LESSONPLANTEMPLATE

YourName:RachelBlitz
TitleofLesson:BolivianSchoolChildren&TheirMalnourishedDiets
Grade:3

STANDARDS
(PO1).Describethemajorfactorsthatcouldimpactahumanpopulation(e.g.,famine,drought,disease,
improvedtransportation,medicalbreakthroughs).

(3.W.2)Developthetopicwithfacts,definitions,anddetails.

LESSONSUMMARY/OVERVIEW
Thislessonallowsstudentstolookbackonwhattheyhavelearnedinthesefiveunitsofmalnourisheddietsamong
Boliviaschoolchildrenandwritefactual,descriptivehypothesisonwhatwouldoccurifschoolchildrenreceivedthe
propernutrientsandwerenotmalnourishedontheirdaytoodaydiet.Thislessongivesstudentstousetheir
comprehensionskillsandbeinteractivelyinvolvedbetweentheteacherandtheirpeers.Thislessonbeginswitha
broadoverviewofwhatmalnutritionisandthelinkthishasbetweenthirdworldcountries,povertyandschoolaged
children.

OBJECTIVES
Studentswillbeabletowritetwohypothesesusingfactualevidenceanddefinitionstopredictwhatwould
happen if school children in Bolivia did not have a malnourished diet and the impact this has on a
population.
Studentswillbeabletobuildonideaspresentedinthisweeksunitandfurthertheirknowledgeonthis
topic.
Studentswillbeabletowriteafourparagraphdescriptiveessaysupportingtheirtwohypothesis
Studentswillbeabletounderstandasustainabilitytopicandusesystemicthinkingintheirwriting.

ASSESSMENT/EVALUATION
ThestudentswillbewritingafourparagraphessayonwhatwouldhappenifschoolchildreninBoliviadidnot
experienceamalnutritiondietandtheimpactthishasonthepopulation.
Paragraph1:IntroducingwhataMalnutritionDietis&howthisisfoundcommonlyinBolivianschool
children.
Paragraph2:OnefactonwhatwouldhappenifchildrendidntexperiencemalnutritiondietsinBolivia
Paragraph3:Onefactonhowmalnutritionimpactsthepopulationbythisdisease.
Paragraph4:Conclusion;wrappingupyourtwohypothesis
PREREQUISITEKNOWLEDGE
Previouslytothislesson,studentsmusthavebackgroundknowledgeonwhatamalnutritiondietisandthedefinition
ofathirdworldcountry.Studentswillbeabletogooverthismaterialinabroadcontextinthebeggingofthe
lesson.Studentsmayneedtoreviewoverwhatadescriptiveessayentailswithmuchfacts,supportingevidence,
howtotransitionideas,atopicsentence,athesisandmuchconcretedetail.
MATERIALS
Paper
Ink
Pens
HypothesizeEssayRubric
Pencils
Stapler

VOCABULARY/KEYWORDS
Malnutrition:Notcorrectlyeatingtherightfoodsandnotgettingtherightnutrientstosurvive.
Diet:Theamountoffoodwhatalivingorganismorpersoneatsonadaytoodaybasis
ThirdWorldCountries:Countriesthatarenoteconomicallysecureandhavelimitednecessitiesandresourcesfor
thesocietylivingthere.
Poverty:Aneconomicstatusthatyoucantaffordthebasicneedstosurvive.
Diseases:Adisorderthatimpairsyourhealthmentally,physicallyandemotionally.
Hypothesis:Aquestionthatproposeswhatmayresultofsomething.
TEACHINGPROCEDURES
Gooverthebasicconceptsofwhatwasdiscussedwithintheweeklessonofwhatmalnutritionis,whata
thirdcountryis,thetypeofresourcesthatthirdworldcountriesdonthaveaccess(food),whyBoliviahasa
highrateofthisissueandhowschoolchildrengreatlyfaceamalnourisheddiet.
2. Givestudents34minutesonreflectingbackatthismaterialandseeifanystudentshaveanyquestions
aboutwhattheylearned
3. OncestudentshaveagoodunderstandingofmalnutritioninBoliviais,explaintostudentsthataregoingto
writetwohypothesis.ThefirsthypothesiswillbeonwhatlifewouldbelikeifschoolchildreninBolivia
didnotfaceamalnutritiondiet.Thesecondhypothesiswillbehowthiswouldimpactthepopulationin
Bolivia.(Mayneedtoreviewoverthedefinitionofwhatahypothesisis)
4. Afterstudentsunderstandthis,youwillexplaintostudentsthatthenextstepisforthemtoformulatetheir
hypothesisintoafourparagraphessaythatwillbepresentednextclassperiod.
5. Goingoverthebasicessaywritingelementsoftopicsentence,concretedetails,commentary,howto
supportyourreasoning,concludingsentenceetc.
6. Tellstudentsthattheyaregoingtotakeaclasstriptotheschoollibrarytodosomeresearchandfurther
theirunderstandingonthistopic.(Allowingstudentstocheckoutbooksorusethelibraryscomputerto
helpthemcreatewhattheirhypothesiswillbe)
7. StudentswillbeusingSystemicThinkingtodothisassignment.Studentswillbeprocessingthe
complexityofthisissueandalltheelementsthatconnecttothetopicofmalnutrition.Studentswillbe
usingthissystemicthinkingapproachbyexaminingallthecomponentssuchaspoverty,agriculture,and
growingpopulationetc.toseeonhowalltheseareintertwinewithineachother.
8. Aftergivingstudents30minutestodosomeresearchingattheclassroomlibrary,studentswillpairand
share,discussingwithanotherclassmatesomeoftheirpredictionswillbefortheirtwohypothesis.
9. After10minutesofthis,teacherwillpassoutthehypothesizeessayrubricdiscussingwhatisexpectedwith
inthisassignmentandtheduedate.
10. Givethelast20minutesofclasshavingstudentsdoinganoutlineorroughdraftoftheirfourparagraph
essay.
RESOURCES
Listanyreferencesyouusedtocreatethislesson.Ifyouborrowedideasfromanylessonplanspleasenote
themhere.UseAPAformat.
ScienceStandardArticulatedByGradeLevelGrade3.(n.d.).Retrievedfrom
http://www.azed.gov/standardspractices/files/2011/09/sciencegrade3.pdf
ArizonacollegeandreadyStandardsEnglishlanguagearts.(n.d.).Retrievedfrom
http://www.azed.gov/azccrs/files/2013/10/azccrs35elastandardsfinal10_28_13.pdf
1.

WAYSOFTHINKINGCONNECTION
Provideacompleteexplanationofhowyourlessonplanconnectstofutures,system,strategic,orvalues
thinking.Definethewayofthinkingyouselectedandusedinthislessonplan.Remember,thisshouldbe
includedmeaningfullyinthelessonplan.
Students can see that using systemic thinking, that within a system there are elements and pieces are intertwining
and connect to other things. Systemic thinking allows students to look at a topic (malnourished diets) and examine

what are the problematic elements that cause this. When students can connect the dots that elements such as poverty,
agriculture and population size all come in full circle to the cause of why malnourished diets are occurring to school
aged children in modern day Bolivia, they are ultimately using systemic thinking. When we use systemic thinking
students are able to see how closely all these interrelated components impact the system (malnutrition diet). By
students formulating two hypotheses focusing on depleting the interrelated components of poverty and decreasing
the population size, students can see that the system (the issue of malnutrition) alters as well. Students
understanding that systemic thinking is incorporated in this lesson plan by learning the relationship of the cause and
effect of malnutrition has on Bolivian school aged children. Discussing with the class that when we look at a topic of
an issue we need to examine all the pieces that pertain to why this is occurring. Systemic thinking allows students to
look at this topic of food; in a closer lens and pinpoint substantial reasoning to why this is consistently occurring and
what elements contribute to this issue.