# Calendar 06: From Farm to Table
Unit 6, Food Systems and Production. 24 periods of 40 minutes, days 144 to 167 of the year, all inside marking period 4. Five teaching weeks; the last week is four meetings. One cell per period: the lesson code and title in bold on the first line, then what happens that day. **LAB** marks a period where students cook and are scored on `Rubric 01 - Lab Rubric.md`. **CHECK** marks a formal assessment. **PROJECT** marks a Feed the Class project day.
This calendar is written in day numbers and teaching weeks, not dates. The columns are the five meetings of each teaching week; a holiday pushes every later day back one meeting. Map the day numbers onto your school's calendar; the day numbers and the order do not change.
| Week | Meeting 1 | Meeting 2 | Meeting 3 | Meeting 4 | Meeting 5 |
|---|---|---|---|---|---|
| **Week 1** (Topic 6.1 Where Food Comes From) | **Day 144: 6.1 Trace a Food From Farm to Plate**
Trace one real food across five links; name the job at each link; the class path on the wall | **Day 145: 6.2 Local, Seasonal, and Global**
The New York seasonal chart; build two meals, one local and seasonal and one not; compare price and food miles | **Day 146: 6.3 Food Waste Audit in Our Room**
Weigh or tally the room's food waste collected over the two previous days; scale it to a week and a year; post the number on the wall | **Day 147: 6.4 Food Scarcity and Food Deserts**
The neighborhood map; the corner store versus supermarket price comparison; SNAP, WIC, pantries, and what a community can do | **Day 148: 6.5 Sustainable Food Methods, Day 1**
Compost sort; crop rotation, irrigation, and pest management; plant seeds in cups for the windowsill |
| **Week 2** (Topic 6.1 ends; Topic 6.2 Food Preparation Methods and Science) | **Day 149: 6.5 Sustainable Food Methods, Day 2**
The packaging redesign prototype and the defense; **CHECK: Assessment 06.1 Food Systems Quiz** (12 items, 21 points) in the last 15 minutes | **Day 150: 6.6 Cooking Methods: Dry Heat, Moist Heat, and Why**
Sort twelve methods; the teacher demonstration; the tool and the right food for each method | **Day 151: 6.7 Quick Bread Science Lab, Day 1**
The acid and base fizz test; variable and controls; write the hypothesis and the prediction sheet for four leavening treatments | **Day 152: 6.7 Quick Bread Science Lab, Day 2**
**LAB:** mix four batches, bake, measure the rise, taste, and write the conclusion; `Rubric 01` | **Day 153: 6.8 Lab: Cheesy Pasta Marinara With Role Cards**
**LAB:** Lab 3 of the year; eight roles; teacher drains; `Rubric 01` |
| **Week 3** (Topic 6.2 ends; Topic 6.3 Feed the Class begins) | **Day 154: 6.9 Lab: Black Bean Quesadillas**
**LAB:** Lab 4 of the year; the assembly line and its throughput; `Rubric 01` | **Day 155: 6.10 Global Foods: One Dish, Three Cultures, Day 1**
The pattern across cultures; research one dish in three places on the card with a source | **Day 156: 6.10 Global Foods, Day 2**
Presentations and the comparison; the optional packaged flatbread tasting with labels posted | **Day 157: 6.11 Table Setting and Food Sharing Across Cultures**
Set a correct place setting and explain each piece; the class food sharing agreement; **CHECK: Assessment 06.2 Cooking Methods Check** (12 items, 21 points) in the last 15 minutes | **Day 158: 6.12 Feed the Class: Menu Options and Constraints**
**PROJECT:** guess the total; the constraint card; walk five costed options; pick, justify against three constraints, and assign the seven roles |
| **Week 4** (Topic 6.3 Feed the Class) | **Day 159: 6.13 Scale the Recipe and Cost It, Day 1**
**PROJECT:** the scale factor; multiply every line; cups, fluid ounces, and ounces by weight; round up to packages; the yield check against 30 | **Day 160: 6.13 Scale the Recipe and Cost It, Day 2**
**PROJECT:** cost every line from this week's circular with a running total; the four totals on the wall; store-brand swaps logged; peer check; teacher signs | **Day 161: 6.14 Build the Master Flowchart**
**PROJECT:** steps onto sticky notes, notes into eight five-minute blocks, a role on every line; circle the critical path; write the ten-step station card; paired read; post to the class master grid and fix the collisions in red | **Day 162: 6.15 Shopping List and Unit Price Check**
**PROJECT:** read all four costing sheets aloud and combine duplicates; one class list sorted by store section; unit prices and the swap column; the twelve-item approval checklist; teacher signs and shops | **Day 163: 6.16 Cook Day, Day 1**
**PROJECT. LAB:** pre-flight and the six steps; Stations 1 and 2 cook and serve; Stations 3 and 4 prep, run the table, and run the clean check; plates down at minute 29; four station checks signed; `Rubric 01` |
| **Week 5** (Topic 6.3 ends; Topic 6.4 Careers) | **Day 164: 6.16 Cook Day, Day 2**
**PROJECT. LAB:** reversed. Stations 3 and 4 cook and serve; Stations 1 and 2 prep the final course, run the table, and run the clean check; `Rubric 01` | **Day 165: 6.17 Serve, Eat, Clean, and Reflect**
**PROJECT.** Set 30 covers by the Lesson 6.11 diagram; allergen box read aloud; serve others first; four clean zones and the waste count; the receipt and the cost comparison; the four-question reflection; **CHECK: Rubric 06 Feed the Class** (20 points) from the folder collected today | **Day 166: 6.18 Careers in Food Systems, Day 1**
Thirteen careers on the eight-link chain; the education sort; the five training paths including apprenticeship and ServSafe; the "would I like this" self-check; circle the jobs within 25 miles | **Day 167: 6.18 Unit 6 Review and Test, Day 2**
Rubric 06 handed back at the door; Four Links review game with the walls as the reference (15 minutes); **CHECK: Assessment 06.3 Unit 6 Test** (20 items, 40 points) in the last 20 minutes | |
Day 168 is Unit 7 Lesson 7.1, the resume. Two things carry over and the Unit 7 writer needs them: the "would I like this" self-check from day 166, which sits in the FACS folder next to the Lesson 1.22 one and is what Lesson 7.2 builds the resume from, and the two careers cards (caterer and restaurant owner) that come back in the Shark Tank topic.
## Counts
- **Lessons:** 18 (6.1 to 6.18). Two-day lessons: 6.5, 6.7, 6.10, 6.13, 6.16, 6.18.
- **LAB days: 5** (days 152, 153, 154, 163, 164). Days 152, 153, and 154 are the three Topic 6.2 labs, each scored on `Rubric 01 - Lab Rubric.md` (16 points). Days 163 and 164 are the two Feed the Class cook days, scored on the same lab rubric for the individual lab score and on `Rubric 06` criterion 4 for the project. Labs 3 and 4 of the year are days 153 and 154; days 152, 163, and 164 are labs 5, 6, and 7.
- **CHECK days: 4** (days 149, 157, 165, 167). Day 149: the Food Systems Quiz closes Topic 6.1 in the last 15 minutes of Lesson 6.5 Day 2. Day 157: the Cooking Methods Check closes Topic 6.2 in the last 15 minutes of Lesson 6.11. Day 165: the project folder comes in and is scored on Rubric 06, which is Topic 6.3's check. Day 167: the unit test in the last 20 minutes, which also covers Topic 6.4.
- **PROJECT days: 8** (days 158 to 165). Three of those days end in a required teacher signature: the costing sheet on day 160, the station card on day 161, and the consolidated shopping list on day 162. No signature, no next step.
- **Topic day counts:** 6.1 six (days 144 to 149), 6.2 eight (days 150 to 157), 6.3 eight (days 158 to 165), 6.4 two (days 166 to 167). Total 24.
- **Marking period:** all 24 days are inside MP4 (days 136 to 180).
- **Shopping day:** the teacher shops between day 162 and day 163, from the approved list, and brings the receipt to day 165. Buy the day before cook day, not the same morning, so cold items are cold and a substitution can be made calmly if something is out.
## If a day is lost
A snow day, an assembly, a field trip, or a state test pushes everything one cell to the right. Drop days in this order to get back on schedule:
1. **6.10 Day 2** (day 156). Fold the presentations into Day 1 as a two-minute gallery share. The research card is still written and still scored.
2. **6.2** (day 145). Fold local and seasonal into Lesson 6.1's debrief and send the New York seasonal chart home as this unit's one homework sheet.
3. **6.5 Day 2** (day 149). Do the packaging redesign as a sketch instead of a prototype, and move the Food Systems Quiz to the last 15 minutes of Lesson 6.4 on day 147.
4. **6.7 Day 1** (day 151). Run the acid and base fizz test as a five-minute teacher demonstration at the start of Day 2 and give the hypothesis sheet as that day's do now. This one costs the most in learning of the four, so it is last.
**Never drop these:** 6.14 (day 161, the flowchart; without it cook day fails and the reflection has nothing to measure against), 6.15 (day 162, the approval checklist; without it there is no food to cook), 6.16 (days 163 and 164, cook day itself), and 6.4 (day 147, food deserts; it is the lesson that answers why any of this matters to a student who is not going to be a chef).
**If a day is lost inside the project (days 158 to 165):** the three signature checkpoints hold their order no matter what. The costing sheet is signed before the flowchart is built, the station card is approved before the shopping list is consolidated, and the list is approved before anybody shops. If the loss lands between day 162 and day 163, move the shopping trip, not the checkpoints. **Do not run cook day on an unapproved list or an unapproved station card.** If only one cook day survives, run all three or four stations at once on that one day with the class eating in the last ten minutes, drop the final course, and fold the Lesson 6.17 service into the same period as a shortened setting of 30 covers; the reflection then moves to the do now and first fifteen minutes of day 166, and the careers content compresses into one day.
**If a day is lost at the end:** the unit test moves to the do now and first twenty minutes of Unit 7 Lesson 7.1 on day 168, and the careers self-check is collected as the exit card on day 166. Do not shorten the test from 20 minutes.
**If the loss is a whole week** (a school closure, a testing week): run the 21-day version in the unit plan's Section 6, which drops flex lessons 1, 2, and 3 above and leaves the project untouched. The project is the thing a principal will ask about; protect its eight days before anything else.