Lesson Plan #2
Exploring the Whole Hog: A WebQuest on Corporate Hog Farming in North Carolina
Lesson Plan #2
Exploring the Whole Hog: A WebQuest on Corporate Hog Farming in North Carolina
- Brief Description
- Main Curriculum Area - Primary Learner
Goals and Objectives - Grade Level(s)
- Other Subject Areas Covered - Other
Learner Goals and Objectives
- Lesson Goals and Objectives
- Resources Needed
- Activities
- Assessment - Supplemental Resources
- About the Author
Brief Description:
In this lesson, students assume the role of a magazine writer whose
editor has charged him/her with the responsibility of determining whether
a feature story on large-scale, corporate hog farming in North Carolina
would be of interest and value to the magazine's national audience. The
writer's specific assignments are:
1) To conduct an online investigation of the hog industry and related
issues
2) To prepare a written report that clearly states his/her opinion
on whether a story should be developed and why
3) To present and defend the report during a video production.
Grade 8 Science
1.04 Evaluate human impact on water quality.
Other Goals & Objectives from the NC Standard Course of Study:
Grade 8 English Language Arts
3.2 Reads informational and practical materials with complex vocabulary,
concepts, and formats independently.
3.7 Synthesizes and expands on information from a range of texts.
5.1 Understands and uses stages in the writing process independently.
6.1 Writes arguments that have a coherent, logical, and organized structure.
6.2 Writes arguments that provide sufficient, related, elaborated reasons
to persuade an audience to adopt a position.
Grade 8 Computer
3.9 Conduct online research and evaluate the information found as to
the validity, appropriateness, content, and usefulness.
Students will
Exploring the Whole
Hog: A WebQuest
Questions to Guide
Your Research
Whole Hog Glossary
Hog Industry
Internet Links
Additional Internet
links from Lesson #1
2) Direct students to Exploring the Whole Hog: A WebQuest. Ask them to bookmark this site so they will not have to return to Centennial's Media page each time they want to access the webquest.
3) Assign the webquest, establishing whatever procedures and timelines
seem appropriate to the abilities of your students. Students will conduct
their research from the perspective of a magazine writer whose editor has
charged him/her with the responsibility of determining whether a feature
story on large-scale, corporate hog farming in North Carolina would be
of interest and value to the magazine's national audience. The writer's
specific assignments are
(a) to conduct a guided, online investigation of the hog
industry and related issues
(b) to prepare a written report that clearly states his/her
opinion on whether a story should be developed and why
(c) to present and defend the report in a video format.
4) To make information gathering easier, provide students with separate, printed copies of Questions to Guide Your Research.
5) Monitor student progress throughout assignments (a) and (b), and provide support as necessary.
6) Receive and evaluate students' written reports.
7) Assign students to groups for the video production. Return clean copies of their reports to them, so they can exchange and read one another's reports in advance of the simulation.
8) Oversee students as they participate in the video production participation.
9) Facilitate a wrap-up session in which groups report the results of their interactions to the rest of the class and discuss the arguments (both for and against developing a story) they found most compelling. Groups will have the opportunity to view video production in its entirety.
10) Conclude the session by summarizing the information, ideas, and opinions presented; noting areas of general agreement; and observing how difficult it is to achieve a balance between economic progress with environmental protection.