Text Set:“From the Ground Up”

Rachel GreenReading in the Content Areas

Table of Contents

Introduction...............................................................................................................................................3Standards of Learning (SOL) Connections...............................................................................................5Text Set Materials The Omnivore's Dilemma: Young Readers Edition by Michael Pollan and......................................6 The Omnivore's Dilemma: A Natural History of Four Meals by Michael Pollan.............................6 Animal, Vegetable, Miracle: A Year of Food Life by Barbara Kingsolver........................................8 “How much is enough?” The Economist............................................................................................9 "The Worst Mistake in the History of the Human Race," Discover Magazine................................10 TED Talks: “Jonathan Foley: The other inconvenient truth”...........................................................11 Jamie Oliver’s Food Revolution “Chicken Nugget Experience” and..............................................12 Jamie Oliver’s TED Prize Wish: “Teach every child about food”...................................................12Project: Market Your Farm!....................................................................................................................14Supplemental Materials...........................................................................................................................15References...............................................................................................................................................16

Introduction

Theme: From the Ground UpClass: AP Environmental ScienceGrade level: 9th through 12th gradeTargeted Reading Levels: 9th through 12th grade

This text set includes three non-fiction books, two non-fiction magazine articles, and three video clips that could be used to supplement traditional high school biology, earth science, or environmental science curriculum. This text set was intended for use with an Advanced Placement (AP) Environmental Science course. To provide flexibility with reading level, texts were chosen from approximately 8th to 11th grade reading levels.

The topic of agriculture is covered in Topic I: Earth Systems and Resources and Topic IV: Land and Water Use on the AP Environmental Science Course Detail1. In addition, the topic of food and population dynamics is covered in Topic III: Population. Specifically, agricultural processes and food are considered in the topics of global water resources and use, soil and soil dynamics, ecosystem structure and diversity, energy flow (including food webs and trophic levels), biogeochemical cycles, population ecology, agriculture land use, fishing and aquaculture, global economics, pollution, economic impacts, and sustainability. Agriculture and food resources are an inter-disciplinary topic that has been difficult to properly address because students often lack the schemata to grasp the cross-content concepts. Student understanding of this particular topic could be greatly enriched through the use of the texts outlined below.

The Omnivore’s Dilemma by Michael Pollan, a non-fiction trade book, was chosen based on its relevance to nearly all of the above listed AP Environmental Science topics. Two versions of this book were selected, the original version on an 11th grade reading level and the young reader’s edition on an 8th grade reading level. The young reader’s edition also includes graphs, figures, and photographs that incorporate the content in an engaging way. These can be read concurrently as a class assignment depending on student interest or ability. Alternatively, these books can be used as summer reading, particularly the young reader’s edition. Both versions of The Omnivore’s Dilemma highlight four potential meals: an industrial meal, an industrial organic meal, a local sustainable meal, and a hunter, gatherer, and gardened meal. Pollan discusses both the food science and health costs and benefits to each type of meal, providing real-life resources. As many Americans are unaware of where their food comes from, this text will be eye-opening and engaging for many students as they discover how products like high-fructose corn syrup, organic milk, and beef are created to be prepared for sale.

Barbara Kingsolver’s Animal, Vegetable, Miracle: A Year of Food Life is another non-fiction trade book and a memoir based on Kingsolver’s family farm and challenge to eat local for a year. This book has many anecdotal scenarios of life on a farm. Likely this book would be utilized in segments throughout the land use unit to introduce a humanistic and realistic approach to agriculture and food science that many non-fiction articles fail to include.

Two non-fiction magazine articles were included to present major scientific discoveries and advancements in agriculture and food science. “How much is enough?” from The Economist highlights the role of population and developing countries in agriculture and food science. The Discover

1The College Board Advanced Placement Environmental Science Course Description can be accessed at https://apstudent.collegeboard.org/apcourse/ap-environmental-science/course-details

Magazine article by popular non-fiction writer Jared Diamond, “The Worst Mistake in the History of the Human Race,” describes the change from hunter-gather to agriculture and the biological, anthropological, and socio-political changes that resulted. Although brief, this article would provide an excellent avenue to open up discussion on the connection between anthropological and scientific costs and benefits of a farming lifestyle.

A brief TED Talk by Jamie Oliver and a short clip from Oliver’s show, Food Revolution help supplement the reality of health effects of our food. These video clips are engaging for even the non-science student as they address real-life costs and benefits of the current food “epidemic” as Oliver suggests. It is the hope that these clips can be used to introduce and “hook” the students on the importance of knowing where our food comes from and provide a bridge to further content reading and research. A final TED Talk by ecologist Jonathan Foley, shows how global agricultural land use choices are affecting changes on our planet. Foley’s talk provides more inter-disciplinary insight into the business of agriculture and food science.

These resources will be helpful in the culminating project of this unit of creating marketing materials for a farm. Students will need to research and decide what type of farm they wish to create – an industrial farm, an industrial organic farm, or a local, sustainable farm.

Standards of Learning (SOL) Connections

The topic of agriculture is covered in Topic I: Earth Systems and Resources and Topic IV: Land and Water Use on the AP Environmental Science Course Detail2. In addition, the topic of food and population dynamics is covered in Topic III: Population. Specifically, agricultural processes and food are considered in the topics of global water resources and use, soil and soil dynamics, ecosystem structure and diversity, energy flow (including food webs and trophic levels), biogeochemical cycles, population ecology, agriculture land use, fishing and aquaculture, global economics, pollution, economic impacts, and sustainability. Additional SOL connections for Earth Science (ES) and biology (BIO) courses are outlined below.

ES.8 The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of humans. Key concepts includea) processes of soil development;e) dependence on freshwater resources and the effects of human usage on water quality

ES.10 The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological systems and are subject to long- and short-term variations. Key concepts includeb) importance of environmental and geologic implications;c) systems interactions;e) economic and public policy issues concerning the oceans and the coastal zone including

the Chesapeake Bay.

ES.11 The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic processes, biologic processes, and human activities on its composition and dynamics. Key concepts includef) potential changes to the atmosphere and climate due to human, biologic, and geologic

activity.

BIO.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in whichb) hypotheses are formulated based on direct observations and information from scientific

literature;j) research utilizes scientific literature;l) alternative scientific explanations and models are recognized and analyzed; and m) current applications of biological concepts are used.

BIO.2 The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts includea) water chemistry and its impact on life processes;b) the structure and function of macromolecules;c) the nature of enzymes; andd) the capture, storage, transformation, and flow of energy through the processes of

photosynthesis and respiration.

2The College Board Advanced Placement Environmental Science Course Description can be accessed at https://apstudent.collegeboard.org/apcourse/ap-environmental-science/course-details

The Omnivore's Dilemma: Young Readers Edition by Michael Pollan and The Omnivore's Dilemma: A Natural History of Four Meals by Michael Pollan

SummaryThis text set item includes two versions of Michael Pollan’s bestselling trade book, The Omnivore’s Dilemma. Both versions outline four potential meals: an industrial meal, an industrial organic meal, a local sustainable meal, and a hunter, gatherer, and gardened meal. Pollan discusses both the food science and health costs and benefits to each type of meal, providing real-life resources. For example, the industrial meal shows how corn took over the American supermarket from the products that are sold inside to the actual building products used to make the supermarket. In addition, Pollan follows the life of a beef cow, Steer #534, from conception to cooked meal; researches a fast-food meal, and dissects a Twinkie’s ingredients. In Part II, Pollan exposes big organic farms, not as “picturesque” as the term organic suggests. He goes on to describe local, sustainable farms, both livestock and crops, and including the Virginia farm, Polyface Farms. Pollan defines terms such as “grass-fed” and “pesticide-free.” The final section of each of the books describes the traditional hunter-gatherer or gardened meal. Pollan stresses that Americans shouldn’t be eating foods that their “great-great- grandmothers wouldn’t recognize as food” such as some of the processed foods sold in grocery stores today. As many Americans are unaware of where their food comes from, this text will be eye-opening and engaging for many students as they discover how products like high-fructose corn syrup, organic milk, and beef are created to be prepared for sale.

RationaleThe Omnivore’s Dilemma: A Natural History of Four Meals and the Young Readers Edition by Michael Pollan, both non-fiction trade books, were chosen based on their relevance to nearly all of the above listed AP Environmental Science topics. This book simultaneously incorporates land use, pollution, population, food webs, and ecology. It introduces food science and food safety, microbiology and bacteriology and related human health issues. Pollan also discusses economic costs and benefits to the business of agriculture and food science.

UsageTwo versions of this book were selected, the original version at a higher reading level and the Young Readers Edition on a more moderate reading level. Much of the original version is very dense, wordy, and intense. It weaves politics, personalities, and “rules” to eat by. The Young Readers Edition, on the other hand, provides the same content in a more accessible way. It also includes graphs, figures, and photographs that incorporate the content in an engaging way. Both texts weave in the interdisciplinary topics of environmental science including energy resources, pollution, population, and water and land use. They reinforce prior concepts and provide a brief introduction to future topics for the course.

These trade books can be read concurrently as a class assignment depending on student interest or ability. The majority of the text would likely be read independently at home with limited additional supports or learning scaffolds, especially if using the Young Readers Edition. In an advanced AP Environmental Science course, many students may be interested in the original version. Facilitated discussions of the text to reinforce concepts and connections would be helpful to highlight content area, start debates, and check for understanding.

Alternatively, the Young Readers Edition could be used as summer reading assignment for AP Environmental Science.

ReadabilityThe Omnivore’s Dilemma: A Natural History of Four Meals is considered to be at the 11th grade level based on the Flesch-Kincaid method (10.7), with a Flesch Reading Ease of 53.2 (fairly difficult to read). According to http://www.readability-score.com/, the Reading Ease (RE) value is based on a mathematical formula that takes into account average sentence length in addition to average number of syllables per word. In general, the RE output is interpreted as follows:

90-100: Very Easy 80-89: Easy70-79: Fairly Easy 60-69: Standard 50-59: Fairly Difficult 30-49: Difficult 0-29: Very Confusing

Overall the original version has a very engaging, ‘readable’ quality to it; however, only for strong high school readers. For struggling readers or those not quite at the 11th grade level, it will be more difficult, which is why the Young Readers Edition is also recommended. The Omnivore’s Dilemma: Young Readers Edition is considered to be at the 7th grade level based on the Flesch-Kincaid method (7.1), with a Flesch Reading Ease of 69.1 (standard). The Young Readers Edition is geared toward independent reading as less scientific vocabulary and content-specific words are included.

ReferencesPollan, M. (2006). The Omnivore’s Dilemma: A Natural History of Four Meals. New York, NY:

Penguin Books.

Pollan, M. (2009). The Omnivore’s Dilemma: Young Readers Edition. New York, NY. Dial Books – Penguin Books.

Animal, Vegetable, Miracle: A Year of Food Life by Barbara Kingsolver

IntroductionIn this book, Kingsolver and her family chronicle a year living in rural Virginia fully experiencing the farming lifestyle on a hundred-acre farm. In fact, they don't buy anything that wasn't grown locally, if not on their own property. As a great storyteller with a young teenage daughter, this is a relatable story for teens and adults alike. The reader learns along with the family the ups and downs of a small family farm as well as the somewhat shocking slaughtering process for animals. Kingsolver and family have many anecdotes and case studies and suggestions for gardening and living off the land. The back of the book includes ample resources for farming organizations worldwide as well as many supporting articles and references.

RationaleAnimal, Vegetable, Miracle: A Year of Food Life is a non-fiction trade book and a memoir based on Kingsolver’s family farm and challenge to eat local for a year. The many anecdotal scenarios of life on a farm make this an engaging text for students. Likely this book would be utilized in segments throughout the land use unit to introduce a humanistic and realistic approach to agriculture and food science that many non-fiction articles fail to include, especially the segments written by Kingsolver’s daughter.

UsageLikely this book would be utilized in segments throughout the land use unit to introduce a humanistic and realistic approach to agriculture and food science that many non-fiction articles fail to include. This could be done as a read-aloud or an in-class reading. Little to no scaffolding would be required for most struggling readers as this is not written in scientific language. However, many parts of this 350+ page book are quite lengthy, so only parts may be assigned at a given time, rather than a whole book assignment.

ReadabilityThis book is considered to be at the 9th grade level based on the Flesch-Kincaid method (8.9), with a Flesch Reading Ease of 70.6 (fairly easy to read). Animal, Vegetable, Miracle is written as a memoir with little scientific vocabulary and content-specific words. Many students will find this text easy to read, much like a work of fiction. However, the book provides a format for debate on pros and cons of local and home-grown food.

ReferenceKingsolver, B. (2007). Animal, Vegetable, Miracle: A Year of Food Life. New York:

Perennial/Harper-Collins.

“How much is enough?” The Economist

Introduction and SummaryThe current world population has exceeded 7 billion people and is growing at a rate of 1.2% per year. With our population consistently increasing, how will we feed our planet? This The Economist article suggests that it is not a shortage of food that we should be wary of, but rather the equality of distribution of resources and democracy that matter more. In addition, and increasing population is moving back to cities and therefore consuming more processed foods.

The article suggests plant-breeding and other “Green Revolution” farming practices in order to handle crop yields and a shifting population to consuming more and more processed foods. Will higher-yield foods solve our problems? Should we produce more food? Should we reduce poverty? If so, how?

This article supports the environmental principle of the “tragedy of the commons” originally coined by Garrett Hardin. This principle states that there are limited shared resources in the world, and those that have access to take more, will, eventually depleting the resources. The tragedy of the commons does not take into account what is “fair” or democratic. Rather, it explains an ecological principle that is inevitable with our current global culture.

RationaleThis article provides a platform for debate on the topic of population, land use, and equality. This would be best as a supplemental article after completing The Omnivore’s Dilemma so that the students have a prior understanding of how and where our food comes from. This would be a great reflection article after exploring other aspects of land use and agriculture.

UsageThis article would be used during the reflection stage of a lesson plan to synthesize the issues learned during the lesson. This article would likely be assigned as a homework assignment. However, given the level of difficulty in terms of content and vocabulary, literacy tools such as a double column notes or a graphic organizer could be used to scaffold struggling readers and ensure that all learners understand the content. A guided reading or read-aloud could be utilized to support struggling readers with this article.

ReadabilityThis article is considered to be at the 12th grade level based on the Flesch-Kincaid method (11.8), with a Flesch Reading Ease of 52.7 (fairly difficult to read). Although it is not a scientific journal, The Economist is a weekly newspaper focusing on international politics and business, news and opinion. The articles are geared towards professionals and appear to have long sentences with advanced vocabulary. However, this article provides an economic view of population ecology and agriculture, a view that many of their science texts exclude.

ReferenceSpecial Report (February 24, 2011). How much is enough? The Economist. Retrieved from

http://www.economist.com/node/18200702

"The Worst Mistake in the History of the Human Race," Discover Magazine

SummaryThis article, written by Jared Diamond in 1987, before his popular books, Guns, Germs, and Steel and Collapse describes the change from hunter-gather to agriculture and the biological, anthropological, and socio-political changes that resulted. Diamond discusses the change that began 10,000 years ago when humans began domesticating plants and animals and the agricultural revolution spread until today’s food culture where it is rare to see hunter-gathers, even in remote locations of Africa and South America. Through biological and paleo-pathological methods, scientists can study the effects of hunter-gathering on human health. Contrary to popular belief, the start of farming practices also brought the start of malnutrition, starvation and epidemic diseases. In addition, farming caused deep class divisions as humans were now able to store and hoard food. Prior to farming, humans only took what they needed, when they needed it. Although farming practices can support more people than hunting, Diamond questions whether it also brings a poorer quality of life. In comparison to our current food culture, hunter-gatherers were the “most successful and longest-lasting life style in human history.” Today, however, we’re “still struggling with the mess into which agriculture has tumbled us, and it’s unclear whether we can solve it.”

RationaleDiamond’s article presents an anthropological argument to the problem of “what to have for dinner?” Like the previous article, this article supplements Pollan’s The Omnivore’s Dilemma, specifically the final chapters where Pollan discusses the “do-it-yourself-meal” of hunter-gathering. This would be a great reflection article after exploring other scientific aspects of land use and agriculture.

UsageLike the previous article, this article would be used during the reflection stage of a lesson plan to synthesize the issues learned during the lesson. This article would likely be assigned as a homework assignment. However, given the level of difficulty in terms of content and vocabulary, literacy tools such as a double column notes or a graphic organizer could be used to scaffold struggling readers and ensure that all learners understand the content. A guided reading or read-aloud could be utilized to support struggling readers with this article.

ReadabilityThis article is considered to be at the 10th grade level based on the Flesch-Kincaid method (10.3), with a Flesch Reading Ease of 54.4 (fairly difficult to read). Discover Magazine is a science-minded popular magazine written for the general population. It is not a scientific journal, although articles are written on a variety of reading levels to engage scientists and non-scientists alike. This article provides an anthropological and political view of the history of food and agriculture, a view that many of their science texts exclude.

ReferenceDiamond, J. (May 1987). "The Worst Mistake in the History of the Human Race," Discover

Magazine. Retrieved from http://discovermagazine.com/1987/may/02-the-worst-mistake-in-the-history-of-the-human-race

TED Talks: “Jonathan Foley: The other inconvenient truth”

SummaryBodies of water such as the Aral Sea in the former Soviet Union are famously drying up due to irrigation techniques. This has become an environmental disaster as this body of water was used to dump contaminated waste which has now become airborne. Agriculture consumes a great amount of 40% of land surface, most of the fresh water (70%) on Earth as well as one of the largest emitters of greenhouse gases (30% of greenhouse gases from human activities). Fertilizers are disrupting water quality and the single greatest reason for loss of biodiversity.

However, we need food, feed, and biofuels to sustain the 7 billion people who inhabit the earth today. Foley challenges the listener to think about how humans are going to get through the rest of the century as our population is ever-increasing. We can’t farm more land because it’s ecological dangerous or unavailable, but we could farm the land more efficiently. Whatever it is, we need to meet food security and environmental needs of the future. How do we balance food, biodiversity, and the environment? Foley calls this concept “terraculture,” and helps support his cause with a graphical and statistical presentation encouraging more dialogue about commercial agriculture, environmental activism, and organic farming.

Rationale This video is a good way to engage reluctant learners as an alternative to reading a trade book or article. Although Foley uses statistical data regarding agriculture and food, there is very little “science” behind agriculture in this talk. He is very persuasive in his arguments and provides real-life scenarios such as the Aral Sea to familiarize the listener with the realities of the environmental impacts of agriculture. The video clip at the end of the talk not only gives the students information, but also provides them with a captivating visual to relay the message. The talk will appeal to the humanistic and social science side of the environmental issues with agriculture rather than the chemistry and biology.

UsageThe talk is approximately seventeen minutes and would be excellent to use during class time to provide an extension into other strands of AP Environmental Science such as population dynamics and pollution and environmental quality. Especially in an urban setting, agriculture is a foreign concept both scientifically and personally. Many students have no prior knowledge of where their food comes from and the environmental implications of growing it. During viewing, students could complete a 3-2-1 card including things they learned, found interesting, and a question they still had. These cards could be used to lead to classroom discussion of the talk or to guide short reflection papers. This talk would be best suited for the “reflection” state of the PAR lesson framework because it extends past the reading experience and topic into other disciplines.

ReadabilityThe readability of the talk is based on qualitative analysis of its appropriateness for presentation in the AP Environmental Science classroom. The talk is extremely relevant to course content and presents material in a way that should be accessible for students of diverse reading levels.

ReferenceFoley, J. (2010, October). Jonathan Foley: The other inconvenient truth. [Video file]. Retrieved from

http://www.ted.com/talks/jonathan_foley_the_other_inconvenient_truth.html

Jamie Oliver’s Food Revolution “Chicken Nugget Experience” and Jamie Oliver’s TED Prize Wish: “Teach every child about food”

SummaryThis text set item contains two clips from Jamie Oliver. The first is a video clip of Oliver’s show, “Food Revolution” in which he demonstrates how chicken nuggets are made. The second clip is from a TED Talk in which Oliver summarizes the food epidemic and offers ways to change it. Both clips are summarized below as they are meant to be utilized together.

In the clip from Oliver's Food Revolution series in Huntington, West Virginia, Oliver stages an experiment in which he believes that if he shows kids the moats disgusting ingredients in some of the most processed foods, then they will not want to eat them. Oliver believes that it must be an extreme experiment in order to get the children to care about what goes into their bodies. First he discusses the desirable, more expensive cuts of chicken and then goes on to describe the rest of the "leftover" parts. The children gasp and "ewwww" as he shreds, chops, blends, and strains the chicken parts. However, after he puts them into "nugget" shape, they ALL say they would eat the parts, even though they know it’s bad because they are hungry. They seem brainwashed by the "friendly nugget shape." Oliver feels his experiment has failed.

In Oliver’s 20-minute TED talk, he expands on this concept for a food revolution that he began describing in his Food Revolution Chicken Nugget clip. Using statistics, his experience in Huntington, West Virginia (one of the unhealthiest states in the United States) and a plan for the improving the quality of food and food education in the United States, Oliver explains that "our food is killing us." Diet-related illness such as heart disease and diabetes is the biggest killer in the United States, but it is also a global epidemic. Obesity accounts for 10% of our healthcare costs, and the figures are growing.

Although home used to be the heart of our food culture, Americans today are never taught to eat or cook at home. Thirty years ago, most of our food came from mainly local and fresh ingredients. Today, however, fast food and supermarket conglomerates have taken over. Oliver presents a trifold approach to combat this issue: home, school, and Main Street.

As 31 million children consume at least 2 meals at school each day, school food is important! But it's not the lunch ladies that have control over their meals, it's the school accountants. School food is still mostly fast food and processed - even milk contains as much sugar as soda. School should be arming us with the tools to succeed in life; however we are not using it to arm us with the "health catastrophes" of the United States. This food epidemic is preventable. We can make real change, even extend life expectancy. If children don't know what their food is or where it came from, they won't eat it. What will fit it? Better food education. This video reminded me of the proverb - "Give a man a fish, a he eats for a day. Teach a man to fish and he eats for a lifetime."

Oliver's wish is for everyone to "create a strong, sustainable movement to educate every child about food, inspire families everywhere to cook again, and empower people everywhere to fight obesity."

RationaleThese clips are a good way to engage students in a debate that may not seem “relevant” to their personal lives as consumers. Showing video clips is a good way to engage reluctant learners as an alternative to reading a trade book or article. Oliver is a charismatic speaker and his talk is very easy to listen to. He uses the scientific method to “test” his chicken nugget hypothesis and then continues his persuasive argument in the TED Talk. The TED Talk not only gives the students data from his

research, but also provides them with a captivating take-home message: what are we doing to fight childhood obesity and what can we do as individuals for our own health?

UsageThese video clips could be assigned as independent homework to watch and summarize using a literacy tool such as a listening activity where students must circle topics they hear discussed or creating a 3-2-1 card. The TED Talk could be assigned as independent homework or in-class viewing. After viewing both videos, students could respond to the content or the overall structure of Oliver’s initial experiment with their new knowledge gained during the TED Talk. For example students could answer, “What would you change about Jamie Oliver’s experiment to teach the children the cons of processed food including chicken nuggets?”

ReadabilityThe readability of these clips is based on qualitative analysis of its appropriateness for presentation in the AP Environmental Science classroom. The talk is extremely relevant to course content and presents material in a way that should be accessible for students of diverse reading levels.

ReferencesOliver, J. [Keith Low]. Jamie Oliver – Nugget Experiment Epic Fail [Video file]. Retrieved from

http://youtu.be/S9B7im8aQjo Oliver, J. (2010, February). Jamie Oliver’s TED Prize Wish: Teach every child about food. [Video

file]. Retrieved from http://www.ted.com/talks/jamie_oliver.html??utm_medium=social&source=email&utm_source=email&utm_campaign=ios-share

Project: Market Your Farm!

Students will develop marketing materials for an imaginary farm or a farm of their choice and place them into a brochure that will catch the reader’s eye, advertise, and promote the type of farm that you choose. Alternatively, you may create a website or blog to showcase your farm. For an example, take a look at local farm, Origins Farm, at http://originsfarm.com/ or visit your local farmer’s market!

Your brochure or blog/website should include: Creative name and advertising slogan - keep in mind the targeted audience for your marketing

materials Description of your farm including specific location, acreage, and history Description of the crops and/or livestock at your farm (i.e., the nature of your product from an

economic standpoint) What certifications your farm has and what makes your farm unique and/or special (pesticides,

genetic modifications, hybrid plants, etc.) How your farm benefits the economy, environment, and community At least 5 pictures of your farm and the crops or livestock you have A typed Works Cited of your references may be included on your brochure/blog/website or

turned in separately by the due date Creativity and neatness count!

Rubric:

Points Earned Potential Points

Objective

_______________ 10 points Name, advertising slogan, target audience_______________ 20 points Description of farm, location, history_______________ 20 points Description of crops or livestock_______________ 10 points Certifications, specifications, uniqueness _______________ 10 points Benefits to economy, environment, and community_______________ 10 points Pictures _______________ 10 points Creativity _______________ 10 points Works Cited_______________ 100 points TOTAL

Supplemental Materials

As I was researching for this text set, I came across a variety of other materials that relate to the topic. Due to time restraints, I could not investigate all of them thoroughly, but I wanted to log them to remember their relevance to this topic. Active hyperlinks were added as available.

Video: King Corn (http://www.kingcorn.net/) Video: Food, Inc. (http://www.takepart.com/foodinc) Video: The Meatrix (http://www.themeatrix.com/) Video Clip: Grocery Store Wars (http://www.youtube.com/watch?v=hVrIyEu6h_E) Video Clip: Back to the Start (Chipotle Commercial) (http://www.youtube.com/watch?

v=aMfSGt6rHos) Book: There’s A Hair in My Dirt! by Gary Larson

(http://www.harpercollins.com/browseinside/index.aspx?isbn13=9780060932749) Book: Diet for a New America by John Robbins (http://www.johnrobbins.info/other-books-by-

john/diet-for-a-new-america/) Book: Seedfolks by Paul Fleischman (http://www.harpercollins.com/browseinside/index.aspx?

isbn13=9780064472074) Book: In Defense of Food by Michael Pollan (http://michaelpollan.com/books/in-defense-of-

food/)

References

Child, D. (n.d.). Readability-Score.com [online applet]. Accessed at http://www.readability-score.com

Diamond, J. (May 1987). "The Worst Mistake in the History of the Human Race," Discover Magazine. Retrieved from http://discovermagazine.com/1987/may/02-the-worst-mistake-in-the-history-of-the-human-race

Foley, J. (2010, October). Jonathan Foley: The other inconvenient truth. [Video file]. Retrieved from http://www.ted.com/talks/jonathan_foley_the_other_inconvenient_truth.html

Kingsolver, B. (2007). Animal, Vegetable, Miracle: A Year of Food Life. New York: Perennial/Harper-Collins.

Oliver, J. [Keith Low]. Jamie Oliver – Nugget Experiment Epic Fail [Video file]. Retrieved from http://youtu.be/S9B7im8aQjo

Oliver, J. (2010, February). Jamie Oliver’s TED Prize Wish: Teach every child about food. [Video file]. Retrieved from http://www.ted.com/talks/jamie_oliver.html??utm_medium=social&source=email&utm_source=email&utm_campaign=ios-share

Pollan, M. (2006). The Omnivore’s Dilemma: A Natural History of Four Meals. New York, NY: Penguin Books.

Pollan, M. (2009). The Omnivore’s Dilemma: Young Readers Edition. New York, NY. Dial Books – Penguin Books.

Special Report (February 24, 2011). How much is enough? The Economist. Retrieved from http://www.economist.com/node/18200702