# Lesson 21

Diario de desperdicio de comida (optional)

## Warm-up: Observa y pregúntate: Desperdicio de comida (10 minutes)

### Narrative

The purpose of this warm-up is to introduce students to the context of food waste, which will be useful when students keep a journal of food waste in a later activity. While students may notice and wonder many things about this illustration, what students consider to be food waste in their neighborhood or community is the important discussion point.

### Launch

• Groups of 2
• Display the image.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 1 minute: quiet think time

### Activity

• “Discutan con su pareja lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

### Student Facing

¿Qué observas? ¿Qué te preguntas?

### Activity Synthesis

• “¿Qué tipos de cosas creen que botamos cuando cocinamos o cuando comemos en casa o fuera de casa?” // "What kinds of things do you think we throw out when we cook or eat at home or outside?” (food scraps, leftover food, spoiled ingredients or food, packaging for food)
• “¿Cuáles son algunas de las razones por las que botamos comida?” // “What are some reasons we throw out food?” (It’s spoiled. It smells or looks bad. We don't want it anymore. It’s too old. It fell on the floor.)
• Record responses and keep it displayed.

## Activity 1: Desperdicio de comida en los Estados Unidos (15 minutes)

### Narrative

The purpose of this activity is to make reasoned estimates about the weight of food waste produced by individuals, families, and the school community each week and each month. Answers will vary widely based on the size of families, the class, and the school. Students use multiplication and division appropriately in their estimates.

MLR7 Compare and Connect. Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “¿Alguien resolvió el problema de la misma manera, pero lo explicaría de otra forma?” // “Did anyone solve the problem the same way, but would explain it differently?” and “¿Cómo se vio en cada método la cantidad promedio de desperdicios de comida?” // “How did the average amount of food waste show up in each method?”

### Launch

• Groups of 2
• “En Estados Unidos, una persona común bota en un año alrededor de 219 libras de basura relacionada con el desperdicio de comida. Vamos a basarnos en ese dato para estimar la cantidad de desperdicios de comida que producimos.” // "The average person in the United States throws out about 219 pounds of trash related to food waste each year. We are going to estimate the amount of food waste we produce based on this data."

### Activity

• 5 minutes: independent work time
• 5 minutes: partner discussion
• Monitor for students who:
• use their result for the month to get their result for the week
• divide 219 by 52 to get the weekly result
• make reasoned estimates

### Student Facing

Una persona común produce 219 libras de desperdicios de comida cada año.

1. Si cada persona desperdicia esa cantidad promedio, ¿aproximadamente cuántas libras de comida desperdicia cada uno de los siguientes grupos en esa cantidad de tiempo? Explica o muestra tu razonamiento.

1. una persona en 1 mes
2. una persona en 1 semana
3. tu familia en 1 año
4. tu clase en 1 año
5. todas las personas de tu escuela en 1 año
2. Hay 16 onzas en una libra. ¿Cuántas onzas de desperdicios de comida produce una persona común en 1 año?

### Activity Synthesis

• Invite students to share their strategies for determining how much food waste they produce per week.
• “¿Les sorprendió la estimación de cuánta comida desperdician en un año todas las personas de su escuela?” // “Were you surprised at the estimate of how much food waste everyone in your school produces in a year?”

## Activity 2: Diario de comida (20 minutes)

### Narrative

The purpose of this activity is to introduce the food journal that students will use to track the food waste they or their families produce for a week. In this activity students practice filling out the journal and estimate the weight of what they throw out. To help students develop a sense for the weight of the food waste, consider bringing in a few common food items or images and display their weights in ounces. A few examples are provided below.

Banana: 4 ounces
Cucumber: 7 ounces
Chicken thigh: 2–3 ounces
Small lemon: 2–3 ounces
Carrot: 2 ounces
Medium apple: 6–7 ounces

Engagement: Develop Effort and Persistence. Invite students to generate a list of shared expectations for group work. Record responses on a display and keep visible during the activity.
Supports accessibility for: Organization, Attention

### Launch

• Groups of 2
• “Piensen en una cosa que esté relacionada con la comida que botaron hoy. Compartan con su compañero lo que pensaron. ¿Por qué botaron la comida? ¿Cuánto creen que pesaba?” // “Think about one thing related to the food that you threw out today. Share with your partner. Why did you throw it out? How much do you think it weighed?”
• 1 minute: partner discussion
• Display food journal.
• Record responses on the food journal.
• “Hagan un esfuerzo para recordar todos los desperdicios de comida que produjeron hoy. Teniendo en cuenta eso, completen la tabla” // “Try your best to think about all the food waste you produced today to complete the table.”

### Activity

• 5 minutes: independent work time
• 5 minutes: partner work time
• Monitor for students who:
• divide the total number of ounces of food waste by 16 to determine the pounds of food waste
• multiply appropriately to compare the estimated pounds of food waste from the previous activity

### Student Facing

Completa la tabla con la información de los desperdicios de comida que produjiste hoy. Prepárate para compartir cómo razonaste cuando estimaste cada peso.
nombre/tipo razón por la que lo boté peso estimado (onzas)
1. ¿Aproximadamente cuántas libras de desperdicios de comida has producido hoy?
2. Vuelve a mirar la actividad anterior: revisa la estimación de las libras de comida que se desperdician semanalmente de acuerdo al promedio nacional. ¿Piensas que la estimación es más de o menos de lo que desperdicias realmente en una semana? Explica tu razonamiento.

### Activity Synthesis

• Invite a few students to share how they found the total pounds of food waste produced.
• Give each student a food waste journal.
• “La próxima semana, van a llevar un registro de los desperdicios de comida que produzcan. Anoten qué botaron, por qué lo botaron y su peso estimado, en onzas” // “For the next week, you will keep track of the food waste you produced. Record what you throw out, why you throw it out, and the estimated weight in ounces.”
• “Los científicos recolectan este tipo de información de muchas ciudades y países de todo el mundo. ¿Por qué esta información es útil para ellos?” // “Scientists collect this kind of information for cities and countries all over the world. Why is this information helpful to them?” (to see why people are throwing things out and see how to reduce it, to see how much food waste is going to landfills, to learn what is in food waste and see how that affects the environment)

## Activity 3: Analicemos nuestros diarios de comida [OPTIONAL] (20 minutes)

### Narrative

The purpose of this activity is for students to analyze their completed food waste journals. Students begin the activity by sharing their food journal with a partner and discuss a few things they notice. Then they use the data from the journal and their experience with multiplying and dividing large numbers in this unit to estimate how much food waste they might produce in a month and in a year. They compare those results to the national average and discuss some possible reasons for the difference.

### Launch

• Groups of 2
• “Comparte con un compañero tu diario de desperdicio de comida. ¿Qué observan mientras examinan sus diarios?” // “Share your food waste journal with a partner. As you look over your journals, what do you notice?”
• “¿En qué se parecen? ¿En qué son diferentes?” // “What is the same? What is different?”

### Activity

• 10 minutes: independent work time
• 2 minutes: partner discussion

### Student Facing

Usa tu diario de desperdicio de comida para responder las preguntas. Prepárate para compartir.

1. ¿Cuántas libras de desperdicios de comida produjeron tú o tu familia en una semana?
2. Si cada semana produces aproximadamente la misma cantidad de desperdicios de comida que anotaste en tu diario, ¿cuánta producirías en un mes?, ¿en un año?
3. En Estados Unidos, una persona común produce 219 libras de desperdicios de comida al año. Con su pareja, piensen en qué razones explicarían las diferencias entre sus datos y los de una persona común.

### Activity Synthesis

• See lesson synthesis

## Lesson Synthesis

### Lesson Synthesis

“Esta semana recolectamos información sobre los desperdicios de comida que producimos. Usamos esa información para estimar cuánta comida desperdiciamos en todo un mes o en todo un año” // “This week, we collected information about the food waste we produce. We used that information to make estimates about how much food waste we might produce over a whole month or a whole year.”

Invite a few students to share how much food waste they will produce in a year and some reasons for any difference between their figure and the national average.

“Cuando revisaron su diario de desperdicio de comida, ¿qué información les sorprendió?” // “As you looked over your food waste journal, what information surprised you?”

“¿Qué otras preguntas relacionadas con el desperdicio de comida podríamos explorar?” // “What other questions can we explore about food waste?” (Where does it all go? How can we reduce food waste? Is there a difference in the amount of food waste produced by vegetarians and those that eat meat? Does eating out or eating at home produce more food waste?)