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ELA G8:M4:U2

Researching Consequences and Stakeholders of Michael Pollan’s Four Food Chains

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Determining Cascading Consequences Using The Omnivore’s Dilemma: Industrial Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can generate additional research questions for further exploration. (W.8.7)
  • I can analyze The Omnivore’s Dilemma to determine the cascading consequences of the industrial food chain
  • Industrial Food Chain Cascading Consequences chart
  • None

Lesson 2Preparing for Further Research: Industrial Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can generate additional research questions for further exploration. (W.8.7)
  • I can develop a supporting research question to help me focus my research.
  • I can evaluate research sources to choose the most appropriate one to answer my supporting research question.
  • None

Lesson 3Further Research: Industrial Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can use several sources in my research. (W.8.7)
  • I can gather relevant information from a variety of sources. (W.8.8)
  • I can use search terms effectively. (W.8.8)
  • I can evaluate the credibility and accuracy of each source. (W.8.8)
  • I can quote and paraphrase others’ work while avoiding plagiarism. (W.8.8)
  • I can use a standard format for citation. (W.8.8)
  • I can use research skills to determine the consequences of the industrial organic food chain.
  • I can devise a supporting research question to help me focus my research.
  • I can identify the relevant information in a research source to answer my supporting research question.
  • I can evaluate the credibility and accuracy of a source.
  • I can quote and paraphrase others’ work while avoiding plagiarism.
  • Researcher’s notebook
  • None

Lesson 4Adding to Cascading Consequences and Stakeholders: Industrial Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can use my research to add to the Cascading Consequences chart for Michael Pollan’s industrial food chain.
  • I can determine the stakeholders affected by the consequences of Michael Pollan’s industrial food chain.
  • Cascading Consequences chart
  • Stakeholders chart
  • None

Lesson 5Determining Cascading Consequences Using The Omnivore’s Dilemma: Industrial Organic Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can generate additional research questions for further exploration. (W.8.7)
  • I can determine the cascading consequences of the industrial organic food chain using The Omnivore’s Dilemma.
  • I can develop a supporting research question to help me focus my research.
  • Industrial Organic Food Chain Cascading Consequences team charts
  • Exit Ticket: Developing a Supporting Research Question: Consequences of Industrial Organic Food Chain 
  • None

Lesson 6Using Search Terms for Further Research: Industrial Organic Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can use several sources in my research. (W.8.7)
  • I can gather relevant information from a variety of sources. (W.8.8)
  • I can use search terms effectively. (W.8.8)
  • I can evaluate the credibility and accuracy of each source. (W.8.8)
  • I can quote and paraphrase others’ work while avoiding plagiarism. (W.8.8)
  • I can use a standard format for citation. (W.8.8)
  • I can use research skills to determine consequences of the industrial organic food chain.
  • I can list the criteria of credible research sources.
  • I can choose the most effective search terms to find relevant research sources to answer my research question.
  • I can identify the relevant information in a research source to answer my research question.
  • None

Lesson 7Adding to Cascading Consequences and Stakeholders: Industrial Organic Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can use my research to add to the Cascading Consequences chart for Michael Pollan’s industrial organic food chain.
  • I can determine the stakeholders affected by the consequences of Michael Pollan’s industrial organic food chain.
  • Cascading Consequences charts
  • Stakeholders charts
  • MLA citations in researcher’s notebooks
  • None

Lesson 8Determining Cascading Consequences Using The Omnivore’s Dilemma: Local Sustainable Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can generate additional research questions for further exploration. (W.8.7)
  • I can determine the cascading consequences of the local sustainable food chain using The Omnivore’s Dilemma.
  • I can develop a supporting research question to help me focus my research.
  • Team Local Sustainable Food Chain Cascading Consequences chart
  • Exit Ticket: Developing a Supporting Research Question: Consequences of Local Sustainable Food Chain
  • None

Lesson 9Further Research: Local Sustainable Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can use several sources in my research. (W.8.7)
  • I can gather relevant information from a variety of sources. (W.8.8)
  • I can use search terms effectively. (W.8.8)
  • I can evaluate the credibility and accuracy of each source. (W.8.8)
  • I can quote and paraphrase others’ work while avoiding plagiarism. (W.8.8)
  • I can use a standard format for citation. (W.8.8)
  • I can use research skills to determine consequences of the local sustainable food chain.
  • I can cite sources using MLA format.
  • I can choose the most effective search terms to find relevant research sources to answer my research question.
  • I can evaluate the credibility and accuracy of a source.
  • I can quote and paraphrase others’ work while avoiding plagiarism.
  • I can identify the relevant information in a research source to answer my research question.
  • Researcher’s notebook
  • None

Lesson 10Adding to Cascading Consequences and Stakeholders: Local Sustainable Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can use my research to add to the Cascading Consequences chart for Michael Pollan’s local sustainable food chain.
  • I can determine the stakeholders affected by the consequences of Michael Pollan’s local sustainable food chain.
  • Team Local Sustainable Food Chain Cascading Consequences charts
  • Local Sustainable Stakeholders charts
  • None

Lesson 11Mid-Unit Assessment: Research Simulation

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can use several sources in my research. (W.8.7)
  • I can generate additional research questions for further exploration. (W.8.7)
  • I can gather relevant information from a variety of sources. (W.8.8)
  • I can use search terms effectively. (W.8.8)
  • I can evaluate the credibility and accuracy of each source. (W.8.8)
  • I can quote and paraphrase others’ work while avoiding plagiarism. (W.8.8)
  • I can use a standard format for citation. (W.8.8)
  • I can devise a research question to help me focus my research.
  • I can identify the relevant information in a research source to answer my research question.
  • I can evaluate the credibility and accuracy of a source.
  • I can choose the most effective search terms to find relevant research sources to answer my research question.
  • I can quote and paraphrase others’ work while avoiding plagiarism.
  • I can cite sources using MLA format.
  • Mid-Unit 2 Assessment: Research Simulation
  • None

Lesson 12Determining Cascading Consequences Using The Omnivore’s Dilemma: Hunter-Gatherer Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can generate additional research questions for further exploration. (W.8.7)
  • I can determine the cascading consequences of the hunter-gatherer food chain using The Omnivore’s Dilemma.
  • I can develop a supporting research question to help me focus my research.
  • Team Hunter-Gatherer Food Chain Cascading Consequences chart
  • Exit Ticket: Developing a Supporting Research Question: Consequences of Hunter-Gatherer Food Chain
  • None

Lesson 13Further Research: Hunter-Gatherer Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can use several sources in my research. (W.8.7)
  • I can gather relevant information from a variety of sources. (W.8.8)
  • I can use search terms effectively. (W.8.8)
  • I can evaluate the credibility and accuracy of each source. (W.8.8)
  • I can quote and paraphrase others’ work while avoiding plagiarism. (W.8.8)
  • I can use a standard format for citation. (W.8.8)
  • I can use research skills to determine consequences of the hunter-gatherer food chain.
  • I can devise a research question to help me focus my research.
  • I can identify the relevant information in a research source to answer my research question.
  • I can evaluate the credibility and accuracy of a source.
  • I can choose the most effective search terms to find relevant research sources to answer my research question.
  • I can quote and paraphrase others’ work while avoiding plagiarism.
  • I can cite sources using MLA format.
  • Researcher’s notebook
  • Exit Ticket: Reflection Questions
  • None

Lesson 14Adding to Cascading Consequences and Stakeholders: Hunter-Gatherer Food Chain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can use my research to add to the Cascading Consequences chart for Michael Pollan’s hunter-gatherer food chain.
  • I can determine the stakeholders affected by the consequences of Michael Pollan’s hunter-gatherer food chain.
  • Team Hunter-Gatherer Food Chain Cascading Consequences charts
  • Hunter-Gatherer Stakeholders charts 
  • None

Lesson 15Writing a Position Speech: Which Food Chain Would Be Best?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can present claims and findings in a focused, coherent manner (use relevant evidence, sound reasoning, and well-chosen details). (SL.8.4)
  • I can make a claim supported by reasons and evidence from research.
  • Position Speech Rubric (content section only for Birke Baehr speech)
  • Completed Position Speech graphic organizer 
  • None

Lesson 16Creating a Visual Component for the Speech: End of Unit Assessment Preparation and Practice

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can present claims and findings in a focused, coherent manner (use relevant evidence, sound reasoning, and well-chosen details). (SL.8.4)
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.8.4)
  • I can integrate multimedia components and visual displays in a presentation to clarify information, strengthen claims, and add emphasis. (SL.8.5)
  • I can adapt my speech for a variety of contexts and tasks, using formal English when indicated or appropriate. (SL.8.6)
  • I can demonstrate effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation).
  • I can appropriately use a visual component to clarify, support, and emphasize the content of my speech.
  • Stars and Steps

Lesson 17End of Unit 2 Assessment: Presentation of Position

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can present claims and findings in a focused, coherent manner (use relevant evidence, sound reasoning, and well-chosen details). (SL.8.4)
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.8.4)
  • I can integrate multimedia components and visual displays in a presentation to clarify information, strengthen claims, and add emphasis. (SL.8.5)
  • I can adapt my speech for a variety of contexts and tasks, using formal English when indicated or appropriate. (SL.8.6)
  • I can present my claim about which food chain would best feed all the people in the United States using relevant evidence, sound reasoning, and well-chosen details.
  • I can adapt my speech for an audience of adults.
  • End of Unit 2 Assessment: Position Speech
  • None

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