I. Curricular Framework

Concept:

Interdependence

Essential Question:

Why is unequal food distribution throughout the world a cause for concern?

Bridge:

Solution Role-plays

Content:

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To experience the dynamics of unequal food distribution so that students can understand the global implications of famine.

Activity: The world is represented by a 30-foot diameter circle of string divided into six sections of different sizes to represent nations. Dried beans of varying colors and sizes are unevenly dispersed around the world. Half the class is initially placed in these "nations." At the end of each round, each person must present a food module. The population is increased also disproportionately by adding students. When people in any nation cannot find food, that nation must leave the circle.

Assessment: The active involvement of students in the activity.

2. Attend: Attending to the Connection

Objective: To analyze the food distribution activity.

Activity: Teacher-led discussion will center around questions such as: What happened when food became scarce? How did you feel when your country ran out of food? When your country had plenty of food while others were forced to leave? In what ways do food problems of less developed nations impact everyone? What things were lost when "nations left"?

Assessment: Teacher observation of individual participation and variety and quality of extensions.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To broaden the students' understanding of how to approach solving a problem such as world famine.

Activity: Students in small groups will role play situations depicting national reactions. 1) Quick cash crops which further deplete the land and might be illegal. 2) Destruction of land by slash/burn for short-term benefits) and global questions (Can we continue to send food? What are real problems? Long-term solutions?) Mind map the experience.

Assessment: Level of involvement and quality of mind maps.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To develop vocabulary and gain information of the factors affecting a country's agriculture.

Activity: Students will progress through interest centers researching aspects determining current agriculture--geography, climate, politics. Students will view filmstrips and study pamphlets and other materials from Epcot and other sources exploring the frontiers being expanded by new technology.

Assessment: Teacher verbal check for understanding among groups as they discuss information.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To practice scientific inquiry skills while exploring variables involved in growing an optimum crop.

Activity: Students will utilize computer simulation programs ("Lunar Greenhouse" and "Weeds to Trees"--MECC) to explore actual growing conditions. Students will keep accurate records, make predictions, develop ability to adjust, analyze cause/effect relationships and design strategies required to grow optimum crops.

Assessment: Accuracy of student records of simulation results.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To utilize what was learned about variables in agriculture to design a problem solving plan.

Activity: Students are given specifications of three mythical nations with differing climates, geography, agricultural traditions based on history, religious beliefs and political constraints. Students select a nation and work as agricultural companies to design a plan to solve the food problems and fit the criteria of that nation. Students will use data from exploratory phase (step 5). The company delivering the most food in the fewest days wins the contract.

Assessment: Involvement of each student. Quality of plan.

7. Refine: Refining the Extension

Objective: To evaluate the plan and organize a persuasive presentation.

Activity: Students will organize a presentation of plans to be made before a world council. Each company will develop an advertising campaign including creative logo, company name, crop layout, list of special inventions needed with specifications, songs, tee shirts, props, testimony of satisfied customers, etc.

Assessment: Understanding as evidenced by accuracy and quality of student projects.

8. Perform: Creative Manifestation of Material Learned

Objective: To evaluate the agricultural plans as creative solutions to a specific problem.

Activity: Groups of students will present each company campaign including songs, speeches, etc. before another class serving as the world council responsible for approving contracts.

Assessment: Enjoyment of the learning. Student enthusiasm. Quality of total presentation. Critiques of world council.

Assessment, Phase Five,Performance, Creative Use of Material Learned: