve access to healthy food in La Crosse
Essential Resources
Earth Charter: Earth Charter (2009): http://www.earthcharterinaction.org/content/pages/Read-the-Charter.html A
document created in response to a call from the United Nations to "to inspire in all peoples a sense of global interdependence
and shared responsibility for the well-being of the human family, the greater community of life, and future generations.”
Week Nine: Celebrating Food
Guiding Question: How can healthy food be incorporated into celebrations/events (50)?
Reading and Research (50):
Interview family members about typical “celebration” food
Concept Development: Healthy food can be part of a celebration (50)
Activity One: Interview family members about food used at typical celebrations/gatherings/events
Activity Two: Propose a alternate food choices for a healthy celebration
Activity Three: Participate in picnic of local healthy food
Show What You Know -Applied Learning:
Compare and contrast a “typical” family celebration with a “proposed” family celebration in terms of food (45)
Essential Resources
Interview information