How can we support our local community and bodies with healthy, locally grown chemical free food?
Critical Thinking
Students will think critically about the standard of food production at each stage of the supply chain to identify environmental impact and impacts to human health. Students will design a regenerative farm as a solution to our conventional methods of food production in the United States.
Should companies be able to own the DNA contained in plant seeds?
How can we plan and implement a farm that can grow enough food for our local community?
What effect do chemicals in our environment, specifically the chemicals sprayed on our food supply, have on our bodies?
Who is responsible for keeping our food safe?
Students should be able to defend a position regarding whether or not companies should own the DNA contained in plant seeds.
Students should be able to plan and design a hypothetical regenerative farm that would support themselves for a whole year based on information learned in the course.
Students should be able to articulate an argument in response to the question of who is responsible for keeping our food safe through a socratic seminar.
Students should be able to analyze a food product and research where all of the ingredients are sourced and made in order to make a determination about the sustainability and health of the product.
Written and Oral Discourse - Students will communicate ideas and arguments through writing and through speech
Analysis of Graphs - Students will be able to make observations about various charts and graphs in order to state the main idea of the data.
Presentation Skills - Students will collaborate and present their Regenerative Farm Projects based on specified criteria.
Note taking - Students write key ideas in their lab notebooks so that they may use the resource on labs and other assessments.
Differentiation:
Explicit instruction of expectations for answering questions in complete sentences (TTQA) on formative and summative assessments.
Explicit instruction on lab notebook setup and maintenance throughout the course.
Explicit instruction on reading articles, lab activity instructions, and textbook passages (Bold Words, Headings, Interpreting Diagrams and Charts).
Providing a variety of tools to help students identify different specimens
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Textbook - Living in the Environment G.Tyler Miller and Scott Spoolman
Textbook - Agriscience Fundamentals & Applications L. DeVere Burton
Food Inc. (Documentary)
Farming Simulator
[Our Hidden Google Drive Resource link]