Candidate Names: Allison Smith and Sophie Lee

TAG Strategy in this lesson: Creative Problem Solving

LESSON NAME: Food for Thought

Time Needed (Hours/Days): 2- 45-60 minute periods

Grade:3 Subject: ELAR and Science

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

Advanced Communication Skills: Advanced Research Skills:
7. The student responds to contributions of others, Choose an item.
considering all available information. Choose an item.
8. The student participates in small group discussions to
argue persuasively or reinforce others good points.

Creative Thinking and Problem Solving Skills: Higher Order Thinking Skills:
2. The student designs, applies, evaluates, and adapts a 7. The student examines an issue from more than one point
variety of innovative strategies to when problem solving of view.
(e.g., recognizes problems, defines problems, identifies Choose an item.
possible solutions, selects optimal solution, implements
solution, and evaluates solu
10. The student monitors and reflects on the creative
process of problem solving for future applications.
CCGPS Standards:
On:
ELAGSE3RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis
for the answers.
ELAGSE3RI7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).
ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly.
Adv/Accelerated:
ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
ELACC4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.

ENDURING UNDERSTANDING:
Students will recognize real world messes and apply their understanding of the creative problem solving process to generate ideas
possible solutions.

ESSENTIAL QUESTION(s)
What do you do with an idea?
How can one idea create many impacts in the world around me?
TEACHER LESSON PREPARATION
Hook: solid lunch left-overs, 2 large clear containers,
Lesson: exploration and planning packet for each child, 6 steps to problem solving anchor chart, brainstorming anchor chart
Devices for further research or extension activity

ACTIVATING STRATEGY
***NOTE: MUST PLAN LESSON AFTER LUNCH FOR BELOW HOOK TO BE IMPLEMENTED***

Instruct students to NOT throw out any of their solid food left-overs from lunch (throw out drinks). Each student should bring back
his/her tray or lunch box to class with all remaining waste or garbage. Once back in class, have the students collectively dump their
waste into containers marked trash and left-over food. Once finished sorting the items. What observations can you make? What do
you think happens to this food? (discuss ideas and observations) Explain that today, students will investigate the topic of food in
America.

Instructional Sequence and Activities including use of technology

Introduce/set purpose for learning: Teacher will show that we have the literal messes of food, which can be cleaned up, or solved, by
using our hands. Point out that we also have other messes, or issues, with food that must be solved using our ideas.
Explain that today we are going to explore some of the messes and possible ideas for solutions with a process called creative
problem solving. Teacher should introduce and briefly go over the steps to the creative problem solving process, assuring students
that teacher will guide them through each step.

Begin lesson by instructing the students to closely read article, Food for Thought, including text features. Prior to reading, instruct
them to be thinking about potential messes, or issues, related to food. Give students time to close read. After reading, students should
begin the creative problem solving steps using the graphic organizer provided by teacher. Teacher will move students through each
step of the process, stopping when appropriate for discussion.

Step 1: Whats the mess? (Note: after individual reading of article, students should be put into groups of 3-4 students for remainder of
problem solving process)
-After reading the article, brainstorm, discuss and decide the mess.
-Share idea with the class.
Step 2: Fact Finding
-Find and highlight facts related to your groups chosen mess. List all of the facts related to the mess your group chose.
Step 3: Problem Finding
-Brainstorm all the possible problems associated to your groups mess. Choose 1 problem your team thinks is the most
significant.
Step 4: Idea Finding
-Prior to engaging in brainstorming process, go over the four rules of brainstorming as a class.
-Brainstorm as many possible solutions. After brainstorming, your group will choose four best ideas to solve YOUR problem.
Step 5: Solution Finding
-Model how to think about setting the criteria for the solution by using the example of What to wear to school?. I had four
solutions: pants, skirt, shorts, and jeans. When setting the criteria, explain that question could be applied to all solutions and should be
answered with yes or no. My criteria could be: Is a good choice for the weather conditions? Is it appropriate for school? Is it ready for
me to wear? Will I be comfortable for the day? Walk students through how to create a criteria chart to help them determine the best
possible solution for their problem.
Encourage students to brainstorm possible criteria questions on notebook paper prior to writing on final criteria chart.
-Monitor and assist each group as they create the criteria for their solutions. If needed, help students generate one criteria
such as, Would this be easy for everyone to do?, Is it cost effective?, Will it have an immediate impact on food in America?, etc
Step 6: Acceptance Finding
-Settle on a solution. Then design a plan to implement the solution your group settled upon.

Part 2: Synthesis Activity

Students will share their solution to the mess of food in America by choosing an activity from a choice board. It will be teacher choice if
students remain in group, pairs, or independent to complete activity. Students should share out product they created to class.
As a closing, read the book, What Do You Do with an Idea? (note- the ending line is that you can change the world with your idea).
To enhance a real life connection to students, share that an idea was implemented to solve a mess by a company named Imperfect
Produce. The company buys ugly fruits and veggies from farmers and sells to consumers at a reduced price. Share their
website and discuss how their idea is impacting the world. Link: http://www.imperfectproduce.com/#undefined
Students should complete the ticket out to door to reflect upon and share their understanding.
Assessment Strategies:
Observations of student work during CPS activity
Synthesis activity product from choice board assessed by rubric.
Ticket out the door/reflection questions:
What did you learn today that you could relate to?
Why is it important to be aware of issues with food in America?
How can your idea impact the world?

Differentiation
Identify a mess in our school or community and apply the CPS process to develop a solution. Propose a solution to the problem and develop a
creative method to present it to your principal or community leaders.

Research companies that have created and implemented an innovative idea about solving a real world mess.
What can be adapted or tweaked to the existing idea to improve upon their existing solution?

Materials/Links/Text References/Resources
Food for Thought article-adapted from Scholastic News; Too Much Waste. Edition 3, November 7, 2016

Synthesis Choice board and rubric

Imperfect Produce Link: http://www.imperfectproduce.com/#undefined

What Do You Do With an Idea? By Kobi Yamada

Reflection/ Tiicket out the door questions

Helpful information for teacher- http://www.sustainableamerica.org/blog/a-new-nrdc-study-shows-that-america-wastes-40-of-its-food/

 Food for Thought
The old bananas in your fruit bowl. Your half-eaten sandwich from lunch. If youre
like most people in the United States, you throw away a lot of food. In the time it
takes you to read this article, Americans have tossed out more than 20,000 pounds
of food!

Food is wasted for many reasons. Farmers often throw away produce that has
bruises or weird shapes. Most people wont buy it. Stores toss out torn boxes or
cans with small dents-even when the food inside is still good. At stores and
restaurants, people often buy more food than they can eat.

According to Tom Vilsack of the United States Department of Agriculture, USDA,

We have the most abundant food supply on Earth. But too much of this food goes
to waste. The average person wastes more than 20 pounds of food per month.
However, there were about 42 million Americans struggled to get enough food to
eat last year.

Throwing food away also has rotten effects on the planet. When you toss out a
fruit or veggie, you also waste the water used to grow it and the fuel used to
transport it. When food decomposes, or rots, in a landfill, it releases a gas into the
air called methane. This natural gas traps heat in Earths atmosphere. Too much
methane can be bad for the environment.

(Text adapted from Scholastic News; Too Much Waste; Edition 3, November 7, 2016)
Infographic

Pictograph
 CPS: Step 1
Find the mess
After reading the article, Food for Thought, brainstorm the many issues related
to food in America and list them in the box below. Circle the issue YOU are most
passionate about. Discuss it with your group and determine the mess.

What messes did the other groups of our class have?

 CPS: Step 2
Find the facts
Based on the article you read, list all the facts you learned that are related to
your mess. If you find you need more information, you may gather it.
 CPS: Step 3
Find the problem
As a group brainstorm all of the problems associated with your mess.

Choose ONE problem that your teams thinks is most significant and write it
below.
 CPS: Step 4
Find some ideas
As a team, brainstorm as many, varied, and unusual possible solutions to your
problem. Choose one person from your team to record them on a separate piece
of paper. You will have 10 minutes. Remember the rules of brainstorming!
1) Turn off judgement. Dont criticize others ideas.
2) Wild and crazy is okay! There are no dumb ideas.
3) Lots of ideas are best! This is a storm, not a drizzle.
4) Piggyback off other peoples ideas.

After the brainstorming time is complete, as a team choose the FOUR best ideas
to solve your problem. Write them in the boxes below!

Do not include a plan yet, just the solutions.

1. 2.

3. 4.
 CPS: Step 5
Find a solution
Criteria

Solutions
 CPS: Step 6
Find acceptance
Now that your group has a great solution for your problem, design a plan to
implement the solution.

Ticket out the door/reflection questions:

 Choice Board Activities for Food for Thought Problem Solving Activity
Write a persuasive speech that Write a newspaper article
you will give to the Department or editorial that you will
of Agriculture. Explain your publish in the Department
solution to issues related to of Agriculture monthly
Food in America. Be sure to newsletter. Explain your
include facts and evidence to solution to the issues of
support your reasoning from the Food in America. Be sure
information youve been given to include facts and
throughout the process. evidence to support your
reasoning from the
information youve been
given throughout the
process.

Write a song or poem

that you will perform
during the entertainment
break during the Annual
Symposium of
Department of
Agriculture. Explain
your solution to the
issues of Food. Be sure
to include facts and
evidence to support your
reasoning from the
information youve been
given throughout the
process.
 Ticket out the door!
Reflect upon our creative problem solving activity and thoughtfully answer the questions below.

1. What did you learn today that you could relate to?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

2. Why is it important to be aware of issues with food

in America?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

3. How can your idea impact the world?

____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
 Food for Thought Solution Writing Rubric
Student Name: ________________________________________
CATEGORY 4 - Above Standards
Content/Solution The solution is presented
extremely clearly. I provided many
details to explain my idea. I left no
stone unturned!
Grammar & Spelling Author makes no errors in
grammar or spelling that distract
the audience from the content.
Evidence Used I used at least three facts or pieces
of evidence from class, readings,
etc. to support my idea.
Total Score:
Comments:
3 - Meets Standards 2 - Approaching Standards 1 - Below Standards
I explained my solution My solution or idea is a little I did not present my idea
clearly and provided unclear. I left out a few details clearly at all. It is hard to
details to explain my and the audience may have follow or understand.
idea. questions after hearing my
speech.
Author makes 1-3 errors Author makes 4-5 grammar or Author makes more than 5
in grammar or spelling spelling that distract errors the errors in grammar or
that distract the reader reader from the content. spelling that distract the
from the content. reader from the content.
I used two facts or I used one fact or piece of I did not use any facts or
pieces of evidence from evidence from class, readings, evidence from class,
class, readings, etc. to etc. to support my idea. readings, etc. to support my
support my idea. idea.
 Food for Thought Solution- Song or Poem Rubric
Student Name: ________________________________________

CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards 1 - Below Standards

Creativity My song is catchy and fun. I was My song makes sense and My song was mostly interesting to My song was not interesting
creative in composing it; it makes is enjoyable for the the audience. to the audience.
logical sense and is enjoyable to audience.
listen to. I even included some dance
moves, hand motions, etc!

Content/Solution The solution is presented extremely I explained my solution My solution or idea is a little I did not present my idea
clearly. I provided many details to clearly and provided unclear. I left out a few details and clearly at all. It is hard to
explain my idea. I left no stone details to explain my idea. the audience may have questions follow or understand.
unturned! after hearing my speech.

Grammar & Spelling Author makes no errors in grammar Author makes 1-3 errors in Author makes 4-5 grammar or Author makes more than 5
or spelling that distract the audience grammar or spelling that spelling that distract errors the errors in grammar or spelling
from the content. distract the reader from reader from the content. that distract the reader from
the content. the content.

Evidence Used I used at least three facts or pieces of I used two facts or pieces I used one fact or piece of evidence I did not use any facts or
evidence from class, readings, etc. to of evidence from class, from class, readings, etc. to support evidence from class, readings,
support my idea. readings, etc. to support my idea. etc. to support my idea.
my idea.

Total Score:

Comments: