Literacy in CTE Lesson Plan

Transcription

1 Literacy in CTE Lesson Plan Instructor: Jayne Vetter Course Title: Culinary Arts 1 Date: Lesson Topic: Food INC Literacy Strategy/s: Essay Graphic Organizer Viewing / Reading / Writing Assignment: Food INC. movie, supplemental articles, 1-page argumentative essay. After completion of the essay, students will be able to: Performance Objectives: Writing Standards: Think through their own perceptions, ideas, and solutions so that they are better prepared to make thoughtful choices about food. Make connections between ways of thinking about the food related issues presented in the film and the big questions we face in life. Develop the knowledge and skills they need to participate in a meaningful public dialogue about food and food systems. Take action to address food related issues in their own lives. Writing Standards for Literacy in Science and Technical Subjects 9 10.WHST.1 Write arguments focused on discipline specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.

2 FACS Standards: Assessment Materials: National Standards for Family & Consumer Sciences Summarize local and global policies, issues, and trends in the workplace and community that affect individuals and families Analyze the effects of food production and services occupations on local, state, national, and global economies Identify characteristics of major food borne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention Demonstrate safe and environmentally responsible waste disposal and recycling methods. 1 page Argumentative Essay, grading posted on assignment information sheet. Assignment Information Food INC DVD Food INC note sheet Hard copies of supplemental articles Graphic Organizer worksheet What is the Literacy Strategy being used? Essay Graphic Organizer Procedure: How will assignments be administered? Entire Class Food INC movie: Watch one chapter at a time, review notes, discuss Teacher will model Graphic Organizer Pairs or Table groups: Discuss movie and article/s. Peer review of Graphic Organizer. Individual: Read article/s. Complete Graphic Organizer. Write essay. Timeline: One Week Total class time Day 1 2: Watch movie, discuss and take notes. Day 3: Graphic Organizer, teacher model, peer review Day 4: Rough Draft, peer review Day 5: Final Essay Extension & Adaptations: Look more closely at the connection between crop subsidies and obesity. Read Michael Pollan s The Omnivore s Dilemma: A Republic of Fat (excerpt) on the POV

3 website. Investigate obesity rates for your area. Refer to maps illustrating state obesity statistics and county obesity rates to determine the prevalence of obesity in your area. How do the statistics for your community compare with those for other areas? Is the obesity rate increasing or decreasing? What accounts for this trend? Then, have students develop personal eating and exercise plans to improve their health. The class can find helpful tips for eating from Michael Pollan on the POV website. Research the accessibility of healthful foods in your community. Read and discuss, The Grocery Gap: Who Has Access to Healthy Food and Why It Matters (PDF file). Then, determine how accessible healthful foods are in your community. One way to do this would be to input the address of your school in Google Maps and use the Search Nearby feature to map grocery stores in the surrounding area. What types of foods are sold at the stores that come up in the search results? Are there any food deserts in the community? What can be done to ensure that everyone has local access to nutritious foods? Tell students to write up their findings and recommendations. Accommodations needed: Extended time for students on individual plans. Hard copies of reading available for those to take home. Website to view movie.

4 CULINARY ARTS: Argumentative Essay Seat #: Food INC Chapter Questions: 1. Do animals have the right to a certain quality of life? 2. Do people have the right to know what is in their food? 3. Who s responsible for keeping our food safe? 4. Should access to healthy food be a right for everyone? 5. When deciding what to eat, should we consider the workers who pick, process, and transport it? 7. Should companies be able to own the DNA contained in plan seeds? 8. Should a company have the power to decide what information to give consumers about the food it produces? Performance Objectives: After completion of the essay, students will be able to: Think through their own perceptions, ideas, and solutions so that they are better prepared to make thoughtful choices about food. Make connections between ways of thinking about the food-related issues presented in the film and the big questions we face in life. Develop the knowledge and skills they need to participate in a meaningful public dialogue about food and food systems. Take action to address food-related issues in their own lives. Assessment: Thoroughly and thoughtfully write a one-page essay that discusses your views about one of the following questions. Make sure you include the following: Writing Standards for Literacy in Science and Technical Subjects 9 10.WHST.1 Write arguments focused on discipline specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline appropriate form and in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. Grading: Food INC notes = 5 pts. Graphic Organizer = 5 pts. 1 page Essay = 15 pts. (3 points for each writing standard) ======= 25

5 Argument Essay Planning Guide Name: Period Title: (Does not have to be a sentence.) Claim: (This is your stance, thesis, or position. This is the point of your whole paper. Write your claim in a complete sentence.) Argument Paragraph #1 Topic Sentence: (Write a Argument Paragraph #2 Argument Paragraph #3 Conclusion: Restate subject, summarize main points, restate claim.

6 Argument Essay Graphic Organizer Name: Period Title: (Does not have to be a sentence.) Red Meat? Claim: (This is your stance, thesis, or position. This is the point of your whole paper. Write your claim in a complete sentence.) The United States dependence on red meat is detrimental to the environment. Argument Paragraph #1 Topic Sentence: (Write a Much of the country s farmland is used to raise crops to feed animals being raised for consumption. Argument Paragraph #2 Growing crops to feed animals being raised for consumption is inefficient. Argument Paragraph #3 Grain feeding animals is costly. - large amounts of feed necessary to raise meet (beef =7-8# feed/1 # meat) (pork = 6# feed/1# meat) (source #1)) - raising crops to feed animals for people to eat is costly and wastes land that could be used for raising grass fed animals instead (source #1) - most crops in U.S. are raised to feed animals, rather than humans (approx. 70 % of crops raised to feed animals, rather than humans) (source #2) - animals raised naturally are healthier to consume and less harmful to the ecosystem (source #2) - significant percentages of soybean and corn crops are grown simply to raise animals, as opposed to those same crops being raised for human consumption (source #1) - this causes environmental issues (ex: the animals passing gas affects greenhouse gasses, nitrous fertilizer used on crops contributes to greenhouse effect, turning forest into pastures or field increases the carbon dioxide in the atmosphere, animal waste produce methane when not properly composted) (source #1) - causes more greenhouse gas emissions than transportation (more than 18% total emissions) (source #3) - hidden costs (source #1) - need 1,000 tons of water to raise one ton of grain (source #1) - approx. 80 percent of ground water used to water crops being grown to feed livestock - fuel is needed to get water to livestock (source #1) - takes far less water to nurture the animals than it does to water the crops used to feed animals (source #3) - the amount of grain needed to feed the animals consumed by humans would feed the equivalent of 800 million people (source #2) Conclusion: Restate subject, summarize main points, restate claim. A commitment by Americans to reduce red meat consumption would improve not only the health of our nation s citizens, but improve the environment as well. Everybody has a part to play in the future.

7 Works Cited Liebman, Bonnie. Six Reasons to Eat Less Red Meat. Nutrition Action Health Letter, June 2013: p Newsletter. Scheer, Roddy, and Doug Moss. How Does Meat in the Diet Take an Environmental Toll? Scientific American.com. Web. June 26, Fuhrman, Joel, M.D. Red Meat: Consider Your Health and the Environment s As Well? Disease Proof. Dr. Fuhrman Online. March 12, Web. June 26, 2013