Module 3 Scientific and Economic Literacies Final

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American College of Education *

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5373

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Arts Humanities

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Feb 20, 2024

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1 Module 3 Scientific and Economic Literacies Carol Womack American College of Education LIT 5373 Dr. Rochella Bickford December 3, 2023
2 Module 3 Scientific and Economic Literacies Scientific and economic literacies are not only individually empowering but also contribute to the overall well-being and progress of societies. They allow individuals to participate meaningfully in civic life, make informed choices, and contribute to the advancement of science, technology, and the economy. These literacies will also be important in the future when considering and evaluating information. Scientific information is often needed by students to make decisions in real- life using accurate and reliable facts (Dragoş, Mih, 2015). Economic literacy is crucial for managing personal finances, budgeting, and making informed decisions about investments, loans, and other financial matters. Both literacies promote critical thinking skills by helping people evaluate information, question assumptions, and distinguish between credible and unreliable sources (Ennis, 2013). Template for Museum Displays TAG Museum Exhibit/Unit Theme: Theme Goods and Services Display/Lesson Title: Title: Orange to Market Grade : 2 nd grade Additional Resources: Resource 1 “Simple Simon , ” rhymes.org Resource 2 Book: An Orange in January by Dianna Aston Resource 3 Grant Farms staff member Essential Questions: Content Areas:
3 Question 1 How am I a consumer? Question 2 How do oranges grow then find their way to stores for sale? Question 3 What can the producer do to make sure our food is healthy to eat? Do we have a right to safe food? (Critical Literacy) Economics Reading Science Overview of the Display/Lesson The teacher begins by asking if the students have been to the grocery store recently, and what foods were bought. Volunteers give responses . The teacher explains that they are consumers when they buy services and goods. The teacher introduces Scientific and Economic vocabulary using a graphic organizer that contains quadrants for the definition, properties, examples, and a picture. The vocabulary includes life cycle, pollinate, segment, and profit. Ask the prereading question; Where do fruits and vegetables come from? The book, An Orange in January by Dianna Aston is read aloud. Discuss the book through guiding questions like: What happens before the orange begins to grow? What helps the orange grow? Where does the orange go after it is picked? How do we know the food is safe to eat? Students will pair- share their ideas. The teacher explains that the book gave a picture of the journey an orange takes from its birth to tree, to truck, and to market. Student groups are made to explore the orange’s journey. The groups create a timeline map using an online graphic organizer. The students will draw or paste pictures into the timeline to complete the visual interpretation of the journey. While in groups of five, hand out copies of the Food System Chain activity sheet. Give one colored link to each member of the group. Ask them to consider the steps in the production of
4 food and weaknesses that could happen in the system. Allow five minutes for students to think critically about their answer to an assigned question found on a colored link. A few of the questions assigned are: How should oranges be packaged for delivery? What if the delivery truck breaks down during transport? What is the responsibility of the grocery store regarding health standards and freshness? Do we have a right to safe food? After everyone is finished, group the students with the same question to discuss their answers. Have each group write one paragraph including all peer responses. Groups will present their final paragraph for evaluation . Finally, students use a stapler to connect the links into a chain that follows the correct path from food production to food consumption. Chains and paragraphs will be displayed on a bulletin board. As an extension, an interview or Zoom meeting can be scheduled with a local farmer. Ask students to compile a list of questions they want to ask and take notes on laptops to reflect on what was learned. Guide students to ask about health standards, ways to buy food on a budget, and the joys of the occupation. Information learned from the farmer can be collected into a booklet, speech, graphic art story, video, or PowerPoint presentation. IDENTIFIER Literacies Learner DI Delivery Content Level ST AV AD Content Process Product Foundational Developmental Extended Visual x x x x x x x x x Digital x x x x x x x x x Economic x x x x x x x x x Scientific x x x x x x x x x Critical x x x x x x x x x
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