Disciplinary Text Set By: Sarah Sitzer

Are Pesticides worthy of the cost? Common Core Social Studies Standard: H.12.4.4 Analyze the impact of individuals and events on the past, present and future. H.13.4.6 Examine current events in the world in terms of cause and effect.

Are Pesticides worthy of the cost? Common Core Language Arts Standards: RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.8 Explain how an author uses reasons and evidence. To support particular points in a text. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Are Pesticides worthy of the cost? Additional Writing Standards: W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Are pesticides worthy of the cost? Image 1 Agaviation.org Image 2 Toxicsaction.org Image 3 Discussion Starter “Ag-Aviation Industry” National Agricultural Aviation Association http://www.agaviation.org/industryfaqs *Readability level 9.6 (will need to alter the text) “How Dangerous is Pesticide Drift?” 2017, Scientific American Magazine- “Earth Talk” Section by: Roddy Scheer/Doug Moss https://www.scientificamerican.com/article/pesticide-drift/ *Readability Level: 6.3 (alterations made in Word) “Willing to Take the Risk” 1994 Louisiana Folklife Written by Susan Roach and Janet Ryland http://www.louisianafolklife.org/LT/Articles_Essays/creole_art_cropdusting.html *Readability Level: 6.0 (alterations made in word) Boston: Houghton Mifflin,1962. *Readability level of 5.8 (alterations made in Word) First-hand account from a local farmer on why they choose to use agri-aviation pesticides. (Video Interview OR Text transcript from the interview)

Photo juxtapositioning- provides exposure to real-life images of a current problem. Allows students to compare/contrast while also showing students the importance of being aware of author’s hidden bias when reading. This will be used as an introduction into the lesson and encourages students to be open-minded to various points of view. (Strategy Source: Critical Literacy handout in BB)

“How Dangerous is pesticide drift?” This article explains the term “pesticide drift” and also tells some of the negative impacts it has on the residential areas near farmland. Say Something- Students are in pairs- teacher selects points in reading to “stop and say something.” Allows students to make connections to the article. Also allows teacher to observe/assess student prior knowledge on the topic and comprehension of the text. (Strategy Source: Critical Literacy handout in BB)

Ag-aviation industry faqs This webpage provides an in-depth look at exactly what Ag-Aviation is and why it is used today. It also explains the federal regulations and how these two groups work closely to ensure environmental and public safety. Patterned-Partner-Reading: (Read-Pause-Discuss) interactive reading strategy to increase comprehension. Allows students to work together while reading a new text while also allowing for open discussions related to the text. Allows for students to share information and questions. (Strategy Source: Critical Literacy handout in BB)

“Silent Springs” (small reading selections) Explains the harmful effects of agriculture pesticides such as DDT on the environment. Many believe that it is because of this book that a once widely used agricultural pesticide that was not known to be harmful, is now banned in the United States and most other developed countries. Connection Stems: helps students with synthesis and application from the new text to their won real world experiences. Allows students to share information while also giving peers and teacher insight into their thinking and understanding of the text and topic. The prompts for reflection are great for students who tend to shy away or need help joining conversations. (Strategy Source: Critical Literacy handout in BB)

“Willing to take the risk” This article depicts the life of the average American crop duster in the south. It explains the pride and love for our country that most American farmers have and gives the reader insight to the long hours and hard work that farmers put into their fields in order to feed millions. Also explains the dangers of crop dusting from a pilots perspective- not environmental perspective. Quick Write: allows students time to self-reflect on the text and the overall topic of study. Gives everyone a chance to say what they are feeling or thinking in relation to the text without fear of judgement. Possible Guided Quick Write: IF most farmer’s have a genuine pride and love for our country and all it’s beauty, why would so many willingly use harmful pesticides? (encourage students to write from the point of view of the American farmer) economic reasons?, practical reasons?, etc. (Strategy Source: Before, During, After handout in BB)

Are Pesticides worthy of the cost? This project allows students to analyze a current event while also gaining a deeper understanding of various viewpoints surrounding this often controversial issue. Through in-depth reading, questioning, conversations and group discussions, students are at the heart of critical analysis of various texts all surrounding one central theme. This allows students to gain a multi-perspective view on the issue and ultimately allows students to make a more informed decision on where they, themselves, stand on a rather controversial issue.