Global Perspectives - quarter 2
Week 20
Monday, December 12
Establish
SWBAT Practice for midterms
Engage
- How do you feel about your midterm in this class?
- Bellwork: Check ISN
- Take practice midterm
Evaluate
- Written work
- Participation
Tuesday, December 13
Establish
SWBAT Practice for midterms
Engage
- Bellwork: Check ISN
- Ms. Burk checks ISN
- Take practice midterm
Evaluate
- Written work
- Participation
Wednesday, December 14
MIDTERMS
Thursday, December 15
MIDTERMS
Friday, December 16
MIDTERMS
Week 19
Monday, December 5
Establish
SWBAT Analyse and evaluate conclusions, arguments, reasoning or claims; communicate views, information and research effectively and convincingly
Engage
- Bellwork: what have you done successfully in your cyberbullying awareness projects so far?
- Partner Work: Students complete their cyberbullying projects DUE today
- Whole Class:
Define "freedom of speech": The right to express any opinions without censorship or restraint
Think of examples:
Women's Rights Movements - want to be treated fairly
Black Lives Matter - want to be treated fairly
Football player kneeling for the national anthem
Mohammed Ali - protest black people treated unfairly, protested the Vietnam war
Rosa Parks - civil rights
Hate Speech: Speech that offends, threatens, or insults groups based on race, color, religion, sexual orientation, disability, or other traits.
Think of gray areas:
- Abortion - protestors with graphic signs
- Comic Con - religious extremists shouting and accusing people
- Airport - can't yell/do/say certain things
- Schools - appropriate behavior at school
- Protestors assaulting eachother over politics
- Can't threaten the president
- KKK allowed to hold rallies
Discuss the question: What are the limits to freedom of speech?
Question: Should America continue to have completely free speech, or should hate speech be limited in America?
- Large Group Work: Students begin prepping for debate: America believes in freedom of speech v. America should limit freedom of speech
Evaluate
- Written work
- Participation
Tuesday, December 6
Establish
SWBAT Analyse and evaluate conclusions, arguments, reasoning or claims; communicate views, information and research effectively and convincingly
Engage
- Bellwork: What can individual members do to make a large group work effectively?
- Large Group Work:
Research topic
Write speech
***Be sure to look into the following arguments:
5th PERIOD GLOBAL:
- Bellwork: How can you ensure that you are being a mature student?
- Partner Work - Go over Cambridge Test
Complete handout
- Your choice - work with a partner or by yourself (you will need a device for this in-class writing)
- Select one of the following to write a paragraph on.
For full points (out of 10), you need to write half a page (average sized handwriting), answers must be thorough, 1 source must be cited, and the paragraph should take you a full 30 minutes to write.
Evaluate
- Written work
- Participation
Wednesday, December 7
Establish
SWBAT Analyse and evaluate conclusions, arguments, reasoning or claims; communicate views, information and research effectively and convincingly
Engage
- Bellwork: Draw a picture of the person across from you
- Debate!
Evaluate
- Written work
- Participation
Thursday, December 8
Establish
SWBAT understand the directions to Cambridge and correctly address the evaluation question
Engage
- Bellwork: How is your day so far?
- Go over Cambridge Test
- Begin Practice Test
Evaluate
- Written work
- Participation
Friday, December 9
Establish
SWBAT understand the directions to Cambridge and correctly address the evaluation question
Engage
- Bellwork: What are your weekend plans?
- Practice Cambridge (guided handout)
- Complete Practice Packet DUE MONDAY
Evaluate
- Written work
- Participation
Week 18
Monday, November 28
Establish
SWBAT explore cybercrime and analyze perspectives
Engage
- Bellwork: What is the best show on Netflix and why?
- Students research cybercrime, locate articles, and answer the following:
Or
Are the dangers of internet regulation greater than the dangers of internet freedom?
Evaluate
- Participation
Tuesday, November 29
Establish
SWBAT practice Cambridge test
Engage
- Bellwork: How can cybercrime be stopped?
- Practice test
- Documentary!
Evaluate
- Written work
- Participation
Wednesday, November 30
Establish
SWBAT complete practice test
Engage
- Bellwork: Draw a narwhal
- Complete practice test (if you don't finish it is due tomorrow at the beginning of class)
Evaluate
- Written work
- Participation
Thursday, December 1
Establish
SWBAT research cyberbullying
Engage
- Bellwork: What should be done about cyberbullying?
- Analyze cyberbullying accounts
- learners conduct primary research into the experience of cyber bullying through simple interviews with other learners. The aim is to understand the different forms that cyber bullying takes and the impact on the victims. There are four key research questions:
- Written work
- Participation
Friday, December 2
Establish
SWBAT research cyberbullying and practice different forms/audiences
Engage
- Bellwork: Color in your Narwhal drawing
- Students choose 1 of these 2:
- Written work
- Participation
Week 17
Monday, November 21st
Establish
SWBAT understand and respond to problems caused by cybercrime
Engage
- Bellwork: Should there be regulation and control of the internet?
- Students view clips of Cybercrimes on Netflix
- Students answer the following:
- Participation
Tuesday, November 22
Bellwork: How was career fair?
Career Fair!
Wednesday - Friday
Thanksgiving Break!
Week 16
Monday, November 14
Establish
SWBAT compose essay
Engage
- Students write an in-class essay
- In health should people be free to look after themselves and pay for their own medical care?
Evaluate
- Written work
Tuesday, November 15
Establish
SWBAT reflect on the unit and begin Unit 4: Freedom and Control
Engage
- In your ISN, write a 1 page reflection
what you have learnt about health, genetic engineering and medical ethics
how the research has changed or reinforced your views about genetic engineering and health care
how you would respond personally to the challenges of caring for your own health
changes to your own views on any of the issues explored as a result of research and listening to the perspectives of others
- Begin Unit 4: Freedom and Control
What are fundamental human rights and freedoms?
- Students respond to this question
- Students view clips about human trafficking
Sold to the Sea
List
Evaluate
- Written work
- Participation
Wednesday, November 16
Establish
SWBAT
Engage
- Bellwork: Look up "organ donation trafficking" on your device. If you don't have one,
work with a buddy. Write a description.
- View clips of Everyday in Cambodia
- Student response:
- Written work
Thursday, November 17
Establish
SWBAT research pressure groups
Engage
- Bellwork: How should human trafficking be stopped?
- With a partner, use your device to look up several pressure groups working for change and the eradication of human trafficking. The aim is to find out about how pressure groups campaign for change and to consider different types of action to reduce the incidence of trafficking worldwide.
Evaluate
- Written work
- Participation
Friday, November 18
Establish
SWBAT write an article after their research
Engage
- Students work with partners to write an article about the pressure group they researched. Article will be posted on their website.
Evaluate
- Written work
- Participation
Week 15
Monday, November 7
Establish
SWBAT practice ACT
Engage
- Part 1 of Practice ACT
Evaluate
- Written work
Tuesday, November 8
Establish
SWBAT practice ACT
Engage
- Part 2 of Practice ACT
Evaluate
- Written work
Wednesday, November 9
Establish
SWBAT research health inequalities
Engage
- Prezi Tour (chromebook 3)
Evaluate
- Participation
Thursday, November 10
Establish
SWBAT debate
Engage
- Students debate!
5th period - in-class essay outline - In health should people be free to look after themselves and pay for their own medical care?
Evaluate
- Participation
Friday, November 11
No School!
Week 14
Monday, October 31
Mix it Up Day!
Tuesday, November 1
Establish
SWBAT understand American healthcare system
Equip
ISN
Engage
- Bellwork: What is your favorite song and why?
- Students view videos on American healthcare system (Video 1, Video 2)
- Students view beginning of documentary Fed Up (Netflix)
Evaluate
- Written work
- Participation
Wednesday, November 2
Establish
SWBAT complete prezi on health inequality
Equip
ISN
Engage
- Written work
- Participation
Thursday, November 3
Establish
SWBAT work in small groups to research and prepare for a debate
Equip
ISN
Engage
- Written work
- Participation
Friday, November 4
Establish
SWBAT work on healthcare debate
Equip
ISN
Engage
1st and 3rd periods -
- Bellwork: Write what you would like to accomplish in your group today
- Group Work: Work with your group to set a goal for today and research for debate
- Whole Class: View Fed UP
5th period -
- Bellwork: Define "Processed food" in your ISN
- Individual Work: Complete handout
- Whole Class: View Fed UP
Evaluate
- Written work
- Participation
Week 13
Monday, October 24
Establish
SWBAT explore the ethical dilemmas behind euthanasia
Equip
ISN
Engage
Tuesday, October 25
Establish
SWBAT analyze website for language and style
Equip
- ISN
Engage
- Bellwork: What is the ethical dilemma concerning euthanasia? Explain.
- Partner Work: Students work in partners to read website and fill out handout
Evaluate
- Written work
- Participation
Wednesday, October 26
Establish
SWBAT continue exploring sides of euthanasia issue
Equip
ISN
Engage
- Written work
- Participation
Thursday, October 27
Establish
SWBAT explore health inequalities
Equip
ISN
Engage
What are the causes of health inequalities?
- Written work
- Participation
Friday, October 28
Establish
SWBAT research social groups that suffer from health inequality
Equip
ISN
Engage
- Written work
- Participation
Week 12
Monday, October 17
Establish
SWBAT explore medical dilemmas
Equip
ISN
Engage
What would you do? Why?
What are the different actions that could be taken?
What factors need to be considered?
Is there further information and research that could help in deciding what to do?
How should a decision be taken?
What would the group do?
- Written work
- Participation
Tuesday, October 18
Establish
SWBAT Understand genetic engineering
Equip
ISN
Engage
- Written work
- Participation
Wednesday, October 19
PSAT!
Thursday, October 20
Establish
SWBAT investigate ethics in farming and GMOs
Equip
Engage
- Written work
- Participation
Friday, October 21
Establish
SWBAT complete Food Inc
Equip
ISN
Engage
- Written work
- Participation
Monday, December 12
Establish
SWBAT Practice for midterms
Engage
- How do you feel about your midterm in this class?
- Bellwork: Check ISN
- Take practice midterm
Evaluate
- Written work
- Participation
Tuesday, December 13
Establish
SWBAT Practice for midterms
Engage
- Bellwork: Check ISN
- Ms. Burk checks ISN
- Take practice midterm
Evaluate
- Written work
- Participation
Wednesday, December 14
MIDTERMS
Thursday, December 15
MIDTERMS
Friday, December 16
MIDTERMS
Week 19
Monday, December 5
Establish
SWBAT Analyse and evaluate conclusions, arguments, reasoning or claims; communicate views, information and research effectively and convincingly
Engage
- Bellwork: what have you done successfully in your cyberbullying awareness projects so far?
- Partner Work: Students complete their cyberbullying projects DUE today
- Whole Class:
Define "freedom of speech": The right to express any opinions without censorship or restraint
Think of examples:
Women's Rights Movements - want to be treated fairly
Black Lives Matter - want to be treated fairly
Football player kneeling for the national anthem
Mohammed Ali - protest black people treated unfairly, protested the Vietnam war
Rosa Parks - civil rights
Hate Speech: Speech that offends, threatens, or insults groups based on race, color, religion, sexual orientation, disability, or other traits.
Think of gray areas:
- Abortion - protestors with graphic signs
- Comic Con - religious extremists shouting and accusing people
- Airport - can't yell/do/say certain things
- Schools - appropriate behavior at school
- Protestors assaulting eachother over politics
- Can't threaten the president
- KKK allowed to hold rallies
Discuss the question: What are the limits to freedom of speech?
Question: Should America continue to have completely free speech, or should hate speech be limited in America?
- Large Group Work: Students begin prepping for debate: America believes in freedom of speech v. America should limit freedom of speech
Evaluate
- Written work
- Participation
Tuesday, December 6
Establish
SWBAT Analyse and evaluate conclusions, arguments, reasoning or claims; communicate views, information and research effectively and convincingly
Engage
- Bellwork: What can individual members do to make a large group work effectively?
- Large Group Work:
Research topic
Write speech
***Be sure to look into the following arguments:
- we are all human and should enjoy the same rights
- governments and businesses should not be able to control access to information or freedom of expression to protect their own interests
- people need access to ideas and information to be able to make informed decisions politically
- we should respect diversity of opinion
- we can learn from others
- some views may hurt or offend other groups
- we have a right to privacy
- some information and ideas could be used to harm others e.g. security risks
- acting against the interests of others could lead to harm and retaliation
- it is morally wrong to defame or ruin the reputation of others unjustifiably
- speaking out is necessary to protect others from injustice, crime and repression
- ‘Whistleblowing’ ensures others are held to account
- whistleblowing can be used to harm others maliciously
5th PERIOD GLOBAL:
- Bellwork: How can you ensure that you are being a mature student?
- Partner Work - Go over Cambridge Test
Complete handout
- Your choice - work with a partner or by yourself (you will need a device for this in-class writing)
- Select one of the following to write a paragraph on.
For full points (out of 10), you need to write half a page (average sized handwriting), answers must be thorough, 1 source must be cited, and the paragraph should take you a full 30 minutes to write.
Evaluate
- Written work
- Participation
Wednesday, December 7
Establish
SWBAT Analyse and evaluate conclusions, arguments, reasoning or claims; communicate views, information and research effectively and convincingly
Engage
- Bellwork: Draw a picture of the person across from you
- Debate!
Evaluate
- Written work
- Participation
Thursday, December 8
Establish
SWBAT understand the directions to Cambridge and correctly address the evaluation question
Engage
- Bellwork: How is your day so far?
- Go over Cambridge Test
- Begin Practice Test
Evaluate
- Written work
- Participation
Friday, December 9
Establish
SWBAT understand the directions to Cambridge and correctly address the evaluation question
Engage
- Bellwork: What are your weekend plans?
- Practice Cambridge (guided handout)
- Complete Practice Packet DUE MONDAY
Evaluate
- Written work
- Participation
Week 18
Monday, November 28
Establish
SWBAT explore cybercrime and analyze perspectives
Engage
- Bellwork: What is the best show on Netflix and why?
- Students research cybercrime, locate articles, and answer the following:
- What are the potential dangers of a free, unregulated internet?
- What is the evidence presented for the point of view that an unregulated internet is dangerous?
- What are the potential benefits of a free, unregulated internet?
- What is the evidence presented for the point of view that an unregulated internet is beneficial?
Or
Are the dangers of internet regulation greater than the dangers of internet freedom?
Evaluate
- Participation
Tuesday, November 29
Establish
SWBAT practice Cambridge test
Engage
- Bellwork: How can cybercrime be stopped?
- Practice test
- Documentary!
Evaluate
- Written work
- Participation
Wednesday, November 30
Establish
SWBAT complete practice test
Engage
- Bellwork: Draw a narwhal
- Complete practice test (if you don't finish it is due tomorrow at the beginning of class)
Evaluate
- Written work
- Participation
Thursday, December 1
Establish
SWBAT research cyberbullying
Engage
- Bellwork: What should be done about cyberbullying?
- Analyze cyberbullying accounts
- Why do people use the internet and social networking to bully others?
- What are the effects of cyber bullying on the victims?
- Why does the impact appear to be so great?
- How far do news or media accounts sensationalise the problem?
- learners conduct primary research into the experience of cyber bullying through simple interviews with other learners. The aim is to understand the different forms that cyber bullying takes and the impact on the victims. There are four key research questions:
- What forms of cyber bullying are there?
- What are the effects on the victims?
- How should victims be helped?
- How can cyber bullying be prevented?
- Written work
- Participation
Friday, December 2
Establish
SWBAT research cyberbullying and practice different forms/audiences
Engage
- Bellwork: Color in your Narwhal drawing
- Students choose 1 of these 2:
- A guide for younger learners on how to spot someone suffering from cyberbullying and how to help them deal with cyber bullying - these will be hung in the halls for the middle school students
- A letter to Mr. McComb suggesting four strategies to prevent cyber bullying at Imagine - These will be shown to Mr. McComb
- Written work
- Participation
Week 17
Monday, November 21st
Establish
SWBAT understand and respond to problems caused by cybercrime
Engage
- Bellwork: Should there be regulation and control of the internet?
- Students view clips of Cybercrimes on Netflix
- Students answer the following:
- What have been the main benefits of the internet?
- What are the main dangers of the internet?
- Should the internet be regulated and controlled?
- How should the internet be controlled? Who by?
- Participation
Tuesday, November 22
Bellwork: How was career fair?
Career Fair!
Wednesday - Friday
Thanksgiving Break!
Week 16
Monday, November 14
Establish
SWBAT compose essay
Engage
- Students write an in-class essay
- In health should people be free to look after themselves and pay for their own medical care?
Evaluate
- Written work
Tuesday, November 15
Establish
SWBAT reflect on the unit and begin Unit 4: Freedom and Control
Engage
- In your ISN, write a 1 page reflection
what you have learnt about health, genetic engineering and medical ethics
how the research has changed or reinforced your views about genetic engineering and health care
how you would respond personally to the challenges of caring for your own health
changes to your own views on any of the issues explored as a result of research and listening to the perspectives of others
- Begin Unit 4: Freedom and Control
What are fundamental human rights and freedoms?
- Students respond to this question
- Students view clips about human trafficking
Sold to the Sea
List
Evaluate
- Written work
- Participation
Wednesday, November 16
Establish
SWBAT
Engage
- Bellwork: Look up "organ donation trafficking" on your device. If you don't have one,
work with a buddy. Write a description.
- View clips of Everyday in Cambodia
- Student response:
- What forms does modern slavery and human trafficking take?
- Where does it happen globally?
- Why do people become involved as traffickers and victims?
- How are victims and their families affected by trafficking?
- How does trafficking deprive victims of their freedom and basic human rights?
- Is control of labour, sexual activity and organ donation by authorities necessary to protect vulnerable people? Is it right to try to stop trafficking?
- What should be done about the practice?
- Written work
Thursday, November 17
Establish
SWBAT research pressure groups
Engage
- Bellwork: How should human trafficking be stopped?
- With a partner, use your device to look up several pressure groups working for change and the eradication of human trafficking. The aim is to find out about how pressure groups campaign for change and to consider different types of action to reduce the incidence of trafficking worldwide.
- List the main reasons for taking action to prevent trafficking.
- Describe the main ways used by pressure groups to publicise their cause.
- Describe how pressure groups encourage people to take action – individually, locally, nationally and internationally.
Evaluate
- Written work
- Participation
Friday, November 18
Establish
SWBAT write an article after their research
Engage
- Students work with partners to write an article about the pressure group they researched. Article will be posted on their website.
Evaluate
- Written work
- Participation
Week 15
Monday, November 7
Establish
SWBAT practice ACT
Engage
- Part 1 of Practice ACT
Evaluate
- Written work
Tuesday, November 8
Establish
SWBAT practice ACT
Engage
- Part 2 of Practice ACT
Evaluate
- Written work
Wednesday, November 9
Establish
SWBAT research health inequalities
Engage
- Prezi Tour (chromebook 3)
Evaluate
- Participation
Thursday, November 10
Establish
SWBAT debate
Engage
- Students debate!
5th period - in-class essay outline - In health should people be free to look after themselves and pay for their own medical care?
Evaluate
- Participation
Friday, November 11
No School!
Week 14
Monday, October 31
Mix it Up Day!
Tuesday, November 1
Establish
SWBAT understand American healthcare system
Equip
ISN
Engage
- Bellwork: What is your favorite song and why?
- Students view videos on American healthcare system (Video 1, Video 2)
- Students view beginning of documentary Fed Up (Netflix)
Evaluate
- Written work
- Participation
Wednesday, November 2
Establish
SWBAT complete prezi on health inequality
Equip
ISN
Engage
- Bellwork: What major thing did you learn about obesity in America according to the video yesterday?
- Work on research (using devices)
- Must complete and post prezi to your blog by Thursday before class
- Watch video Fed Up
- Written work
- Participation
Thursday, November 3
Establish
SWBAT work in small groups to research and prepare for a debate
Equip
ISN
Engage
- Bellwork: What is your opinion on how health care should be handled in America?
- Completely free market system with individuals choosing to pay for health care as they need it and if they can afford it
- An insurance-based system where people choose to buy insurance from companies for different levels of care in advance of needs to the extent that they can afford it
- A government state system paid for by taxes taken from everyone according to level of income with all health care free for everyone at the time of need.
- Written work
- Participation
Friday, November 4
Establish
SWBAT work on healthcare debate
Equip
ISN
Engage
1st and 3rd periods -
- Bellwork: Write what you would like to accomplish in your group today
- Group Work: Work with your group to set a goal for today and research for debate
- Whole Class: View Fed UP
5th period -
- Bellwork: Define "Processed food" in your ISN
- Individual Work: Complete handout
- Whole Class: View Fed UP
Evaluate
- Written work
- Participation
Week 13
Monday, October 24
Establish
SWBAT explore the ethical dilemmas behind euthanasia
Equip
ISN
Engage
- Bellwork: Think of a common personal health decision you have experienced, such as getting vaccinated or having a dental exam. What is your parents’ or guardians’ view on the matter? Does the government take a stance on this issue (in the form of policies, such as school rules or other laws, or through funding or public awareness campaigns)? How would you feel if the government made a law that forced you into (or prevented you from) making this decision?
- Look up “euthanasia” – write definition in key terms in ISN
- The practice of ending someone’s life to prevent pain and suffering
- Explore “Death with Dignity”
- http://learning.blogs.nytimes.com/2005/03/22/where-do-you-stand/?_r=0
Tuesday, October 25
Establish
SWBAT analyze website for language and style
Equip
- ISN
Engage
- Bellwork: What is the ethical dilemma concerning euthanasia? Explain.
- Partner Work: Students work in partners to read website and fill out handout
Evaluate
- Written work
- Participation
Wednesday, October 26
Establish
SWBAT continue exploring sides of euthanasia issue
Equip
ISN
Engage
- Bellwork: Describe the two perspectives to the “death with dignity” debate (pro and con)
- Whole class: Continue viewing documentary on euthanasia
- Written work
- Participation
Thursday, October 27
Establish
SWBAT explore health inequalities
Equip
ISN
Engage
What are the causes of health inequalities?
- Bellwork: Look up “health inequality” and write the definition in your “Key Terms” section of your ISN
- Differences in health status or in the distribution of health determinants between different population groups
- View videos on Health Inequality
- Students work with partner to look up more information on aspects of health inequality
- find sources and evidence about the following health inequalities – gender, class, age, race, culture, and level of development.
- Written work
- Participation
Friday, October 28
Establish
SWBAT research social groups that suffer from health inequality
Equip
ISN
Engage
- Bellwork: What is a social group? Define in your ISN (use device)
- In Groups: You will be given an aspect of health inequality: gender, class, age, race (minority), culture (minority)
- In your groups of 3, find the following information on the aspects of health inequality you are assigned
- A description of the main pattern and trends in health inequality for the designated social group
- An outline of the main causes or explanations for these inequalities
- An outline of suggestions for reducing the health inequalities.
- Make Prezi of findings (Chromebook 2)
- Written work
- Participation
Week 12
Monday, October 17
Establish
SWBAT explore medical dilemmas
Equip
ISN
Engage
- Bellwork: Come up with your own “medical dilemma” where you describe a situation that concerns someone’s help, but there is a “dilemma” to be contended with. Example: A woman has a son who has not been vaccinated because vaccinations are against those parents’ religious beliefs. She wants to enroll her son in school but the school will not enroll him without his vaccinations.
- Whole Class: Students discuss medical dilemmas. As a class, students discuss the following:
What is the medical situation shown in the example?
What would you do? Why?
- Group Work: Groups of 4 are assigned a medical dilemma. Students discuss the following:
What are the different actions that could be taken?
What factors need to be considered?
Is there further information and research that could help in deciding what to do?
How should a decision be taken?
What would the group do?
- Whole Class: Class discusses their decision-making process.
- Written work
- Participation
Tuesday, October 18
Establish
SWBAT Understand genetic engineering
Equip
ISN
Engage
- Bellwork: What is “genetic engineering”? Define in your ISN under “Key Terms”
- Direct manipulation of an organism’s genome using biotechnology
- Group Work: Students complete “process chart”
- Students discuss their results
- Individual Work: Write 2 letters. (1/2 – 1 page in length EACH)
- Letter 1 – You are the patient from the scenario you worked on yesterday. Write a letter to the hospital staff explaining why your actions are justified
- Letter 2 – You are the doctor from the scenario you worked on yesterday. Write a letter to the patient explaining why your actions are justified
- Whole Class: Students view video on history of genetic engineering
- Partner Work: Students work in partners to answer the question based on what they learned in the video: What are the benefits and risks of genetic engineering?
- Written work
- Participation
Wednesday, October 19
PSAT!
Thursday, October 20
Establish
SWBAT investigate ethics in farming and GMOs
Equip
Engage
- Bellwork: Do animals have rights? What rights do your pets have? Are there any rights that all animals should have?
- Individual Work: Complete the 1st 2 pages in your packet (“lunch survey” and “power diagram”)
- Whole Class: View clips from Food Inc (0:00 – 20:54)
- Reflection: Why might it be a problem that the majority of our food is made mostly from just corn and soybeans—so that nearly everything we eat contains them?
- HOMEWORK: Read and highlight “A Review of Seeds and Plants reproduction” (76-77 packet). Use 1 color highlighter on sentences that describe the importance of seeds and cycling. Use another color highlighter on sentences that describe a societal conflict involving seeds.
- Written work
- Participation
Friday, October 21
Establish
SWBAT complete Food Inc
Equip
ISN
Engage
- Bellwork: When a person chooses to eat meat, who else does that decision affect?
- Individual Work: Discuss your reading (homework) with your neighbor
- Whole Class: View clips from Food Inc (44:19 – 1:06:00)
- Written work
- Participation