- This unit includes four lessons and two student working days that culminate in students designing an interactive audio and visual display using emaze. The purpose of this visual display is to document their journey throughout the process of becoming familiar with the traceability (and sometimes lack thereof) of beef, produce, and seafood regulations. With their visual displays, they will be able to educate their family, peers, and the public about food consumption choices and provide background knowledge about its origins.
Using inquiry-based reading and reading apprenticeship strategies, students will explore an anchor text as well as two supplemental texts which they will use to develop their own essential and supporting questions to guide their research. AP Environmental students will explore a variety of texts and resources to increase their knowledge and awareness of where our food (seafood, beef, and produce) in the United States originally is located, how it was obtained, and the laws that govern the process behind the scenes.
- Education, Life Science
- High School
- Grade 10, Grade 11, Grade 12
- Material Type:
- Activity/Lab, Homework/Assignment, Unit of Study
- Lori Zeman, Justin Pierce, Kortney Kavanagh
- Date Added:
- Creative Commons Attribution Non-Commercial Share Alike
- Media Format:
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Wow Lori - this is really a nice - you and your team did an outstanding job. I love the use of Emaze for the final project. At first I was surprised by the date of your anchor text, but it ties in so well with The Jungle. I would be interested to learn how you fostered inquiry in the lesson - if you did any prep work prior to the lesson to help bring the questioning full circle. Very nice!
We really struggled at first with finding an anchor text that was OER and it all kind of fell into place once we went the Jungle and government documents route. The kids found it really interesting to compare how things are now verse back then.
This is an incredibly interesting topic and I love how you incorporated different reading strategies and the technology presentation - it is a great example of blended learning. One of your driving questions was "How can one change a person’s perspective in our current technology based culture?", and I was unclear as to where this question fell in relation to the rest of the unit. Is it one of Justin's standards?
I think our goal was to have that cumulative presentation they created with the E-Maze be educational. So that if anyone were to watch the presentation, it would educate them on food safety laws differ. I'll look into re-wording it. :)
I really like your topic because this is a very relevant topic to the students and their everyday lives. I like that they students used a digital tool that is not a typical one like PowerPoint but something a little different.
One thing I wonder would be if you could reformat your anchor text so that it has embedded questions and is editable so that it is not images but text that can be interacted with to incorporate your jigsaw pieces directly into that document.
I do really like that you have them write a reflection paper, the rubric provides a clear road-map of what is expected of the student's reflection.
I really like your topic - it is fascinating, timely, and appealing to students. It has a direct implication in their lives.
I think where you say obtainment you really mean attainment.
The project could have been strengthened if they had added the real world component by having members of the community provide feedback. i.e. having the fishmonger at the grocery store, butcher at the local market, or a poultry farmer provide insights on the project.
I like that they includes a reflective component for students that so many times students submit the work and that is the end.
I really like the ongoing timeline because it really gave the project a sense of continuity.
Additionally I like the set up of your rubric for evaluation the final emaze but I wonder if you could make this rubric digitally which would allow for easily collaboration between evaluators.
Since they are screen shots of a government document from so long ago, you can easily manipulate the screen shots into desired section without having to re-type it if you so desired.
We thought it had good appeal so I'm glad everyone else does too.
We did have students interview a person behind the meat counter at a local grocery store to get community feedback. It would have been cool though if we had brought in the local community to be educated by the students on this topic.
Making the rubric digital is a good idea. Would make collaboration easier.