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Teacher's Manual Features |
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| Student Edition |
Below is an excerpt from Unit 3 (page 198) of the Teacher's Manual. |
| Unit 3: Food for the Table—Changes through Science and Technology 3.1 Food—Before the Big Mac Essential Knowledge and Skills in Environmental Systems: After studying Section 3.1, the student should know (5) Science Concepts. The student knows the interrelationships among the resources within the local environmental system, including being able to (F) evaluate the impact of human activity and technology on land fertility and aquatic viability. Resources: CD-ROM: Human Impacts on the Environment (CyberEd). Teaching Strategies: Introduce: Have students write 3 learning goals or questions they want answered. Later return to the questions and answer any that haven’t been answered. Journal: Ask students to imagine a day in the life of a hunter and gatherer, and make an entry into a diary as a member of a tribe or clan of hunters and gatherers. Have some students share their entries, and then discuss the clues left behind by early humans. Discuss: Compare the growing of wild rice and the growing of corn. Which of these is an example of sustainable harvest? Discuss the differences between native wild rice harvested from canoes and new varieties of rice that are harvested with mechanical harvesters. What do students think the human population would be today if we had not learned to cultivate crops? Enrich: In developing countries, where rice is the staple food, iron-deficiency anemia (IDA) and vitamin A deficiency (VAD) are major contributors to disease and death among women and children. IDA impairs immunity and intellectual development and reduces physical capacity. Compare the nutrition label on bags of wild rice and other rice varieties in the grocery store. Note that rice, like cereals sold in grocery stores, is probably enriched with iron and vitamins. Genetically modified rice varieties that supply more iron and vitamin A are now available. Do students think this is a good application of technology for developing countries? Alternative Assessment: Have students create sketches or a model of a dump that might be unearthed at a campsite of a tribe or clan of hunters and gatherers. |
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