who puts fruit in my smoothies & why is there corn in my hair?

Who Puts Fruit in My Smoothies & Why Is There Corn in My Hair?Laura Chesnut and Brenda Saunders-Moultrie

Who Puts the Fruit in My Smoothie & Why Is There Corn in My Hair?

http://corninmyhair.weebly.com/

Lesson #1 From Field to Hair Follicle: You Are What You EatLesson #2 Genetically Modified Organisms: What, Where, How, and Why?Lesson #3 GMOs: Mostly Good or Mostly Bad?Lesson #4 Farmers Markets and GMOs: Their Impact on the Future of our Food

You really are what you eat. Your generation is the first to grow up with genetically modified organisms (GMOs) in the food supply, and you might not even realize youre eating them! Explore the issue of GMOs from several perspectives: the cells in your body, the groceries in your supermarket, the local farms in your community, and the agri-business complex across the country and around the globe. Do they have a positive or negative impact on agricultural sustainability? Develop your own perspective on the GMO controversy. Become informed about current food options as you begin to ponder, What Will Be Our Future Food? (And create yummy smoothies in the process.)

How does the way food is grown impact humans and the environment, and how can our perspectives influence food-related issues at home, school, and in the local and global community?

Brenda Saunders-Moultrie and Laura ChesnutSPED 6402 Spring 2015East Carolina University

CONTENT RESEARCH PAPER

Agricultural sustainability is a vast and varied topic. After scanning and perusing many sources, from simple childrens books such as How Did That Get to My Table: Orange Juice?, by Pam Rosenberg, to complex articles on the website of Duke Universitys Nicholas Institute for Environmental Policy Solutions, finally, a brief segment at the beginning of the documentary film, King Corn: You Are What You Eat (Mosaic Films, 2007), helped clarify a primary perspective for our summer camp unit. In the film, Dr. Steve Macko, a chemist from the University of Virginia, says, Hair is a continuous recorder. Its a tape recorder of diet. [Anything] thats part of my diet will eventually find its way into my hair. An isotype analysis of Ian Cheneys hair reveals corn to be the dominant carbon in Ians body. Thus, from a microscopic cellular perspective, the genetic modification of corn and the subsequent proliferation of corn products and by-products throughout our food sources has led to corn in our hair. Corn is a genetically engineered crop that has pervaded our diets for many years and will continue to do so. The purpose of this paper is to examine issues surrounding the use of genetically modified organisms (GMO) in our current and future food. Some questions that will be answered to help build background on the topic are: What are genetically modified organisms and GM foods? Why are they produced? Is the safety of GM foods assessed differently from conventional foods? How is a safety assessment of GM food conducted? What are the main issues of concern for human health? What are the issues of concern for the environment? The question also at hand is whether GMO use is necessary and beneficial for feeding the current population and the projected 9 billion people that will inhabit the earth by 2050.What are GMOs (genetically modified organisms? GMOs are living organisms that have had their genetic make-up manipulated in a laboratory. The genetic modification (GM) occurs by isolating and removing the genetic material from one organism and inserting it into another. The genetic material can come from plants, animals, or microorganisms (bacterial or viral). The process allows the organism to acquire a desirable trait such as pest protection, herbicide resistance, or improved nutritional qualities, which all seem to be valid reasons for using genetically modified organisms rather than allowing nature to take its course. Why are GM foods produced? Genetic engineering offers a time-saving method for producing larger, higher-quality crops with less effort and expense. The process of GM is nothing new. We have seedless watermelons, bi-color sweet corn, and seedless grapes, to name a few. It has been estimated that 70% of all processed foods in the United States contain at least one genetically modified ingredientusually a product of soy plants. Retrieved from http://learn.genetics.utah.edu. Is the safety of GM foods assessed differently from conventional foods? The guiding principle in the evaluation of BD foods by regulatory agencies in Europe and the U.S. is that their human and environmental safety is most effectively considered, relative to comparable products and processes currently in use. From this arises the concept of substantial equivalence. If a new food is found to be substantially equivalent in composition and nutritional characteristics to an existing food, it can be regarded as being as safe as the conventional food (FDA, 1992; Kuiper et al., 2001; Maryanski, 1995; OECD, 1993) and does not require extensive safety testing. Retrieved from http://toxsci.oxfordjournals.org. How is a safety assessment of GM food conducted? Three federal agencies regulate GE (genetically engineered) foods in this country. The U.S. Department of Agriculture (USDA) oversees environmental concerns such as field testing and the spread of genetically engineered traits to nontarget plants. The U.S. Environmental Protection Agency (EPA), according to the terms of the U.S. Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA), regulates the distribution, sale, use, and testing of plants and microbes that produce pesticidal substances.What are the main issues of concern for human health? Many developed nations do not consider GMOs to be safe. Many studies conducted on animals indicate that GMO foods can lead to infertility, immune problems, accelerated aging, insulin regulation, changes in major organs, and changes in the gastrointestinal system. What are the issues of concern for the environment? GMO crops can cause superweeds to grow due to weeds becoming resistant to herbicides, due to adaptations. GMO crops contaminate nearby water supplies, thus, also affect the aquatic life within the water. Beneficial helpful insects may be harmed and less significant insects will be prone to becoming pests. Pollen from GMO crops and trees can contaminate surrounding crops and trees, though the true effects are not known.The scientific history of genetic modification usually begins with the image of Gregor Mendel, the Moravian monk, breeding peas in his monastery garden a century and a half ago (Pringle, 2003, p. 9). However, farmers were selectively breeding and modifying plants and animals thousands of years before Mendel recorded his findings in a journal in 1856 (Gay, 2008). It made good survival sense to re-plant only the seeds from the hardiest and highest-yielding plants, to breed the strongest animals with each other. Ancient farmers were giving nature a little nudge to ensure that the fittest organisms survived in order to benefit the lives of humans. Mendel had no way of knowing that his experiments using tweezers and a tiny paintbrush to cross-pollinate peas, would lead to genetic engineering with highly sophisticated techniques for swapping genes from one species to another -- powerful laboratory tools and enzymes that snip off the precise pieces of DNA that we want to splice (Pringle, 2003, p. 11).Genetic engineering has advanced quickly in the last 50 years. In her book Superfood or Superthreat: the Issue of Genetically Engineered Food, Kathryn Gay traces the creation of viable GMOs to the 1970s when scientists found a way to transfer pieces of DNA between organisms (p. 11), thus opening the path to genetically modified food. In the 1980s, researchers at Calgene, a biotech company in Davis, California, located the gene that triggers the rotting process in tomatoes, reversed its DNA sequence and slowed the process, thereby creating vine-ripened tomatoes. The United States Food and Drug Administration, or FDA, approved the genetically modified Flavr Savr tomato for sale in grocery stores in 1984 (Pringle, 2003). GMOs became common grocery items on a large scale, though most consumers were not aware of the science behind what they were buying. Since the demand was there, corporate farming enterprises increased the creation and supply of GMOs. In May of 2005, U.S. farm groups, including the National Corn Growers Association, the American Soybean Association, the National Cotton Council, and the American Farm Bureau met to recognize the planting of the one-billionth acre of GE crops (Gay, 2005, p. 55).Genetically modified organisms have been part of humans food supply for less than a generation. We can track the process of how GMOs become part of our bodies cells, but scientists are just beginning to study the effects they have on the human organs and systems that are made up of those cells. Much thoughtful research is required to fully understand the impact that GMOs have on our bodies, our environment, and our communities social and economic structures. Dr. Lydia Olander, of the Ecosystem Services Program at the Duke Nicholas Institute for Environmental Policy Solutions, provides an objective perspective on the impact of genetically food on global agricultural sustainability. When viewed in terms of the three pillars of sustainability, environmental, economic/ social pros and cons, GMO crops are found in each pillar. Environmentally, those crops might require fewer herbicides and pesticides that seep into water systems, but they also reduce biodiversity. Economically, large farms using genetically engineered seeds get higher yields per acre, but the GMO seeds are too costly to benefit small farmers, especially in developing countries. Socially, more food for the worlds growing population can be produced through higher and more efficient yields, but the field sources are often geographically far from the specific populations who need it most. Distribution becomes a large and complicated obstacle to fair share supplies among the global citizenry. Dr. Olander emphasizes that the use of GMOs in agriculture is just one variable to be measured in the fragile balance of the global ecosystem.With a perspective gained from our unit, will students determine that genetically modified organisms are positive contributions to agricultural sustainability, that the benefits outweigh the costs, or will the known and unknown risks of GMOs tip the balance toward caution? In the meantime, informed individuals have the option to choose whether or not to eat food with genetically engineered ingredients, the opportunity to choose what goes in their fruit smoothies.ReferencesAgriculture Health and Safety. (n.d.) Retrieved January 25, 2015, from Health and Safety Executive: http://www.hse.gov.ukBailey, G. (2011). Farming for the Future. New York, NY: Gareth Stevens.Deboo, A. (2009). Living Green Producing and Obtaining Food. Chicago, IL: Scott Fetzer.Gay, K. (2008). Superfood or Superthreat: the Issue of Genetically Engineered Food. Berkeley Heights, NJ: Enslow.Genetically Modified Foods. (February 27, 1999) Retrieved January 25, 2015, from National Center for Biotechnology Information: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115027/Moore, P. (2006). Agricultural and Urban Areas. New York, NY: Chelsea House.Rosenberg, P. (2010). How Did That Get to My Table: Orange Juice? Ann Arbor, MI: Cherry Lake.Paladino, C. (1999). One Good Apple: Growing Our Food for the Sake of the Earth. Boston, MA: Houghton Mifflin.Pringle, P. (2003). Food, Inc.: Mendel to Monsanto - the Promises and Perils of the Biotech Harvest. New York, NY: Simon and Schuster.Spilsbury, R. and L. (2011). Farming and the Environment. New York, NY: Rosen.Spilsbury, R. and L. (2011). Feeding the World. New York, NY: Rosen.Smith, J. (2009). Doctors Warn: Avoid Genetically Modified Food. (May, 2009) Retrieved January 31, 2015, from Institute for Responsible Technology: http://www.responsibletechnology.org/gmo-dangers/health-risks/articles-about-risks-by-jeffrey-smith/Doctors-Warn-Avoid-Genetically-Modified-Food-May-2009#1Sustainable Forestry, Agriculture and Land Use. (n.d.) Retrieved January 28, 2015, from Duke Nicholas Institute for Environmental Policy Solutions: http://nicholasinstitute.duke.edu/projects/sustainable-forestry-agriculture-and-land-use#.VM8DW9LF9psThe Human Microbiome. (n.d.) Retrieved January 25, 2015, from University of Utah Health Sciences Genetic Science Learning Center: http://learn.genetics.utah.edu/content/microbiome/Toxicological Sciences. (n.d.) Retrieved January 25, 2015, from Oxford Journals: http://toxsci.oxfordjournals.orgVogel, J. (2010). Local Farms and Sustainable Foods. Ann Arbor, MI: Cherry Lake.Winter, K., & Gallagos, C., (2006). Safety of Genetically Engineered Food. Agriculture Biotechnology in California Series, Publication 8180. Retrieved from http://anrcatalog.ucdavis.edu/pdf/8180.pdfWoolf, A., Ellis, C., Cheney, I., and Jeffrey K. Miller, J. K.. King Corn: You Are What You Eat. New York, NY: Mosaic Films, 2007.Additional Resources:

http://thehill.com/regulation/237268-gmo-bill-intensifies-federal-food-fight

https://www.congress.gov/bill/114th-congress/house-bill/1599/text

http://www.aaas.org/sites/default/files/AAAS_GM_statement.pdf

http://www.mtseedtrade.com/index.php?page=gmo-position-statement

https://www.unfi.com/ProductsAndServices/Documents/UNF_PositionStatement__GMOs.pdf

http://factsaboutgmos.org/

https://corporate.publix.com/about-publix/publix-faq/position-statements

http://wps.pearsoncustom.com/wps/media/objects/3014/3087289/Figures/Figure_11_03.pdf

http://biotechlearn.org.nz/themes/mendel_and_inheritance/mendel_s_experiments

http://biotechlearn.org.nz/themes/mendel_and_inheritance/images/cross_pollination_of_pea_plants

https://www.congress.gov/bill/114th-congress/house-bill/1599/text

http://getamoveon.fb.org/PDFs/NorthCarolina&GMOs.pdf

http://www.businessinsider.com/neil-degrasse-tyson-believes-in-gmos-2014-7

http://www.businessinsider.com/bill-nyes-stance-on-gmos-2015-3

http://coalitionforsafeaffordablefood.org/

http://www.forbes.com/sites/jonentine/2014/08/25/why-liberal-americans-are-turning-against-gmo-labeling/2/

http://www.responsibletechnology.org/gmo-dangers

Expert Page Our expert is Dr. Lydia Olander, Director of the Ecosystem Services Program at the Duke Nicholas Institute for Environmental Policy Solutions. Her current work includes environmental markets and mitigation, which also includes forestry and agricultural based climate mitigation, and exploration of applications in urban sustainability. She received a PhD in Biogeochemistry, from Stanford University and Masters in Forest Science from the Yale School of Forestry and Environmental Studies. Dr. Olander was an AAAS Congressional Science and Technology Fellow working with U.S. Senator Joseph Lieberman on environmental and energy issues. Dr. Olander has conducted research on the impacts of logging on nutrient cycling. We talked to her about the three pillars of agricultural sustainability and the impact of GMOs on the global food supply.Website: http://nicholasinstitute.duke.edu/ecosystemContact Information: [email protected]; 919-613-8713 Initial contact e-mail message: Hi Dr. Olander,I am a teacher here in Durham and will be participating in a one-week summer program for middle school AIG (academically/intellectually gifted) students with topics presented as problem-based learning units. One of our units will focus on agricultural sustainability. As we plan and narrow our focus, it would be helpful to talk to experts from several fields, including research and academia. It is my hope that you might be available one afternoon in the next couple of weeks for a phone call, or even a meeting, to answer a few questions about your work as it involves agricultural sustainability. Please let me know via e-mail response, or call my cell phone, 919-452-3907.Thank you!Laura Chesnut

CONNECTION TO THE THEME

Published definitions of perspective seem to fall into two categories, those describing concrete visual representations of objects in space and those describing more abstract ideas or mental viewpoints. Our unit definition aligns with the second category. The entry from Dictionary.com that seems most operational is the state of ones ideas, the facts known to one, etc., in having a meaningful interrelationship. The entry from the Merriam-Webster Dictionary (1997) that will help us work on our unit is the aspect in which a subject or its parts are mentally viewed; esp.: a view of things (as objects or events) in their true relationship or relative importance. Our idea lens will examine the broad big picture of current and future agricultural sustainability, and it will narrow its focus to the details or facts that contribute to the interrelationship of the working parts that make up the system. Our operational definition of perspective will be the objective facts you know about our food supply and the interrelationship of its parts, your idea or mental overview of how the parts fit together in the system as a whole, and your personal frame of reference regarding the issues of food supply and consumption.The intent of our unit is to facilitate campers understanding of agricultural sustainability and genetically modified organisms, in order for them to get a sensible understanding of their own food options and a broader view of the national and global food supply system. Once our campers have investigated the topic, we hope that they will develop an outlook or attitude (perspective) concerning current and future food options. Their perspective should help them with their objectivity (positive or negative) on the controversial issue. The questions for them to deliberate are: Do you want to just feed the current and future generations by any means, or do you want to do it in a way that will ensure that people, animals, plants, and the environment are protected and safe? Based on your perspective, what are your recommendations and what are you committed to do?The campers will explore various perspectives of using Genetically Modified Organisms (GMOs) in our food supply. Their personal perspectives will be formed based on information given and explored throughout the unit. The campers will be presented the perspectives of farmers that have utilized GMO seeds, citizens that have witnessed the effects of GMO usage in their environment, businesses that promote the use of GMOs, videos, and reading material. Our intent is to facilitate and/or enhance the campers understanding of genetically modified organisms and the role they play, if any, in sustainability.Once information and activities have been completed at the end of the camp, we hope that our campers will have a perspective on the topic that is impacting their lives. Will their perspectives be for or against the use of genetically modified organisms? Whichever, perspective or viewpoint they decide, they will have facts that will enable them to support their reasoning, keeping in mind that by the year 2050, the earth is expected to have nine billion inhabitants and that they will be the decision-makers at that time. Hopefully, our unit will inspire the campers to have a voice at an early age. Maybe they will be interested enough to continue or start their own research on the issue or become a voice that will be in support of sustainability, eating locally grown foods that are in season, and making earth-friendly, conscious choices. There are many unanswered questions that remain in the area of the use of GMOs, the long-term health of humans, animals, and the environment. We also hope that campers will become more aware of their everyday frame of reference, that they will see grocery store shelves with more informed eyes, that they will have a heightened awareness of locally grown and produced foods. Since they are still at an age when they do not have complete control over their personal food options and grocery buying, we will discuss ways they can thoughtfully and diplomatically share their new perspectives with family members and friends. Our unit is intended to raise their awareness of their current food choices today, but more importantly to help them develop into thoughtful consumers with an informed perspective for the future. Who knows -- we might be influencing future scientists, food entrepreneurs, and policy makers.

TECHNOLOGY INTEGRATION

Technology will be closely intertwined with our units lessons. We plan to embed as many activities as possible in our website, http://corninmyhair.weebly.com. The hardware for our unit will be laptop (or desktop) computers or iPads with internet access for each student and a Smartboard to help us facilitate whole group discussions. The use of the laptops or ipads will allow our campers to research and examine the reality of our present and future food supply. Once the research/investigations have been completed, it is our intention to have our students organize and synthesize the information to aid them in developing their perspective. Collaboration among their peers may even develop new ideas that will impact their thoughts about the way food is grown and its influence on humans, animals, and the environment. They can create a Slideshare to add to our Weebly website.Since the topic of food sustainability and the impact of genetically modified organisms (GMOs) has already inspired a plethora of excellent video clips found on the internet, we will take advantage of those sources to disseminate information and build students knowledge base. We plan to use Ted Ed to integrate clips into lessons such as this one we started called Food and You @ http://ed.ted.com/on/7Y93o7Ig. We want students to use information immediately as they build a knowledge base rather than just passively watch and listen. The format of a Ted Ed lesson goes beyond watching a video clip to prompt students to think, dig deeper, discuss, and close with thoughts to ponder. Ted Ed provides text windows for us, as instructors, to have guiding questions already posted within the lesson module. By preparing several Ted Ed modules, we hope students will be able to gather much of the units content information as they view brief videos and respond to appropriate content questions immediately.Students will use internet mapping tools, such as Google Maps, Scribblemaps, or MapQuest, to trace the delivery of food from the farm source to a retail store to their own point of consumption. We want them to have a sense of the distance that food, especially produce they buy at the grocery store, might travel from a field somewhere to their table. They will compare that journey to the distance locally grown produce travels. We will use the website http://www.farmersfreshmarket.org/easterncarolinafoodventures to make a virtual shopping trip to local farmers markets. They can create a Voki at www.voki.com to share the journey. A timeline creation may also be an option. Technology will be implemented when the campers take a three-question survey and an online food literacy quiz. Campers will use ipads to read the pros and cons of mandatory labeling of GMO foods then use the technology to present their findings ( brochure or newsletter). An interactive activity entitled, Engineer a Crop will engage campers in a simulation of genetically modifying a crop. Students will design a GMO using an iPad version of an online drawing tool located at www.drawisland.com. By the end of camp, each student will develop a perspective on the impact of GMOs on current and future agricultural sustainability. They will present their perspective in the form of a public service announcement, brochure, or brief debatable opinion statement. They will be able to choose their own medium for the final product: a PowerPoint presentation, Slideshare, document, videotaped oral statement, or some other feasible presentation tool. Because the unit is compacted into four sessions, we will describe the final project and clarify expectations on the first day so that students can gauge their own technology proficiencies and comfort levels before deciding on options for their culminating path.

CONTENT OUTLINE I. Our Food SourcesA. Current food supply system1. Location of fields where produce growna. Information found on sample labelsb. Distance travelled from sourcei. Foreign countries - grocery store fruit from South and Central America, Mexicoii. Different US state - vegetables from Californiaiii. Local farms and farmers markets - availability2. Processed foodsa. Ingredient labelling examplesi. List items but not sourcesii. What else might we want to know?b. Agricultural source vs. processing location of ingredientsc. Approximately 70% of all processed foods contain at least one genetically modified organism B. You are what you eat1. Isotopic hair analysisa. Hair is continuous tape recorder of dietb. Corn found to be predominant source of carbon in many Americans 2. Development of genetically engineered corn a. Agricultural scientists introduced GM corn in mid-1990sb. Production of corn vastly increasedc. Uses beyond corn on the cob vegetablei. By-products such as corn syrup, corn starchii. Feed for chickens, beef cattle II. Genetically Modified Organisms, GMOs A. Description of GMOs 1. Living organisms that have had their genetic make-up manipulated in a laboratorya. Isolating and removing genetic material b. Insert genetic material into another organism 2. Genetic material sources a. Plants and/or animals b. Bacterial or viral microorganisms

B. Purpose1. Acquire a more desirable traita. Pest protectionb. Herbicide resistancec. Improved nutritional value 2. Time-saving method a. Produces larger, higher quality crops b. Requires less effort and expense C. Safety 1. Concept of substantial equivalence in composition and nutritionalcharacteristics 2. Since 1992, the U.S. Food and Drug Administration (FDA) has required labeling of GM foods only if the food has a nutritional or food safety property that is significantly different from what consumers would expect of that food.Federal agencies that regulate: a. U.S. Department of Agriculture (USDA) b. U.S. Environmental Agency (EPA) c. U. S. Federal Insecticide, Fungicide, and Rodenticide (FIFRA)D. History of genetic modification1. Ancient farmersa. Seeds from fittest organisms were saved and planted b. Selective breeding of strongest animals2. Gregor Mendela. Father of Geneticsb. Moravian monk in Austria who lived in Austria in 1800sc. Experimented by cross-pollinating pea plants using tweezersand tiny paintbrushd. 1856 - recorded findings in journal3. Modern genetic engineeringa. Powerful laboratory tools and sophisticated techniquesb. Flavr Savr tomato i. First FDA approved GMO food in 1984 ii. Developed in at Calgene, bio-tech company in Davis, CA iii. Gene that triggered rotting was isolated and its DNAwas reversed to allow vine-ripening before shipping iv. Triggered entry of GMO foods into US grocery market c. May, 2005 - one-billionth acre of GE crops was plantedIII. Concerns1. Humansa. Infertilityb. Immunity problemsc. Accelerated agingd. Changes in major organse. Gastrointestinal issuesf. Insulin regulation2. Environmenta. Superweedsb. Water contaminationc. Harmful to beneficial insectsd. Less significant insects prone to becoming pestse. Pollen from GMO crops and trees contaminating surrounding organic or conventionally grown crops and trees IV. Agricultural SustainabilityA. Definition and model1. Meeting the needs of the present generation without compromising theability of future generations to meet their own needs, BrundtlandCommission, 1987 2. Three pillar (or 3-legged stool) model a. Economic - supply and demand; production vs. consumption b. Environmental - natural resources are fragile and limited c. Social - global citizenry and fair shareB. Impact of GMOs1. Importance to current agricultural sustainabilitya. Meet the needs of the present without compromising the needs of the futureb. Responsibility of all (farmers, laborers, policymakers, researchers, retailers, and consumers)2. Role of GMOs in the futurea. Increased toxicityb. Decreased nutritional valuec. Antibiotic resistance

LESSON #1From Field to Hair Follicle: You Are What You Eat

I. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVEStudents will examine and track the journey food takes from farm source to retail store to their own point of consumption.

POINT TO PONDERI have enough information about food sources to make wise choices for my own health and societys future.

ESSENTIAL QUESTIONWhere does my food really come from?

CONTENTOutline the content you will teach in this lesson. I. Our Food SourcesA. Current food supply system1. Location of fields where produce grown a. Information found on sample labels b. Distance travelled from sourcei. Foreign countries - grocery store fruit from South and Central America, Mexicoii. Different US state - vegetables from Californiaiii. Local farms and farmers markets - availability2. Processed foods a. Ingredient labelling examplesi. List items but not sourcesii. What else might we want to know? b. Agricultural source vs. processing location ofingredients c. Approximately 70% of all processed foods contain at least one genetically modified organism B. You are what you eat1. Isotopic hair analysisb. Hair is continuous tape recorder of dietc. Corn found to be predominant source of carbon in many Americans 2. Development of genetically engineered corn now prevalent in dietd. Agricultural scientists introduced GM corn in mid-1990se. Production of corn vastly increasedf. Uses beyond corn on the cob vegetablei. By-products such as corn syrup, corn starchii. Feed for chickens, beef cattle

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question? Students will understand that while the process of eating seems simple, the food supply that we take for granted is the result of a complex global system of supply, production, and delivery. They will broaden their perspective of where their food really comes from.

What will students be able to DO as a result of this lesson?Students will be able to consider a food product from the perspective of where its ingredients originated and how it arrived at their point of consumption.

III. PLANNING

HOOKDescribe how you will grab students attention at the beginning of the lesson. BE CREATIVE.TIME: 10 minutesWe will introduce the guiding quotation, Start where you are. Use what you have. Do what you can. by Arthur Ashe, which will be prominently written on the board or a poster, and explain to students that our unit will apply this philosophy to increase their awareness and enhance their perspectives on food sources, GMOs, and agricultural sustainability.Todays hook will emphasize Start where you are. We will read How Did That Get to My Table: Orange Juice? by Pam Rosenberg while students sip an Orange Banana Yogurt Smoothie sample. This childrens book will serve as a basis for students to examine their current level of awareness of food sources. As a group, we will brainstorm what information the book did not provide. (It is intentional that the fruit in todays smoothie had a long journey.)

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Perspectives here. Include ALL support and teaching materials with your unit. TIME: (5 minutes) Students will answer point to ponder question on individual quarter-page copies.I have enough information about food sources to make wise choices for my own health and societys future. Rate yourself on a scale of 1 to 10.Not informed 0 --- 1 --- 2 --- 3 --- 4 --- 5 --- 6 --- 7 --- 8 --- 9 --- 10 100% informedTeacher will say, Now that you have a beginning perspective on where you are in your awareness of food sources, we will continue with what you have as resources to inform yourselves and heighten your awareness.- (10 minutes) Students will use laptop computers to watch TED-Ed video entitled Food and You, http://ed.ted.com/on/7Y93o7Ig.- (15 minutes) After reading the brief article The Fast Food Fruit, http://nautil.us/issue/3/in-transit/the-fast-food-fruit, students will complete fruit tracking activity to answer the essential question, where does my food really come from? We will give each student produce labels from different countries. They will pin labels to a poster-sized world map and attach string from each label to a pin in Winterville, NC. They will use GoogleMaps to calculate the distance that fruit travelled from where it was grown to the local grocery store. They will attach a piece of paper with the distance to each string.- (10 minutes) Students will watch the first 6 minutes of King Corn DVD to learn how corn carbon is detected in human hair cells and why corn products and by-products are everywhere. We will have a short group discussion.- (10 minutes) We will summarize and review how we are using what we have to broaden our perspectives on where our food really comes from. We will tell students to start thinking ahead to do what you can to raise others awareness in the form of a [??public service announcement, brochure, or brief debatable opinion statement??] as their final project.

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials. TIME: 10 minutesStudents will register as TEDEd users and return to the lesson entitled Food and You, http://ed.ted.com/on/7Y93o7Ig, to answer questions.1. This video focusses our perspective on connections betweenAour foodBour healthCthe rest of the worldDnone of the aboveEall of the above2. We take our food supply for granted.ATrueBFalse3. The business of food is bigger and more specialized than ever because of all EXCEPTArising demandBgovernment support policiesCconservation initiativesDpopulation growthEnew technologies4. In the 1980's, the average supermarket stocked around ___ products; now it has ___ products.A2,350; 21,000B15,000; 50,000C8,000; 80,0005. Around 60% of food ingredients are purchased globally, providingAlower pricesBhealthier choicesCgreater selectionDA and CEall of the above6. Why do many people choose junk food instead of healthy food?AIt's convenient.BIt tastes good.CIt's less expensive.DA and BEall of the above7. The United States spends __ of every disposable dollar on food; India spends__; Nigeria spends __.A34 cents; 27 cents; 23 centsB40 cents; 70 cents; 10 centsC34 cents; 27 cents; 23 centsD10 cents; 40 cents; 70 cents8. Production and delivery of food uses vast amounts of all of these finite resources EXCEPTAfossil fuelsBtitaniumCwaterDland9. Worldwide. agriculture uses ___ of available fresh water.A12%B35%ChalfD70%10. In order to meet changing diets and growing populations, the amount of food will need to double in the next ___ .AcenturyB40 yearsCdecadeD5 years

11. Reconsider your perspective. I have enough information about food sources to make wise choices for my own health and societys future.Rate yourself on a scale of 1 to 10.Not informed 0 --- 1 --- 2 --- 3 --- 4 --- 5 --- 6 --- 7 --- 8 --- 9 --- 10 100% informed

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials.Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been submitted for this lesson.

Instructional Materials- Laptops with internet access- Trifold board with quotation: Start where you are. Use what you have. Do what you can. by Arthur Ashe- Rosenberg, P. (2010). How Did That Get to My Table: Orange Juice? Ann Arbor: Cherry Lake.- Blender, cups, and Orange Banana Yogurt Smoothie ingredients (1 large banana, peeled, sliced, frozen; 1 cup chilled orange juice; 1/2 cup plain nonfat yogurt; 4 ice cubes; 1 tablespoon honey) We will use typical grocery store ingredients the first day and progress to local Winterville farm fruit and NC yogurt on Day 4.- Poster-sized world map- Produce labels collected by teachers from winter and spring grocery trips- Pushpins and string- Projector or Smartboard- King Corn DVD- Copies of Point to Ponder self-rating, 4 per sheet

I have enough information about food sources to make wise choices for my own health and societys future.Rate yourself on a scale of 1 to 10.Not informed 0 --- 1 --- 2 --- 3 --- 4 --- 5 --- 6 --- 7 --- 8 --- 9 --- 10 100% informed




The Fast Food FruitThe bananas journey from the plantation to you is one long science project.BY GLORIA DAWSONILLUSTRATIONS BY JONATHON ROSENJULY 18, 2013 A truck is traveling on the freeway. Inside, stacks of bananas are piled high. Picked a few weeks ago at a plantation, theyve traveled overseas in climate-controlled cargo ships, their color still green and unappetizing. But that wont last for long. A colorless gas with a faint, sweet, and musky odor seeps from an open pouch placed inside the truck, quietly transforming the fruit en route. By the time the tropical fruit is in your grocery basket, they are a golden yellow.This is not science fiction, but yet another attempt at perfecting the tropical fruit delivery processa new ripening-on-the-go trick that Professor Bhesh Bhandari and his Ph.D. student Binh Ho at the University of Queensland, Australia, are now experimenting with. For the past two centuries, bananas have traveled the world by all modes of transportation. In the late 1800s, it was by railroadstracks were built solely for banana transport. In the 1900s, bananas were trekked in refrigerated shipsgleaming white fleets with radio technology that allowed vessels to coordinate their arrival times with harvesting schedules. In his book, Banana: The Fate of the Fruit that Changed the World, Dan Koeppel says that the banana industry invented fast food in a way. A banana may be healthier than a burger, but how its brought to you is not all that different. Before the fast-food industry learned to process, pack, and ship inexpensive temperature-controlled meals, banana carriers had already perfected their own shipping process. If you look at the model of the industrialized supply chain, what they really came up with was a lot closer to what a fast-food chain does, he says. The result is bananas that arrive at the market on their final green day, and which will last exactly seven days before turning brown. By the time bananas land on the supermarket shelf, their ripening process has already been carefully engineered through the use of three gases: ethylene, carbon dioxide, and oxygen. To bring this tropical fruit to distant markets and have it be edible is kind of amazing, says Randy Ploetz, a professor of plant pathology at the University of Florida. Its pretty much a science. It is indeed. The banana is a climacteric fruit, which means that once the ripening process begins, you cant stop it, explains Ploetz. So the idea is to harvest the fruits when they are mature but not ripening. When banana bunches are cut off at harvest, they start to release ethylene, triggering a decrease of pectin and a breakdown of starch, which softens and sweetens the fruit. As part of that senescence process, Ploetz adds, bananas also release carbon dioxide. But high levels of carbon dioxide and ethylene would cause bananas to ripen too fast or to spoil before they arrive to consumers. Like many other climacteric fruits, bananas are sensitive to carbon dioxide if carbon dioxide levels rise to more than 7 percent, the fruit will soften while still green and wont taste good. So the transportation companies use a full-blown climate-control system for their capricious passengers. When bananas are loaded onto a ship, they are cooled off to 54 to 58 degrees Fahrenheit, depending on the length of the future voyage, and the levels of oxygen and carbon dioxide are maintained at 5 percent each, according to Carrier Transicold, a company that designs trucks and ships to transport bananas worldwide. Plus, humidity levels are kept between 90 and 95 percent, to keep the fruit moist.A banana may be healthier than a burger, but how its brought to you is not all that different.Before bananas board refrigerated ships bound for foreign ports, plantation workers place a tracking device that looks like a complex calculator into each crate to record the climate-control data vital for the fruits health. The device stays with the dainty travelers throughout the entire journey until they arrive at a store. Since the 1930s, bananas always had to make a stopover between the ship and the supermarketnamely at a ripening room, a massive warehouse where they are not only allowed to finally turn yellow, but are gassed with ethylene to quicken the process. Such rooms are expensive to maintain, and Bhandari and Ho are experimenting with ripening fruits en route. But gassing fruits inside moving trucks is problematicethylene is combustible and cant safely be used in large volumes. So the scientists developed a way to store ethylene in a powder form.The new invention encapsulates ethylene into modified cyclodextrin, a compound made up of sugar molecules bound together in a ringessentially a form of starch. Cyclodextrin has cavities in its crystalline structure which can entrap the ethylene molecules. Cameron Turner, whose role at the university is to commercialize new technologies, likens the structure to an egg cartona degradable shell that hosts molecules rather than eggs. When a bag or box of the powder is opened in a truck full of produce, the cyclodextrins crystalline structure breaks down because of the humidity in the airand begins to slowly release ethylene over time.The effort exerted in planning and transporting bananas can seem, well, bananas. But be honestyou wouldnt give green or brown-spotted versions a second glance. You want the perfectly ripe stuff, and this is what Bhandar and Ho christened their invention. They plan to begin testing RipeStuff in a trial fleet of trucks with interested customers in 2014. For the time being, most bananas still have to make their final stopovers in ripening rooms. However, when RipeStuff is ready to be used commerciallythe researchers estimate by 2015this already fast fruit will arrive at your store even faster. Ploetz calls banana transport a science as it is. But with the decomposing cyclodextrin and the timed release of ethylene, your banana delivery will become even more of a science project than ever before.Gloria Dawson is a journalist based in New York City, where she writes about science, food, and a smattering of other topics. Her writing has appeared in The Wall Street Journal, National Geographic online, Modern Farmer, and Quartz, among other publications. Nautilus is a different kind of science magazine. We deliver big-picture science by reporting on a single monthly topic from multiple perspectives. Read a new chapter in the story every Thursday. 2015 Nautilus, All rights reservedISSUE 003http://nautil.us/issue/3/in-transit/the-fast-food-fruit

Assessment Materials- Laptops with internet access and TEDEd lesson entitled Food and You, http://ed.ted.com/on/7Y93o7Ig

LESSON #2Genetically Modified Organisms: What, Where, How, and Why?


LESSON OBJECTIVEStudents will develop an understanding of GMO and NON-GMO foods.

POINT TO PONDERMan has the right to manipulate living organisms and their genetic make-up.

ESSENTIAL QUESTIONGMOs have been created for a variety of reasons, which purpose is most beneficial? Defend your perspective.

CONTENTOutline the content you will teach in this lesson. II. Genetically Modified Organisms, GMOs A. Description of GMOs 1. Living organisms that have had their genetic make-up manipulated in a laboratorya. Isolating and removing genetic material b. Insert genetic material into another organism 2. Genetic material sources a. Plants and/or animals b. Bacterial or viral microorganisms B. Purpose1. Acquire a more desirable traita. Pest protectionb. Herbicide resistancec. Improved nutritional value 2. Time-saving method a. Produces larger, higher quality crops b. Requires less effort and expense

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question? The students will understand genetically modified organisms and their purpose.

Students will develop their perspective concerning the purpose for GMOs.

What will students be able to DO as a result of this lesson?Describe and visualize the process of gene splicing as it is currently done.List both pros and cons of genetic engineering and use that information to form a personal opinion.

III. PLANNING

HOOKDescribe how you will grab students attention at the beginning of the lesson. BE CREATIVE.TIME: 5 minutesWritten on the board: What is your perspective of this quote from Pajama Sam, You are what you eat, from your head down to your feet? Think about that corn in your hair. How much do you really know about it? Open the TEDEd lesson entitled Genetically Modified Corn, http://ed.ted.com/on/aowX4IUg.

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Perspectives here. Include ALL support and teaching materials with your unit. TIME: 40 minutesStudents will: take a three question, paper-based or electronic-based (Survey Monkey) survey related to GMO knowledge, take an online food literacy quiz (15 questions) at www.nourishlife.org; watch video Growing Doubt, an 18:03 minute video at http://www.greenpeace.org/international/en/campaigns/agriculture/problem/genetic-engineering/growing-doubt/Discuss the following questions: How you feel about eating food that may contain ingredients made from genetically modified crops? Should you have a choice? Should such products be clearly labeled?Engineer a crop (Internet Interactive Activity) http://www.pbs.org/wgbh/harvest/engineer/Pros and Cons Activity for labeling GMO foods created from statements located at http://www.ext.colostate.edu (http://www.ext.colostate.edu/pubs/foodnut/09371.html)

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials. TIME: 25 minutesDesign a GMO: If you could engineer an organism, what would you engineer, and why? What impact would your genetically modified organism have on the environment/society? Students will write a paragraph addressing the question, and then draw a picture of their engineered organism. Have students share their organisms with the group.



15 Question Online Food Literacy QuizLaptops, iPads, and/or LCD Projectorpapercrayons/markersscissorspencil(s)

LESSON #3GMOs: Mostly Good or Mostly Bad?


LESSON OBJECTIVEStudents will examine the impact(s) of genetically modified organisms as they develop their own perspectives on the pros and cons.

POINT TO PONDERGenetically modified organisms are helpful and harmful.

ESSENTIAL QUESTIONAre Genetically Modified Organisms harmful or beneficial? Has your perspective changed or remained the same? Explain.

CONTENTOutline the content you will teach in this lesson. Impact of GMOs: Over 80% of all GMOs grown worldwide are engineered for herbicide tolerance. As a result, use of toxic herbicides like Roundup has increased 15 times since GMOs were introduced. GMO crops are also responsible for the emergence of super weeds and super bugs: which can only be killed with ever more toxic poisons like 2,4-D (a major ingredient in Agent Orange). GMOs are a direct extension of chemical agriculture, and are developed and sold by the worlds biggest chemical companies. The long-term impacts of GMOs are unknown, and once released into the environment these novel organisms cannot be recalled. GMOs are novel life forms, biotechnology companies have been able to obtain patents with which to restrict their use. As a result, the companies that make GMOs now have the power to sue farmers whose fields are contaminated with GMOs, even when it is the result of inevitable drift from neighboring fields. GMOs therefore pose a serious threat to farmer sovereignty and to the national food security of any country where they are grown, including the United States.

1. GMOs importance to current agricultural sustainability: More food: These plants can help farmers boost their yield by making crops that can live through a drought or the cold and resist disease. Backers say GM products will help us feed the extra 2 billion people that will fill the planet by 2050. Not using these tools would push us back 40 to 50 years in food production, says Kent Bradford, PhD, distinguished professor of plant sciences and director of the Seed Biotechnology Center at the University of California, Davis. Less stress on the environment: Supporters say using science to make the changes is better for the planet than older farming methods. Crops built to resist pests lower farmers need for toxic chemical pesticides, Goldstein says. They also require less soil to be tilled, reduce Better products: Scientists can create crops that contain vital nutrients. Swiss researchers created a strain of golden rice with high amounts of beta-carotene. Monsanto produced soybeans with lots of heart-healthy omega-3 fatty acids. Other crops, like papaya and cassava, can be made to withstand disease. Naturally occurring molds (if we dont prevent them by creating GM crops) present huge health hazards, Bradford says. Why reject a technology that has the potential to benefit so many people worldwide? a. Meet the needs of the present without compromising the needs of the future b. Responsibility of all (farmers, laborers, policymakers, researchers, retailers, and consumers)Role of GMOs in the futurea. Increased toxicityb. Decreased nutritional valuec. Antibiotic resistance

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question? The students will understand the importance of GMOs to current sustainability and the positive/negative role of GMOs in the future.

What will students be able to DO as a result of this lesson?The students will develop and support their argument for or against the use of genetically modified organisms.

III. PLANNING

HOOKDescribe how you will grab students attention at the beginning of the lesson. BE CREATIVE.TIME: 10 minutesWritten on the board: You are invited to discuss GMOs on a local morning news program. What will be your talking points? Work with a partner to come up with a brief list.

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Perspectives here. Include ALL support and teaching materials with your unit. TIME:- (10 minutes) As a group, we will view and discuss Second Barcode, a very short video advocating labels for GMO foods,https://www.youtube.com/watch?v=j8ia8Kq_DwE

- (20 minutes) Students will use laptop computers to follow TED-Ed lesson entitled Kids' Right to Know About That GMO, http://ed.ted.com/on/9EkwCU5S.

Students will make and defend a claim based on evidence about genetically modified organisms that reflects scientific knowledge and student generated evidence. Harvest of FearUse the Harvest of Fear website http://www.pbs.org/wgbh/harvest/ to answer the following questions:1. What is a genetically modified organism? 2. Give examples of genetically modified organisms found in our food.3. While searching the Harvest of Fear website list the pros and cons of genetically modified organisms found in our food. PROS CONS

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials. TIME:30 minutes Students will develop and support their argument for use of genetically modified organisms or complete the Web Activity. The Research Question:Is the use of Genetically Modified corn beneficial to feed our world or are they a disaster waiting to happen?Your Claim:Your Evidence:Your Justification of the Evidence:



Fill out the following table stating your claim and indicate the evidence you have collected to justify your claimThe Research Question: Is the use of Genetically Modified corn beneficial to feed our world or are they a disaster waiting to happen?

Your Claim:

Your Evidence:

Your Justification of the Evidence:

List the arguments of the others and develop your counter argument to them and record your response in the Rebuttal ColumnI support Genetically Modified CornI am against Genetically Modified Corn

Argument #1Rebuttal

RebuttalArgument #1

Argument #2Rebuttal

RebuttalArgument #2

Web Activity: Genetically Modified Foods

1. Begin by going to the website http://www.pbs.org/wgbh/harvest/. 2. Click on the Should We Grow GM Crops button, read and follow the directions. 3. You should have gone through six arguments regarding the use of genetic foods. After reading these arguments, how do you feel about the use of genetically modified foods. After completion of the in-class web activity at home type up a short response (2-3 paragraphs) on your feelings of the use of genetically modified foods. 4. When you get to the last argument click on read all twelve arguments and answer the following questions under each argument. a. What if you knew that detractors fear that GM foods might pose health risks for certain people? 1. Why would people with allergies be concerned about GM foods? 2. How can genetically modified foods affect certain bacteria in humans? b. What if you knew that proponents assert that GM foods will promise many health benefits?1. What are some health specific reasons that GM foods could leave traditional crops in the dust? 2. What is golden rice and why is it important to developing countries? 3. What are pharmaceutical foods? c. What if you knew that many feel GM crop technology will hurt small farmers? 1. Why do GM foods give an advantage to larger companies? 2. How could poor farmers become affected by the use of GM foods in richer countries? 3. What are some problems with relying on monocultures of food? d. What if you knew that GM patrons insist that farmers will reap great benefits from biotechnology? 1. List some reasons why insect repellent crops would help out farmers in the long run. 2. How would natural herbicides in plants help farmers in the long run? 3. What are some other features that could be bred into plants using biotechnology? e. What if you knew that opponents fear that GM crops could harm the environment? 1. What did the 1999 Nature article show regarding the Monarch butterfly? 2. What do critics of the 1999 Nature article say regarding this study? 3. Why are people worried that there will be new superbugs or superplants? How could this happen? f. What if you knew that advocates maintain that GM technology will help the environment? 1. What are 4 problems of spraying pesticides on plants? 2. What did the EPA find in 1999 in regards to spraying pesticides on cotton plants? 3. List two ways to stop cross-pollination of plants. 4. What are buffer zones and how would they be used on GM plants? g. What if you knew that many people feel genetically modifying organisms goes against Nature? 1. What gene did scientists place into strawberries? What was this gene designed to do? 2. Why do vegetarians and those practicing religion be against GM foods? h. What if you knew that scientists submit that genetically modifying plants is completely natural? 1. What species have we modified from a mustard plant? 2. What has been done to fruits and vegetables such as grapes and potatoes? 3. What are some advantages of gene technology over long term plant breeding? i. What if you knew that many critics inveigh against biotech companies for being profit-driven, with little concern for potential risks to people or nature? 1. In a rush to promote bioengineered foods what do people feel that firms underestimate? 2. What is the Orwellian theory of farming development? j. What if you knew that companies that fashion GM seeds maintain that GM crops hold the greatest hope for adequately feeding our rapidly expanding world population? 1. Why is innovation important in the biotech world? 2. What will be some results of innovation in the biotech world? 3. Why does GM farming have greater promise than general farming?k. What if you knew that many critics assert that GM foods suffer from dangerously poor oversight and regulation? 1. In 1998 what percentage of world grown GM foods came from the United States? 2. What three government bodies oversee GM foods? 3. Why do people complain about the FDA overseeing GM foods? 4. What type of labels are needed in the United States according to the FDA? l. What if you knew that GM seed companies maintain that GM crops are the most thoroughly tested and highly regulated food plants out there? 1. Why do bio-tech firms say that GM foods are thoroughly tested? 2. How do scientists test for toxicity of proteins in GM foods? 3. List and explain two types of allergenic foods described in this section. 4. What three agencies overlook GM foods and what is the responsibility of each?

LESSON #4Farmers Markets and GMOs: Their Impact on the Future of our Food


LESSON OBJECTIVEStudents will develop their concluding perspectives of GMO verses Non-GMO foods.

POINT TO PONDERIn January 2001, the FDA's Center for Food Safety and Applied Nutrition proposed that developers of genetically modified food submit scientific and safety information to the FDA at least 120 days before the food is marketed.

ESSENTIAL QUESTIONHow can I support Non-GMO locally grown and produced foods? Do I want to?

CONTENTOutline the content you will teach in this lesson. IV. Agricultural SustainabilityA. Definition and model1. Meeting the needs of the present generation without compromising the ability of future generations to meet their own needs, Brundtland Commission, 1987 2. Three pillar (or 3-legged stool) model a. Economic - supply and demand; production vs. consumption b. Environmental - natural resources are fragile and limited c. Social - global citizenry and fair share

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question? Students will understand that they can choose where their food really comes from, that they have the option to buy food from local sources or global enterprises.

What will students be able to DO as a result of this lesson?Students will have the knowledge and awareness make wise choices.

III. PLANNING

HOOKDescribe how you will grab students attention at the beginning of the lesson. BE CREATIVE.TIME: 10 minutesWritten on the board: Agricultural Sustainability Use straws, and a paper plate to make this 3-legged stool model. (Picture drawn on board, our example displayed.) How does the model help you understand this definition? Meeting the needs of the present generation without compromising the ability of future generations to meet their own needs, Brundtland Commission, 1987

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Perspectives here. Include ALL support and teaching materials with your unit. TIME: - (15 minutes) Students will make a virtual shopping trip to a local farmers market via the website,http://www.farmersfreshmarket.org/easterncarolinafoodventures.- (40 minutes) Students will work on their final projects to share their perspective to raise others awareness in the form of a public service announcement, brochure, or brief debatable opinion.

Make smoothies with locally grown Non-GMO ingredients.

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials. TIME: Presentation of final projects



- Laptops with internet accessInstructional Materials- Trifold board with quotation: Start where you are. Use what you have. Do what you can. by Arthur Ashe- Straws, paper plates, Play-doh- Blender, cups, and local ingredients for smoothies- Poster-sized world map

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