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7th, Middle School Grades  Project 5 weeks

Aloha Plates to Empower!

Keanah F
CCSS.ELA-Literacy.RL.8.6
CCSS.ELA-Literacy.RI.7.10
CCSS.ELA-Literacy.W.7.7
CCSS.ELA-Literacy.RI.6.5
2-CS-03
+ 11 more
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Purpose

The purpose of this project is to engage students in addressing food insecurity in Hawaii through hands-on, community-focused learning. By collaborating with local food banks and participating in research and volunteer activities, students will develop critical thinking, communication, and collaboration skills. This project aims to deepen students' understanding of social and environmental factors contributing to food access issues while fostering a sense of agency and connection to their community. Through organizing events such as food drives and exhibitions, students will practice effective communication and reflect on their contributions to meaningful social change.

Learning goals

The learning goals for this project are to enhance students' understanding of food insecurity in Hawaii by exploring its social, economic, and environmental dimensions. Students will develop their research, analytical, and communication skills through project-based activities such as conducting interviews, creating visual artifacts, and presenting findings to community stakeholders. They will engage in self-directed learning, critical thinking, and collaboration by designing and executing food drive campaigns, analyzing data, and reflecting on community engagement experiences. This project aims to cultivate a strong academic mindset, empowering students with a sense of belonging and purpose through meaningful contributions to their community.

Standards
  • [Common Core] CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
  • [Common Core] CCSS.ELA-Literacy.RI.7.10 - By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • [Common Core] CCSS.ELA-Literacy.W.7.7 - Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
  • [Common Core] CCSS.ELA-Literacy.RI.6.5 - Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
  • [Computer Science Teachers Association] 2-CS-03 - Systematically identify and fix problems with computing devices and their components.
  • [National Council for the Social Studies] D2.His.6.6-8 - Analyze how people's perspectives influenced what information is available in the historical sources they created.
  • [Common Core] CCSS.ELA-Literacy.CCRA.R.10 - Read and comprehend complex literary and informational texts independently and proficiently.
  • [Common Core] CCSS.ELA-Literacy.RI.8.10 - By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6—8 text complexity band independently and proficiently.
  • [Common Core] CCSS.ELA-Literacy.CCRA.R.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • [Common Core] CCSS.ELA-Literacy.RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.

Products

Over the course of the project, students will engage in hands-on activities to develop and present tangible products that reflect their learning. They will design and execute a 'Food Reality Diaries' exhibition showcasing journal entries and visual narratives from their experiences at food banks. Additionally, students will create 'Impact Posters' through data analysis on local food deserts and grocery price comparisons, set up during an interactive gallery walk. Furthermore, students can collaboratively organize and host a school food donation drive, taking steps to establish an on-campus food pantry to address food insecurity in their school community.

Launch

Begin with an interactive 'Food Truths Lab,' where students investigate local food deserts using maps of Hawaii. Facilitate activities for students to analyze grocery price disparities and discuss how accessibility impacts communities. Invite guest speakers from local food banks to provide insights and engage students in a thought-provoking dialogue about food insecurity.

Exhibition

Students will showcase their learning outcomes through a dynamic 'Impact Gallery Walk' where they present their visual data findings, such as 'Impact Posters', and 'Food Reality Diaries' entries, documenting insights from the food production process to daily consumption realities in Hawaii. Community partners, family members, and peers will be invited to explore the presentations, engaging directly with students who will explain the significance of their work and its impact on addressing food insecurity. Additionally, a 'Voice for Change Café' will be organized to facilitate interactive discussions, allowing students to articulate proposed solutions, backed by their research and reflections, fostering a collaborative dialogue on actionable steps to alleviate food insecurity within their community.