Agricultural Issues

Agricultural Issues

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.RST.11-12.1
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to...
CCSS.ELA-Literacy.RST.11-12.2
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing...
CCSS.ELA-Literacy.RST.11-12.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical...
CCSS.ELA-Literacy.RST.11-12.6
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying...
CCSS.ELA-Literacy.RST.11-12.9
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon,...
CCSS.ELA-Literacy.RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept;...
CCSS.ELA-Literacy.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical...
CCSS.ELA-Literacy.RST.9-10.6
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the...
CCSS.ELA-Literacy.RST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support...
CCSS.ELA-Literacy.WHST.11-12.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
CCSS.ELA-Literacy.WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Learning Objective: 

The goal of this activity is to develop a student’s ability to research and present both sides of an issue, in this case controversial advanced food technologies, while practicing the skills necessary to become proficient in the Common Core State Standards for Literacy in Technical Subjects. Teachers can use this activity to develop an understanding of food science trends and controversial issues in food technology to meet Standard 15 in the course. Discussions in class, reading, researching, and writing exercises are coordinated in class to help students construct a technical meaning of their research in a way that “sticks.”

Essential and guiding questions: 

Guiding Questions:

  • Do you think the corn that we eat or the corn we use for animal feed has always been pest and drought resistant out in the fields? How did it become more pest and drought resistant over the years to result in increased production?
  • Does canola oil come from the canola plant? Since it comes from the rapeseed plant, why don’t we call it rapeseed oil? What are the issues surrounding human consumption of rapeseed oil and how has this been addressed to result in canola oil, one of the most popular and healthiest oils on the market?
  • How can the microorganism count on fresh foods be decreased while increasing their shelf life without changing the wholesomeness of these foods?

Unit Variations

Blooms taxonomy level: 
Understanding
Differentiation suggestions: 

Scaffolding and support for special education students, English language learners, and struggling readers: 

Consider pre-teaching synonyms of difficult vocabulary words. Lower-level readers and ELL students can still be challenged without being overloaded with difficulty. This strategy can also be used to differentiate for stronger readers by introducing new, and more challenging, vocabulary. Struggling readers would also benefit from visual aids to illustrate many of the ideas presented. A few pre-selected references, pictures, diagrams, and charts alongside the text will go far to aid students as they dissect these resources provided by the teacher.

Helpful Hints

Note: 

Social, ethnic, racial, religious, and gender bias is best determined at the local level where educators have in-depth knowledge of the culture and values of the community in which students live. TDOE asks local districts to review these materials for social, ethnic, racial, religious, and gender bias before use in local schools.