Food Choices Grade 8: Module 2: Unit 2: Lesson 6
Lesson 6: Mid-Unit 2 Assessment: Research
Climate Change and Food Shortages
Food Choices
Grade 8: Module 2: Unit 2: Lesson 6
Lesson Overview
Lesson Summary
In this lesson, students take their mid-unit assessment and are presented
with a new research question, use the skills they have learned to answer
questions, and fill in a graphic organizer with their research findings.
CCS Standards
Focus Standards
These are the standards the instruction addresses.
RI.8.1, RI.8.4, W.8.7, W.8.8
Supporting Standards
N/A
Daily Learning Targets
I can conduct research to answer a new question about food choices and
sustainability. (W.8.7, W.8.8)
Ongoing Assessment
Opening A: Entrance Ticket: Unit 2, Lesson 6
Work Time A: Mid-Unit 2 Assessment: Research Climate Change and
Food Shortages (RI.8.1, RI.8.4, W.8.7, W.8.8)
Agenda
1. Opening
A. Engage the Learner (5 minutes)
2. Work Time
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Food Choices Grade 8: Module 2: Unit 2: Lesson 6
A. Mid-Unit 2 Assessment: Research Climate Change and Food
Shortages (30 minutes)
3. Closing and Assessment
A. Track Progress – W.8.7 (10 minutes)
4. Homework
A. Preread a Model Essay for Gist: Students complete Homework:
Preread for Gist: “GMOs” to answer selected and constructed
response questions about the structure and content of Model Essay:
“GMOs.”
Guidance and Supports
Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
W.8.7 – Work Time A: Students independently conduct research on a new
research question, drawing on one provided resource and independently
finding two additional resources to document new information on the
topic.
W.8.8 – Work Time A: Students determine search terms for the research
question posed in the assessment, and they work to gather and evaluate
relevant and accurate information.
RI.8.1 – Work Time A: Students search for and record textual evidence
that most strongly supports their research findings.
In this lesson, students are presented with a new research question; from
this they determine appropriate search terms and capture research notes
from three sources (two online sources they research and find, and a
print source provided for students on the assessment).
In this lesson, students focus on working to become effective learners by
showing perseverance as they read and answer questions independently
for the mid-unit assessment. Students also focus on working to become
ethical people by showing concern for people and the Earth as they read
about and consider various implications associated with the complicated
issue of climate change.
Opportunities to Extend Learning
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Food Choices Grade 8: Module 2: Unit 2: Lesson 6
Add additional texts for students who finish early. Additionally, invite
students to explore more information on the research topic in the
assessment, learning and presenting ideas to the class if time permits.
How It Builds on Previous Work
In the first half of this unit, students practiced research methods. In this
lesson, students apply the research skills they developed to research a
new topic in a mid-unit assessment.
Support All Students
Some students may struggle to understand the assessment feedback.
Additionally, students who performed below their expectations on the
End of Unit 1 Assessment may struggle with confidence after seeing
feedback.
If students receive accommodations for assessments, communicate with
the cooperating service providers regarding the practices of instruction
in use during this study as well as the goals of the assessment.
Review the directions of the assessment carefully with students to ensure
that they understand the tasks they are being asked to carry out. ▲
Some students may need the text read aloud before they work on the
questions. Invite those who require this to sit in a group away from the
rest of the students, so as not to be distracting. ▲
For some students, this assessment may require more than the 30
minutes allotted. Provide time over multiple days if necessary.
This lesson supports ELLs with assessment tasks on the Mid-Unit 2
Assessment that are similar to research tasks completed in Lessons 1–5.
Students determine search terms and find online sources to answer a
research question. They also read a text and fill in a graphic organizer to
track evidence from sources. In Closing and Assessment A of the lesson,
students reflect on their learning and progress.
ELLs may find it challenging to independently complete the Mid-Unit 2
Assessment without additional supports. Point out that the assessment
tasks are similar to the activities that students have successfully
completed in previous lessons. Encourage students to do their best, and
assure them that they will continue learning together after the
assessment.
Supports guided in part by CA ELD Standards 8.I.A.1, 8.I.A.3, 8.I.A.4,
8.I.B.5, 8.I.B.6, and 8.I.B.8.
Assessment Guidance
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Food Choices Grade 8: Module 2: Unit 2: Lesson 6
All assessment materials (student prompt and teacher checklist) are
included in the Assessment Overview and Resources.
When assessing and providing feedback on this assessment, use the
teacher answer key and sample student responses (see Assessment
Overview and Resources) to help complete students’ Track Progress
recording form.
In this assessment, students are tracking progress toward anchor
standards:
R.1: By the end of Grade 12, I will be able to: 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.
R.10: By the end of Grade 12, I will be able to: Read and comprehend
complex literary and informational texts independently and
proficiently.
W.7: By the end of Grade 12, I will be able to conduct short, as well as
more sustained, research projects based on focused questions,
demonstrating an understanding of the subject under investigation.
W.8: By the end of Grade 12, I will be able to gather relevant
information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
Down the Road
In the next lesson, students will analyze a model informative essay as
they prepare to plan and write an informative essay in Lessons 7–11.
Students’ Mid-Unit 2 Assessments will be returned in Lesson 13 with
feedback.
Materials and Preparation
In Advance
Prepare:
Entrance Ticket: Unit 2, Lesson 6
Module 2 End of Unit 1 Assessments with feedback
Mid-Unit 2 Assessment: Research Climate Change and Food
Shortages (see Assessment Overview and Resources)
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Food Choices Grade 8: Module 2: Unit 2: Lesson 6
Homework: Preread for Gist: “GMOs”
Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 6, along with
students’ Module 2 End of Unit 1 Assessments with feedback, at each
student’s workspace.
Post the learning targets and applicable anchor charts (see Materials
list).
Technology and Multimedia
Work Time A and Closing and Assessment A: Prepare devices for
students if they will be using digital versions of the Mid-Unit 2
Assessment: Research Climate Change and Food Shortages and the
Track Progress form.
Continue to use the technology tools recommended throughout previous
modules to create anchor charts to share with families; to record
students as they participate in discussions and protocols to review with
students later and to share with families; and for students to listen to and
annotate text, record ideas on note-catchers, and word-process writing.
Vocabulary
N/A
Required Texts
The Omnivore’s Dilemma
Materials from Previous Lessons
Teacher
Work to Become Effective Learners anchor chart (one for display; from
Module 1, Unit 2, Lessons 4–5, Work Time D)
Student
N/A
New Materials
Teacher
Mid-Unit 2 Assessment: Research Climate Change and Food Shortages
(answers for teacher reference)
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Food Choices Grade 8: Module 2: Unit 2: Lesson 6
Homework: Preread for Gist: “GMOs” (answers for teacher reference)
(see Homework Resources)
Student
Entrance Ticket: Unit 2, Lesson 6
Mid-Unit 2 Assessment: Research Climate Change and Food Shortages
(one per student and one for display)
Track Progress: Research (one per student)
Homework: Preread for Gist: “GMOs” (one per student; see Homework
Resources)
Classroom Materials
Researchers Do These Things anchor chart (one for display; from Module
1, Unit 2, Lesson 7, Work Time A)
Strategies to Answer Selected Response Questions anchor chart (one for
display; from Module 1, Unit 1, Lesson 3, Opening B)
End of Unit 1 Assessment with feedback (one per student; from Module
2, Unit 1, Lesson 15, Work Time A)
Track Progress folder (one per student; from Module 1, Unit 1, Lesson
15, Closing and Assessment A)
Device with projector (see Technology and Multimedia)
Devices (optional; one per student; see Technology and Multimedia)
Sticky notes (three per student)
Lesson Plan
Opening
A. Engage the Learner (5 minutes)
Repeated routine: As students arrive, invite them to complete Entrance
Ticket: Unit 2, Lesson 6. This entrance ticket prompts students to
review their feedback from Module 2 End of Unit 1 Assessment.
Invite students to spend a few minutes reading the feedback and then
filling out the reflection questions on the entrance ticket. If they require
support to understand the feedback, encourage them to write their
names on the board for a one-on-one review. Remind students that
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Food Choices Grade 8: Module 2: Unit 2: Lesson 6
everyone is working toward individual goals and that learning is about
continued growth and development. ▲
Work Time
A. Mid-Unit 2 Assessment: Research Climate Change and Food
Shortages (30 minutes)
Review the learning target relevant to the work to be completed in this
section of the lesson:
“I can conduct research to answer a new question about food choices
and sustainability.”
Distribute and display Mid - Unit 2 Assessment: Research Climate
Change and Food Shortages.
Tell students that for this assessment, they will use the research skills
they practiced in class during the previous lessons.
Read the directions for each part of the assessment aloud as students
read along silently. Answer clarifying questions.
Direct students’ attention to the following anchor charts:
Researchers Do These Things anchor chart
Strategies to Answer Selected Response Questions anchor chart
Remind students to refer to these anchor charts as they read the
assessment text and answer the assessment questions.
Remind students that because this is an assessment, they should
complete it independently in silence. Focus students on the Work to
Become Effective Learners anchor chart, and review what
perseverance looks and sounds like. Remind students that because they
will be reading and answering questions independently for the
assessment, they may need to practice perseverance.
Invite students to begin the assessment.
While they are taking the assessment, circulate to monitor and document
their test-taking skills.
Invite students to reflect on their progress toward the relevant learning
target, using a checking for understanding technique—for example,
showing thumbs-up or traffic light signal cards. Scan student responses,
and make a note of students who might need support. Check in with
them moving forward.
For Lighter Support
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Food Choices Grade 8: Module 2: Unit 2: Lesson 6
Before the assessment of Work Time A, underline key vocabulary in the
assessment directions and prompt, and read aloud together as a class to
ensure that students understand each task included in the assessment.
Invite students who need lighter support to restate or clarify information
for students who need heavier support. Review key terms (source,
search engine, credible) aloud, and provide a glossary of terms that
students can refer back to as needed to help them stay grounded while
answering the questions on the assessment.
For Heavier Support
Display a “map” of the assessment to reference while explaining the
directions to the mid-unit assessment. This will reduce ambiguity and
give students a clearer picture of what they can expect so that they can
better allocate their time and attentional resources. Provide students
with colored pencils or highlighters so that they can mark up the “map”
as needed. Example:
Read the research question. Then answer the questions.
Part A: Identify search terms you can use to research the topic.
Part B: Determine questions that can help you answer the research
question.
Part C: Find two internet sources that can be used to research this
topic.
Part D: Use the two internet sources and the article provided on the
assessment to fill in the note-catcher.
Closing and Assessment
A. Track Progress – W.8.7 (10 minutes)
Review the learning target relevant to the work to be completed in this
section of the lesson:
“I can conduct research to answer a new question about food choices
and sustainability.”
Give students specific, positive feedback on their completion of the Mid-
Unit 2 Assessment.
Distribute Track Progress folders, Track Progress: Research, and
sticky notes.
Guide students through completing the recording form.
Invite students to reflect on the habits of character focus in this lesson,
discussing what went well and what could be improved next time.
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Food Choices Grade 8: Module 2: Unit 2: Lesson 6
For Lighter Support
As with assessments in earlier units, if students seem unsure of how to
respond to the open-ended questions, provide examples of statements
that answer the questions about previous improvements and goals for
future improvement that are directly connected to the criteria within the
Track Progress: Research handout, to help students create clear self-
reflection and concrete, attainable personal targets (e.g., “I have
improved at quoting information and ideas from research without
plagiarizing.”; “In the future, I will work on citing sources using a
standard format.”)
For Heavier Support
Provide students with a sheet of paper on which they can use a selected
color, number, or symbol to self-assess against each learning target in
private. This provides useful data for future instruction and helps
students monitor their own learning. If time allows, pair students with
trusted, supportive peers to share how they have self-assessed.
Homework
A. Preread a Model Essay for Gist
Students complete Homework: Preread for Gist: “ GMOs ” to answer
selected and constructed response questions about the structure and
content of Model Essay: “GMOs.”
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