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Literacy Design Collaborative Argumentative ModuleWhere’s the Beef?

Beef.jpg

Information Sheet for Argumentation ModuleModule title: Where’s the Beef?

Module description (overview):

According to the United States Department of Agriculture, it is estimated that 25.6 billion pounds of beef will be consumed this year alone. This consumption will account for 79 billion dollars of revenue for the beef industry and give students 79 billion reasons to educate themselves on all aspects of the beef industry. A closer examination of the production practices in the beef industry such as the use of antibiotics, growth hormones, and feed additives will allow students to formulate their claim and defend their position pertaining to the question, “Should consumers purchase beef products that have been altered from their natural state?” Main aspects of the learning process include:

A close reading process that probes all facets of the beef industry A task engagement process that sets up the main teaching task An extension that allows students to design and conduct an experiment with the 3 major types of meat

products (organic, grass-fed, and status quo) A transition to writing in which students connect their claim to textual evidence A writing process in which students establish and support a claim about whether consumers of beef products

should purchase beef products that have been altered from their natural state.Template task (include number, type, level):

Task 2: [Insert question] After reading________ (literature or informational texts),write a/an________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. (Argumentation/Analysis)

Teaching task: Should consumers purchase beef products that have been altered from their natural state? After reading primary and secondary texts on the production practices of the beef industry, write an argumentative essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

Grade(s)/Level: 10, 11, 12

Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 1

Discipline: (e.g., ELA, science, history, other?)

Agricultural Education-Animal Systems Pathway (Career and Technical Education)

Course: Biological Animal Science

Author(s): Toby Craver

Contact information:

[email protected]

Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 2

Section 1: What Task?TEACHING TASK

Teaching task:

Should consumers purchase beef products that have been altered from their natural state? After reading primary and secondary texts on the production practices of the beef industry, write an argumentative essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

Reading texts:

“Understanding Hormone Use in Beef Cattle” http://www.iowabeefcenter.org/information/IBC48.pdf“Natural and Organic Beef” http://www.uaex.edu/Other_Areas/publications?PDF/FSA-3103.pdf“Is Your Meat Safe?” http://www,pbs.org/wgbh/pages/frontline/shows/meat/safe/overview.html“Feed Additives in Beef Cattle” http://www.uaex.edu/Other_Areas/publications/pdf/FSA-3012.pdf“Beef Quality Assurance and Beef Safety Program: Overview” http://www.merckvetmanual.com/mvm/index.jsp?cfile=htm/bc/180831.htm“Frankensteer” Documentary http://vimeo.com/55321525Animal Science Biology and Technology, 3rd Edition. Mikesell, Robert E., and Meecee Baker. Animal science biology & technology. 3rd ed. Australia: Delmar Cengage Learning, 2011.Print.

Background to share with students:

Point of origin food labeling is becoming more prominent here in the United States. Our student population is not only consuming food products but also making decisions on what they buy for consumption. For these reasons, they need to have the knowledge to make informed choices when it comes to the products they purchase. In addition, the detailed look into the beef industry will enable students to realize other options concerning markets in the event that a student decides to make a business venture into the beef industry.

Extension (optional):

Day 10-Extension: Statistics show that for everyone farm job, five nonfarm jobs are created. Students must realize that the production aspect of the livestock industry leads to many nonfarm occupations including agriculture research. Agriculture research uses hands-on, research-based principles to ensure that the beef consumers purchase is safe for them. This extension easily lends to these real-world, hands-on practices that agriculture researcher’s use every day in the field or laboratory. Agriculture researchers use teams including: research scientists, postdoctoral research associates, support scientists, research technicians, as well as positions in various professional, technical, administrative, secretarial and clerical, and trades and crafts occupational areas. These teams are responsible for grading these beef products into the categories of Prime, Choice, Standard, Select, and Utility. These quality grades are based on color, texture, and the fat content of the meat. In this extension, students design and conduct an experiment utilizing the three major types of meat products-Organic, Grass-fed, and Status Quo. Students will use real- world tools to determine the color, texture, and fat content of each of the three types of beef products. Individual meat products should be the same retail cut and weight. Grids will be used to document fat content. Students use their notebooks to log observations and results from the experiment.

Note: Add three days to your timeline if you opt to do the extension.

Note: I have hyperlinked a student example to help guide the process.

Content Standards From State or DistrictStandards source:

Arkansas Biological Animal Science

NUMBER CONTENT STANDARDS8.4 Describe environmental factors that affect animal health such as sanitation and stress.8.5 Describe how disease and illness are prevented and animal well-being is promoted.

Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 3

8.6 Identify the different types of injections.8.7 Describe the types of immunity and how immunity can be improved.3.2 Discuss procedures in conducting experimental research.3.3.2 Observe safety practices in conducting experiments.3.4 Discuss the collection of data.

Common Core State StandardsNUMBER ANCHOR STANDARDS FOR READING

1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

10 Read and comprehend complex literary and informational texts independently and proficiently.NUMBER ANCHOR STANDARDS FOR WRITING

1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

NUMBER ANCHOR STANDARDS FOR SPEAKING AND LISTENING

1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

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Scoring Rubric for Argumentation Template Tasks

Scoring Elements

Not Yet Approaches Expectations Meets Expectations Advanced1 1.

5 2 2.5 3 3.

54

FocusAttempts to address

prompt, but lacks focus or is off-task.

Addresses prompt appropriately and

establishes a position, but focus is uneven.

Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position.

Addresses all aspects of prompt appropriately with a consistently

strong focus and convincing position.

Controlling Idea

Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no

mention of counter claims.

Establishes a claim. (L2) Makes note of counter

claims.

Establishes a credible claim. (L2) Develops claim and

counter claims fairly.

Establishes and maintains a substantive and credible claim or

proposal. (L2) Develops claims and counter claims fairly and

thoroughly.

Reading/ Research

Attempts to reference reading materials to

develop response, but lacks connections or

relevance to the purpose of the prompt.

Presents information from reading materials relevant

to the purpose of the prompt with minor lapses

in accuracy or completeness.

Accurately presents details from reading materials

relevant to the purpose of the prompt to develop argument

or claim.

Accurately and effectively presents important details from

reading materials to develop argument or claim.

Development

Attempts to provide details in response to the

prompt, but lacks sufficient development or relevance to the purpose

of the prompt.

Presents appropriate details to support and

develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or

explanations.

Presents appropriate and sufficient details to support

and develop the focus, controlling idea, or claim.

Presents thorough and detailed information to effectively support

and develop the focus, controlling idea, or claim.

Organization

Attempts to organize ideas, but lacks control of

structure.

Uses an appropriate organizational structure

for development of reasoning and logic, with minor lapses in structure

and/or coherence.

Maintains an appropriate organizational structure to

address specific requirements of the prompt. Structure

reveals the reasoning and logic of the argument.

Maintains an organizational structure that intentionally and

effectively enhances the presentation of information as

required by the specific prompt. Structure enhances development of the reasoning and logic of the

argument.Conventions Attempts to demonstrate

standard English conventions, but lacks cohesion and control of grammar, usage, and

mechanics. Sources are used without citation.

Demonstrates an uneven command of standard

English conventions and cohesion.

Uses language and tone with some inaccurate,

inappropriate, or uneven features. Inconsistently

cites sources.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the

audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only

minor errors.

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors.

Response includes language and tone consistently appropriate to

the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate

format.

Content Understanding

Attempts to include disciplinary content in

argument, but understanding of content

is weak; content is irrelevant, inappropriate,

or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic or

uneven understanding of content; minor errors in

explanation.

Accurately presents disciplinary content relevant to

the prompt with sufficient explanations that demonstrate

understanding.

Integrates relevant and accurate disciplinary content with

thorough explanations that demonstrate in-depth

understanding.

Section 2: What Skills?

SKILL DEFINITIONSKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

2. Task analysis Ability to understand and explain the task’s prompt and rubric. SKILLS CLUSTER 2: READING PROCESS1. Text selection Ability to identify appropriate texts.

2. Active reading

3. Note-taking

Ability to identify the central point and main supporting elements of a text.L2 Ability to identify and analyze competing arguments.

Ability to select important facts and passages for use in one’s own writing.

4. Essential vocabulary Ability to identify and master terms essential to understanding a text.

5. Academic integrity Ability to use and credit sources appropriately.SKILLS CLUSTER 3: TRANSITION TO WRITING1. Bridging Ability to begin linking reading results to writing task.SKILLS CLUSTER 4: WRITING PROCESS1. Claim Ability to establish a claim/position relevant to task.

2. Planning Ability to develop a line of thought and text structure appropriate to an argumentation task.

3. Development Ability to construct an initial draft with an emerging line of thought and structure.L2 Ability to analyze competing arguments.

4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

5. Editing Ability to proofread and format a piece to make it more effective.

6. Completion Ability to submit final piece that meets expectations.

Section 3: What Instruction?

PACING

SKILL AND DEFINITION

PRODUCT AND PROMPT

SCORING (PRODUCT “MEETS EXPECTATIONS” IF IT…)

INSTRUCTIONAL STRATEGIES

SKILLS CLUSTER 1: PREPARING FOR THE TASK Day 1(15 minutes)

1. Task engagement:Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

Product: Short Constructed ResponsePrompt : Students record first thoughts to Before Learning questions. Then students record their first thoughts to After Learning questions.

Meets expectations if:Students can discuss provided questions before and after the viewing of the learning tool.

Guided Questioning Before learning – The teacher asks students guided

questions(found in Uploaded Files-Where’s the Beef Questions before learning tool, docx) [Materials, References, and Support-For Students]

The teacher shows a short learning tool on pink slime.http://www.youtube.com/watch?v=OM6PAJ45t-A

After learning-The teacher asks guided questions(found in Uploaded Files-Where’s the Beef Questions After learning tool, docx) [Materials, References, and Support-For Students]

The teacher facilitates the sharing out of the student answers.

Day 1(30 minutes)

2. Task analysis:Ability to understand and explain the task’s prompt and rubric.

2.Rubric Analysis

Product: Quick WritePrompt: The student will rewrite the task prompt in his/her own words.

Product : Quick write of definition of element.Highlighted key terms on scoring rubric.Prompt : After reading Meets Expectations level of your rubric element, discuss among your group members following instructions for #1-4, and define your element on chart paper. Post it. Then look at all four levels of accomplishment on your rubric and box in key terms that differentiate the levels.

Meets expectations if:Students are able to complete the task prompt using their own words including:

1. Essential question

2. Type of product produced

3. Supporting position evidence

4. Competing views

Meets expectations if:Understanding is shown by definitions and highlighting of specific key words.

Quick Write The teacher presents task and has students paraphrase

the task prompt in their own words. The teacher facilitates share out.

Jigsaw-Rubric Quick Write The teacher will assign each element of the rubric to

assigned groups of four. #1 of each group-reads element aloud beginning with Meets Expectations.#2 Highlights key words#3 Paraphrases#4 Writes paraphrase

The teacher facilitates sharing out and has students create a classroom list. The teacher chooses one student from each group to share a few ideas on board and asks others to add to it.

The teacher will review for possible questions and hold class discussion around the following question:

What are the elements on which your paper will be scored?Ask students to pay particular attention to the “advanced” category and identify at least one element on which they would like to achieve in the “advanced” category.

SKILLS CLUSTER 2: READING PROCESS

1. Text selection:Ability to identify appropriate texts.

(Teacher selected)

Days 2-7

2. Active reading:Ability to identify the central point and main supporting elements of a text.

L2 Ability to identify and analyze competing arguments.(taught together)

3. Note-taking: Ability to select important facts and passages for use in one’s own writing.

Product: Student Notebook ActivitiesPrompt:Students will read teacher selected primary and secondary texts which address both sides of the question from the task. Each student will complete the designated strategy when advised to do so with each text. While reading and analyzing the primary and secondary sources, students should be looking for industry related examples that relate to the task prompt. What are some key words or parts of the document that may need further instruction?

Meets expectations if:Information is complete.Information is accurate and relevant.

L2: answers questions with credible responses and supporting elements from the texts.

The teacher will use several strategies to assist students in reading primary and secondary text. While reading and analyzing the primary and secondary sources, students should be looking for industry related examples that relate to the task prompt and pertinent quotes. What are some key words or parts of the document that may need further instruction? For each text, advise students to take notes and/or annotate elements relevant to the task and have the information to do a citation when needed to avoid plagiarism. Include citation information to support facts; questions, etc. (for example, page numbers for a long text, clear indication when quoting directly.)

In the Teacher Work Section of the module, I listed which tools I used with each article.

Thinking Notes -https://www.teachingchannel.org/videos/student-annotated-reading-strategy

Cornell Notes to find key points, details, andhttp://freeology.com/graphicorgs/cornell-notes-template/

Chunking the Text to become the expert on their section then share with peers.

http://iteachicoachiblog.blogspot.com/2012/06/five-simple-close-reading-strategies.html

Foldable Progressive Notes to summarize from Cornell notes

(I use the portrait and landscape style together to form the progressive notes: Top Left-Key Points from article, Top Right-Details concerning key points, Bottom Left-Examples of the key points, and Bottom Right-How can one use this information? This forms the outline of the summary.)Groups of four: Each student lists at least three key points (pass the paper to the right. Student 2 lists examples concerning the key points. (Pass the paper to the right.) Student 3 lists examples concerning the key points. (Pass the paper to the right.) Student 4 analyzes the previous work and develops a written logic of how this information can be used.http://www.csun.edu/-krowlands/Content/Academic_Resources/Foldables/Basic%20Foldables.pdf

Shrinking Notes http://www.educationworld.com/a_lesson/03/lp322-02.shtml

L2-The teacher will have students use the question from the prompt to aid in acknowledging competing views.

On-going

4. Essential vocabulary:Ability to identify and master terms essential to understanding a text.

Product: Frayer ModelPrompt: In groups work to identify 5 essential words or terms from each reading. Be prepared to post and facilitate the learning of your peers.

Product: Categorization ChartPrompt : Take 10-15 of the words selected and categorize on chart. Justify category selections.

Meets expectations if:Provides accurate definitions and or explanations.

Meets expectations if:Provides logical explanations.

Frayer Model (word mapping)Modeling use of a Frayer Model, the teacher has students identify one essential vocabulary word for one of their readings.http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html

Group students. 4 corners-definition, uses, characteristic, non-characteristics

Categorize wordsFollowing presentation, Take 10-15 of the words selected and categorize on chart. Student chooses categories and must justify.

Days 2-7

5. Academic integrity:Ability to use and credit sources appropriately.

Product: Short Constructed ResponsePrompt: The students will cite one of their online resources using APA format.Post on chart paper.

Meets expectations if:Citation follows correct format and contains relevant info.

Short Constructed ResponseThe teacher will discuss:

(1) Respect for other’s work to assemble evidence and create texts.(2) academic penalties for stealing other’s thoughts and words, (3) several appropriate strategies to avoid plagiarism. (Post list.)

The teacher will model then facilitate the use of online resources.Notes: Bibme.com CitationMachine.net

SKILLS CLUSTER 3: TRANSITION TO WRITING

Day 8-9

1. BridgingAbility to begin linking reading results to writing task.

Product : Self assessment

Prompt : Based on the list of Speaking and Listening behaviors, note in writing a goal for your personal participation in the upcoming dialogue

Meets expectations if:Chooses appropriate individual process goal based on past seminar performance.

The teacher will facilitate a Socratic Seminar or Debate (2 teams)Teams will be given 10-20 minutes to prepare their arguments and questions for the opposing team. Each team will have 5 minutes to support its claim then 5 more minutes to ask/answer questions from opposing team.Using evidence gathered covering the practices of beef production, students will discuss production practices such as, the use of antibiotics, growth hormones, and feed additives.Resources: LDC-Paideia Speaking and Listening Rubric.docx and Debate Scoring Rubric.docxUploaded Files – “The Power of Language”www.literacydesigncollaborative.org

Following debate, complete mini task (self assessment).(Two debate rubrics have been uploaded into this module. 1-Modified version of the Ag issue’s debate rubric 2-rubrics from the Paideia-The Power of Language-Speaking and Listening Skills.

Days 10-12

1.Extension:Ability to connect prior knowledge of the beef industry outlined in this module to real-world tasks using a hands-on approach.

Product: Agriculture based scientific research report.

Prompt: Can one determine whether a retail cut of beef is Organic, Grain-fed, or Status-Quo simply by color, texture, fat content, and taste? Design and conduct an experiment using the same industry related tools and format as that of an agriculture research scientist

Meets expectations if:Students design an experiment which will enable them to answer the prompt accurately with relevant information.

Student research reports contain all essential elements:

Introduction Materials

needed Procedures Findings Conclusion Recommendati

Short constructed response – Students create a mnemonic device to be used as an acronym for the steps in the scientific method.

Student example – I Found Dead Cats Cast Among Mice Scientific Method

1. Identify the problem2. Form a hypothesis3. Design an experiment4. Conduct the experiment5. Collect data6. Analyze data7. Make recommendations

Modeling – Teacher will model the components of a research report.

Research report1. Introduction – the purpose of the experiment

ons References

2. Materials needed – what is needed to conduct this experiment

3. Procedure – step-by-step instructions or a “how to” to conduct the experiment

4. Findings – what was observed5. Conclusion – what was learned from conducting this

experiment6. Recommendations – what could be done to improve

the viability of the experiment7. References – citations from any previous

experimental worksSKILLS CLUSTER 4: WRITING PROCESSDay 11 1. Claim:

Ability to establish a claim and consolidate information relevant to task.

Product: Short Constructed ResponsePrompt: Students will use the evidence gathered from primary and secondary sources to compose an introduction paragraph in response to the task.

Meets expectations if:Students compose and introductory paragraph that contains a hook, broad opening, claim/thesis statement, a counter claim, and a big “so what”.

Short Constructed ResponseInstructing students to use the evidence gathered from primary and secondary sources, the teacher will facilitate students using the Introduction Paragraph Template to compose an introduction paragraph.Uploaded Files: Argumentative Introduction Paragraph Template.docx [Materials, References, and Support- For Students]ModelingThe teacher will model the use of the introduction template to help guide students through the writing process.[Student example using the introduction template has been uploaded into the Materials, References, and Support- For Teachers]

Day 12-

2. Planning:Ability to develop a line of thought and text structure appropriate to an argumentation task.

Product: OutlinePrompt: Students will create an outline based on Cornell Notes, summaries, and all reading products produced during Active Reading and Note-taking. Students will state a position, sequence points, and note supporting evidence. L2 Include competing argument(s).

Meets expectations if:Creates an outline with all parts.Supports opening position,Uses evidence from texts read and images analyzed earlier with appropriate citations. L2 Identifies competing arguments(s).

Graphic Organizer-OutlineThe teacher will provide and model one or more examples of outlines or organizers. The teacher will invite student to generate questions in pairs about how the format works, and then answers any questions that might arise.Uploaded Files: [Materials, References, and Support- For Students]Body paragraph oneBody paragraph twoBody paragraph threeModeling(Model the use of the template to compose a conclusion paragraph. Student example using conclusion paragraph template is also in Uploaded Files.) [Materials, References, and Support- For Teachers]

Day 13 2. Planning Continued

Product: Conclusion paragraphPrompt: Will use the evidence gathered from primary and secondary sources to compose a conclusion paragraph in response to the task.

Meets expectation if:Students compose a conclusion paragraph that contains a restatement of the claim, a summary of the body paragraphs, and a big “so what”.

Short Constructed ResponseInstructing students to use the evidence gathered from primary and secondary sources, the teacher will facilitate students using the Conclusion Paragraph Template to compose a conclusion paragraph.Uploaded Files: Conclusion Paragraph Template.docx [Materials, References, and Support- For Students]Modeling(Model the use of the template to compose a conclusion paragraph. Student example using conclusion paragraph template is also in Uploaded Files.) [Materials, References, and Support- For Teachers]

Day 14-15

3. Development:Ability to construct an initial draft with an emerging line of thought and structure.

L2 Ability to analyze competing arguments.

Product: Initial DraftPrompt: Students will write an initial draft complete with opening, development, and closing inserting textual evidence and identifying competing arguments.

Meets expectations if:Provides complete draft with all parts (Introduction-hook, thesis statement, and the “big so what,” body paragraphs that follow the outline from thesis statement, at least one citation per paragraph, and one competing view per paragraph and a conclusion paragraph that contains restating the claim, a summary of the body paragraphs, and a big “so what”- Call to action, suggested results, or a warning to the reader.)

Long Constructed Response-Initial DraftThe teacher will instruct the students to write an initial draft complete with opening, development, and closing inserting textual evidence and identifying competing arguments.

Day 16 4. Revision:Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

Product: Multiple drafts of Long Constructed ResponsePrompt: Students will provide multiple completed drafts with all parts. Drafts must support the opening in the later sections with evidence and citations (APA format), acknowledge competing views, and show improvement.

Meets expectations if:All elements are contained in draft

Long Constructed Response ChecklistTimely feedback and conferencingPeer review: providing students with feedback on strengths and weaknesses of paper.

Day 17 5. Editing:Ability to proofread and format a piece to make it more effective.

Product: Corrected DraftPrompt: Papers need to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text.

Meets expectations if:Provides draft free from distracting errors and Uses format that supports purpose.

Peer Review of Long constructed Response-Correct DraftThe teacher will instruct students on what to look for during editing (unlike revision.) Papers need to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text.(Include instruction on proofreading marks.)Peer Editing checklist:http://go.hrw.com/resources/go_ss/teacher99/toolkit/TOOLKT17.pdf

Day 18 6. CompletionAbility to submit final piece that meets expectations.

Meets expectations if:Completed paper plus revisions of work are turned in on time

Final Work of Long Constructed Response

MATERIALS, REFERENCES, AND SUPPORTSFOR TEACHERS FOR STUDENTSI have attached the teacher materials on the following page of this section. Student materials will follow teacher materials. (Teachers you may want to print all student materials and allow students to use these materials as a writer’s notebook.)

Student materials will follow teacher materials.

Materials, References, and Supports- For TeachersLearning Tool:http://www.youtube.com/watch?v=OM6PAJ45t-A - “Pink Slime video”

Reading Texts:http://www,pbs.org/wgbh/pages/frontline/shows/meat/safe/overview.html - “Is Your Meat Safe”

http://www.uaex.edu/Other_Areas/publications?PDF/FSA-3103.pdf - “Natural and Organic Beef”

http://www.iowabeefcenter.org/information/IBC48.pdf - “Understanding Hormone Use in Beef Cattle”

http://www.uaex.edu/Other_Areas/publications/pdf/FSA-3012.pdf - “Feed Additives in Beef Cattle”

http://www.merckvetmanual.com/mvm/index.jsp?cfile=htm/bc/180831.htm - “Beef Quality Assurance”

http://vimeo.com/55321525 - “Frankensteer” documentary

Debate Rubric:LDC/Paideia Speaking and Listening Rubric

Student Example-Extension Research Report.docx – Use this student example as a guide for the experiment. Student Example of Research Report

Bridging:Writing Templates: Argumentative Introduction TemplateStudent Example Argumentative TemplateOutline Body Paragraph OneStudent Example Body Paragraph OneOutline Body Paragraph TwoOutline Body Paragraph ThreeConclusion TemplateStudent Example Conclusion Template

End of Materials, References, and Supports- For Teachers

Materials, References, and Supports- For Students

Where’s the Beef?

Questions before learning tool: (Use complete sentences to answer the following questions.)

1. Do you think the meat you eat has been altered in some way?(If so, how)

2. Whose job is it to know what is in the products you consume?

3. Do you know what types of meat products are available?(If so list them)

4. Do you think that the meat products we consume are safe?(If so, why)

Where’s the Beef?

Questions after learning tool: (Use complete sentences to answer the following questions.)

1. Where you aware of pink slime before this video?

2. Do you wonder what else may have been done to our meat products?(If so, list them)

3. Is ignorance bliss in this situation?

4. Would you like to change any of your answer after viewing the learning tool and why?

Task Paraphrase

Where’s the Beef?

SHORT CONSTRUCTED RESPONSEIn a quick write, paraphrase the task prompt in your own words. Be ready to share out.Task:L1: After researching primary and secondary texts on the production practices of the beef industry, write an essay that argues your position on whether consumers should purchase beef products that have been altered from their natural state. Support your position with evidence from your research.

L2: Be sure to acknowledge competing views.

Section 4: What Results?

STUDENT WORK SAMPLES[Include at least two samples of student work at each scoring level.]

CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)Classroom assessment task

Does the cost of livestock production truly outweigh the price to public safety? After reading the secondary source, "Is Your Meat Safe?" write an essay that argues your position on the use of sub-therapeutic antibiotics in food animals. Support your position with evidence from the text. Be sure to acknowledge competing views.

Background to share with students (optional):

Reading texts: http://www,pbs.org/wgbh/pages/frontline/shows/meat/safe/overview.html - “Is Your Meat Safe”

Teacher Work SectionHere are added thoughts about teaching this module.

Day 1 The questions for the students have been up loaded into the Materials, References, and Supports-For Students. These are the questions used before the viewing of the learning tool and the questions used after the viewing of the learning

tool. The website for the learning tool has been uploaded into the appendix of this module and is also located in the instructional

strategies of day one. The task paraphrase has also been uploaded into the Materials, References, and Supports - For Students You will need to make copies of the rubric for your students.

Day 2-7 Active Reading (This is the process that I used, feel free to deviate)

Day 2- “Is Your Meat Safe”- Students used “Thinking Notes” as they read, and Cornell notes to find key points, details, and to complete a summary of the text.Day 3- “Natural and Organic Beef”- Students used “Chunking the Text” to become the expert and Cornell notes to record key points and details, and to complete a summary of the text.Day 4- “Understanding Hormone Use in Beef Cattle”- Students used “Thinking Notes” as they read, Cornell notes to find key points and details, and “Progressive Notes” to complete a summary of the article.Day 5- “Feed Additives”- Students used “Thinking Notes” as they read and Cornell notes to find key points, details, and to complete a summary of the text.Day 6- “Beef Quality Assurance: Overview”- Students used “Thinking Notes” as they read, Cornell notes to find key points and details, and “Shrinking Notes” to write a summary of the text.Day 7- “Franken steer”- Students used Cornell notes to fid key points, details, and to complete a summary of the documentary.

I have uploaded websites for 1. Thinking Notes2. Cornell Notes

3. Chunking the Text4. Progressive Notes5. Shrinking Notes

These may be found in the appendix section of this module or they are also located in the instructional strategies section under Active Reading.

For each reading text students were required to pull at least three citations from each article and cite the information correctly using APA style.

I have uploaded Bib me and citation machine links into the appendix of this module they are also located in the instructional strategies section under Academic Integrity.

With each article students identify and master essential terms (Frayer Model)

Day 8-9 Debate- Read through the instructional strategies under Bridging to become familiar with the rules of the debate. I have uploaded two different debate rubrics into the Appendix of this module.

Day 10- 12 (optional) Extension- I have uploaded a student example of how we completed the experiment into the Materials, References, and

Support- For Teachers. Feel free to change it or modify it. Students really enjoy this section of the module.

Day 11 Claim- Students use the “Introduction Template”, to help create their claim. I have uploaded the introduction template into the Materials, References, and Supports-For Students. I have uploaded an example of student work using the introduction template into the Materials, References, and Supports-For

Teachers.

Day 12 Planning- Outline using “Body Paragraph Templates”. I have uploaded Body paragraph templates one, two, and three into the Materials, References, and Supports-For Students. I have uploaded an example of student work using body paragraph template one into the Materials, References, and Supports-

For Teachers.

Day 13 Conclusion- students use the “Conclusion Template” to help create their conclusion paragraph. I have uploaded the conclusion template into the Materials, References, and Supports-For Students. I have uploaded an example of student work using the conclusion template into the Materials, References, and Supports-For

Teachers.

Day 14 -15 Development- Students create a rough draft. Students use materials created from the previous three days to develop a product

that includes a logical sequence, while inserting appropriate textual evidence and discussing competing views.

Day 16 Revision- the product must include:

1. IntroductionA. HookB. Broad openingC. Claim/Thesis statement

D. CounterclaimE. A big “So What”

2. Body ParagraphsA. Points of the claim/thesis statement in the correct order. (Example: First key point in the claim / thesis statement must be the main idea of the first body paragraph.)B. Writer must use textual information to develop claim and/or competing views.C. Writer must cite textual information correctly using APA style.

3. ConclusionA. Claim/Thesis statement must be restatedB. Body paragraphs must be summarizedC. A counterclaim discussedD. A big “So What”

1. Call to action2. End with a warning3. Suggest results or consequences

Day 17 Editing- Spelling, capitalization, punctuation, and grammar. I have uploaded a peer editing checklist into the Materials, References, and Supports-For Students. This is also located in the instructional strategies section under Editing

Day 18 Completion, Reflection, Classroom Assessment I have uploaded the article that will be used in conjunction with previous read articles in the Materials, References, and

Supports-For Students. This can also be located under the Classroom Assessment section of this module.

AppendixThe attached materials support teaching this module.

1. http://www.youtube.com/watch?v=OM6PAJ45t-A –learning tool

2. https://www.teachingchannel.org/videos/student-annotated-reading-strategy - “Thinking Notes”

3. http://freeology.com/graphicorgs/cornell-notes-template/ - Cornell Notes

4. http://iteachicoachiblog.blogspot.com/2012/06/five-simple-close-reading-strategies.html -“Chunking the text”

5. http://www.csun.edu/~krowlands/Content/Academic_Resources/Foldables/Basic%20Foldables.pdf - “Progressive Notes”

6. http://www.educationworld.com/a_lesson/03/lp322-02.shtml - “Shrinking Notes”

7. http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html -Frayer Model for vocabulary

8. http://www.bibme.org – Bib me

9. http://citationmachine.net/index2.php?reqstyleid=2&newstyle=2&stylebox=2 - Citation Machine