# Slides 6.5: Sustainable Food Methods and the Food Systems Quiz Slide outline for Lesson 6.5. Twenty slides across two days: Day 1 slides 1 to 11, Day 2 slides 12 to 20. Cover the wall paths before slide 20. [Sal: collect the packages for a week before you teach this. Ask students to bring in the worst package they can find; they compete to win that.] * * * # DAY 1 ## Slide 1: Sustainable Food Methods - Unit 6, Lesson 6.5, Day 1 - Topic 6.1 Where Food Comes From - Today: you plant something and you keep it alive until the end of this unit Image: a row of paper cups with seedlings on a classroom windowsill. ## Slide 2: Do now - Something is sustainable if you can keep doing it forever without running out - Name one thing you do that is sustainable - Name one thing that is not - They can be small Notes: Take four pairs of answers. ## Slide 3: This is trash from Tuesday - A scallion root end - It will be a plant by next week - You each get one today Image: a scallion root end in a clear cup of water with new green growth. Notes: This is the hook. Hold up the real one. ## Slide 4: Sustainability, the definition - The state's own words: define "sustainability" as it applies to resource use - In plain words: a way of using something you could keep doing without running out or wrecking the place it comes from Notes: Students write it in their own words. ## Slide 5: Crop rotation - Plant a different crop in the same field each year instead of the same one over and over - The soil keeps its nutrients - Pests and diseases that live on one crop lose their host Image: a four-square diagram of one field with a different crop each year, arrows in a circle. ## Slide 6: Drip irrigation - Hoses along the rows drip water right at the roots - Instead of spraying the whole field into the air - Far less evaporates or runs off - Same crop, much less water Image: a close-up of drip tape beside a row of tomato plants. ## Slide 7: Integrated pest management - Watch for pests and count them - Use the smallest thing that works: a resistant seed, a helpful insect, a trap, a barrier - Spray last, not first - Costs less and keeps beneficial insects alive Image: a sticky trap card in a field with a farmer's hand holding a clipboard. ## Slide 8: Plant it - Scoop the mix - Poke a hole, seed or root end in, cover - Water once - Label with your name and today's date - Then write the care plan: how much, how often, how much light, who waters when you are absent Notes: Run it as a line. Wash hands after. Assign the watering chart, four students per week, all the way to the end of Unit 6. ## Slide 9: Compost sort - Two piles: goes in, does not go in - A reason for every card in the "does not" pile - "It is gross" is not a reason Notes: Ten cards per group of four. Let them argue about the paper towel and the slimy lettuce. ## Slide 10: The compost rule - Things that used to be a plant break down - Things that came from an animal, or have oil or grease on them, draw animals and turn sour instead of breaking down - Plastic never breaks down, and stickers are the number one contaminant in commercial compost Notes: Reveal the ten answers with the why, not just the answer. ## Slide 11: One cucumber, two ways - Wrapped in plastic: stays fresh about three times as long - Loose: no plastic, and more of them get thrown out - Which waste is worse? Image: two cucumbers side by side, one shrink wrapped, one bare. Notes: This sets up Day 2. Hand out the three packages per group and have them circle the one they will redesign. Exit card: "Sustainable means ___. One thing that makes food production more sustainable is ___." * * * # DAY 2 ## Slide 12: Redesign the Package - Unit 6, Lesson 6.5, Day 2 - Build it, test it, pitch it - Then the Food Systems Quiz in the last fifteen minutes Image: a single-serve yogurt cup inside a cardboard sleeve inside a shrink-wrapped four-pack. ## Slide 13: Do now - Look at the three changes on the wall from the waste audit - Which one actually happened? - Be honest Notes: Sixty seconds. Honest answers only; no consequence either way. ## Slide 14: Four layers to protect one yogurt - Your job: do it in two - And prove the yogurt still survives Notes: Hold up the worst package in the pile. This is the hook. ## Slide 15: The design process, the state's own eight steps - Define the problem - Set criteria and constraints - Brainstorm - Select - Prototype - Test, optimize, evaluate Notes: Same eight words as Unit 4, Lessons 4.11 to 4.15. Say that out loud so students hear the connection. ## Slide 16: Your criteria and your constraints - **Criteria:** the food still gets protected, and the waste goes down - **Constraints:** survives a truck and being stacked three high. Lasts two weeks on a shelf. Still says what is inside, with a Nutrition Facts panel Notes: The constraints are given, not chosen. Write them on the board and leave them up. ## Slide 17: Build it - Ten minutes - Paper, tape, cardboard, markers - One model per group - Draw the label on it Notes: Circulate with one question per group: "Drop it. Stack three. Does the food still make it?" A group that removed the structural layer finds out in two seconds. ## Slide 18: Justify it - How many layers did the original have? How many does yours? - What protects the food now? - What did you remove, and what was that layer doing? - What got worse? Notes: Both criteria have to be answered. "What got worse" is not optional; every design gives something up. ## Slide 19: Thirty-second pitches - One sentence: what we cut - One sentence: how the food is still protected - One challenge question from the class Notes: Five minutes total. Then collect the models and clear the desks. ## Slide 20: Food Systems Quiz - 12 items, 15 minutes - Supply chain, local and seasonal, waste math, a food desert scenario, sustainable methods, packaging - You may use your vocabulary card - Desks clear, wall covered Notes: Read the directions aloud once. Cover the wall paths before you hand the quizzes out. Collect at the bell. Retakes are allowed once after a review, per the Grading Plan; post the answers at the start of Lesson 6.6.