Organic+vs.+Processed+Foods

= Title:  Two Sides to the Truth: Organic vs. Processed Foods =

**Authors:** Deb Dalton and Eileen Robbins **Grade Level:** Science 9-12 **Time:** 7 class periods

//For additional free online lessons integrating media literacy and critical thinking into the curriculum, go to www.projectlooksharp.org.//

**Summary:** Over the course of seven class periods, students learn the importance of science literacy in everyday life by examining marketing claims about foods. Students learn to evaluate credibility as they look at websites which focus on 5 different food groups – poultry – eggs – milk – beef – pork - with guiding questions to determine the veracity of claims made on the sites, especially involve the use of labels like “organic”, “natural”, “no preservatives”, “pesticide free”, and “free range.” They also consider why foods with such labels are often more expensive than those without. Each student is required to compare claims on two different sites and share their findings by creating a presentation for the class.

**Objectives:**
 * Students will critically evaluate selected websites about food.
 * Students will create and deliver an effective presentation.
 * Students will recognize the importance of science literacy in everyday life.

**Materials:**
 * Advertisements (to handout or project) for food (organic, natural, free range, etc.)
 * Individual computers
 * SMART board or projected web page for group analysis
 * Tutorial or handout (if needed) for presentation software (PowerPoint, Prezi, etc.)
 * Suggested web sites for analysis: [[file:Natural vs Processed Food Websites.doc]]
 * Internet activity: Two Sides of the Truth.doc - linked under //lesson steps.//

**Lesson Steps:**


 * __Introducing Media Decoding__** __(3 class periods)__
 * The teacher should search for food ads (via the internet, pictures in stores, newspapers, etc.) that use language such as //organic, natural, free range,// etc. and show them to students (either handed out or projected). If there is time, have students search for similar ads (or bring them in from outside sources) and share with the class.
 * Analyze the message together using Project Look Sharp’s [[file:Key Questions When Analyzing Media.doc]]
 * Who made this message (sign)?
 * Why?
 * Who is target audience - children, adults, upscale consumers etc.?
 * Who produced (paid for) this message?
 * What does the message mean to me?
 * What techniques were used – font, picture, glossy photos, wording?
 * Is this fact or opinion or something else?
 * Then as group – analyze 2 web sites from list [[file:Natural vs Processed Food Websites.doc]]- using questions above.
 * Students work in pairs or individually analyze 2 web sites from one of the food groups from [[file:Natural vs Processed Food Websites.doc]]
 * students use the [[file:Two Sides to the Truth.doc]] to analyze the websites.


 * __Creating PowerPoints__** __(2 class periods)__
 * Students create presentations (PowerPoint, Prezi, Animoto, etc.) to demonstrate what they had learned using use the [[file:Two Sides to the Truth.doc]]
 * Create a presentation that shows what each site states and includes your analysis.
 * Consider these questions when producing the presentation:
 * Authorship: Who am I representing in making this message?
 * Purpose: Why am I making this?
 * Who is my target audience and what do I need to do to reach them?
 * Credibility: What sources am I using for information, ideas, and assertions?
 * Is the information in this message accurate? How will the audience know that?
 * Is my presentation of information and ideas fair?


 * __Presentations and Reflection__** __(2 class periods)__
 * Students give presentations to the class.
 * As you watch each group’s presentation, consider this question: which view is more convincing?
 * Write you response and share.
 * Consider the responses of your audience: Was the message you presented received the way you intended?
 * The teacher may want to develop a rubric for students to use when evaluating the presentations.
 * Students reflect and discuss truth in advertising, the need to think critically about media messages, and the importance of science literacy in everyday life.

**Additional Resources/Background Information:** Understanding of the words/terms : organic,natural, processed, nu-val, etc. Understanding of high costs of non-processed foods - why do they cost more?

//This lesson was produced during 2011-2011 as part of a collaboration between Project Look Sharp at Ithaca College and four NY State BOCES School Library Systems. The initiative brought together pairs of secondary science teachers and school librarians to develop models for integrating critical thinking and media literacy into secondary science content. The project was supported by federal LSTA funds awarded to the NY State Library by the Federal Institute of Museum and Library Services.// //To view additional lessons from this series go to: www.projectlooksharp.org.//