Transcript Grade 11 Synthesis Summative Food Safety

Student Name _____________________________Student ID# ______________ Teacher ____________ Course______________
Misssiquoi Valley Union
High School
Missisquoi Valley Union High School
Grade 11 Quarter 3 Synthesis Project
Research
W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Grade Eleven English
Language Arts
3rd Quarter Curriculum,
March 2012
Research Synthesis
Summative
Assessment
4. I can evaluate the relative
authoritative value of my sources
and acknowledge limitations or
alternative interpretations of my
sources.
3. I can interpret significant
details from my sources that
clarify the author’s claim
while supporting my
reasoning.
2. I can select details from
multiple sources that can
be applied to at least two
distinctive reasons for my
claim.
1. I can gather, sort, and
select a set of different texts
to define the background
and controversy of an issue.
Synthesis
W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-gnerated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under einvestigation.
4. Using transitional language, I can
explain how details from multiple sources
connect to my claim.
3. I can apply detailed evidence from
different kind of sources for my claim to
back up my reasons
2. I can give
reasons for my
claim
1. I can make a
claim about an
issue.
Visual Texts
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
“Food Safety and the
Consumer”
4. I can provide alternative
interpretations of the text or key
details, or apply it to a different
point of view.
3. I can explain the significance of
the detail relative to the whole
visual or connect it to a reason or
claim.
2. I can explain the
overall intent and
meaning of the visual
text in its context.
1. I can zoom in on a
detail in a visual text
and explain why I
selected it.
Critical Thinking
RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
4. I can acknowledge the value of
opposing views or the risks and limits
of my own solution.
3. I can recommend the best
solution to an issue and explain
its positive effects.
2. I can explain alternate
sides of how to respond
to the issue
1. I can identify an
issue that needs
attention in society.
Writing - Organization
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.2 Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
4. I use an introduction,
conclusion, and an engaged
writing voice to connect to my
reader and to follow through
on my purpose.
3. I can use transitional language
within paragraphs, and transitional
sentences at the beginning and end of
paragraphs, to refocus the discussion
and tie parts of the whole together.
2. I can use topic sentences
that help indicate progression
from summary, analysis,
interpretation, to evaluation.
1. I can write a
multiple
paragraph essay
with complete
sentences.
Research Organizer
My question:
My claim:
My Sources:
My Reasons:
1.
2
3.
My Specific Text or details for evidence
Research Organizer “TREE” : thesis branching with reasons blooming with evidence
Question:
Thesis:
Evidence
A
B
C
D
E
F
Reason 1.
e
e
e
e
e
e
Reason 2
e
e
e
e
e
e
Sources:
Reasons
Thesis
Opposing Reason
e
e
e
e
e
e
Synthesis Essay Planner Outline :
“Persuading a BEAR up a TREE of others’ knowledge ”
Question:
Thesis:
Acknowledgement / Rebuttal
Reason 1:
Opponent’s Best Reason :
Source ____
Evidence:
Source ____
Opponent Source ____
Evidence:
Evidence:
Reason 2:
My “Judo Flip” Rebuttal:
Source ____
Evidence:
Source ____
Evidence:
Reinterpret opp. Evidence or pull in new
Persuasive Essay Outline :
“Persuading a BEAR with your OWN Knowledge ”
Stipulate the Question: This __________________________________ or That______________________________________
Thesis:
Acknowledgement / Rebuttal
Best Premise : because….
Concede One Opponent’s Premise :
I would agree that…
Evidence:
Evidence:
books
experience
books
ideas
ideas
society
Refutation of a premise “Judo Flip” :
Source ____
However…
Evidence:
Evidence:
history &
society
Elevated Premise: this is important because
Source ____
experience
history &
books
ideas
experience
history &
society
Borrow the
BEAR to
organize the
Synthesis!
Persuade a B.E.A.R.
Best Premise
Elevate the Premise
Grow a T.R.E.E. (x3)
Acknowledge the Opponent
Thesis
Refute a Premise
Reasons
Don’t forget
to
STIPULATE!
Evidence Elaborated
Evidence Doubled
books
ideas
experience
history &
society
BE the
audience!
Check out the “HotTIes”
Hot button language
Techniques explained
Ideas Developed
Hot spot of loaded
language
Hot spot of loaded
language
Technique’s impact on
Technique’s impact on
audience
audience
Hot spot of loaded
language
Technique’s impact on
audience
Check out
this hot
language!
Idea reinforced by language + technique
Analysis is just
taking an essay
apart to show how
it works..
Idea reinforced by language + technique
Idea reinforced by language + technique
Evaluating author’s overarching purpose and overall effect on audience
Source A
“Food and Agriculture: Toward Healthy Food and Farms”, Union of Concerned Scientists:
Citizens and Scientists for Environmental Solutions, http://www.ucsusa.org/food_and_agriculture/
Working to promote sustainable agriculture in the United State
Our agricultural system has lost its way.
Millions of acres of corn, soybeans, and other commodity crops, grown with the help of
heavy government subsidies, dominate our rural landscapes.
To grow these crops, industrial farms use massive amounts of synthetic fertilizers,
herbicides and pesticides, which deplete our soil and pollute our air and water.
Much of this harvest will end up as biofuels and other industrial products—and most of the
rest will be used in CAFOs (confined animal feeding operations) or in heavily processed junk
foods, which seem cheap only because their hidden costs don't show up at the cash register.
Industrial agriculture is unhealthy—for our environment, our climate, our bodies, and our
rural economies.
A Better Way: Sustainable Agriculture
There's a better way to grow our food. Working with nature instead of against it,
sustainable agriculture uses 21st-century techniques and technologies to implement time-tested
ideas such as crop rotation, integrated plant/animal systems, and organic soil amendments.
Sustainable agriculture is less damaging to the environment than industrial agriculture, and
produces a richer, more diverse mix of foods. It's productive enough to feed the world, and
efficient enough to succeed in the marketplace—but current U.S. agricultural policy stacks the
deck in favor of industrial food production.
It's time for new policies that will level the playing field for sustainable farmers.
Source B
Mike Adams, “How to Buy Organic Apples”,
http://www.naturalnews.com/022040_organic_produce_organics.html, September 18,
2007
Source C
Bioengineering of Agriculture Products: Feeding the World or Frankenfoods and Superweeds?
An Informational Report, November 2000, League of Women Voters
With proper safeguards, genetic engineering offers the possibility of foods that benefit consumers.
Examples are breads and oatmeal that help lower cholesterolor vegetables packed with cancer
fighting ingredients. Potatoes could be genetically engineeredto contain a vaccine against
Norwalk virus, a major cause of infectious diarrhea. Canadian scientists have already announced
that they have engineered "Enviropig,"a porker with replicated mouse genes whichproduces
manure with less phosphorus (a key pollutant in farm runoff). Some scientists are altering corn to
produce pharmaceuticals, and bananas to provide vaccines.
Another genetic engineering project is aimedat controlling striga, a weed that parasitizes the roots of
African corn plants. Scientists hope to identify the genes exuding chemicals that attract the striga
and turn them off. A sweet potato has been produced that is protected against deadly mosaic
virus. (Sweet potatoes are a staple diet of both Kenyans and Mexicans.)A virus-resistant
transgenic papaya, which increasesyields, has recently been introduced.
The most far-reaching new product is a modifiedrice strain called "golden rice" containing
betacaroteneto protect undernourished children from illnessand blindness. It is an example of a
finishedproduct targeted at the problem of world hunger.Patent rights to processes used in the
development of"golden rice" have delayed approval of distributionrights. The new rice is the work
of European universityscientists. Several of the owners of the patents tothe genes used in
creating the rice have agreed to waive their right to patents and to give the rice to poor farmers in
the third world in exchange for commercialrights in the U.S. and other affluent world markets.
Source D
Mike Kelly, “Factory Farmed”, Cartoon Syndicate
Source E
“Crop bioengineering: enormous potential for catalyzing international development”,
Peter Gregory, Cornell University and Stanley P. Kowalski, Franklin Pierce Law Center
Bioengineering provides unique and dramatic opportunities for crop improvement. It can be used to
develop crop varieties that would otherwise be unavailable and can facilitate much faster and
more precise ways of developing improved varieties. It can help to increase yields and reliability
and thus reduce food costs for the consumer while helping to control input costs for farmers
through reduced applications of herbicides, pesticides, and fertilizer….
The range of bioengineered crop species available to developing countries must be expanded
significantly if agricultural production is to keep pace with growing populations, diminishing arable
land, relentless urbanization and an ever expanding global appetite for meat consumption.
Whereas multinational life sciences companies have led the research, development and
commercialization of bioengineered crops, their primary focus has been, and will likely continue to
be, on crops with traits having commercial value as global commodities. Meanwhile, many crops
of extreme importance to subsistence and resource-poor farmers around the world have been
neglected. Such crops – often referred to as ‘orphan’ crops because of the relative lack of
research and development applied to them – can be vitally important for nutrition and income in
poor regions. … Moreover, indigenous crops such as tef, quinoa and many types of vegetables
are critical for food security and nutrition on a regional or local basis. Whereas some of the
production constraints associated with these crops are being overcome by conventional breeding
and agronomic approaches, for some crop/constraint combinations bioengineering is the only
answer.
The long-term technological possibilities for bioengineered crops are vast due to breakthroughs in
genomics and bioinformatics. Ultimately plant genes encoding all agriculturallyimportant traits will
be more easily identified and isolated and, through bioengineering, transferred to target varieties.
By facilitating access to, and use of, desirable genes in plant germplasm collections and naturally
occurring genetic resources, the combination of genomics, bioinformatics and bioengineering will
indirectly contribute tothe improved conservation of biodiversity.
Source F
Mike Lester, “Yo quiero Taco Bell..Still? (“I want Taco Bell..Still?”), 2011 Cagle Cartoons
Source G
Chipotle Restaurants Web Advertisement, 2012