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Lesson Plan

Finding Solutions to Food Waste: Persuasion in a Digital World

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

Finding Solutions to Food Waste: Persuasion in a Digital World

Grades 7 – 9
Lesson Plan Type Unit
Estimated Time Nine or more 45-minute sessions, at least four with Internet access
Lesson Author
Publisher

International Reading Association

 

Materials and Technology

Student Interactives

Printouts

Websites

Preparation

 

MATERIALS AND TECHNOLOGY

  • Computers with Internet access

  • LCD projector and screen

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STUDENT INTERACTIVES

Persuasion Map

Grades   3 – 12  |  Student Interactive  |  Organizing & Summarizing

Persuasion Map

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

 

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PRINTOUTS

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WEBSITES

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PREPARATION

  1. At least one week ahead of time, set up and test student blogs. Students should be divided into blogging communities of eight to ten members so that they are not overwhelmed by having to read and respond to too many blogs. Edublogs or Kidblog are two options to consider if your school or district does not have a blogging system already in place. If you feel you need a refresher about using student blogs, refer to the resources at Setting Up Student Blogs by Kathleen Morris.

  2. Copy and paste the Waste Not, Want Not blog on to your class webpage or blog, or print it and make a copy for each student.

  3. On your teacher website, create links to the ReadWriteThink Persuasion Map, TED Talk: Marcel Dicke: Why Not Eat Insects?, Food Facts: Your Scraps Add Up, Food Waste Basics, and the student blog you choose so students can access them quickly and efficiently.

  4. Prepare the Metacognitive Strategies Chart to share with the class, either in hard copy or with your LCD projector.

  5. Make one copy for each student of the following:

  6. Schedule computer lab time for Sessions 3, 4, 5 (optional), 7, and 8. Decide whether more than nine sessions should be prepared, based on the level of scaffolding needed for student mastery and the grade level taught; plan for any additional sessions.

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