CE9+Food+Culture+Research+Project

Project Introduction
toc ﻿This project provides knowledge and skills that allow students to make informed lifestyle choices based on the understanding that humans and the natural environment are interconnected. These choices not only provide healthy eating habits but also help students recognize the need for a healthy environment and strong local economy. The students will investigate nonfiction text, technology, and the local food movement in order to construct cross-curricular blogs and wikis. During the Food Culture project students will experience cross-curricular collaboration with their peers and teachers in order to enhance a variety of skills: reading, writing, research, technology, and collaboration.

Collaboration

 * English: Critical Reading and Thinking
 * Integrated Science
 * Family and Consumer Science
 * Agriculture
 * Introduction to Business

Project Objectives

 * ** Subject ** ||  ** Content & Concepts **  ||  ** Skills **  ||  ** Standards **  ||
 * CyberEnglish || Students will read and discuss nonfiction texts in order to understand human experience and societal issues.

Students writing will undergo a variety of stages including inquiry, rough draft, revision, editing and finalizing.

Students will develop inquiry skills and obtaining || Students will //explain, analyze,// and //evaluate// nonfiction texts.

Students will i//dentify// the devices an author uses to construct an argument.

Students will //construct// a synthesis paper from researched sources and personal experiences. || ** A.12.1 ** Use effective reading strategies to achieve their purposes in reading. ** A.12.4 ** Students will read to acquire information. ** B.12.1 ** Create or produce writing to communicate with different audiences for a variety of purposes. ** B.12.2 ** Plan, revise, edit, and publish clear and effective writing. ||
 * Integrated Science || Students will show how energy is stored in food (calories) and how energy is released by digestion and metabolism. || Students will conduct a scientific investigation to determine the amount of nutritional calories in a peanut and a walnut.

Students will construct models of the functional groups associated with (food related) molecules of life (proteins, fats and carbohydrates).

Students will complete a three-day food inventory analysis and investigate where their calories come from (molecules of life and servings from the food pyramid). || **A.12.3** Give examples of how models are used to give quick and reasonable solutions.


 * F.12.9** Using the science themes, investigate energy systems to show how energy is stored in food and how energy is released by digestion and metabolism. ||
 * Family & Consumer Science || Student will plant and grow the produce that will be processed in the foods lab.

Students will pick produce and develop cooking skills to pepare products for healthy consumption for themselves and families.

Students will learn about locally grown foods, when to purchase them and how to prepare them.

Students will learn how to process the produce that has come from the community garden into a product that can be sold to the cafeteria and local business. ||  ||   ||
 * Introduction to Business || Students will investigate impact on local economy.

Students will conduct market research as part of data collection and analysis.

Students will analyze the different aspects of small business ownership. || Students will investigate impact on local economy.

Students will conduct market research as part of data collection and analysis.

Students will analyze the different aspects of small business ownership. || **D.12.4** Demonstrate an understanding of current local, state, national, and international economic issues. **E.12.1** Analyze the degree to which one possesses the characteristics, skills, and abilities of an entrepreneur. **E.12.3** Discuss the effects of promotion on pricing and demand for goods. **F.12.6** Describe the market research process. **F.12.7** Describe the factors that influence a consumer's decision to buy. **F.12.10** Describe various methods of product distribution. || Education || Students will study in depth, the concepts and implications of Peak Oil. They will research Transition towns, and deindustrialized cities, such as Detroit, and local citys within Wisconsin.
 * Technology

Students will be exposed to alternative energy technologies being used in urban and local agriculture within Sheboygan County.

Students will become familiar with appropriate Technology and powering down solutions involved in local small scale Agriculture.

Students will modify or construct machines and basic hand tools used in local agriculture that will help offset energy consumption either through alternative energy or low tech solutions. || Students will understand the facts of Peak Oil and be able to offer local solutions to help transition.

Students have skills in maintaining and modifying human powered as well as machine powered agricultural technology.

Students will develop an appropriate Technology invention or modification to an agriclutural impliment or tool.

Develop a manufacturing framework for meaningful work, sustainability, and local economic strength. || A.4.5 Determine that humans have always developed tools to communicate, build,move things, and reshape their environment to meet their wants and needs A.4.6 Illustrate how technology has evolved throughout human history A.4.9 Predict possible evolution scenarios for a modern piece of technology A.12.2 Understand that humans are faced with moral and ethical issues because technology is enabling very significant modifications to the natural world A.12.3 Explain why decisions regarding the use of technology are dependent on the situation, application, or perception of the group using it  A.12.4 Explore the way in which human adaptive technological systems interact with ideological and sociological systems ||

Ideas,
Panel of community members Food diaries Selling food to cafe, licensed kitchen Sustaining a community garden

Real World Experiences
Growing Power Belgium Market

Timeline

 * **Course** || **Semester** || **Justification** ||
 * CyberEnglish || Fall || Provide a brief overview of the local food culture while practicing critical analysis and writing skills. ||
 * Integrated Science || Fall || Provide background (food) chemistry concepts that will be used during both fall and spring semesters. ||
 * Intro. to Business || Spring || Only offered in spring; allows students opportunity to establish strong writing and analysis skills. ||
 * Technology || Year || Long term projects require time for research and development. ||
 * Culinary Arts || Year || Long term projects require time for research and development. ||
 * Agriculture || Year || Long term projects require time for research and development. ||