Lesson Plan: Feed My Starving Crops

Duration of lesson: 1 hour

Teachers: Taryn Stull Subject: Mathematics

Grade: 4th grade
Common Core State Standard:
Concept 3: Organisms and Environments
PO 1. Describe ways various resources (e.g., air, water, plants, animals,
soil) are utilized to meet the needs of the population.
PO 3. Analyze the effect that limited resources (e.g., natural gas, minerals)
may have on an environment.
Objective (Explicit):
Students will be able to practice sustainable efforts by planting a garden.
Evidence of Mastery (Measurable):
Students will demonstrate his or her knowledge by reflecting on their experience through an
opinion-based paper. Students will state their opinion, three reasons, and details using systems
thinking. The paper will be graded based on the following scale.

Proficient: All components are apparent and clearly utilize systems thinking.
Developing: Some to most components are apparent with minimal error and few
misunderstandings.
Area of Concern: Few to no components are apparent with lack of support and understanding.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will be able to utilize systems thinking.
Students will be able to relate mini crop planting to sustainability.
Students will be able to understand how nutrition is affected.
Students will be able to take care of the plants as if they are producers.
Key vocabulary: Materials:
Relate- Making a connection. Seeds
Producer- A person that makes or grows Gloves
goods for others. Garden hand shovel
Systems Thinking- Being able to identity the
Paper
links and interactions between components.
Sustainability- the ability to maintain a Water
certain rate or level. Paper
Name flag

Opening (state objectives, connect to previous learning, and make relevant to real life)

Today we will practice sustainable efforts by planting a garden. The garden will consist of
fruits and vegetables in which you will be responsible for until the end of the season. Can
anyone tell me how this might relate to nutrition? Good answer! We will explore further into
why it might relate by the end of the day. You are going to plant seeds as if you were a
producer. While doing this, you are going to be using Systems Thinking to complete this
activity. It will enhance your understanding of how all the aspects involved are intertwined. By
the end of the lesson, you should be able understand how locally grown foods affect nutrition
by thinking of the systems involved. Any questions so far? Great! Now, lets get started!
Instructional Input

Teacher Will: Student Will:

1. Demonstrate how to properly 1. Listen to the teacher(s) as he/she
utilize each tool for cropping, provides the demonstration.
the gloves, hand shovel, water, 2. Students will determine what
and seeds. information will support their mini
2. Tell students to wear gloves on crop planting.
the proper hands, left and right. 3. Students will highlight/discuss all
3. Show students how to use the steps prior to planting in a timely
shovel while planting, manner (less than 1 minute).
emphasizing not to throw back 4. Students will ask the teacher each
dirt. time they want to further discuss the
4. Show students how to water the required steps, relations, and systems
plants each day, with only the thinking
water can provided (less than 1 5. Students will discuss how prior
minute). knowledge is important in this activity
5. Remind students that each seed 6. Students will demonstrate how to
is different, so they will not plant the seeds by referring to the clear
know what they are planting. expectations, which is following the
6. Ask students to repeat the steps teachers steps.
in chronological order with a
partner.
7. Have students come up group-
by-group to get all the
necessary tools.
8. Introduce Systems Thinking
and how they should be
utilizing it while planting their
crops.
9. Ask students how prior
knowledge will help them
utilize systems thinking.
10. Be sure the students recognize
where the prior knowledge is
being used and how it relates to
the objective.
11. Ask students for any additional
questions such as, Why do you
think we are planting today?
Are you able to effectively
utilize systems thinking in this
 activity? How will this activity
support your understanding for
the next one?

Co-Teaching Strategy/Differentiation
Student will refer to the board for all the tools and steps if needed.
Student will be given the opportunity to work with the intern if they do not
comprehend the activity.
Student will be able to use a blank piece of paper for further practice of how to
plant the seeds.
Teacher will check for understanding to ensure student is on track for successful
planting.
Guided Practice

Teacher Will: Student Will:

1. Lead the students out to the
school garden.
2. Teacher will assign a designated
area for each student.
3. Remind students they must
have all the tools with them in
order to participate.
4. Ask students to present a
demonstration on how they
would plant the seed.
5. Facilitate a proper seed planting
demonstration.
6. Ask students to assist in your
demonstration to ensure they
know how to complete the
activity on their own.
7. Reintroduce Systems Thinking
and how it relates to the
activity.
8. Ask students to utilize proper
sentence starters when
explaining his or her reasoning,
(i.e. Based on my Systems
Thinking, I believe).
9. Have students utilizes Systems
thinking through out the
entirety of the activity.
10. Teacher help students while
planting their seeds if needed.
11. If the teacher notices a lack of
comprehension, he or she may
1. Students will follow directions and
listen to the teacher at all times.
2. Students will utilize all tools given to
them from the classroom.
3. Students will pay attention to the
teacher during the demonstration.
4. Students will discuss how Systems
Thinking is related to the activity.
5. Students will assist the teacher in
formulating sentences to explain his or
her reasoning for Systems Thinking.
6. Students may ask the teacher for
additional support if he or she does not
comprehend what is being asked.
7. If students have completed their
plants, they must stick their name flag
next to it and are able to help other
students.
8. Students must bring all tools back to
the classroom.
9. Students may have their Systems
Thinking examples ready to share
when they get back to the classroom.
 help plant the seeds or have the
student pair up with another
student.
12. Teacher will ask students to
collect all tools and come back
to the classroom when all are
finished.

Co-Teaching Strategy/Differentiation

Student will complete the activity with help from fellow students and or an
intern.
Teacher will provide sentence starters for ELL/gifted students to have a
reference to use when utilizing Systems Thinking.
Student will be able to orally explain their Systems Thinking to a teacher or
fellow classmate to ensure accurate relations and connections are being made.
Independent Practice

Teacher Will: Student Will:

1. Instruct students to discuss their
Systems Thinking.
2. Teacher will ask students to pair
up with a partner and explain
how nutrition relates to this
activity.
3. Teacher will have students
reflect on their experience by
stating their opinion.
4. Teacher will explain the
requirements of the opinion-
based paper.
5. Teacher will facilitate how to
properly organize the paper.
6. Teacher will make it clear to the
student that they must complete
the paper by himself or herself.
7. Teacher will ask to discuss
different opinions and systems
thinking used in individuals
papers once all students are
completed.
1. Students will discuss Systems
Thinking with the teacher.
2. Students will discuss Systems
Thinking with a partner.
3. Students must understand what is
required in their opinion-based paper.
4. Students must ask for help if they still
do not comprehend the requirements.
5. Students will explain their Systems
Thinking within the paper.
6. Students may refer to the requirements
listed on the board.
7. Students will independently complete
this worksheet.
8. Student may continue to brainstorm
sustainable efforts on the computer
once completed.
 Co-Teaching Strategy/Differentiation
Students will have visuals and steps displayed on the instructors personal
whiteboard to be able to refer to.
Teacher will set expectations of the paper by including example sentence
starters, systems thinking explanations, and how to properly state an opinion.

Closing/Student Reflection/Real-life connections:

In closing, students complete an exit ticket based on their plant cropping experience and their
written paper. They must choose two of the following questions and answer in detailed,
complete sentences in order to receive full credit.
What was the main idea of this lesson?
How did you use Systems Thinking?
What does Systems Thinking mean?
Are you satisfied with this experience?
How does locally grown food affect nutrition?
How did it feel being a producer and would you want to be one? If so, why?
How will you explain to your family of what you learned from this activity today?