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Fruit Smoothie/Corn Hair
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WhoPutstheFruitinMySmoothie&WhyIsThereCorninMyHair?
http://corninmyhair.weebly.com/
Lesson#1FromFieldtoHairFollicle:YouAreWhatYouEatLesson#2GeneticallyModifiedOrganisms:What,Where,How,andWhy?
Lesson#3GMOs:MostlyGoodorMostlyBad?Lesson#4FarmersMarketsandGMOs:TheImpactontheFutureofourFood
Youreallyarewhatyoueat.Yourgenerationisthefirsttogrowupwithgeneticallymodifiedorganisms(GMOs)inthefoodsupply,andyoumightnotevenrealizeyoureeatingthem!ExploretheissueofGMOsfromseveralperspectives:thecellsinyourbody,thegroceriesinyoursupermarket,thelocalfarmsinyourcommunity,andtheagribusinesscomplexacrossthecountryandaroundtheglobe.Dotheyhavea
positiveornegativeimpactonagriculturalsustainability? DevelopyourownperspectiveontheGMOcontroversy.
Becomeinformedaboutcurrentfoodoptionsasyoubegintoponder,WhatWillBeOurFutureFood?(Andcreateyummysmoothiesintheprocess.)
Howdoesthewayfoodisgrownimpacthumansandtheenvironment,andhowcanourperspectivesinfluencefoodrelatedissuesathome,school,andinthelocalandglobal
community?
BrendaSaundersMoultrieandLauraChesnutSPED6402Spring2015EastCarolinaUniversity
Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
CONTENTRESEARCHPAPER
Agriculturalsustainabilityisavastandvariedtopic.Afterscanningandperusingmany
sources,fromsimplechildrensbookssuchasHowDidThatGettoMyTable:OrangeJuice?,
byPamRosenberg,tocomplexarticlesonthewebsiteofDukeUniversitysNicholasInstitute
forEnvironmentalPolicySolutions,finally,abriefsegmentatthebeginningofthedocumentary
film,KingCorn:YouAreWhatYouEat(MosaicFilms,2007),helpedclarifyaprimary
perspectiveforoursummercampunit.Inthefilm,Dr.SteveMacko,achemistfromthe
UniversityofVirginia,says,Hairisacontinuousrecorder.Itsataperecorderofdiet.
[Anything]thatspartofmydietwilleventuallyfinditswayintomyhair.Anisotypeanalysis
ofIanCheneyshairrevealscorntobethedominantcarboninIansbody.Thus,froma
microscopiccellularperspective,thegeneticmodificationofcornandthesubsequent
proliferationofcornproductsandbyproductsthroughoutourfoodsourceshasledtocorninour
hair.Cornisageneticallyengineeredcropthathaspervadedourdietsformanyyearsandwill
continuetodoso.Thepurposeofthispaperistoexamineissuessurroundingtheuseof
geneticallymodifiedorganisms(GMO)inourcurrentandfuturefood.Somequestionsthatwill
beansweredtohelpbuildbackgroundonthetopicare:Whataregeneticallymodifiedorganisms
andGMfoods?Whyaretheyproduced?IsthesafetyofGMfoodsassesseddifferentlyfrom
conventionalfoods?HowisasafetyassessmentofGMfoodconducted?Whatarethemain
issuesofconcernforhumanhealth?Whataretheissuesofconcernfortheenvironment?The
questionalsoathandiswhetherGMOuseisnecessaryandbeneficialforfeedingthecurrent
populationandtheprojected9billionpeoplethatwillinhabittheearthby2050.
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
WhatareGMOs(geneticallymodifiedorganisms?GMOsarelivingorganismsthathave
hadtheirgeneticmakeupmanipulatedinalaboratory.Thegeneticmodification(GM)occurs
byisolatingandremovingthegeneticmaterialfromoneorganismandinsertingitintoanother.
Thegeneticmaterialcancomefromplants,animals,ormicroorganisms(bacterialorviral).The
processallowstheorganismtoacquireadesirabletraitsuchaspestprotection,herbicide
resistance,orimprovednutritionalqualities,whichallseemtobevalidreasonsforusing
geneticallymodifiedorganismsratherthanallowingnaturetotakeitscourse.
WhyareGMfoodsproduced?Geneticengineeringoffersatimesavingmethodfor
producinglarger,higherqualitycropswithlesseffortandexpense.TheprocessofGMis
nothingnew.Wehaveseedlesswatermelons,bicolorsweetcorn,andseedlessgrapes,toname
afew.Ithasbeenestimatedthat70%ofallprocessedfoodsintheUnitedStatescontainatleast
onegeneticallymodifiedingredientusuallyaproductofsoyplants.Retrievedfrom
http://learn.genetics.utah.edu.
IsthesafetyofGMfoodsassesseddifferentlyfromconventionalfoods?Theguiding
principleintheevaluationofBDfoodsbyregulatoryagenciesinEuropeandtheU.S.isthat
theirhumanandenvironmentalsafetyismosteffectivelyconsidered,relativetocomparable
productsandprocessescurrentlyinuse.Fromthisarisestheconceptofsubstantial
equivalence.Ifanewfoodisfoundtobesubstantiallyequivalentincompositionandnutritional
characteristicstoanexistingfood,itcanberegardedasbeingassafeastheconventionalfood
(FDA,1992Kuiperetal.,2001Maryanski,1995OECD,1993)anddoesnotrequireextensive
safetytesting.Retrievedfromhttp://toxsci.oxfordjournals.org.
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
HowisasafetyassessmentofGMfoodconducted?ThreefederalagenciesregulateGE
(geneticallyengineered)foodsinthiscountry.TheU.S.DepartmentofAgriculture(USDA)
overseesenvironmentalconcernssuchasfieldtestingandthespreadofgeneticallyengineered
traitstonontargetplants.TheU.S.EnvironmentalProtectionAgency(EPA),accordingtothe
termsoftheU.S.FederalInsecticide,Fungicide,andRodenticideAct(FIFRA),regulatesthe
distribution,sale,use,andtestingofplantsandmicrobesthatproducepesticidalsubstances.
Whatarethemainissuesofconcernforhumanhealth?Manydevelopednationsdonot
considerGMOstobesafe.ManystudiesconductedonanimalsindicatethatGMOfoodscan
leadtoinfertility,immuneproblems,acceleratedaging,insulinregulation,changesinmajor
organs,andchangesinthegastrointestinalsystem.
Whataretheissuesofconcernfortheenvironment?GMOcropscancausesuperweedsto
growduetoweedsbecomingresistanttoherbicides,duetoadaptations.GMOcrops
contaminatenearbywatersupplies,thus,alsoaffecttheaquaticlifewithinthewater.Beneficial
helpfulinsectsmaybeharmedandlesssignificantinsectswillbepronetobecomingpests.
PollenfromGMOcropsandtreescancontaminatesurroundingcropsandtrees,thoughthetrue
effectsarenotknown.
ThescientifichistoryofgeneticmodificationusuallybeginswiththeimageofGregor
Mendel,theMoravianmonk,breedingpeasinhismonasterygardenacenturyandahalfago
(Pringle,2003,p.9).However,farmerswereselectivelybreedingandmodifyingplantsand
animalsthousandsofyearsbeforeMendelrecordedhisfindingsinajournalin1856(Gay,
2008).Itmadegoodsurvivalsensetoreplantonlytheseedsfromthehardiestand
highestyieldingplants,tobreedthestrongestanimalswitheachother.Ancientfarmerswere
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
givingnaturealittlenudgetoensurethatthefittestorganismssurvivedinordertobenefitthe
livesofhumans.Mendelhadnowayofknowingthathisexperimentsusingtweezersandatiny
paintbrushtocrosspollinatepeas,wouldleadtogeneticengineeringwithhighlysophisticated
techniquesforswappinggenesfromonespeciestoanotherpowerfullaboratorytoolsand
enzymesthatsnipofftheprecisepiecesofDNAthatwewanttosplice(Pringle,2003,p.11).
Geneticengineeringhasadvancedquicklyinthelast50years.InherbookSuperfoodor
Superthreat:theIssueofGeneticallyEngineeredFood,KathrynGaytracesthecreationofviable
GMOstothe1970swhenscientistsfoundawaytotransferpiecesofDNAbetweenorganisms
(p.11),thusopeningthepathtogeneticallymodifiedfood.Inthe1980s,researchersatCalgene,
abiotechcompanyinDavis,California,locatedthegenethattriggerstherottingprocessin
tomatoes,reverseditsDNAsequenceandslowedtheprocess,therebycreatingvineripened
tomatoes.TheUnitedStatesFoodandDrugAdministration,orFDA,approvedthegenetically
modifiedFlavrSavrtomatoforsaleingrocerystoresin1984(Pringle,2003).GMOsbecame
commongroceryitemsonalargescale,thoughmostconsumerswerenotawareofthescience
behindwhattheywerebuying.Sincethedemandwasthere,corporatefarmingenterprises
increasedthecreationandsupplyofGMOs.InMayof2005,U.S.farmgroups,includingthe
NationalCornGrowersAssociation,theAmericanSoybeanAssociation,theNationalCotton
Council,andtheAmericanFarmBureaumettorecognizetheplantingoftheonebillionthacre
ofGEcrops(Gay,2005,p.55).
Geneticallymodifiedorganismshavebeenpartofhumansfoodsupplyforlessthana
generation.WecantracktheprocessofhowGMOsbecomepartofourbodiescells,but
scientistsarejustbeginningtostudytheeffectstheyhaveonthehumanorgansandsystemsthat
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
aremadeupofthosecells.Muchthoughtfulresearchisrequiredtofullyunderstandtheimpact
thatGMOshaveonourbodies,ourenvironment,andourcommunitiessocialandeconomic
structures.
Dr.LydiaOlander,oftheEcosystemServicesProgramattheDukeNicholasInstitutefor
EnvironmentalPolicySolutions,providesanobjectiveperspectiveontheimpactofgenetically
foodonglobalagriculturalsustainability.Whenviewedintermsofthethreepillarsof
sustainability,environmental,economic/socialprosandcons,GMOcropsarefoundineach
pillar.Environmentally,thosecropsmightrequirefewerherbicidesandpesticidesthatseepinto
watersystems,buttheyalsoreducebiodiversity.Economically,largefarmsusinggenetically
engineeredseedsgethigheryieldsperacre,buttheGMOseedsaretoocostlytobenefitsmall
farmers,especiallyindevelopingcountries.Socially,morefoodfortheworldsgrowing
populationcanbeproducedthroughhigherandmoreefficientyields,butthefieldsourcesare
oftengeographicallyfarfromthespecificpopulationswhoneeditmost.Distributionbecomesa
largeandcomplicatedobstacletofairsharesuppliesamongtheglobalcitizenry.Dr.Olander
emphasizesthattheuseofGMOsinagricultureisjustonevariabletobemeasuredinthefragile
balanceoftheglobalecosystem.
Withaperspectivegainedfromourunit,willstudentsdeterminethatgenetically
modifiedorganismsarepositivecontributionstoagriculturalsustainability,thatthebenefits
outweighthecosts,orwilltheknownandunknownrisksofGMOstipthebalancetoward
caution?Inthemeantime,informedindividualshavetheoptiontochoosewhetherornottoeat
foodwithgeneticallyengineeredingredients,theopportunitytochoosewhatgoesintheirfruit
smoothies.
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
References
AgricultureHealthandSafety.(n.d.)RetrievedJanuary25,2015,fromHealthandSafetyExecutive:http://www.hse.gov.uk
Bailey,G.(2011).FarmingfortheFuture.NewYork,NY:GarethStevens.
Deboo,A.(2009).LivingGreenProducingandObtainingFood.Chicago,IL:ScottFetzer.
Gay,K.(2008).SuperfoodorSuperthreat:theIssueofGeneticallyEngineeredFood.BerkeleyHeights,NJ:Enslow.
GeneticallyModifiedFoods.(February27,1999)RetrievedJanuary25,2015,fromNationalCenterforBiotechnologyInformation:http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115027/
Moore,P.(2006).AgriculturalandUrbanAreas.NewYork,NY:ChelseaHouse.
Rosenberg,P.(2010).HowDidThatGettoMyTable:OrangeJuice?AnnArbor,MI:CherryLake.
Paladino,C.(1999).OneGoodApple:GrowingOurFoodfortheSakeoftheEarth.Boston,MA:HoughtonMifflin.
Pringle,P.(2003).Food,Inc.:MendeltoMonsantothePromisesandPerilsoftheBiotechHarvest.NewYork,NY:SimonandSchuster.
Spilsbury,R.andL.(2011).FarmingandtheEnvironment.NewYork,NY:Rosen.
Spilsbury,R.andL.(2011).FeedingtheWorld.NewYork,NY:Rosen.
Smith,J.(2009).DoctorsWarn:AvoidGeneticallyModifiedFood.(May,2009)RetrievedJanuary31,2015,fromInstituteforResponsibleTechnology:http://www.responsibletechnology.org/gmodangers/healthrisks/articlesaboutrisksbyjeffreysmith/DoctorsWarnAvoidGeneticallyModifiedFoodMay2009#1
SustainableForestry,AgricultureandLandUse.(n.d.)RetrievedJanuary28,2015,fromDukeNicholasInstituteforEnvironmentalPolicySolutions:http://nicholasinstitute.duke.edu/projects/sustainableforestryagricultureandlanduse#.VM8DW9LF9ps
TheHumanMicrobiome.(n.d.)RetrievedJanuary25,2015,fromUniversityofUtahHealthSciencesGeneticScienceLearningCenter:http://learn.genetics.utah.edu/content/microbiome/
ToxicologicalSciences.(n.d.)RetrievedJanuary25,2015,fromOxfordJournals:http://toxsci.oxfordjournals.org
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
Vogel,J.(2010).LocalFarmsandSustainableFoods.AnnArbor,MI:CherryLake.
Winter,K.,&Gallagos,C.,(2006).SafetyofGeneticallyEngineeredFood.AgricultureBiotechnologyinCaliforniaSeries,Publication8180.Retrievedfromhttp://anrcatalog.ucdavis.edu/pdf/8180.pdf
Woolf,A.,Ellis,C.,Cheney,I.,andJeffreyK.Miller,J.K..KingCorn:YouAreWhatYouEat.NewYork,NY:MosaicFilms,2007.
AdditionalResources:http://thehill.com/regulation/237268gmobillintensifiesfederalfoodfighthttps://www.congress.gov/bill/114thcongress/housebill/1599/texthttp://www.letsmove.gov/blog/2015/06/23/feedingplanetenergylifehighlightsfirstlady%E2%80%99svisitmilanexpohttp://fortune.com/2015/04/27/gmo6chipotlecrops/
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
ExpertPage
OurexpertisDr.LydiaOlander,DirectoroftheEcosystemServicesProgramattheDuke
NicholasInstituteforEnvironmentalPolicySolutions.Hercurrentworkincludesenvironmental
marketsandmitigation,whichalsoincludesforestryandagriculturalbasedclimatemitigation,
andexplorationofapplicationsinurbansustainability.ShereceivedaPhDinBiogeochemistry,
fromStanfordUniversityandMastersinForestSciencefromtheYaleSchoolofForestryand
EnvironmentalStudies.Dr.OlanderwasanAAASCongressionalScienceandTechnology
FellowworkingwithU.S.SenatorJosephLiebermanonenvironmentalandenergyissues.
Dr.Olanderhasconductedresearchontheimpactsofloggingonnutrientcycling.Wetalkedto
heraboutthethreepillarsofagriculturalsustainabilityandtheimpactofGMOsontheglobal
foodsupply.
Website:http://nicholasinstitute.duke.edu/ecosystem
ContactInformation:[email protected]
Initialcontactemailmessage:HiDr.Olander,IamateacherhereinDurhamandwillbeparticipatinginaoneweeksummerprogramformiddleschoolAIG(academically/intellectuallygifted)studentswithtopicspresentedasproblembasedlearningunits.Oneofourunitswillfocusonagriculturalsustainability.Asweplanandnarrowourfocus,itwouldbehelpfultotalktoexpertsfromseveralfields,includingresearchandacademia.Itismyhopethatyoumightbeavailableoneafternooninthenextcoupleofweeksforaphonecall,orevenameeting,toanswerafewquestionsaboutyourworkasitinvolvesagriculturalsustainability.Pleaseletmeknowviaemailresponse,orcallmycellphone,9194523907.Thankyou!LauraChesnut
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
CONNECTIONTOTHETHEME
Publisheddefinitionsofperspectiveseemtofallintotwocategories,those
describingconcretevisualrepresentationsofobjectsinspaceandthosedescribing
moreabstractideasormentalviewpoints.Ourunitdefinitionalignswiththesecond
category.TheentryfromDictionary.comthatseemsmostoperationalisthestateof
onesideas,thefactsknowntoone,etc.,inhavingameaningfulinterrelationship.The
entryfromtheMerriamWebsterDictionary(1997)thatwillhelpusworkonourunitis
theaspectinwhichasubjectoritspartsarementallyviewedesp.:aviewofthings(as
objectsorevents)intheirtruerelationshiporrelativeimportance.Ouridealenswill
examinethebroadbigpictureofcurrentandfutureagriculturalsustainability,anditwill
narrowitsfocustothedetailsorfactsthatcontributetotheinterrelationshipofthe
workingpartsthatmakeupthesystem.
Ouroperationaldefinitionofperspectivewillbetheobjectivefactsyouknow
aboutourfoodsupplyandtheinterrelationshipofitsparts,yourideaormentaloverview
ofhowthepartsfittogetherinthesystemasawhole,andyourpersonalframeof
referenceregardingtheissuesoffoodsupplyandconsumption.
Theintentofourunitistofacilitatecampersunderstandingofagricultural
sustainabilityandgeneticallymodifiedorganisms,inorderforthemtogetasensible
understandingoftheirownfoodoptionsandabroaderviewofthenationalandglobal
foodsupplysystem.Onceourcampershaveinvestigatedthetopic,wehopethatthey
willdevelopanoutlookorattitude(perspective)concerningcurrentandfuturefood
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
options.Theirperspectiveshouldhelpthemwiththeirobjectivity(positiveornegative)
onthecontroversialissue.Thequestionsforthemtodeliberateare:Doyouwanttojust
feedthecurrentandfuturegenerationsbyanymeans,ordoyouwanttodoitinaway
thatwillensurethatpeople,animals,plants,andtheenvironmentareprotectedand
safe?Basedonyourperspective,whatareyourrecommendationsandwhatareyou
committedtodo?
ThecamperswillexplorevariousperspectivesofusingGeneticallyModified
Organisms(GMOs)inourfoodsupply.Theirpersonalperspectiveswillbeformed
basedoninformationgivenandexploredthroughouttheunit.Thecamperswillbe
presentedtheperspectivesoffarmersthathaveutilizedGMOseeds,citizensthathave
witnessedtheeffectsofGMOusageintheirenvironment,businessesthatpromotethe
useofGMOs,videos,andreadingmaterial.Ourintentistofacilitateand/orenhance
thecampersunderstandingofgeneticallymodifiedorganismsandtheroletheyplay,if
any,insustainability.
Onceinformationandactivitieshavebeencompletedattheendofthecamp,we
hopethatourcamperswillhaveaperspectiveonthetopicthatisimpactingtheirlives.
Willtheirperspectivesbefororagainsttheuseofgeneticallymodifiedorganisms?
Whichever,perspectiveorviewpointtheydecide,theywillhavefactsthatwillenable
themtosupporttheirreasoning,keepinginmindthatbytheyear2050,theearthis
expectedtohaveninebillioninhabitantsandthattheywillbethedecisionmakersat
thattime.Hopefully,ourunitwillinspirethecamperstohaveavoiceatanearlyage.
Maybetheywillbeinterestedenoughtocontinueorstarttheirownresearchonthe
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
issueorbecomeavoicethatwillbeinsupportofsustainability,eatinglocallygrown
foodsthatareinseason,andmakingearthfriendly,consciouschoices.Thereare
manyunansweredquestionsthatremainintheareaoftheuseofGMOs,thelongterm
healthofhumans,animals,andtheenvironment.
Wealsohopethatcamperswillbecomemoreawareoftheireverydayframeof
reference,thattheywillseegrocerystoreshelveswithmoreinformedeyes,thatthey
willhaveaheightenedawarenessoflocallygrownandproducedfoods.Sincetheyare
stillatanagewhentheydonothavecompletecontrolovertheirpersonalfoodoptions
andgrocerybuying,wewilldiscusswaystheycanthoughtfullyanddiplomaticallyshare
theirnewperspectiveswithfamilymembersandfriends.Ourunitisintendedtoraise
theirawarenessoftheircurrentfoodchoicestoday,butmoreimportantlytohelpthem
developintothoughtfulconsumerswithaninformedperspectiveforthefuture.Who
knowswemightbeinfluencingfuturescientists,foodentrepreneurs,andpolicy
makers.
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
TECHNOLOGYINTEGRATION
Technologywillbecloselyintertwinedwithourunitslessons.Weplantoembed
asmanyactivitiesaspossibleinourwebsite,http://corninmyhair.weebly.com.The
hardwareforourunitwillbelaptop(ordesktop)computersoriPadswithinternetaccess
foreachstudentandaSmartboardtohelpusfacilitatewholegroupdiscussions.The
useofthelaptopsoripadswillallowourcamperstoresearchandexaminetherealityof
ourpresentandfuturefoodsupply.Oncetheresearch/investigationshavebeen
completed,itisourintentiontohaveourstudentsorganizeandsynthesizethe
informationtoaidthemindevelopingtheirperspective.Collaborationamongtheir
peersmayevendevelopnewideasthatwillimpacttheirthoughtsaboutthewayfoodis
grownanditsinfluenceonhumans,animals,andtheenvironment.Theycancreatea
SlidesharetoaddtoourWeeblywebsite.
Sincethetopicoffoodsustainabilityandtheimpactofgeneticallymodified
organisms(GMOs)hasalreadyinspiredaplethoraofexcellentvideoclipsfoundonthe
internet,wewilltakeadvantageofthosesourcestodisseminateinformationandbuild
studentsknowledgebase.WeplantouseTedEdtointegrateclipsintolessonssuch
asthisonewestartedcalledFoodandYou@http://ed.ted.com/on/7Y93o7Ig.We
wantstudentstouseinformationimmediatelyastheybuildaknowledgebaserather
thanjustpassivelywatchandlisten.TheformatofaTedEdlessongoesbeyond
watchingavideocliptopromptstudentstothink,digdeeper,discuss,andclosewith
thoughtstoponder.TedEdprovidestextwindowsforus,asinstructors,tohaveguiding
questionsalreadypostedwithinthelessonmodule.BypreparingseveralTedEd
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
modules,wehopestudentswillbeabletogathermuchoftheunitscontentinformation
astheyviewbriefvideosandrespondtoappropriatecontentquestionsimmediately.
Studentswilluseinternetmappingtools,suchasGoogleMaps,Scribblemaps,or
MapQuest,totracethedeliveryoffoodfromthefarmsourcetoaretailstoretotheir
ownpointofconsumption.Wewantthemtohaveasenseofthedistancethatfood,
especiallyproducetheybuyatthegrocerystore,mighttravelfromafieldsomewhereto
theirtable.Theywillcomparethatjourneytothedistancelocallygrownproducetravels.
Wewillusethewebsitehttp://www.farmersfreshmarket.org/easterncarolinafoodventures
tomakeavirtualshoppingtriptolocalfarmersmarkets.TheycancreateaVokiat
www.voki.comtosharethejourney.Atimelinecreationmayalsobeanoption.
Technologywillbeimplementedwhenthecamperstakeathreequestionsurvey
andanonlinefoodliteracyquiz.Camperswilluseipadstoreadtheprosandconsof
mandatorylabelingofGMOfoodsthenusethetechnologytopresenttheirfindings
(brochureornewsletter).Aninteractiveactivityentitled,EngineeraCropwillengage
campersinasimulationofgeneticallymodifyingacrop.StudentswilldesignaGMO
usinganiPadversionofanonlinedrawingtoollocatedatwww.drawisland.com.
Bytheendofcamp,eachstudentwilldevelopaperspectiveontheimpactof
GMOsoncurrentandfutureagriculturalsustainability.Theywillpresenttheir
perspectiveintheformofapublicserviceannouncement,brochure,orbriefdebatable
opinionstatement.Theywillbeabletochoosetheirownmediumforthefinalproduct:a
PowerPointpresentation,Slideshare,document,videotapedoralstatement,orsome
otherfeasiblepresentationtool.Becausetheunitiscompactedintofoursessions,we
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
willdescribethefinalprojectandclarifyexpectationsonthefirstdaysothatstudents
cangaugetheirowntechnologyproficienciesandcomfortlevelsbeforedecidingon
optionsfortheirculminatingpath.
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
CONTENTOUTLINE
I.OurFoodSources
A. Currentfoodsupplysystem:global,national,localperspectives1.Locationoffieldswhereproducegrown
a. Informationfoundonsamplelabelsb. Distancetravelledfromsource
i. ForeigncountriesgrocerystorefruitfromSouthandCentralAmerica,Mexico
ii. DifferentUSstatevegetablesfromCaliforniaiii. Localfarmsandfarmersmarketsavailability
2.Processedfoodsa. Ingredientlabellingexamples
i. Listitemsbutnotsourcesii. Whatelsemightwewanttoknow?
b. Agriculturalsourcevs.processinglocationofingredientsc. Approximately70%ofallprocessedfoodscontainatleastone
geneticallymodifiedorganism B.Youarewhatyoueat:molecularperspective
1.Isotopichairanalysisa. Hairiscontinuoustaperecorderofdietb. CornfoundtobepredominantsourceofcarboninmanyAmericans
2.Developmentofgeneticallyengineeredcorna. AgriculturalscientistsintroducedGMcorninmid1990sb. Productionofcornvastlyincreasedc. Usesbeyondcornonthecobvegetable
i. Byproductssuchascornsyrup,cornstarchii. Feedforchickens,beefcattle
II.GeneticallyModifiedOrganisms,GMOs A.DescriptionofGMOs 1.Livingorganismsthathavehadtheirgeneticmakeupmanipulatedina
laboratorya.Isolatingandremovinggeneticmaterial
b.Insertgeneticmaterialintoanotherorganism 2.Geneticmaterialsources a.Plantsand/oranimals b.Bacterialorviralmicroorganisms
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
B.Purpose
1.Acquireamoredesirabletraita.Pestprotectionb.Herbicideresistancec.Improvednutritionalvalue
2.Timesavingmethod a.Produceslarger,higherqualitycrops b.Requireslesseffortandexpense C.Safety 1.Conceptofsubstantialequivalenceincompositionandnutritional
characteristics2.Since1992,theU.S.FoodandDrugAdministration(FDA)hasrequired
labelingofGMfoodsonlyifthefoodhasanutritionalorfoodsafetypropertythatissignificantlydifferentfromwhatconsumerswouldexpectofthatfood.Federalagenciesthatregulate:
a.U.S.DepartmentofAgriculture(USDA) b.U.S.EnvironmentalAgency(EPA) c.U.S.FederalInsecticide,Fungicide,andRodenticide(FIFRA)
D.Historicalperspectiveofgeneticmodification1.Ancientfarmers
a. Seedsfromfittestorganismsweresavedandplantedb. Selectivebreedingofstrongestanimals
2.GregorMendela. FatherofGeneticsb. MoravianmonkinAustriawholivedinAustriain1800sc. Experimentedbycrosspollinatingpeaplantsusingtweezers
andtinypaintbrushd. 1856recordedfindingsinjournal
3.Moderngeneticengineeringa. Powerfullaboratorytoolsandsophisticatedtechniquesb. FlavrSavrtomato
i.FirstFDAapprovedGMOfoodin1984ii.DevelopedinatCalgene,biotechcompanyinDavis,CAiii.GenethattriggeredrottingwasisolatedanditsDNA
wasreversedtoallowvineripeningbeforeshippingiv.TriggeredentryofGMOfoodsintoUSgrocerymarket
c.May,2005onebillionthacreofGEcropswasplantedIII.Concerns
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
1.Humans
a.Infertilityb.Immunityproblemsc.Acceleratedagingd.Changesinmajororganse.Gastrointestinalissuesf.Insulinregulation
2.Environmenta.Superweedsb.Watercontaminationc.Harmfultobeneficialinsectsd.Lesssignificantinsectspronetobecomingpestse.PollenfromGMOcropsandtreescontaminatingsurroundingorganicorconventionallygrowncropsandtrees
IV.AgriculturalSustainabilityA.Definitionandmodel
1.Meetingtheneedsofthepresentgenerationwithoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds,BrundtlandCommission,1987
2.Threepillar(or3leggedstool)model a.Economicsupplyanddemandproductionvs.consumption b.Environmentalnaturalresourcesarefragileandlimited c.Socialglobalcitizenryandfairshare
B.ImpactofGMOs1. Importancetocurrentagriculturalsustainability
a.Meettheneedsofthepresentwithoutcompromisingtheneedsofthefutureb.Responsibilityofall(farmers,laborers,policymakers,researchers,retailers,andconsumers)
2. RoleofGMOsinthefuturea.Increasedtoxicityb.Decreasednutritionalvaluec.Antibioticresistance
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
LESSON#1FromFieldtoHairFollicle:YouAreWhatYouEat
I.DEFINEOBJECTIVESANDCONTENTLESSONOBJECTIVE
Studentswillexamineandtrackthejourneyfoodtakesfromfarmsourcetoretailstoretotheirownpointofconsumption.
POINTTOPONDER
Ihaveenoughinformationaboutfoodsourcestomakewisechoicesformyownhealthandsocietysfuture.
ESSENTIALQUESTION
Wheredoesmyfoodreallycomefromandwhatisreallyinit?
CONTENTOutlinethecontentyouwillteachinthislesson.
I.OurFoodSourcesA. Currentfoodsupplysystem:global,national,local
perspectives1.Locationoffieldswhereproducegrown
a.Informationfoundonsamplelabelsb.Distancetravelledfromsource
i. ForeigncountriesgrocerystorefruitfromSouthandCentralAmerica,Mexico
ii. DifferentUSstatevegetablesfromCalifornia
iii. Localfarmsandfarmersmarketsavailability
2.Processedfoodsa.Ingredientlabellingexamples
i. Listitemsbutnotsourcesii. Whatelsemightwewanttoknow?
b.Agriculturalsourcevs.processinglocationofingredientsc.Approximately70%ofallprocessedfoodscontainatleastonegeneticallymodifiedorganism B.Youarewhatyoueat:molecularperspective
1.Isotopichairanalysisb. Hairiscontinuoustaperecorderofdietc. Cornfoundtobepredominantsourceof
carboninmanyAmericans 2.Developmentofgeneticallyengineeredcornnowprevalentindiet
d. AgriculturalscientistsintroducedGMcorninmid1990s
e. Productionofcornvastlyincreasedf. Usesbeyondcornonthecobvegetable
i. Byproductssuchascornsyrup,cornstarch
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
ii. Feedforchickens,beefcattle
II.PREPLANNING
WhatwillstudentsUNDERSTANDasaresultofthislesson?HowdoesthisconnecttotheEssentialQuestion?
Studentswillunderstandthatwhiletheprocessofeatingseemssimple,thefoodsupplythatwetakeforgrantedistheresultofacomplexglobalsystemofsupply,production,anddelivery.Theywillbroadentheirperspectiveofwheretheirfoodreallycomesfrom.
WhatwillstudentsbeabletoDOasaresultofthislesson?
Studentswillbeabletoconsiderafoodproductfromtheperspectiveofwhereitsingredientsoriginatedandhowitarrivedattheirpointofconsumption.
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III.PLANNINGHOOKDescribehowyouwillgrabstudentsattentionatthebeginningofthelesson.BECREATIVE.
TIME:10minutesWewillintroducetheguidingquotation,Startwhereyouare.Usewhatyouhave.Dowhatyoucan.byArthurAshe,whichwillbeprominentlywrittenontheboardoraposter,andexplaintostudentsthatourunitwillapplythisphilosophytoincreasetheirawarenessandenhancetheirperspectivesonfoodsources,GMOs,andagriculturalsustainability.TodayshookwillemphasizeStartwhereyouare.WewillreadHowDidThatGettoMyTable:OrangeJuice?byPamRosenbergwhilestudentssipanOrangeBananaYogurtSmoothiesample.Thischildrensbookwillserveasabasisforstudentstoexaminetheircurrentlevelofawarenessoffoodsources.Asagroup,wewillbrainstormwhatinformationthebookdidnotprovide.(Itisintentionalthatthefruitintodayssmoothiehadalongjourney.)
INSTRUCTIONExplainStepbystepwhatyouwilldointhislesson.BeexplicitabouttiestoPointstoPonder,EssentialQuestion,andPerspectiveshere.IncludeALLsupportandteachingmaterialswithyourunit.
TIME:(5minutes)Studentswillanswerpointtoponderquestiononindividualpagecopies.Ihaveenoughinformationaboutfoodsourcestomakewisechoicesformyownhealthandsocietysfuture.Rateyourselfonascaleof1to10.Notinformed012345678910100%informedIwouldliketolearn...Teacherwillsay,Nowthatyouhaveabeginningperspectiveonwhereyouareinyourawarenessoffoodsources,wewillcontinuewithwhatyouhaveasresourcestoinformyourselvesandheightenyourawareness.(10minutes)StudentswilluselaptopcomputerstowatchTEDEdvideoentitledFoodandYou,http://ed.ted.com/on/7Y93o7Ig.(15minutes)AfterreadingthebriefarticleTheFastFoodFruit,http://nautil.us/issue/3/intransit/thefastfoodfruit,studentswillcompletefruittrackingactivitytoanswertheessentialquestion,wheredoesmyfoodreallycomefrom?Wewillgiveeachstudentproducelabelsfromdifferentcountries.TheywillpinlabelstoapostersizedworldmapandattachstringfromeachlabeltoapininWinterville,NC.TheywilluseGoogleMapstocalculatethedistancethatfruittravelledfromwhereitwasgrowntothelocalgrocerystore.Theywillattachapieceofpaperwiththedistancetoeachstring.(10minutes)Studentswillwatchthefirst6minutesofKingCornDVDtolearnhowcorncarbonisdetectedinhumanhaircellsandwhycornproductsandbyproductsareeverywhere.Wewillhaveashortgroupdiscussion.
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
(10minutes)Wewillsummarizeandreviewhowweareusingwhatwehavetobroadenourperspectivesonwhereourfoodreallycomesfrom.Tomorrow,wewillturnourperspectivetofoodscontaininggeneticallymodifiedorganisms,GMOs.Youwillstartplanningtodowhatyoucantoraiseothersawarenessintheformofapersonalpositionstatement.
ASSESSMENT(PerformanceTask)WhatwillthestudentsDOtodemonstratethattheyhavemasteredthecontent?Bespecificandincludeactualassessmentwithunitmaterials.
TIME:10minutesStudentswillregisterasTEDEdusersandreturntothelessonentitledFoodandYou,http://ed.ted.com/on/7Y93o7Ig,toanswerquestions.1.ThisvideofocussesourperspectiveonconnectionsbetweenAourfoodBourhealthCtherestoftheworldDnoneoftheaboveEalloftheabove2.Wetakeourfoodsupplyforgranted.ATrueBFalse3.ThebusinessoffoodisbiggerandmorespecializedthaneverbecauseofallEXCEPTArisingdemandBgovernmentsupportpoliciesCconservationinitiativesDpopulationgrowthEnewtechnologies4.Inthe1980's,theaveragesupermarketstockedaround___productsnowithas___products.A2,35021,000B15,00050,000C8,00080,0005.Around60%offoodingredientsarepurchasedglobally,providingAlowerpricesBhealthierchoicesCgreaterselectionDAandCEalloftheabove6.Whydomanypeoplechoosejunkfoodinsteadofhealthyfood?AIt'sconvenient.BIttastesgood.CIt'slessexpensive.DAandBEalloftheabove7.TheUnitedStatesspends__ofeverydisposabledollaronfoodIndiaspends__Nigeriaspends__.A34cents27cents23centsB40cents70cents10centsC34cents27cents23centsD10cents40cents70cents
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8.ProductionanddeliveryoffoodusesvastamountsofallofthesefiniteresourcesEXCEPTAfossilfuelsBtitaniumCwaterDland9.Worldwide.agricultureuses___ofavailablefreshwater.A12%B35%ChalfD70%10.Inordertomeetchangingdietsandgrowingpopulations,theamountoffoodwillneedtodoubleinthenext___.AcenturyB40yearsCdecadeD5years11.Reconsideryourperspective.Ihaveenoughinformationaboutfoodsourcestomakewisechoicesformyownhealthandsocietysfuture.Rateyourselfonascaleof1to10.Notinformed012345678910100%informed
DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHESTUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE? YESORNOASSESSMENTANDINSTRUCTIONALMATERIALSInsertALLmaterialshereincludingAssessmentsandInstructionalMaterials.ExplicitlyLISTanyadditionalfilesforthislesson.BesurethatALLmaterialshavebeensubmittedforthislesson. InstructionalMaterialsLaptopswithinternetaccessTrifoldboardwithquotation:Startwhereyouare.Usewhatyouhave.Dowhatyou
can.byArthurAsheRosenberg,P.(2010).HowDidThatGettoMyTable:OrangeJuice?AnnArbor:
CherryLake.Blender,cups,andOrangeBananaYogurtSmoothieingredients(1largebanana,
peeled,sliced,frozen1cupchilledorangejuice1/2cupplainnonfatyogurt4icecubes1tablespoonhoney)WewillusetypicalgrocerystoreingredientsthefirstdayandprogresstolocalWintervillefarmfruitandNCyogurtonDay4.
PostersizedworldmapProducelabelscollectedbyteachersfromwinterandspringgrocerytripsPushpinsandstringProjectororSmartboard
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KingCornDVDCopiesofPointtoPonderselfrating,3persheetName:Date:Ihaveenoughinformationaboutfoodsourcestomakewisechoicesformyownhealth
andsocietysfuture.Rateyourselfonascaleof1to10.Notinformed012345678910100%informedIwouldliketolearn...Name:Date:Ihaveenoughinformationaboutfoodsourcestomakewisechoicesformyownhealth
andsocietysfuture.Rateyourselfonascaleof1to10.Notinformed012345678910100%informedIwouldliketolearn...Name:Date:Ihaveenoughinformationaboutfoodsourcestomakewisechoicesformyownhealth
andsocietysfuture.Rateyourselfonascaleof1to10.
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
Notinformed012345678910100%informedIwouldliketolearn...
TheFastFoodFruitThebananasjourneyfromtheplantationtoyouisone
longscienceproject.BYGLORIADAWSONILLUSTRATIONSBYJONATHONROSENJULY18,2013Atruckistravelingonthefreeway.Inside,stacksofbananasarepiledhigh.Pickeda
fewweeksagoataplantation,theyvetraveledoverseasinclimatecontrolledcargoships,theircolorstillgreenandunappetizing.Butthatwontlastforlong.Acolorlessgaswithafaint,sweet,andmuskyodorseepsfromanopenpouchplacedinsidethetruck,quietlytransformingthefruitenroute.Bythetimethetropicalfruitisinyourgrocerybasket,theyareagoldenyellow.
Thisisnotsciencefiction,butyetanotherattemptatperfectingthetropicalfruitdeliveryprocessanewripeningonthegotrickthatProfessorBheshBhandariandhisPh.D.studentBinhHoattheUniversityofQueensland,Australia,arenowexperimentingwith.Forthepasttwocenturies,bananashavetraveledtheworldbyallmodesoftransportation.Inthelate1800s,itwasbyrailroadstrackswerebuiltsolelyforbananatransport.Inthe1900s,bananasweretrekkedinrefrigeratedshipsgleamingwhitefleetswithradiotechnologythatallowedvesselstocoordinatetheirarrivaltimeswithharvestingschedules.Inhisbook,Banana:TheFateoftheFruitthatChangedtheWorld,DanKoeppelsaysthatthebananaindustryinventedfastfoodinaway.Abananamaybehealthierthanaburger,buthowitsbroughttoyouisnotallthatdifferent.Beforethefastfoodindustrylearnedtoprocess,pack,andshipinexpensivetemperaturecontrolledmeals,bananacarriershadalreadyperfectedtheirownshippingprocess.Ifyoulookatthemodeloftheindustrializedsupplychain,whattheyreallycameupwithwasalotclosertowhatafastfoodchaindoes,hesays.Theresultisbananasthatarriveatthemarketontheirfinalgreenday,andwhichwilllastexactlysevendaysbeforeturningbrown.
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Bythetimebananaslandonthesupermarketshelf,theirripeningprocesshasalreadybeencarefullyengineeredthroughtheuseofthreegases:ethylene,carbondioxide,andoxygen.Tobringthistropicalfruittodistantmarketsandhaveitbeedibleiskindofamazing,saysRandyPloetz,aprofessorofplantpathologyattheUniversityofFlorida.Itsprettymuchascience.
Itisindeed.Thebananaisaclimactericfruit,whichmeansthatoncetheripeningprocessbegins,youcantstopit,explainsPloetz.Sotheideaistoharvestthefruitswhentheyarematurebutnotripening.Whenbananabunchesarecutoffatharvest,theystarttoreleaseethylene,triggeringadecreaseofpectinandabreakdownofstarch,whichsoftensandsweetensthefruit.Aspartofthatsenescenceprocess,Ploetzadds,bananasalsoreleasecarbondioxide.Buthighlevelsofcarbondioxideandethylenewouldcausebananastoripentoofastorto
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spoilbeforetheyarrivetoconsumers.Likemanyotherclimactericfruits,bananasaresensitivetocarbondioxideifcarbondioxidelevelsrisetomorethan7percent,thefruitwillsoftenwhilestillgreenandwonttastegood.Sothetransportationcompaniesuseafullblownclimatecontrolsystemfortheircapriciouspassengers.Whenbananasareloadedontoaship,theyarecooledoffto54to58degreesFahrenheit,dependingonthelengthofthefuturevoyage,andthelevelsofoxygenandcarbondioxidearemaintainedat5percenteach,accordingtoCarrierTransicold,acompanythatdesignstrucksandshipstotransportbananasworldwide.Plus,humiditylevelsarekeptbetween90and95percent,tokeepthefruitmoist.
Abananamaybehealthierthanaburger,buthowitsbroughttoyouisnotallthatdifferent.
Beforebananasboardrefrigeratedshipsboundforforeignports,plantationworkersplaceatrackingdevicethatlookslikeacomplexcalculatorintoeachcratetorecordtheclimatecontroldatavitalforthefruitshealth.Thedevicestayswiththedaintytravelersthroughouttheentirejourneyuntiltheyarriveatastore.Sincethe1930s,bananasalwayshadtomakeastopoverbetweentheshipandthesupermarketnamelyataripeningroom,amassivewarehousewheretheyarenotonlyallowedtofinallyturnyellow,butaregassedwithethylenetoquickentheprocess.Suchroomsareexpensivetomaintain,andBhandariandHoareexperimentingwithripeningfruitsenroute.Butgassingfruitsinsidemovingtrucksisproblematicethyleneiscombustibleandcantsafelybeusedinlargevolumes.Sothescientistsdevelopedawaytostoreethyleneinapowderform.
Thenewinventionencapsulatesethyleneintomodifiedcyclodextrin,acompoundmadeupofsugarmoleculesboundtogetherinaringessentiallyaformofstarch.Cyclodextrinhascavitiesinitscrystallinestructurewhichcanentraptheethylenemolecules.CameronTurner,whoseroleattheuniversityistocommercializenewtechnologies,likensthestructuretoaneggcartonadegradableshellthathostsmoleculesratherthaneggs.Whenabagorboxofthepowderisopenedinatruckfullofproduce,thecyclodextrinscrystallinestructurebreaksdownbecauseofthehumidityintheairandbeginstoslowlyreleaseethyleneovertime.
Theeffortexertedinplanningandtransportingbananascanseem,well,bananas.Butbehonestyouwouldntgivegreenorbrownspottedversionsasecondglance.Youwanttheperfectlyripestuff,andthisiswhatBhandarandHochristenedtheirinvention.TheyplantobegintestingRipeStuffinatrialfleetoftruckswithinterestedcustomersin2014.Forthetimebeing,mostbananasstillhavetomaketheirfinalstopoversinripeningrooms.However,whenRipeStuffisreadytobeusedcommerciallytheresearchersestimateby2015thisalreadyfastfruitwillarriveatyourstoreevenfaster.Ploetzcallsbananatransportascienceasitis.Butwiththe
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
decomposingcyclodextrinandthetimedreleaseofethylene,yourbananadeliverywillbecomeevenmoreofascienceprojectthaneverbefore.
GloriaDawsonisajournalistbasedinNewYorkCity,whereshewritesaboutscience,food,andasmatteringofothertopics.HerwritinghasappearedinTheWallStreetJournal,NationalGeographiconline,ModernFarmer,andQuartz,amongotherpublications.
Nautilusisadifferentkindofsciencemagazine.Wedeliverbigpicturesciencebyreportingonasinglemonthlytopicfrommultipleperspectives.ReadanewchapterinthestoryeveryThursday.
2015Nautilus,Allrightsreserved
ISSUE003
http://nautil.us/issue/3/intransit/thefastfoodfruit
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AssessmentMaterialsLaptopswithinternetaccessandTEDEdlessonentitledFoodandYou,
http://ed.ted.com/on/7Y93o7Ig
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
LESSON#2GeneticallyModifiedOrganisms:What,Where,How,andWhy?
I.DEFINEOBJECTIVESANDCONTENTLESSONOBJECTIVE
StudentswillunderstandofGMOandnonGMOfoodsfromacellularDNA,historical,andagriculturalperspective.
POINTTOPONDER
Becausehumanshavetheabilitytomanipulatethegeneticmakeupoflivingorganisms,theyalsohavetheright.
ESSENTIALQUESTION
HowandwhyhaveGMOsbecomepartofourfoodsupplysystem?Isthatagoodthing?
CONTENTOutlinethecontentyouwillteachinthislesson.
II.GeneticallyModifiedOrganisms,GMOs A.DescriptionofGMOs 1.Livingorganismsthathavehadtheirgeneticmakeupmanipulatedina
laboratorya.Isolatingandremovinggeneticmaterial
b.Insertgeneticmaterialintoanotherorganism 2.Geneticmaterialsources a.Plantsand/oranimals b.Bacterialorviralmicroorganisms B.Purpose
1.Acquireamoredesirabletraita.Pestprotectionb.Herbicideresistancec.Improvednutritionalvalue
2.Timesavingmethod a.Produceslarger,higherqualitycrops b.Requireslesseffortandexpense C.Safety 1.Conceptofsubstantialequivalenceincompositionandnutritionalcharacteristics
2.Since1992,theU.S.FoodandDrugAdministration(FDA)hasrequiredlabelingofGMfoodsonlyifthefoodhasanutritionalorfoodsafetypropertythatissignificantlydifferentfromwhatconsumerswouldexpectofthatfood.Federalagenciesthatregulate:
a.U.S.DepartmentofAgriculture(USDA)
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b.U.S.EnvironmentalAgency(EPA) c.U.S.FederalInsecticide,Fungicide,andRodenticide(FIFRA)
D.Historicalperspectiveofgeneticmodification1.Ancientfarmers
e. Seedsfromfittestorganismsweresavedandplanted
f. Selectivebreedingofstrongestanimals
2.GregorMendelc. FatherofGeneticsd. MoravianmonkinAustriawholivedin
Austriain1800sg. Experimentedbycrosspollinatingpea
plantsusingtweezersandtinypaintbrush
h. 1856recordedfindingsinjournal3.Moderngeneticengineering
c. Powerfullaboratorytoolsandsophisticatedtechniques
d. FlavrSavrtomatoi.FirstFDAapprovedGMOfoodin
1984ii.DevelopedinatCalgene,biotech
companyinDavis,CAiii.Genethattriggeredrottingwas
isolatedanditsDNAwasreversedtoallowvineripeningbeforeshipping
iv.TriggeredentryofGMOfoodsintoUSgrocerymarket
c.May,2005onebillionthacreofGEcropswasplanted
II.PREPLANNINGWhatwillstudentsUNDERSTANDasaresultofthis
Studentswillunderstandhowandwhygeneticallymodifiedorganismsbecamepartofourfoodsupplysystem?
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lesson?HowdoesthisconnecttotheEssentialQuestion?
StudentswillbegintodeveloptheirownpersonalperspectivesconcerningthepurposeanduseGMOs.
WhatwillstudentsbeabletoDOasaresultofthislesson?
Describeandvisualizetheprocessofgenesplicingasitiscurrentlydone.Listbothprosandconsofgeneticengineeringandusethatinformationtoformapersonalopinion.
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III.PLANNINGHOOKDescribehowyouwillgrabstudentsattentionatthebeginningofthelesson.BECREATIVE.
TIME:5minutesWrittenontheboard:WhatisyourperspectiveofthisquotefromPajamaSam,Youarewhatyoueat,fromyourheaddowntoyourfeet?Thinkaboutthatcorninyourhair.Howmuchdoyoureallyknowaboutit?OpentheTEDEdlessonentitledGeneticallyModifiedCorn,http://ed.ted.com/on/aowX4IUg.
INSTRUCTIONExplainStepbystepwhatyouwilldointhislesson.BeexplicitabouttiestoPointstoPonder,EssentialQuestion,andPerspectiveshere.IncludeALLsupportandteachingmaterialswithyourunit.
TIME:40minutesStudentswill:takeathreequestion,paperbasedorelectronicbased(SurveyMonkey)surveyrelatedtoGMOknowledge,takeanonlinefoodliteracyquiz(15questions)athttp://www.nourishlife.org/learn/foodliteracyquizTeacherswillpresentabrieflectureonthematerialinthislessonscontentoutline.Studentswill:drawonpaperasimpletimelineofGMOs.engineeracrop(InternetInteractiveActivity)http://www.pbs.org/wgbh/harvest/engineer/TeacherswillshowCFSAFs2minutevideosupportingGMOshttp://coalitionforsafeaffordablefood.org/benefitsofbiotechnologypartsofGrowingDoubt,18minutevideoopposingGMOshttp://www.greenpeace.org/international/en/campaigns/agriculture/problem/geneticengineering/growingdoubt/(2012)Teachersandstudentswilldiscussthefollowingquestions.Howdoyoufeelabouteatingfoodthatmaycontainingredientsmadefromgeneticallymodifiedcrops?Shouldyouhaveachoice?Shouldsuchproductsbeclearlylabeled?newbillinCongressjustintroducedonMarch25http://thehill.com/regulation/237268gmobillintensifiesfederalfoodfighthttps://www.congress.gov/bill/114thcongress/housebill/1599/textProsandConsActivityforlabelingGMOfoodscreatedfrompositionstatementsandarticles:http://www.ext.colostate.edu/pubs/foodnut/09371.htmlhttp://fortune.com/2015/04/27/gmo6chipotlecrops/(2015)http://www.mtseedtrade.com/index.php?page=gmopositionstatement(2014)http://www.aaas.org/sites/default/files/AAAS_GM_statement.pdf(2012)
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https://www.unfi.com/ProductsAndServices/Documents/UNF_PositionStatement__GMOs.pdf(2007)https://corporate.publix.com/aboutpublix/publixfaq/positionstatements(20??)http://factsaboutgmos.org/disclosurestatement(20??)http://www.businessinsider.com/neildegrassetysonbelievesingmos20147(2014)http://getamoveon.fb.org/PDFs/NorthCarolina&GMOs.pdf(2015)http://coalitionforsafeaffordablefood.org/benefitsofbiotechnology/http://www.forbes.com/sites/jonentine/2014/08/25/whyliberalamericansareturningagainstgmolabeling/2/(2014)http://www.businessinsider.com/billnyesstanceongmos20153
ASSESSMENT(PerformanceTask)WhatwillthestudentsDOtodemonstratethattheyhavemasteredthecontent?Bespecificandincludeactualassessmentwithunitmaterials.
TIME:25minutesDesignaGMO:Ifyoucouldengineeranorganism,whatwouldyouengineer,andwhy?Whatimpactwouldyourgeneticallymodifiedorganismhaveontheenvironment/society?Studentswillwriteaparagraphaddressingthequestion,andthendrawapictureoftheirengineeredorganism.Havestudentssharetheirorganismswiththegroup.
DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHESTUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE? YESORNOASSESSMENTANDINSTRUCTIONALMATERIALSInsertALLmaterialshereincludingAssessmentsandInstructionalMaterials.ExplicitlyLISTanyadditionalfilesforthislesson.BesurethatALLmaterialshavebeensubmittedforthislesson.15QuestionOnlineFoodLiteracyQuizLaptops,iPads,and/orLCDProjectorpapercrayons/markersscissorspencil(s)
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
LESSON#3GMOs:MostlyGoodorMostlyBad?
I.DEFINEOBJECTIVESANDCONTENT
LESSONOBJECTIVE
Studentswillexaminetheimpact(s)ofgeneticallymodifiedorganismsastheydeveloptheirownperspectivesontheprosandcons.
POINTTOPONDER
Geneticallymodifiedorganismsarebothhelpfulandharmful.
ESSENTIALQUESTION
IsthepresenceofGMOsinthefoodsupplysystemmorebeneficialordetrimental?Howhasyourperspectivechanged?
CONTENTOutlinethecontentyouwillteachinthislesson.
ImpactofGMOs:
Over80%ofallGMOsgrownworldwideareengineeredforherbicidetolerance.Asaresult,useoftoxicherbicideslikeRounduphasincreased15timessinceGMOswereintroduced.GMOcropsarealsoresponsiblefortheemergenceofsuperweedsandsuperbugs:whichcanonlybekilledwithevermoretoxicpoisonslike2,4D(amajoringredientinAgentOrange).GMOsareadirectextensionofchemicalagriculture,andaredevelopedandsoldbytheworldsbiggestchemicalcompanies.ThelongtermimpactsofGMOsareunknown,andoncereleasedintotheenvironmentthesenovelorganismscannotberecalled.GMOsarenovellifeforms,biotechnologycompanieshavebeenabletoobtainpatentswithwhichtorestricttheiruse.Asaresult,thecompaniesthatmakeGMOsnowhavethepowertosuefarmerswhosefieldsarecontaminatedwithGMOs,evenwhenitistheresultofinevitabledriftfromneighboringfields.GMOsthereforeposeaseriousthreattofarmersovereigntyandtothenationalfoodsecurityofanycountrywheretheyaregrown,includingtheUnitedStates.
1. GMOsimportancetocurrentagriculturalsustainability:
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
Morefood:Theseplantscanhelpfarmersboosttheiryieldbymakingcropsthatcanlivethroughadroughtorthecoldandresistdisease.BackerssayGMproductswillhelpusfeedtheextra2billionpeoplethatwillfilltheplanetby2050.Notusingthesetoolswouldpushusback40to50yearsinfoodproduction,saysKentBradford,PhD,distinguishedprofessorofplantsciencesanddirectoroftheSeedBiotechnologyCenterattheUniversityofCalifornia,Davis.
Lessstressontheenvironment:Supporterssayusingsciencetomakethechangesisbetterfortheplanetthanolderfarmingmethods.Cropsbuilttoresistpestslowerfarmersneedfortoxicchemicalpesticides,Goldsteinsays.Theyalsorequirelesssoiltobetilled,reduce
Betterproducts:Scientistscancreatecropsthatcontainvitalnutrients.Swissresearcherscreatedastrainofgoldenricewithhighamountsofbetacarotene.Monsantoproducedsoybeanswithlotsofhearthealthyomega3fattyacids.Othercrops,likepapayaandcassava,canbemadetowithstanddisease.Naturallyoccurringmolds(ifwedontpreventthembycreatingGMcrops)presenthugehealthhazards,Bradfordsays.Whyrejectatechnologythathasthepotentialtobenefitsomanypeopleworldwide?
a.Meettheneedsofthepresentwithoutcompromisingtheneedsofthefuture
b.Responsibilityofall(farmers,laborers,policymakers,researchers,retailers,andconsumers)
RoleofGMOsinthefuturea.Increasedtoxicityb.Decreasednutritionalvaluec.Antibioticresistance
II.PREPLANNING
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WhatwillstudentsUNDERSTANDasaresultofthislesson?HowdoesthisconnecttotheEssentialQuestion?
ThestudentswillunderstandtheimportanceofGMOstocurrentsustainabilityandthepositive/negativeroleofGMOsinthefuture.
WhatwillstudentsbeabletoDOasaresultofthislesson?
Thestudentswilldevelopandsupporttheirargumentfororagainsttheuseofgeneticallymodifiedorganisms.
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
III.PLANNINGHOOKDescribehowyouwillgrabstudentsattentionatthebeginningofthelesson.BECREATIVE.
TIME:10minutesWrittenontheboard:YouareinvitedtodiscussGMOsonalocalmorningnewsprogram.Whatwillbeyourtalkingpoints?Workwithapartnertocomeupwithabrieflist.
INSTRUCTIONExplainStepbystepwhatyouwilldointhislesson.BeexplicitabouttiestoPointstoPonder,EssentialQuestion,andPerspectiveshere.IncludeALLsupportandteachingmaterialswithyourunit.
TIME:(5minutes)Asagroup,wewillviewanddiscussSecondBarcode,averyshortvideoadvocatinglabelsforGMOfoods,https://www.youtube.com/watch?v=j8ia8Kq_DwE(20minutes)StudentswilluselaptopcomputerstofollowTEDEdlessonentitledKids'RighttoKnowAboutThatGMO,http://ed.ted.com/on/9EkwCU5S.
Studentswillmakeanddefendaclaimbasedonevidenceabout
geneticallymodifiedorganismsthatreflectsscientificknowledge
andstudentgeneratedevidence.
HarvestofFearUsetheHarvestofFearwebsitehttp://www.pbs.org/wgbh/harvest/
toanswerthefollowingquestions:1.Whatisageneticallymodifiedorganism?2.Giveexamplesofgeneticallymodifiedorganismsfoundinourfood.3.WhilesearchingtheHarvestofFearwebsitelisttheprosandconsofgeneticallymodifiedorganismsfoundinourfood.
PROS
CONS
ASSESSMENT TIME:30minutes
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
(PerformanceTask)WhatwillthestudentsDOtodemonstratethattheyhavemasteredthecontent?Bespecificandincludeactualassessmentwithunitmaterials.
StudentswilldevelopandsupporttheirargumentforuseofgeneticallymodifiedorganismsorcompletetheWebActivity. TheResearchQuestion:IstheuseofGeneticallyModifiedcornbeneficialtofeedourworld
oraretheyadisasterwaitingtohappen?
YourClaim:
YourEvidence:
YourJustificationoftheEvidence:
DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHESTUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE? YESORNOASSESSMENTANDINSTRUCTIONALMATERIALSInsertALLmaterialshereincludingAssessmentsandInstructionalMaterials.ExplicitlyLISTanyadditionalfilesforthislesson.BesurethatALLmaterialshavebeensubmittedforthislesson.Filloutthefollowingtablestatingyourclaimandindicatetheevidenceyouhave
collectedtojustifyyourclaim
TheResearchQuestion:
IstheuseofGeneticallyModifiedcornbeneficialtofeedourworldoraretheya
disasterwaitingtohappen?
YourClaim:
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
YourEvidence:
YourJustificationofthe
Evidence:
Listtheargumentsoftheothersanddevelopyourcounterargumenttothemandrecord
yourresponseintheRebuttalColumn
IsupportGeneticallyModifiedCorn IamagainstGeneticallyModified
Corn
Argument#1 Rebuttal
Rebuttal Argument#1
Argument#2 Rebuttal
Rebuttal Argument#2
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
WebActivity:GeneticallyModifiedFoods
1.Beginbygoingtothewebsitehttp://www.pbs.org/wgbh/harvest/.
2.ClickontheShouldWeGrowGMCropsbutton,readandfollowthedirections.
3.Youshouldhavegonethroughsixargumentsregardingtheuseofgeneticfoods.
Afterreadingthesearguments,howdoyoufeelabouttheuseofgeneticallymodified
foods.Aftercompletionoftheinclasswebactivityathometypeupashortresponse
(23paragraphs)onyourfeelingsoftheuseofgeneticallymodifiedfoods.
4.Whenyougettothelastargumentclickonreadalltwelveargumentsandanswer
thefollowingquestionsundereachargument.
a.WhatifyouknewthatdetractorsfearthatGMfoodsmightposehealthrisks
forcertainpeople?
1.WhywouldpeoplewithallergiesbeconcernedaboutGMfoods?
2.Howcangeneticallymodifiedfoodsaffectcertainbacteriainhumans?
b.WhatifyouknewthatproponentsassertthatGMfoodswillpromisemany
healthbenefits?
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
1.WhataresomehealthspecificreasonsthatGMfoodscouldleavetraditionalcropsin
thedust?
2.Whatisgoldenriceandwhyisitimportanttodevelopingcountries?
3.Whatarepharmaceuticalfoods?
c.WhatifyouknewthatmanyfeelGMcroptechnologywillhurtsmallfarmers?
1.WhydoGMfoodsgiveanadvantagetolargercompanies?
2.HowcouldpoorfarmersbecomeaffectedbytheuseofGMfoodsinricher
countries?
3.Whataresomeproblemswithrelyingonmonoculturesoffood?
d.WhatifyouknewthatGMpatronsinsistthatfarmerswillreapgreatbenefits
frombiotechnology?
1.Listsomereasonswhyinsectrepellentcropswouldhelpoutfarmersinthe
longrun.
2.Howwouldnaturalherbicidesinplantshelpfarmersinthelongrun?
3.Whataresomeotherfeaturesthatcouldbebredintoplantsusing
biotechnology?
e.WhatifyouknewthatopponentsfearthatGMcropscouldharmthe
environment?
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
1.Whatdidthe1999NaturearticleshowregardingtheMonarchbutterfly?
2.Whatdocriticsofthe1999Naturearticlesayregardingthisstudy?
3.Whyarepeopleworriedthattherewillbenewsuperbugsorsuperplants?How
couldthishappen?
f.WhatifyouknewthatadvocatesmaintainthatGMtechnologywillhelpthe
environment?
1.Whatare4problemsofsprayingpesticidesonplants?
2.WhatdidtheEPAfindin1999inregardstosprayingpesticidesoncotton
plants?
3.Listtwowaystostopcrosspollinationofplants.
4.WhatarebufferzonesandhowwouldtheybeusedonGMplants?
g.Whatifyouknewthatmanypeoplefeelgeneticallymodifyingorganismsgoes
againstNature?
1.Whatgenedidscientistsplaceintostrawberries?Whatwasthisgene
designedtodo?
2.WhydovegetariansandthosepracticingreligionbeagainstGMfoods?
h.Whatifyouknewthatscientistssubmitthatgeneticallymodifyingplantsis
completelynatural?
1.Whatspecieshavewemodifiedfromamustardplant?
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
2.Whathasbeendonetofruitsandvegetablessuchasgrapesandpotatoes?
3.Whataresomeadvantagesofgenetechnologyoverlongtermplant
breeding?
i.Whatifyouknewthatmanycriticsinveighagainstbiotechcompaniesforbeing
profitdriven,withlittleconcernforpotentialriskstopeopleornature?
1.Inarushtopromotebioengineeredfoodswhatdopeoplefeelthatfirms
underestimate?
2.WhatistheOrwelliantheoryoffarmingdevelopment?
j.WhatifyouknewthatcompaniesthatfashionGMseedsmaintainthatGM
cropsholdthegreatesthopeforadequatelyfeedingourrapidlyexpandingworld
population?
1.Whyisinnovationimportantinthebiotechworld?
2.Whatwillbesomeresultsofinnovationinthebiotechworld?
3.WhydoesGMfarminghavegreaterpromisethangeneralfarming?
k.WhatifyouknewthatmanycriticsassertthatGMfoodssufferfrom
dangerouslypooroversightandregulation?
1.In1998whatpercentageofworldgrownGMfoodscamefromtheUnited
States?
2.WhatthreegovernmentbodiesoverseeGMfoods?
3.WhydopeoplecomplainabouttheFDAoverseeingGMfoods?
4.WhattypeoflabelsareneededintheUnitedStatesaccordingtotheFDA?
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
l.WhatifyouknewthatGMseedcompaniesmaintainthatGMcropsarethemost
thoroughlytestedandhighlyregulatedfoodplantsoutthere?
1.WhydobiotechfirmssaythatGMfoodsarethoroughlytested?
2.HowdoscientiststestfortoxicityofproteinsinGMfoods?
3.Listandexplaintwotypesofallergenicfoodsdescribedinthissection.
4.WhatthreeagenciesoverlookGMfoodsandwhatistheresponsibilityof
each?
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
LESSON#4FarmersMarketsandGMOs:TheImpactontheFutureofourFood
I.DEFINEOBJECTIVESANDCONTENT
LESSONOBJECTIVE
StudentswillwillfocusonhowlocalfarmingandfoodenterprisescontributetoagriculturalsustainabilityastheydevelopconcludingperspectivesonGMOversusnonGMOfoods.
POINTTOPONDER
LocalfoodsupplyenterprisesareviableoptionstoGMOsandgiantagribusinesscompanies.
ESSENTIALQUESTION
DoIthinkitisimportanttosupportnonGMOlocallygrownandproducedfoods?
CONTENTOutlinethecontentyouwillteachinthislesson.
IV.AgriculturalSustainabilityA.Definitionandmodel
1.Meetingtheneedsofthepresentgenerationwithoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds,BrundtlandCommission,1987
2.Threepillar(or3leggedstool)model a.Economicsupplyanddemandproductionvs.consumption b.Environmentalnaturalresourcesarefragileandlimited c.Socialglobalcitizenryandfairshare
II.PREPLANNINGWhatwillstudentsUNDERSTANDasaresultofthislesson?HowdoesthisconnecttotheEssentialQuestion?
Studentswillunderstandthattheycanchoosewheretheirfoodreallycomesfrom,thattheyhavetheoptiontobuyfoodfromlocalsourcesorglobalenterprises.
WhatwillstudentsbeabletoDOasaresultofthislesson?
Studentswillhavetheknowledgeandawarenessmakewisechoices.
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
III.PLANNINGHOOKDescribehowyouwillgrabstudentsattentionatthebeginningofthelesson.BECREATIVE.
TIME:10minutesWrittenontheboard:AgriculturalSustainabilityUsestraws,andapaperplatetomakethis3leggedstoolmodel.(Picturedrawnonboard,ourexampledisplayed.)Howdoesthemodelhelpyouunderstandthisdefinition?Meetingtheneedsofthepresentgenerationwithoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds,BrundtlandCommission,1987
INSTRUCTIONExplainStepbystepwhatyouwilldointhislesson.BeexplicitabouttiestoPointstoPonder,EssentialQuestion,andPerspectiveshere.IncludeALLsupportandteachingmaterialswithyourunit.
TIME:(5minutes)Teacherwillprojectthefollowinggraphicsduringadiscussionofthehook:http://sustainabilityadvantage.com/wpcontent/uploads/2010/07/Blog072010Slide2.jpghttp://images.huffingtonpost.com/20131001tblstool.pnghttp://www.cias.wisc.edu/curriculum/images/imagesclip_image002.jpghttp://sustainability.ncsu.edu/wpcontent/uploads/2010/12/ThreeLeggedPic.jpghttp://sustainablemeasures.com/Training/Images/Balanced.gif(15minutes)Studentswillmakeavirtualshoppingtriptoalocalfarmersmarketviathewebsite,http://www.farmersfreshmarket.org/easterncarolinafoodventures.(40minutes)Studentswillworkontheirfinalprojectstosharetheirperspectivetoraiseothersawarenessintheformofapublicserviceannouncement,brochure,orbriefdebatableopinion.MakesmoothieswithlocallygrownnonGMOingredients.
ASSESSMENT(PerformanceTask)WhatwillthestudentsDOtodemonstratethattheyhavemasteredthecontent?Bespecificandincludeactualassessmentwithunitmaterials.
TIME:StudentswillrevisitDay1spointtoponderquestiononindividualpagecopies.Ihaveenoughinformationaboutfoodsourcestomakewisechoicesformyownhealthandsocietysfuture.Rateyourselfonascaleof1to10.Notinformed012345678910100%informedIhavelearnedStudentswillfinalizeprojects.
DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHESTUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE? YESORNO
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
ASSESSMENTANDINSTRUCTIONALMATERIALSInsertALLmaterialshereincludingAssessmentsandInstructionalMaterials.ExplicitlyLISTanyadditionalfilesforthislesson.BesurethatALLmaterialshavebeensubmittedforthislesson. InstructionalMaterialsLaptopswithinternetaccessTrifoldboardwithquotation:Startwhereyouare.Usewhatyouhave.Dowhatyou
can.byArthurAsheStraws,paperplates,PlaydohBlender,cups,andlocalingredientsforsmoothiesPostersizedworldmap
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Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair? Laura Chesnut and Brenda Saunders-Moultrie
Name:Date:Ihaveenoughinformationaboutfoodsourcestomakewisechoicesformyownhealthandsocietysfuture.Rateyourselfonascaleof1to10.Notinformed012345678910100%informedIhavelearned...
Name:Date:Ihaveenoughinformationaboutfoodsourcestomakewisechoicesformyownhealthandsocietysfuture.Rateyourselfonascaleof1to10.Notinformed012345678910100%informedIhavelearned...
Name:Date:Ihaveenoughinformationaboutfoodsourcestomakewisechoicesformyownhealthandsocietysfuture.Rateyourselfonascaleof1to10.Notinformed012345678910100%informedIhavelearned...
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