Project Name: Empty Bowls
Facilitator Names: Gwyn Osborne & Heather Lankford
Subject(s): Math, Reading, Writing, Social Studies
Course Name: 3rd Grade
Project Description & Content Topics Addressed:Bowls designed and created by students.
As participating citizens of a community, students will be organizing an event to fight hunger in their community. Students will be learning to be responsible citizens and reflect on how Missouri relies on those citizens. In addition, students will work on drawing conclusions, author’s purpose, main idea, text features, character change, and writing a narrative piece on how they can be responsible citizens in Seneca. Students will also work on estimating, counting money, and adding.
A. Learning Goals: Content Knowledge & Skills Addressed (Standards)
I can explain how the State of Missouri relies on responsible citizen participation and draw implications for how people should participate.
I can draw conclusions and support with evidence from the text.
I can explain the author’s purpose.
I can describe the interaction of characters in a story including relationships and how they change in a grade level text.
I can support the main idea using details of facts from the text.
I can use information gained from illustrations and words to demonstrate understanding of the text.
I can apply a writing process to develop a text for audience and purpose.
I can understand place value and round whole numbers to the nearest ten and hundred.
I can fluently add and subtract within 1,000.
B. Driving Question: How can we, as hunger fighters, help provide food for people locally and globally?
C. Entry Event: After the art teacher discussed creating bowls in art class, students received a letter from the Seneca Food Pantry addressing the need for more resources. Our Community Partner will then meet with students to discuss how the food pantry operates and how it relies on Seneca’s citizens to stay in business. Students meeting with one of our Community Partners and learning about some practices that good waiters and waitresses do.
D. Benchmarks & Scaffolding: We provided scaffolding as needed through small group interventions (workshops).
E. End Products
Bowls, Pottery Project
Bowl Sale & Soup Dinner
Writing Piece (Informative, Opinion, or Narrative)
G. Community Partnerships
Mrs. Howard (Art teacher)
Doris Mead (Seneca Food Pantry)
Macy VanDorn (Restaurant Server)
Inquiry: Students will use their Need to Knows to drive their research on ways to be responsible citizens and fight hunger. Students will have to coordinate an event that will help our community.
Student Voice & Choice
Students had voice and choice in the following aspects of the project:
Designing the bowl
Role for the night of the event
Narrative writing piece
The project was initially serving just our local community, and the students asked the extend it to help fight hunger globally as well.
Authenticity & Relevance (Real-World Connections, Applied Learning, Active Exploration): Students creating flyers to advertise our event.
Students will be:
researching soup recipes, creating grocery list for ingredients
researching ideas for events to fight hunger
planning/organizing event (decorating, serving, counting number of RSVP)
Employability (21st Century) Skills Addressed:
Critical Thinking: Students investigated multiple options for creating an auction for the bowls, organizing soup preparation, desserts, and drinks.
Collaboration: Students worked in groups to design flyers and commercials for advertising purposes. Each group also had a specific role the night of the event which required collaborative planning.
Community: Students worked within the community, greeted customers, collected money, served food, and cleaned up afterwards. Community Partner to learn ways to protect our Earth.
Communication: Students displayed verbal communication through commercials and written communication through flyers and writing pieces.
Creativity: Students had voice and choice on the design of their individual bowls, decorating, and advertising. Students working at the event.
Formative & Summative Assessment Activities: We are a standards based grading district. See rubrics listed above.
Required Materials and/or Tools:
Devices for research
Informational text as well as fictional text to teach reading skills
Examples of Student Work