Effects of Mass Production on Food

Effects of Mass Production on Food

Author: Veronica Blake

Interpret and analyze expository text using story elements a, point of view and theme.

 Use group discussion skills to assume leadership and participatory roles within as assigned project to reach a group goal.

 Demonstrate knowledge of strategies needed to prepare a credible research report. (e .g. notes, planning sheets.)

 Produce oral presentations and written documents using supportative research and incorporating contemporary technology.

 Using contemporary, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats.

 Prepare and deliver oral presentations based on inquiry or research.

 Demonstrate ways (ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension

Deliver planned and informative and persuasive oral presentations using visual aids and contemporary technology as individuals and members of a group, demonstrate organization, clarity, vocabulary, credible and accurate supporting evidence.

The purpose of this lesson is to inform students of the regulatory obligation the United States Department of Agriculture (USDA) has to the public to our food supply.  Can this government agency really be trusted? The USDA is a regulatory authority over genetically modified foods (GMO) and it is important that their track record is made known to consumers.  Have you ever wondered how some foods end up in the meat section, and the shelves of the grocery store?  Is it possible that these foods slipped through the cracks?  Have you ever been told who had the responsibility to inspect and approve the items for sale in the stores?  What are the existing laws to prevent this from happening?  Many factors contribute to the USDA’s failure to adequately regulate GMOs’.  Through research, students will uncover the roots of failure by USDA and GMO’s.  The goal of this unit is to maximize students’ ability to use the writing process, utilize their thinking and listening skills and understand authority driven data in order to help them to make decisions.  Students will be assigned teams, given a role on their research team and create a presentation which takes a position of debate that must be justified. Students will be supplied a rubric of requirements.  The first two weeks of the lesson will require students to become familiar with the process through gathering, reading, analyzing, and summarizing the research material, the second two weeks will comprise writing the research paper using the scientific method, and incorporation of the strategies used for understanding narrative text, and utilizing the writing process.  The actual writing of the research paper will be collaborative, which will support the efforts of lower and higher learners. Struggling students find it difficult to write a research paper so I have chosen collaborate research writing using the KWL chart as a model to spearhead the process. Collaborative writing is a scaffolding process that decreases students’ fear of writing and sharing their ideas. I will   provide students with a step-by-step process that is easily digested, and the progress on the paper they are writing will hold their interest and keep them highly motivatied.

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"Food, Inc." is a documentary that aims to change the way America eats and the way American food is produced. According to the film's makers, large is bad and small is good. Foods shipped from a distance are to be shunned while foods from local farmers should be embraced.

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Source: americanagriwomen.org/files/​response%20to%20food%20inc.pdf