This integrated unit focuses on the concepts of hunger, philanthropy, and community service. Using song, literature, measurement, maps, art and community interaction, students will explore the principles of philanthropy and gain first-hand experience of giving their time, talent and treasure at a nonprofit organization that feeds the hungry within their own community. 

The learner will:

• define and give examples of philanthropy (in family and community).
• listen and respond to a community leader who visits the classroom.
• write a thank-you note.
• sing a philanthropic song.
• create a placemat.
• complete a KWL chart. 
• compare and contrast images and experiences of people eating together.
• discuss sensitivity issues as related to visiting a soup kitchen.
• practice appropriate behavior while visiting a soup kitchen.
• role-play assigned volunteer jobs within a soup kitchen.
• volunteer time helping in a soup kitchen.
• reflect on the experience in writing.
• create a map using the six components:  Title, Orientation, Author, Date, Legend, and Scale.
• create a map that shows the route from the school to the soup kitchen/food pantry to demonstrate their understanding of location.
• share their maps and experiences with someone at home or other classmates.
• demonstrate understanding of the term idiom.
• illustrate a literal translation of an idiom (this will seem like nonsense).
• verbally explain the meaning of an idiom.
• identify idioms that do not reflect a philanthropic heart. 
• identify idioms in literature text.
• share the idiom illustration projects with a lower elementary classroom.
• read a recipe.
• calculate recipe amounts for a larger quantity.
• use fractions to measure the ingredients.
• work cooperatively with a team to make soup.
• research clay designs and technique related to history and culture.
• follow step-by-step instructions for making a functional pottery piece.
• work cooperatively to plan a fundraising event.
• carry out the service project.
• reflect on the outcomes of the project.

• Assessments are made through teacher observation of student discussion and participation in cooperative activities.
• Lesson One, Attachment One: Essay Rubric provides general guidelines for an essay response to literature.
• Lesson Three:The map should include . . .
  • Title (capitalized)
  • Orientation (compass rose)
  • Author's name
  • Date map was created
  • Legend that explains symbols used
  • Scale that shows how to translate map measurements to actual