8.14 Insects PREVIEW

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Nonfiction Article of the Week Table of Contents 8-14: Insects for Dinner?

Table of Contents 3

List of Activities, Difficulty Levels, Common Core Alignment, & TEKS 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, Links, and Procedures: EVERYTHING 6-9

Article: Insects for Dinner? 10-11

*Modified Article: Insects for Dinner? 12-13

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice w/Key 14-15

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions w/Key 16-17

Activity 3: Text Evidence Activity w/Annotation Guide for Article 18-20

Activity 4: Text Evidence Activity & Answer Bank w/Key 21-23

Activity 5: Skill Focus – RI.8.8 Analyze Argument, Including Irrelevant Evidence 24-27

Activity 6: Integrate Sources –Video Clip & Questions w/Key 28-29

Activity 7: Skills Test Regular w/Key 30-33

Activity 8: Skills Test *Modified w/Key 34-37

Activities, Difficulty Levels, and Common Core Alignment

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge Activity 1: Basic Comprehension Quiz/Check – Multiple Choice* RI.8.1 Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions* RI.8.1 Activity 3: Text Evidence Activity w/Annotation Guide for Article** RI.8.1 Activity 4: Text Evidence Activity w/Answer Bank** RI.8.1 Activity 5: Skill Focus – Analyze Arguments*** RI.8.8 Activity 6: Integrate Sources – Video Clip*** RI.8.7, RI.8.9 Activity 7: Skills Test Regular w/Key** RI.8.1, RI.8.6 Activity 8: Skills Test *Modified w/Key** RI.8.1, RI.8.6

Activities, Difficulty Levels, and TEKS Alignment

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge Activity 1: Basic Comprehension Quiz/Check – Multiple Choice* ELAR.5(F) Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions* ELAR.5(F) Activity 3: Text Evidence Activity w/Annotation Guide for Article** ELAR.5(F), 6(C) Activity 4: Text Evidence Activity w/Answer Bank** ELAR.5(F), 6(C) Activity 5: Skill Focus – Analyze Arguments*** ELAR.8(E) Activity 6: Integrate Sources – Video Clip*** ELAR.12(D)(F) Activity 7: Skills Test Regular w/Key** ELAR.8(E), 9 (B)(C)(E) Activity 8: Skills Test *Modified w/Key** ELAR.8(E), 9 (B)(C)(E)

All student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms. Google Slides First, I have made all student pages (excluding assessments) in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for this article, copy and paste the link below into your browser. *Note that you’ll need to make a copy of the folder or slide before you can use it.*

link omitted in preview file

Google Forms I have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use. Look inside the Google Forms folder.

A Couple of Options for Teaching Article of the Week Units Here are my favorite suggestions for organizing these units with your schedule. *Please note that thumbnails show article 6.1 and activities.

Option A: Quickie Unit Simply complete all lesson activities in order OR pick and choose the activities you want to complete in order. Time Needed: 2-3 fifty-minute class periods Pros: Super flexible; perfect filler around your other units; makes it easy to assign easier components for homework; ideal no prep sub plans if you have to be out for 2-3 days in a row. Cons: Fitting them all in around everything else you’ve got to do.

Option B: Daily Model Use as a class starter or specific routine in your classroom everyday at the same time. Time Needed: 15-20 minutes/day, 5 days/week Pros: IDEAL for block scheduling when you need to always change it up; Great way to fit nonfiction articles in with what you’re already doing. Monday Cons: There are 25 total articles for each grade level, so some weeks you’ll need to skip the articles (I’d skip when doing projects, novels, during short weeks, and plan to finish up right before testing); May be difficult to commit to something Tuesday rigid like this if you’re a type B teacher like myself ;)

Here’s how the daily model works:

Monday: Read article & complete basic comprehension Wednesday activity Tuesday: Text evidence activity Wednesday: Skills focus activity (based on one key skill for each article) Thursday Thursday: Integrate information (other sources) Friday: Assessment

Friday

©2018 erin cobb imlovinlit.com Nonfiction Article of the Week Teacher’s Guide 8-14: Insects for Dinner? Walkthrough I have discussed here how I use each activity and included hints and links to help you, too. Feel free to take or leave what you like. Even if you don’t plan to do every activity, I still recommend reading through this section to get the most out of these activities. Looking for a schedule to follow? Check the previous page for two suggested scheduling options.

These lessons and activities were designed to meet the needs of eighth graders during the middle part of the school year. The articles, activities, questions, and assessments will become increasingly rigorous and challenging as we progress through the year.

Modified Article Article

Activities 1-2 • *There are no higher order thinking questions included here – only basic, literal comprehension. • These activities are designed to be completed on an either/or basis, meaning your students should only complete one of them, not both. Activity 1 • Use Activity 1 for a quick cold-read assessment or after you’ve read the article together. I use these to hold students accountable for reading carefully. I recommend having students complete activity 1 without the article as long as they’ve just read the article (so not the next day), unless you’re providing a testing accommodation. • Use Activity 2 for an open-ended option for the same exact questions. Students may have a harder Activity 2 time answering this one without the article, so choose this one if you want students to use the article but still prove that they’ve understood the content.

Activities 3-4 • Again, these activities are either/or, so choose one or the other but not both. • Activity 3 requires students to annotate text evidence in the article and includes an article annotation key. Activity 3 • Activity 4 requires students to choose text evidence from a bank at the bottom. This format prepares students to choose from and distinguish between pieces of text evidence on a state assessment. I recommend mixing it up and going back and forth between these Activity 4 among units until your students are proficient at both methods.

Activity 5 • This activity is focused around the main skill for this article: RI.8.6, Analyze Activity 5 Arguments, including Claims and Relevant/Irrelevant facts and evidence. • Complete answer keys included, as always.

Activity 6 • This activity requires students to integrate information from another source or media. • Here, students view a video clip and analyze the arguments made there as well as Activity 6 additional information provided. • Youtube: https://youtu.be/rDqXwUS402I Backup: https://goo.gl/Ucyxsy

Activities 7-8 • Skills assessments should ALWAYS be given with access to the text. ALWAYS. This is always the case on standardized tests, and hey, Activity 7 in real life too, right?! • What’s the best way to make sure your students are prepared for the state assessment? Assess them regularly with that format. I always let my students practice for the first few before I start counting them for a grade, and I always use the basic comprehension assessment (activity 1 or 2) as an easy grade so it levels the playing field. • Activity 7 is the regular assessment. • Activity 8 is the modified assessment. The Google Forms assessments modified assessment offer students only two always included! answer choices instead of four. Note that only the multiple choice portion of the modified test is different from the original. Simply put, only page one is different. Complete keys included as always (not shown). • In a hurry? I always include only multiple choice questions on the first page in case you’re Activity 8 in a hurry and need to skip the open-ended portion of the test. I don’t recommend skipping regularly but every now and then, I need a grading break.

Self-grading Google Forms assessment always included for: • Activity 1 (Comprehension Quiz) • Activity 7 (Skills Test) • Activity 8 (Modified Skills Test)

©2018 erin cobb imlovinlit.com Eat Your Veggies (and Bugs)! Did you know that insects are actually incredibly nutritious? In their book Edible Insects, the Food and Agricultural Organization (FAO) points out that insects are high in protein, fat, and mineral contents. “Insects are not harmful to eat, quite the contrary. They are nutritious, they have a lot of protein and are considered a delicacy in many countries,” said Eva Muller, the Director of FAO’s Forest Economics, Policy and Products Division. Fried silkworm larvae sold by a street vendor in Jinan, Dried crickets are made up of 65% percent China. protein. They also have all the nine most important amino acids and are a source of high up about 2 billion people eat insects in some omega-3 fatty acids, which are excellent for form. In fact, insects have always been part of human health. human diets in Asia, Africa, and Latin One reason why insects provide us with so America. For example, in China, scorpions are much nutritional value is because we can eat regularly consumed. In Mexico, you might find the whole thing. When we eat other animals yourself snacking on grasshoppers or beetles. like cows or chickens, we typically only eat the Some of the most consumed insects include muscle tissue, leaving out the heart, liver, and beetles, caterpillars, bees, wasps, ants, other internal organs. But with insects, we eat grasshoppers, locusts, and crickets. the whole animal. And in addition to being Also, eating insects doesn’t mean you have highly nutritious, they’ll go down smoothly. to pop a cricket in your mouth and crunch. You Insects are more easily digestible in humans can already find granola bars and protein bars than other protein sources. that use cricket flour so cleverly that you’d Depending on where you live in the world, never even realize what you were eating. And you may already choose to eat insects people are experimenting with using insects to regularly. They aren’t a part of American make delicious burgers. So making insects a cuisine, but around the world, cultures making part of your dinner can help the world become a better place without sacrificing flavor and enjoyment! But if the idea of eating insects in any form still makes you squirm, there’s something you should know. Legally, many food products are allowed to a have a small percentage of insect in them. For example, canned fruit juice can have 1 maggot per 350 milliliters. Most packaged and processed foods have similar limits. In all likelihood, we’ve all been eating insects for our whole lives without even realizing it! Mexican dish of fried eggs and chapulines (grasshoppers) ©2018 erin cobb imlovinlit.com Nonfiction Article of the Week Informational Text 8-14: Insects for Dinner? Skill: Text Evidence

Finding Text Evidence Find each piece of text evidence in the evidence bank provided and highlight OR underline it with the color specified. Remember, you are looking for the piece or pieces of evidence that most strongly support the statement. Not all pieces of text evidence will be used.

For items 1-4, you’ll be citing textual evidence to support what the text says explicitly. 1. Find the sentence that tells who recently recommended that everyone around the world should eat more bugs and highlight it in blue. 2. Find the sentence that reveals an easy way to humanely put insects down. Highlight it in green. 3. Find the sentence that explain why it is relatively easy to start an insect business. Highlight it in purple. 4. Find the sentence that explains why greenhouse gases are a problem. Highlight it in gray.

For items 5-8, you’ll be citing one piece or multiple pieces of textual evidence to support inferences drawn from the text. 5. Find four pieces of text evidence that support the idea that insects make better food than other protein sources like chicken and beef. Highlight them in orange. 6. Find one piece of text evidence that supports the idea that you’ve probably consumed insects in some form without even knowing it. Highlight it in yellow. 7. Find two pieces of text evidence that support the idea that some people are working on extremely creative ways to make insects appetizing. Highlight them in pink. 8. Find a piece of text evidence to support the statement below and highlight it in red: Animal protein sources (excluding insects) are very wasteful.

Activity 4 ©2018 erin cobb imlovinlit.com Nonfiction Article of the Week Informational Text 8-14: Insects for Dinner? Skill: Text Evidence Text Evidence Bank For each item, find the appropriate piece(s) of text evidence and highlight or underline in the requested color. Not all evidence in the bank will be used. Each piece can only be used once. Raising animals or growing crops requires lots Because insect farming requires less resources, it of land and water. Farming insects uses a much is easier to get an insect business started. lower amount of these resources.

Greenhouse gasses form a blanket around the When we eat other animals like cows or earth that causes temperatures to rise, leading to chickens, we typically only eat the muscle tissue, major environmental disasters like sea level rise leaving out the heart, liver, and other internal and more intense storms. organs.

Unlike larger animals such as cattle, insects Some of the most consumed insects include don’t emit high levels of green-house gasses like beetles, caterpillars, bees, wasps, ants, methane. grasshoppers, locusts, and crickets.

They also have all the nine most important Insects are more easily digestible in humans amino acids and are a source of high omega-3 than other protein sources. fatty acids, which are excellent for human health.

Legally, many food products are allowed to a Keep in freezer for 1-2 hours to humanely put have a small percentage of insect in them. down.

You can already find granola bars and protein Moreover, insect farming can open up economic bars that use cricket flour so cleverly that you’d opportunity for people living in poorer parts of never even realize what you were eating. the world.

But with insects, we eat the whole animal. In fact, there are quite a few compelling reasons the United Nations recently recommend that everyone around the world eat more bugs!

Depending on where you live in the world, you And people are experimenting with using may already choose to eat insects regularly. insects to make delicious burgers.

Activity 4 ©2018 erin cobb imlovinlit.com Nonfiction Article of the Week Informational Text 8-14: Insects for Dinner? Skill: Analyze Argument A. Analyze Argument Read the paragraph from the article below. Then, identify 2 facts or pieces of evidence from the article that are included to support the given claim and write them next to the (A) and (B) below. Then, answer the questions that follow.

Also, eating insects is much better for the environment than eating meat like beef or chicken. Because they are cold-blooded, insects don’t need to be housed in heated environments. Unlike larger animals such as cattle, insects don’t emit high levels of green-house gasses like methane. That means less greenhouse gasses in our earth’s atmosphere, which will slow the rate of climate change. Greenhouse gasses form a blanket around the earth that causes temperatures to rise, leading to major environmental disasters like sea level rise and more intense storms.

Eating insects is much better for the environment than eating meat like beef or Claim chicken.

(A)

Is this evidence relevant to the claim? Explain why or why not below.

(B)

Facts/Evidence Is this evidence relevant to the claim? Explain why or why not below.

Discuss whether or not the evidence provided above is sufficient to prove the claim.

______

Activity 5 ©2018 erin cobb imlovinlit.com Nonfiction Article of the Week Informational Text 8-14: Insects for Dinner? Skill: Analyze Argument B. Analyze Argument Match the facts/evidence from the article listed below to the claim which they support. Then, find at least one additional fact or piece of evidence from the article to support each claim. Three pieces of evidence below will not be relevant to either one of the claims.

Claim 1: Eating insects is incredibly Claim 2: Eating insects could help reduce nutritious. global inequality.

B. They are nutritious, they have a lot of E. Raising animals or growing crops protein and are considered a delicacy in requires lots of land and water. Farming many countries,” said Eva Muller, the insects uses a much lower amount of Director of FAO’s Forest Economics, Policy these resources. and Products Division.

D. They also have all the nine most ADDITIONAL: Because insect farming important amino acids and are a source requires less resources, it is easier to get of high omega-3 fatty acids, which are an insect business started. excellent for human health.

ADDITIONAL: Dried crickets are made up of 65% protein.

Facts/Evidence Bank A. Insects have always been part of human diets in Asia, Africa, and Latin America. B. They are nutritious, they have a lot of protein and are considered a delicacy in many countries,” said Eva Muller, the Director of FAO’s Forest Economics, Policy and Products Division. C. Insects are more easily digestible in humans than other protein sources. D. They also have all the nine most important amino acids and are a source of high omega-3 fatty acids, which are excellent for human health. E. Raising animals or growing crops requires lots of land and water. Farming insects uses a much lower amount of these resources. F. Because they are cold-blooded, insects don’t need to be housed in heated environments.