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Unit Instructional Plans

Farmers in Lab Coats

Unit 14

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Getting Started (student pages 167–178)

Introduction

This unit contains a scientific text on the topic of challenges faced by modern farmers. The text is written in a problem/solution organizational structure. A cross-curricular connection for this unit might focus on challenges modern agriculturists encounter as well as the contributions of agriculturists to our society.

Lexile Text Measure 1070L

Building Background Knowledge

Invite a local agriculturist to speak to the class about the training required for this career and the tools used for successful farming. Allow students to ask questions of the guest speaker in order to build an understanding of modern-day farming.(SL.6.1, SL.6.1c, SL.6.3, DOK: 2, Bloom’s/RBT: Application/Apply)

Suggested Formative Assessment

Have students complete a 3-2-1 graphic organizer using information from the guest speaker’s presentation. Review student organizers to determine individual understanding of gleaning information from an oral presentation.(W.6.4, SL.6.1c, SL.6.1d, SL.6.3, DOK: 2, Bloom’s/RBT: Application/Apply)

Suggested Unit Content Literature

Continue building student knowledge related to this unit by selecting books and digital sources from the following list for read alouds, for student independent reading, and for research resources.

A Day No Pigs Would Die – Robert Newton PeckHattie Big Sky – Kirby Larson Farmer Boy – Laura Ingalls Wilder My Antonia – Willa CatherThe Old Farmer’s Almanac for Kids – Old Farmers AlmanacThe Encyclopedia of Country Living: The Original Manual for Living Off the Land & Doing It Yourself – Carla EmeryThe Complete Illustrated Guide to Farming – Samantha Johnson and Philip HasheiderFarm Anatomy: The Curious Parts & Pieces of Country Life – Julia RothmanWomen Who Changed the World through Science, Technology, Engineering, and Math – Emily HormasterCareers for Scientific Types & Others with Inquiring Minds – Jan Goldberg Career Ideas for Kids Who Like Science – Diane Lindsey Reeves with Lindsey ClasenTechnology Careers – Ian GrahamCareer Ideas for Kids Who Like Computers – Diane Lindsey Reeves with Peter Kent Career Ideas for Kids Who Like Animals and Nature – Diane Lindsey Reeves and Lindsey ClasenTechnology in World History – W. Bernard Carlson http://www.bls.gov/ooh/https://kids.usa.gov/teens/jobs/index.shtml

(RL.6.10, RI.6.10, RST.6–8.10, DOK: 1, Bloom’s/RBT: Comprehension/Understand)

3-2-13 Facts I Learned

2 Questions I Have

1 Opinion I Have


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Unit 14

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Vocabulary Focus

*Teachers using this text for direct instruction may need to preteach these vocabulary words. If the text is used for assessment, vocabulary should not be pretaught.

Text-Speci�c Vocabulary CA CCSS Vocabulary

aerate* nitrogen analyze introduce

accessible nutrient anecdote key event

acidity optimum detail key idea

agriculturists organic elaborate key individual

alkalinity phosphorus example text

assets potassium illustrate

castings till

inorganic variables

Vocabulary Activities

Word Part ChartsHave students use text-specific and CA CCSS vocabulary words to complete five-column charts labeled Word, Prefix, Root, Suffix, Meaning of Word. Allow students to use print or digital sources to verify responses and then debrief charts with partners.

(RI.6.4, W.6.4, L.6.4, L.6.4b, L.6.4c, L.6.4d, L.6.6, RST.6–8.4, RST.6–8.10, DOK: 1, Bloom’s/RBT: Application/Apply)

Unit Specific JournalsHave students develop vocabulary journals of text-specific vocabulary words. Instruct students to record the text-specific words as well as other unfamiliar words encountered while reading the unit selection. Direct students to include words, definitions found in print or digital dictionaries or glossaries, examples, and associations or illustrations in journals. Instruct students to record the words on a continuum from those with the most positive connotations to those with the most negative connotations. Have students use the journals as vocabulary references during the unit.

(RI.6.4, W.6.4, L.6.4, L.6.4c, L.6.4d, L.6.5, L.6.5c, L.6.6, RST.6–8.4, RST.6–8.10, DOK: 2, Bloom’s/RBT: Application/Apply)

Suggested Formative Vocabulary Assessment

Using the text-specific vocabulary journals from the Unit Specific Journals activity, instruct students to identify words when prompts are called (e.g., Place a number 1 beside the word that means the same as

. Place a number 2 beside the word that completes the sentence .). Collect journals and use student responses to clarify misconceptions and to plan further instruction or interventions.(RI.6.4, L.6.4, L.6.6, RST.6–8.4, RST.6–8.10, DOK: 2, Bloom’s/RBT: Application/Apply)


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Unit 14


Unpacking the Standards

CCR Anchor Standard CCRA.R.3CA CCSS Focus RI.6.3Claim 1, Targets 11, 12

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

When authors of informational texts state central ideas, they must support the ideas with reasons and evidence. Key individuals, events, and ideas are introduced, illustrated, and elaborated using a variety of techniques. Authors often introduce topics by describing a thought-provoking image, stacking rhetorical questions, creating interesting lists, or illustrating a significant action or event. The manner in which the topic is introduced is imperative for authors to consider because it is the mechanism for engaging the reader. Authors then illustrate topics by providing detailed imagery, using techniques such as examples, anecdotes, analogies, and definitions, that encourages readers to visualize the topics in their minds. In addition, authors may include a variety of media formats, such as charts, graphs, or diagrams, to support the written texts. When authors further elaborate on topics, they incorporate data, statistics, quotes from expert witnesses, and other information located during research.

Students are required to analyze in detail the methods authors employ in informational texts in order to demonstrate comprehension of complex texts. After developing these skills of analyses, student writers can replicate the introduction, illustration, and elaboration techniques used by authors of published informational texts in personal writing.

Instructional Activities

Author’s ApproachHave students read informational texts. Ask students to complete Author’s Approach graphic organizers by recording key individuals, events, or ideas from the text. Based on the content recorded in ovals, have students identify text evidence that supports how authors introduce, illustrate, and elaborate key components using the key individuals, events, or ideas.

(RI.6.1, RI.6.3, RI.6.10, W.6.4, W.6.9, W.6.9b, DOK: 3, Bloom’s/RBT: Comprehension/Understand)

Solve a ProblemAllow students to select print or digital informational texts of personal interest. Have students read the texts and answer the following questions: What is the topic of the text? What is a key individual, event or idea in the text? How did the author introduce the key individual, event, or idea? How did the author illustrate the key individual, event, or idea? How did the author elaborate the key individual, event, or idea? Are the techniques used by the author effective? Why? Allow students to share responses to questions with partners.

(RI.6.3, RI.6.10, W.6.4, W.6.9, W.6.9b, SL.6.1, SL.6.1a, DOK: 3, Bloom’s/RBT: Analysis/Analyze)

Author’s Approach

Introduced Illustrated Elaborated

Key Individual, Event, or Idea

Text Evidence Text Evidence Text Evidence


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Unit 14


Suggested Formative Assessment

Have students read a brief informational text. Instruct students to create a 3 x 3 matrix with the labels Key Individual, Key Event, Key Idea on the top side and the labels Introduced, Illustrated, Elaborated on the left side. Ask students to demonstrate understanding of the text by completing the matrix with text evidence. Use student responses to correct comprehension errors and to plan further instruction or interventions.(RI.6.1, RI.6.3, RI.6.10, W.6.4, W.6.9, W.6.9b, DOK: 3, Bloom’s/RBT: Comprehension/Understand)

Assessment of Standards (student pages 171–175)

CA CCSS addressed in the Assessment of Standards

RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6, RI.6.7, W.6.1d, W.6.8

Item # Answer Item StandardCCR Anchor

StandardClaim Target DOK Bloom’s Original/Revised

1 D RI.6.6 CCRA.R.6 1 12 3 Analysis/Analyze

2A B RI.6.3 CCRA.R.3 1 11 3 Comprehension/Understand

2B A RI.6.3 CCRA.R.3 1 11 3 Comprehension/Understand

3 B RI.6.3 CCRA.R.3 1 11 3 Comprehension/Understand

4 B RI.6.7 CCRA.R.7 1 13 2 Application/Apply

5 C RI.6.4 CCRA.R.4 1 10 2 Application/Apply

6 D RI.6.3 CCRA.R.3 1 12 3 Analysis/Analyze

7A C RI.6.1 CCRA.R.1 1 8 2 Comprehension/Understand

7B D,E,F RI.6.1 CCRA.R.1 1 8 2 Comprehension/Understand

8 C RI.6.5 CCRA.R.5 1 13 2 Analysis/Analyze

9 A RI.6.6 CCRA.R.6 1 12 3 Analysis/Analyze

10 A,C,E RI.6.2 CCRA.R.2 1 9 2 Comprehension/Understand

11 D RI.6.2 CCRA.R.2 1 9 2 Comprehension/Understand

12 D W.6.8 CCRA.W.8 2 7 2 Application/Apply

13 C,D W.6.1d CCRA.W.1 2 6b 2 Application/Apply

14 A W.6.8 CCRA.W.8 2 7 2 Application/Apply

Interventions

CA CCSS Focus RI.6.3When formative assessments reveal students in need of intervention, use the following activities.

Intervention ActivitiesColorful Patterns

Provide students with informational texts and three colors of highlighters. Have students read the texts as follows: use the first color to mark words, phrases, or sentences the author uses to introduce the key individuals, events, and ideas; use the second color to mark words, phrases, or sentences the author uses to illustrate key individuals, events, and ideas; and use the third color to mark words, phrases, or sentences the author uses to elaborate the key individuals, events, or ideas.(RI.6.3, RI.6.10, SL.6.1, SL.6.1a, DOK: 3, Bloom’s/RBT: Comprehension/Understand)


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Unit 14


Sticky Note UnderstandingHave students read informational texts. On individual sticky notes, instruct students to record how authors introduce, illustrate, and elaborate individuals, events, and ideas. On the classroom board or chart paper, create a three-column chart labeled Introduces, Illustrates, Elaborates. Allow students to place sticky notes in appropriate columns. Discuss placement of sticky notes to ensure understanding and accuracy.

(RI.6.1, RI.6.3, RI.6.10, W.6.4, SL.6.1, DOK: 3, Bloom’s/RBT: Comprehension/Understand)

Critical Thinking (student page 176)

Analysis/Analyze

Answers may vary. Student responses might include: The structures of plants, especially the stems, need to be sturdy. Calcium is the nutrient that plant stems need so they do not easily break under the weight of the leaves and fruit.(RI.6.10, W.6.4, W.6.9, W.6.9b, RST.6–8.10, DOK: 3, Bloom’s/RBT: Analysis/Analyze)

Evaluation/Evaluate

Answers may vary. Student responses should include a recommendation of a soil irrigation method that would be appropriate for local farmers, including reasons that support the recommendation. (RI.6.10, W.6.4, W.6.9, W.6.9b, RST.6–8.10, DOK: 3, Bloom’s/RBT: Evaluation/Evaluate)

Synthesis/Create

Answers may vary. Student responses should include a public service announcement that promotes the use of earthworms in family or community gardens.(RI.6.10, W.6.4, W.6.9, W.6.9b, RST.6–8.10, DOK: 3, Bloom’s/RBT: Synthesis/Create)

Creative Thinking (student page 177)

Motivation Station

Answers may vary. Student responses might include:

1. Anything is possible. 7. You get what you deserve or earn. 2. without warning 8. a person who does not belong in a particular situation3. Difficult times will pass. 9. Introduce an idea.4. Pay attention. 10. started trouble5. the best member of a group 11. make a useful discovery6. in a challenging situation 12. The person who begins early has the best chance to be

successful.(L.6.5, L.6.5a, L.6.6, DOK: 3, Bloom’s/RBT: Application/Apply)


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Unit 14


Writing Connection (student page 178)

Answers may vary. Student responses should include an original myth that explains the origin of rain or how plants came to mankind. The myth should incorporate narrative techniques such as dialogue, pacing, and descriptive details, as well as precise words and phrases and sensory language to enhance the narrative. The myth should further incorporate a variety of transition words, phrases, and clauses to logically connect story elements.

The following criteria are suggested to evaluate student myths: Organization/Purpose, Development/Elaboration, Conventions.(W.6.3, W.6.3a, W.6.3b, W.6.3c, W.6.3d, W.6.3e, W.6.4, W.6.10, L.6.1, L.6.2, L.6.3, L.6.5, L.6.6, DOK: 3, Bloom’s/RBT: Synthesis/Create)

Performance Task Assessment

CA CCSS Focus

RI.6.10, W.6.2, W.6.7, W.6.8, W.6.9, W.6.9b, W.6.10, SL.6.2, SL.6.4, SL.6.4a, SL.6.5, SL.6.6, L.6.1, L.6.3, L.6.5, L.6.6Claim 3, Targets 1, 2, 3, 4Claim 4, Targets 1, 2, 3, 4, 5, 7DOK: 4, Bloom’s/RBT: All

Performance Task

Conduct and present research about a career that has changed significantly based on technology, new techniques, or need. Include a visual display with your presentation.

Performance Task Steps

1. Read “Farmers in Lab Coats.”2. Use print and digital sources to research careers that have changed significantly based on

technology, new techniques, or need.3. Choose the career that will be the topic of your presentation.4. Research additional information that provides details about the impact of technology, new

techniques, or need on your chosen career. Record basic bibliographic information for your sources.5. Answer questions about your task.

• Based on “Farmers in Lab Coats,” how has technology, a new technique, or need impacted farmers?• How has technology, a new technique, or need impacted your chosen career?• What details will you include to support the information about the changes in your career?• What images and graphics will you include in your visual display?

6. Write the text of your presentation.7. Plan and prepare your presentation and visual display, incorporating bibliographic information.

Present your findings to an audience.

Scoring Criteria

Use a rubric with the following criteria for student self-assessment and teacher scoring: Accuracy of Information, Inclusion of Impact on Career, Appeal of Visual Display, Effectiveness of Presentation Techniques.

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Name __________________________________________

Farmers in Lab Coats Unit 14 Selection


The traditional image of farmers is men wearing overalls, holding pitchforks and standing beside

tractors. Today’s farmers are quite different from this stereotype. They must adapt old methods to

modern techniques based on scientific principles.

Farming is more difficult than sowing seeds, tending plants, and harvesting crops. In order to

reap profits, agriculturists must manage their two most valuable assets: soil and water. Many

factors can negatively affect these resources and impact crop production. Therefore, farmers must

view themselves as scientists, armed with techniques to address these challenges.

Begin with Balanced Soil

Before farmers plant seeds, they prepare soil for the optimum pH level, the balance of acidity and

alkalinity. Just as lifeguards test the pH of pools, agriculturists test the pH of the earth using

a chemical indicator. If farmers discover excessive acid in the dirt, they add compounds such as

crushed limestone. These chemical compounds reduce the acid in the soil to an acceptable level.

Similarly, if the soil is too alkaline, farmers add other chemicals to decrease the alkalinity. “Soil

scientists” use technical processes to guarantee the best soil pH for a bounty of healthy crops.

A scientist measures plants.

Read the text. Then answer the questions.


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Name __________________________________________

Farmers in Lab CoatsUnit 14 Selection

When the pH is balanced, farmers test the nutrients in the soil. Plants need essential elements

such as nitrogen, phosphorus, and potassium for proper development. Interestingly, plants also

require calcium—just as humans do—in order to grow strong.

Farmers may employ organic methods to restore nutrients to the soil. Organic composting is

a time-tested, popular practice in which plants from the previous harvest decompose on the

topsoil. Farmers till the dead plants into the earth. The plants continue to break down, providing

nutrients for the new crop.

Another, though more costly, method of organic soil recovery is the common earthworm, often

called “the farmer’s best friend.” The earthworm enriches the soil by eating plant material and

excreting castings rich in vital nutrients. The farmer’s best friend also constantly burrows. The

tunnels made by the earthworm aerate the soil and make oxygen available to the roots. This

action also loosens the packed dirt, enabling the growth of delicate new roots.

Organic fertilizers, such as manure, are added to soil to improve its nutrient content. These

natural substances are expensive. Farmers often opt for inorganic fertilizers which are more

accessible and affordable. Whether organic or inorganic fertilizers are used, farmers continually

measure and monitor levels of nutrients in the soil. Root, leaf, and fruit development depend on

these problem-solving methods. Since healthy soil efficiently absorbs and holds moisture, farmers

apply scientific techniques to ensure that plants gain the most benefit from water.

Just Add Water

It would be unusual to hear a farmer sing “Rain, rain, go away; come again some other day.”

Instead, farmers are grateful for rain. Because this needed precipitation is inconsistent, farmers

must depend on other water sources to irrigate crops. They consider the conservation of this

limited resource when they select irrigation methods. The amount of water needed for a specific

crop is calculated based on the variables of climate, type of plant, and soil. Farmers also analyze

costs, labor, and the field’s size and shape before selecting the best watering system.

Sprinkler irrigation systems are effective for most types of crops. Some are elevated over the

ground and spray thirsty plants from above. Others are installed at ground level, forcing the

water up in a fine mist. Sprinkler irrigation is employed when farmland is level and a plentiful

supply of water is available. These systems require a significant amount of labor for construction,

operation, and maintenance. Agriculturists must be knowledgeable when choosing the sprinkler

system that best suits the dimensions of the field. Farmers must also determine the rate at which

the water will be dispersed to the crop.


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Name __________________________________________

Farmers in Lab Coats Unit 14 Selection

An above-surface irrigation system provides water to crops.

Another method for watering crops that requires level farmland is surface irrigation, also known

as flood irrigation. Farmers flood the field, allowing water to flow between the rows of plants.

The water soaks into the soil, providing direct access to the roots. Efficient use of water is key.

Farmers must carefully calculate the slope of land, precisely plow the fields, and evenly distribute

the water.

The most efficient method for irrigating crops is the drip system. Pipes, on or below the surface,

slowly deliver water directly to the plants. Little water is lost due to wind, evaporation, or

run-off. However, the installation of drip systems is labor intensive, and continual upkeep is

required. Farmers must determine the best placement of the pipes and the rate at which the

water is released to the plants.

Although water is a renewable resource, its supply decreases as the demand grows. Farmers,

thinking as “water scientists,” understand that the management of this resource is as critical as

the water itself. Careful measurements of the water used when irrigating prevent overwatering

and waste. Wise farmers keep an eye on the sky to determine when rainfall might eliminate the

need to irrigate.


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Name __________________________________________

Farmers in Lab CoatsUnit 14 Selection

Modern farmers know that working the land goes far beyond overalls and tractors. They must

make critical decisions concerning soil and water in order to produce abundant and quality crops.

When farmers apply scientific techniques, they put on their “lab coats” and confidently accept

today’s agricultural challenges.

A modern farmer evaluates produce.


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Name __________________________________________

Farmers in Lab Coats Unit 14 Assessment

1. Why did the author most likely choose the title of this text?

A to indicate that farmers use the same laboratories as scientists

B to explain the idea that farmers and scientists wear similar clothing

C to suggest that farmers attend more difficult colleges than scientists

D to highlight the idea that farmers and scientists employ common methods

2. This question has two parts. First, answer part A. Then, answer part B.

Part A

Choose the statement that best describes the purpose of the reference to traditional farmers.

A Simple farming techniques and procedures are commonly employed.

B The farming industry has changed significantly in recent years.

C Both men and women enjoy careers in the agricultural industry.

D Specific skills are necessary in order for farmers to be successful.

Part B

Choose the sentence from the text that best supports your answer in part A.

A “They must adapt old methods to modern techniques based on scientific principles.”

B “Therefore, farmers must view themselves as scientists, armed with techniques to address these challenges.”

C “Farmers, thinking as ‘water scientists,’ understand that the management of this resource is as critical as the water itself.”

D “They must make critical decisions concerning soil and water in order to produce abundant and quality crops.”


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Name __________________________________________

Farmers in Lab CoatsUnit 14 Assessment

3. Choose the statement that best describes what the reference to lifeguards shows about soil.

A Testing the pH of water is more difficult than determining the pH level of soil.

B Soil must be evaluated in order to balance the acidity and alkalinity.

C Lifeguards and farmers both rely on scientific techniques.

D Water is the most important resource for agriculturalists.

4. Which caption would better describe the photograph in the Begin with Balanced Soil section?

A A scientist chooses scientific tools.

B An agriculturist observes soil samples.

C A traditional farmer depends on research.

D A laboratory technician provides water sources.

5. Read the paragraph from the text. Then, answer the question.

Another, though more costly, method of organic soil recovery is the common earthworm, often called “the farmer’s best friend.” The earthworm enriches the soil by eating plant material and excreting castings rich in vital nutrients. The farmer’s best friend also constantly burrows. The tunnels made by the earthworm aerate the soil and make oxygen available to the roots. This action also loosens the packed dirt, enabling the growth of delicate new roots.

Which words from this paragraph help the reader know what aerate means?

A “enriches,” “excreting”

B “nutrients,” “burrows”

C “tunnels,” “oxygen”

D “dirt,” “roots”


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Name __________________________________________

Farmers in Lab Coats Unit 14 Assessment

6. Read the sentence from the text. Then answer the question.

It would be unusual to hear a farmer sing “Rain, rain, go away; come again some other day.”

Which statement best explains how the nursery rhyme impacts the reader’s understanding of water in agriculture?

A It shows that rain is a nuisance to farmers.

B It serves as a reminder to the farmer of the carefree days of childhood.

C It stresses the importance of water to a modern farmer by comparing rainy and pleasant days.

D It emphasizes the necessity of water by contrasting a child’s perspective of rain with the farmer’s perspective.

7. This question has two parts. First, answer part A. Then, answer part B.

Part A

Which statement about irrigation does the text best support?

A Irrigation is one of many methods that farmers use to conserve water.

B Access to water determines the cost of the irrigation techniques employed.

C Farmers must be knowledgeable about their resources in order to select the best irrigation system.

D All types of irrigation require equal amounts of time and money for their installation and operation.

Part B

Choose the sentences from the text that support your answer in part A. Select three options.

A “It would be unusual to hear a farmer sing ‘Rain, rain, go away; come again some other day.’ ”

B “Instead, farmers are grateful for rain.”

C “Because this needed precipitation is inconsistent, farmers must depend on other water sources to irrigate crops.”

D “They consider the conservation of this limited resource when they select irrigation methods.”

E “The amount of water needed for a specific crop is calculated based on the variables of climate, type of plant, and soil.”

F “Farmers also analyze costs, labor, and the field’s size and shape before selecting the best watering system.”


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Name __________________________________________

Farmers in Lab CoatsUnit 14 Assessment

8. How did the author develop the central idea through the overall structure of the text?

A by comparing and contrasting methods used by farmers and scientists

B by explaining causes of problems faced by farmers and their effects on scientific studies

C by identifying common challenges experienced by farmers and detailing scientific solutions

D by highlighting the progress farmers have made over time based on information contributed by scientists

9. With which statement would the author most likely agree?

A Science is the key element to successful modern farming.

B People expect farmers to properly use natural resources.

C Farmers understand their roles and responsibilities in managing soil and water.

D Agriculturists are the most important variable for conserving the world’s water and soil.

10. Select the three sentences that should be included in a summary of key ideas in the text.

A Effective and efficient irrigation methods are required.

B Earthworms are cost effective and environmentally friendly.

C Modern farmers rely on scientific techniques to manage soil and water.

D Some farmers enjoy using scientific methods to help their crops, but others do not.

E Farmers must ensure proper pH balance as well as nutrient content for healthy plant development.

F Sprinkler irrigation systems, surface irrigation, and drip irrigation systems are appropriate for a variety of watering needs.

G Rural children are familiar with nursery rhymes that refer to rain, such as “The Itsy Bitsy Spider” and “It’s Raining, It’s Pouring.”

11. Which sentence best states the central idea of the text?

A Healthy soil is produced using scientific procedures.

B Today’s farmers excel in the application of scientific methods.

C Scientists have much to teach farmers about conserving water.

D Modern farmers must depend on scientific practices to produce quality crops.


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Name __________________________________________

Farmers in Lab Coats Unit 14 Revising/Editing

A student is writing an argument for science class. Read the paragraph. Then, answer the questions.

Eating a plateful of chemicals is probably not your ideal evening meal, but if you’re purchasing non-organic produce at your local supermarket then that is exactly what you are consuming. In a recent study, 84 different pesticides were found on lettuce samples. Even more alarming is the fact that not a single sample was pesticide free. Certified organic produce, however, eliminates the risk of being contaminated by these bad things. In addition to limiting exposure to pesticides, organic foods are more nutritious and better tasting.

12. Which source would provide the most accurate information about the health benefits of eating organic produce?

A a virtual tour of a farmers marketB a magazine article, “Top 5 Veggies to Eat Now!”C a nonfiction book, Change Your Produce, Change Your Health!D an article from Internal Medicine Today, “Organic Foods Benefit the Immune System”E a TV documentary Organic Farming: How to Raise, Certify, and Market Organic Crops

13. This paragraph from the draft of the argument contains language that is not appropriate for the audience or task. Choose the two words that are too informal for a science report.

A localB factC badD thingsE more

14. Read the sources and the directions that follow.Source 1: According to supermarket manager Craig Heetland, “Our customers have requested additional organic produce because they are more flavorful. The goal of our chain of supermarkets is to ensure the happiness of our customers, so their feedback often drives our purchasing decisions. Unfortunately, organic produce tends to come at a higher cost to our store, so those costs are passed along to the consumer.”Source 2: The New England Journal of Nutrition released a publication last Thursday that reports a higher flavor concentration in organically grown fruits and vegetables. They contribute this finding to the stress placed on commercial plants that inhibits the natural flavors they produce. Organic farming accentuates the flavors in produce because the soil in which they grow is under less stress due to the absence of chemical pesticides and fertilizers.The student recorded notes from information in the sources. Which note correctly paraphrases, or restates, information from both sources?

A Consumers are willing to pay more for organically-grown foods because they are more flavorful as a result of natural farming practices.

B Organically-grown produce is fresher because it is not grown using chemical pesticides and fertilizers.

C Chemical stresses in commercial farming decrease the nutritional value of produce.D Supermarkets satisfy consumers by stocking more organically-grown foods.


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Name __________________________________________

Farmers in Lab CoatsUnit 14 Critical Thinking

Considering the importance of calcium to human bodies, why might plants need calcium?

__________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Analysis

Analyze


Which method of soil irrigation might you recommend to local farmers? Provide reasons to support your choice.

__________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Evaluation

Evaluate

A public service announcement (PSA) is a message that is intended to provide information or to raise awareness about an issue that is important to the general public. Write a PSA that promotes the use of earthworms in family or community gardens.

___________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Synthesis

Create


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Name __________________________________________

Farmers in Lab Coats Unit 14 Creative Thinking

Motivation Station

Read the idioms in the illustration. On the provided lines, write an explanation for each one.

1. The sky is the limit.

2. out of the blue

3. Every cloud has a silver lining.

4. Get your head out of the clouds.

5. the cream of the crop

6. in deep water

8. a �sh out of water

7. You reap what you sow.

10. opened a can of worms

12. The early bird gets the worm.11. hit pay dirt

1. The sky is the limit.

2. out of the blue

3. Every cloud has a silver lining.

9. Plant a seed.9. Plant a seed.

4. Get your head out of the clouds.

5. the cream of the crop

6. in deep water

8. a �sh out of water

7. You reap what you sow.

10. opened a can of worms

12. The early bird gets the worm.11. hit pay dirt

1. ___________________________________________________________________________________

2. ___________________________________________________________________________________

3. ___________________________________________________________________________________

4. ___________________________________________________________________________________

5. ___________________________________________________________________________________

6. ___________________________________________________________________________________

7. ___________________________________________________________________________________

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Farmers in Lab CoatsUnit 14 Writing Connection

A myth is a form of traditional literature that often explains the origin of a natural phenomenon, such as rain, sun, fire, or wind. Compose an original myth that reveals how plants or rain first came to mankind. In your story, be sure to use narrative techniques, such as dialogue, pacing, and descriptive details. In addition, use precise words and phrases and sensory language. Incorporate a variety of transition words, phrases, and clauses to logically connect the story elements. Organize and plan your myth on your own paper. Record your final draft on the provided lines.

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Getting Started - Mentoring Minds | Critical Thinking for Life€¦ · Farm Anatomy: The Curious Parts & Pieces of Country Life – Julia Rothman Women Who Changed the World through