Assess the impact of food inequity on themselves, their family, and their community one s local community.

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Aron Johns
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1 MARKETVILLE SCAVENGER HUNT: PART 2 SOCIAL JUSTICE & SERVICE LEARNING: LESSON 6 Quick Reference Abstract: Students warm up by recalling the various problems associated with food deserts. During the mini lesson, students learn about the virtual shopping activity which they conduct during the workshop. After a facilitated discussion to analyze the obstacles faced by families in food deserts, students close with an Umojis checkout. CCSS: CCSS.ELA-LITERACY.SL C SEL IL State Standards: Students Will Be Able To: 3C.4b. Plan, implement, and evaluate one s participation in a group effort to contribute to Assess the impact of food inequity on themselves, their family, and their community one s local community. Identify obstacles faced by families shopping within a food desert and the relative advantages of those who aren t Essential Question: Is access to food a basic human right? Materials: Preparation: Blank paper (1/group) Jewel Grocery Store Items (1/West and Jimenez family teams) Manny s Corner Convenience Store Items (1/Rodriguez, Carter, and Brown family teams) Marketville Grocery List from Lesson 5 (1/group) Marketville Family Profile from Lesson 5 (1/group) Umojis Feelings Poster (1/class) Warm Up Step-by-Step Procedures Food Desert Recall 1) Share the objective of the lesson with students (see SWBATS above). Ask students if they need clarification. 2) Explain: In our last session, our class took on the stories of true-to-life families who live in Chicago, created menus and grocery lists to shop for meals based on their dietary restrictions. Today, each family group will go grocery shopping! To warm up, let s revisit our conversation about challenges that exist in food deserts. What sorts of problems, both health and otherwise, might people encounter living in a food desert? 3) Record student responses on the board. Facilitator s Note: Ensure the following issues are raised in the brainstorm: corner store food is more expensive and less healthy (more processed); there are fewer opportunities to buy healthy and fresh food; the need to drive or take public transit a long way to find fresh food (time and expense). 42 Min 5 Min

2 Mini Lesson Workshop Closing Marketville Food Deserts 1) Explain: What I didn t tell you yesterday is that your families live on different sides of Marketville! The Wests and Jimenezes live on the North side, close to the Jewel. The Carters, Browns, and Rodriguezes live on the West side where there aren t any large grocery stores nearby, so most of their shopping is at Manny s Corner Convenience Store. Today, your group will shop at your local store and find the items on your lists. Any questions? 2) Break students into their groups from the previous session and distribute each team s Marketville Grocery List and Marketville Family Profile. 3) Distribute Jewel Grocery Store Items to the West and Jimenez family teams, and Manny s Corner Convenience Store Items to the Carter, Brown and Rodriguez family teams and read the directions (directions are the same for both families). 4) Explain: Depending on where your family shops, the store may not have the items on your grocery list. Either substitute a different food or make a different recipe with items available. You have 15 minutes to circle the foods on your grocery store list and find substitutions if necessary. If you need to write a new recipe or need more room for substitutions, I will bring you paper. Check off items from your grocery list as you find them. Any questions? Shopping in Marketville 1) Give students 15 minutes to circle the foods they need from their grocery lists. If students get stuck because they can t find an item they need, help them change their recipe or substitute a different ingredient. 2) Explain: Marketville has a food desert problem in certain areas. While Marketville is an imaginary town, there are real food deserts right here in the city of Chicago. Let s talk about how food access impacted your families. 3) Facilitate a discussion using some or all of the questions below. The objective of this discussion is to identify obstacles faced by families shopping within a food desert and the relative advantages of those who aren t. Was your team able to buy everything your family needed on your grocery list? Why or why not? Which families lived in a food desert? Those who couldn t find what your family needed, what did you do? If you substituted a different food for the one on your list, did it change how healthy or tasty the recipe would turn out? How so? What specific problems might result from the Rodriguez, Carter, and Brown families having to shop in a food desert? Price was not a part of this exercise, but how do you think the prices at Jewel would compare to the prices at a convenience store? Facilitator s Note: Make sure that students know that prices are often higher for items at a corner store than they are at a bigger chain store. If this were your family, what would you do? What kinds of solutions exist for people living in food deserts? Umoji Check-out 1) Invite students to form a circle, post Umojis Feelings Poster and explain: Choose the Umoji that represents how you feel about shopping in Marketville after hearing the experiences of the various families in this 5 Min 25 Min 7 Min

3 activity. Be prepared to share your feeling as we go around the circle. 2) Thank students for their analytical thinking in this session and let them know they will continue to discuss food in the next session zooming out from Chicago into the world.

4 Group Members: JEWEL GROCERY STORE ITEMS West and Jimenez Families Date: Directions: Look at your grocery lists from yesterday. Below you ll see what s in stock at the grocery store where you re shopping. Circle the items you need and write down how many or how much of it you need next to it. If the store doesn t have what you need, choose a substitute or change recipes. Fruits and Vegetables Lettuce (iceberg, arugula, romaine, mixed greens) Cucumber Tomatoes Spinach Green beans Broccoli Asparagus Carrots Potatoes Oranges Apples Bananas Kiwis Peaches Watermelon Strawberries Blueberries Bell peppers Jalapeno peppers Onions Garlic Squash Zucchini Dried fruit Pears Ginger Cauliflower Lemons Limes Fresh herbs Mushrooms Meats, Fish, Proteins Chicken (whole, breasts, thighs, wings) Pork (pork chops, pork loin, ground pork) Turkey (ground, whole) Deli meats (sliced turkey, roast beef, ham, chicken) Beef (ground beef, steak) Hot dogs Bacon Sausage Shellfish (shrimp, crab, clams, scallops) Whole and filleted fresh fish (catfish, salmon, tilapia, white fish) Tofu Canned beans (black, kidney, pinto, garbanzo) Lentils Dairy Eggs Cholesterol-free egg substitute Milk (soy, whole, 2%, 1%, and non-fat) Yogurt (non-fat, low-sugar, whole milk) Cheeses (full fat, reduced fat) Ice Cream (full fat, reduced fat) Butter Margarine Grains Breads (whole wheat, rye, multigrain, white) Bagels (whole wheat, white) Rice (brown, white, wild) Tortillas (corn, flour, whole wheat) Pasta (whole wheat, white) Oatmeal Cereal (healthy grains, sugary) Other Oils (vegetable, olive, corn) Sugar, salt, pepper and other spices Vinegar (white, balsamic, apple cider) Ketchup, mustard, mayonnaise Juices (apple, orange, mango, prune) Tomato sauce Canned vegetables and fruits Coffee and tea

5 Group Members: Date: MANNY S CORNER CONVENIENCE STORE ITEMS Brown, Carter, and Rodriguez Families Directions: Look at your grocery lists from yesterday. Below you ll see what s in stock at the grocery store where you re shopping. Circle the items you need and write down how many or how much of it you need next to it. If the store doesn t have what you need, choose a substitute or change recipes. Fruits and Vegetables Lettuce (iceberg) Tomatoes (canned) Spinach (canned) Potatoes Apples Bananas Onions Garlic Raisins Pears (canned) Lemons Limes Meats and Fish Chicken nuggets (frozen) Deli meats (turkey, ham) Beef (ground frozen) Fish sticks (frozen) Hot dogs Bacon Dairy Eggs Cholesterol-free egg substitute Milk (whole, 2%, 1%) Yogurt (non-fat, whole milk) Cheeses (full fat) Ice Cream (full fat) Butter Margarine Grains Breads (whole wheat, white) Bagels (white) Rice (brown, white, wild) Tortillas (flour) Pasta (white) Oatmeal (instant) Cereal (sugary) Other Oils (vegetable, corn) Sugar, salt, pepper Vinegar (white) Ketchup, mustard, mayonnaise Juices (apple, orange) Tomato sauce Canned vegetables and fruits Coffee and tea

6 UMOJIS FEELINGS POSTER

Lesson 5. Bag a GO Lunch. In this lesson, students will:

Lesson 5. Bag a GO Lunch. In this lesson, students will: 407575_Gr5_Less05_Layout 1 9/8/11 2:18 PM Page 79 Lesson 5 Bag a GO Lunch In this lesson, students will: 1. Set a goal to change a health-related behavior: eat the amount of food in one food group that