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Expeditionary Learning

Expeditionary Learning. Model Expedition: Grade 1 Young Achievers Sciences and Mathematics Pilot School Boston, MA Expedition Authors: Nicole Weiner and Heidi Fessenden. Farms and Food Guiding Questions: Where does our food come from?

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Expeditionary Learning

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  1. Expeditionary Learning Model Expedition: Grade 1 Young Achievers Sciences and Mathematics Pilot School Boston, MA Expedition Authors: Nicole Weiner and Heidi Fessenden

  2. Farms and Food • Guiding Questions: • Where does our food come from? • How does our food come from the farm to the table? • How do people ensure justice for workers in the • production and distribution of food?

  3. Farms and Food Model Expedition: Grade 1 Young Achievers Sciences and Mathematics Pilot School Boston, MA

  4. Part One: Farms • Case Study: The Apple Orchard • Kickoff to year-long expedition: case study of an apple orchard. • After the visit: they recreated all aspects of the orchard and revisited the content • Literacy activities • Students participated in making : • Applesauce, apple crisp, observational sketches of apples and apple trees

  5. Case Study: Farm Study Groups • Students broke into 4 small study groups to conduct a case study • Four kinds of farms: • apiaries • vegetable farms • dairy farms • poultry farms • Each group: • Visitedtheir farm and met with farmers • Researched and Studied • Dramatic play • Sketched and labeled • Collectedand analyzeddata Students grew their own vegetables and learned the value of healthy eating Farms and Food Model Expedition: Grade 1 Young Achievers Sciences and Mathematics Pilot School Boston, MA

  6. Class Project: The Farm Book • Each study group: wrote one chapter • Each student: wrote and illustrated one page, with accurate headings, labels and captions Farms and Food Model Expedition: Grade 1; Young Achievers Sciences and Mathematics Pilot School; Boston,MA

  7. Part Two: Access to Healthy Food • Case Study: Migrant Farm Workers • Focus on social justice: • Read a number of accounts of migrant farmworkers’ lives • Reviewed the work of Dr. Martin Luther King, Jr. • Compared him with César Chávez and Dolores Huerta • Contrasted living conditions of farm owners and farmworkers • Presented what they had learned at the school’s annual social justice assembly.

  8. Case Study: Access to Food in Boston • Explore: what happens when people do not have access to food. • Read: books about homeless people and animals • Make connections: to the living conditions of migrant farmworkers • Visit: ReVision House, a homeless shelter for women and children • Recreate: components of the shelter (aquaculture tanks, greenhouses, etc.) • Interview: someone at a community agency that helps people in the city get access to healthy food, including questions to help them understand how to help people gain access to healthy food.

  9. Project: Healthy Food Calendar • Students brainstormed solutions to hunger • The twelve most important ideas became the twelve months of the calendar • Final calendar illustrations: • Professionally printed • Donated to the study group agencies • Sold in the community

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