Lessons
1 Introduction to Research Project: How Do GMOs Influence Our Access to Healthy Food?
2 Introduce Internet Research: GMOs
4 Introduce Independent Research Case Studies
5 Independent Research: Case Study
6 Mid-Unit 2 Assessment: Research Climate Change and Food Shortages
7 Write an Informative Essay: Analyze a Model
8 Write an Informative Essay: Analyze a Model and Plan an Introduction
9 Write an Informative Essay: Plan Proof Paragraphs
10 Draft an Informative Essay (Lessons 10-11)
11 Draft an Informative Essay (Lessons 10-11)
12 End of Unit 2 Assessment, Part I: Desktop Teaching Activity Lesson Plan
13 Desktop Teaching Activity: Present Research Findings
14 End of Unit 2 Assessment, Part II: Desktop Teaching Activity: Access to Healthy Food
Unit Description
In Unit 2, students are introduced to new research skills as they work together to research how GMOs impact access to healthy food. Students choose a second topic about access to food—pesticides, organic food, food deserts, or high-fructose corn syrup—and begin to conduct internet research independently. This prepares students for their mid-unit assessment, in which are given a new research question and are assessed on their research skills.
In the second half of Unit 2, students plan and draft an informative essay using the Painted Essay® structure, explaining how the topic they chose to research impacts access to healthy food. For their end of unit assessment, students prepare a short lesson to present their findings to their classmates and include visuals in their presentations.
Preparation and Materials
Ensure that families are aware of the sensitive content of The Omnivore's Dilemma and the research topics, and prepare students who may be affected by this content in advance.
The case studies in this unit investigate healthy and sustainable food choices. Access to healthy foods often depends on affordability and location, and students and families may have varied access to healthy foods. As a result, these case studies may be sensitive for students to explore. The topic of high-fructose corn syrup may be a sensitive issue for students discovering its lack of nutritional value. Families may not be able to purchase foods without high-fructose corn syrup. The topic of food deserts may be sensitive for students and families who live in food deserts and do not have access to fresh fruits and vegetables, or students who were previously unaware of food deserts. Learning about pesticides, GMOs, and organic foods may be sensitive for students and families, especially those who may not have access to organic foods. As students study these topics, they may find some information to be shocking or upsetting. Allow time for students to process and respond to these topics during individual, small group, or full class discussion, and reach out to families as needed.
The following materials are introduced in this unit and referenced throughout both the module and the school year:
Researcher's Toolbox
Research Mini Lessons
Track Progress: Research
Habits of Character/Social-Emotional Learning Focus
Central to the EL Education curriculum is a focus on "habits of character" and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service).
In this unit, students focus on working to become ethical people as they show compassion and empathy for those who may have different levels of access to healthy food choices. Students also focus on working to become effective learners as they show perseverance and collaboration to learn and practice new research and speaking skills.
Texts
The Omnivore's Dilemma (Young Readers Edition)
by Michael Pollan
one per student