Through literature and simulation, learners gain an understanding of  the concept of hunger and what they can do about it. Students learn about nutrition and counting money as they define hunger and collect loose change to donate to an organization of their choice. Students create "Stop Hunger Buckets" and initiate a school-wide collection of loose change. The proceeds are donated to a nonprofit organization that feeds people who are hungry.

Focus Question: What can we do about the issue of hunger in a world of uneven distribution of resources?

The learner will

• define vocabulary words related to hunger and giving.
• give reasons why some people are hungry.
• identify areas around the world that are in the greatest need for food.
• complete a hunger web/KWL to analyze what is hunger, why people are hungry, what can be done, and who we can work with.
• brainstorm what can be done to stop hunger.
• express their thoughts through journal entries using pictures and/or words.
• come to a consensus on a fundraising project for hunger.

•  set a fundraising goal and predict how they will feel when they reach the goal.

• reflect on why people are hungry in a world with plenty of resources. 

• design "Stop Hunger Buckets" to distribute to other classrooms for collecting loose change. 

• identify coin values and count money (coins).

• compare and contrast healthy and unhealthy foods and identify a balanced nutition meal.
• create posters about hunger and the fundraising campaign. 
• distribute the buckets to classrooms
• promote the project by hanging up posters, speaking to classes, and using other methods determined by the class. 
• collect money from the different classrooms on a regular basis.
• record collected amounts on a chart.analyze graphs with the data from the collections.show what they have learned through their choice of writing, drawing, singing, or acting.
• demonstrate to others the impact of the service-learning project at a demonstration event.

The teacher will observe students in classroom discussions and presentations to informally evaluate whether the students understand what has been taught. The teacher can also use the vocabulary foldables as an assessment of the terms. Group posters can be assessed for accuracy and neatness. Evaluate the journals as complete or not complete, but do not assess the content since it is meant to be a personal reflection. Also, observe student understanding of nutrition information and coin identification in the group activities in Lesson Two: One Coin at a Time.

In this unit, students donate money to a nonprofit organization that feeds people who are hungry. Before Lesson One, explore some different local and global organizations so you can present some options to the students. Include student voice in selecting the appropriate organization. Contact the nonprofit organization selected to determine their actual needs, if applicable. A national organization may make their needs clear on a website. For example, Heifer International makes goal setting easy by naming the price to give a family a certain animal.

Talk to the principal, service leader, and other faculty before starting this lesson. Find out who would like to participate in the fundraising and how and when they would like your students to present to their classes. They may share ideas and resources for the fundraising project or propose their own goals. This will determine how many buckets you purchase and may influence the tone and message of the posters. Note: Be sensitive to the fact that some of your students may have experience with hunger. Make sure your language is inclusive and supportive of all situations. Do not expect children with limited resources to contribute treasure. Children may also contributime or talent to support the project.