Created byHrishi Vora

15 views0 downloads

Marketing Sustainable Foods

Grade 7English2 days

Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.

📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we create a persuasive marketing campaign for a sustainable food product that addresses ethical production, consumer preferences, and the ongoing debate surrounding GMOs, as explored in Michael Pollan's The Omnivore's Dilemma?

Essential Questions

Supporting questions that break down major concepts.

How can marketing campaigns promote sustainable food practices?
What ethical considerations arise in food production and marketing?
How can consumer needs and preferences be balanced with sustainability goals?
What is the role of persuasive language in marketing a sustainable food product?
What are the different perspectives on the safety of GMOs?
How can evidence from The Omnivore's Dilemma by Michael Pollan be used to support an argument on GMOs?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to develop a marketing campaign that effectively promotes a sustainable food product.

Common Core State Standards (CCSS)

CCSS.ELA-LITERACY.W.7.1

Primary

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Reason: This standard aligns with the project's focus on developing a persuasive marketing campaign, requiring students to use evidence and reasoning to support their claims about the product's sustainability.

CCSS.ELA-LITERACY.W.7.4

Supporting

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Reason: This standard supports the project by emphasizing clear and coherent writing, which is essential for effective marketing materials.

CCSS.ELA-LITERACY.W.7.7

Supporting

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Reason: This standard supports the project's research component, where students investigate sustainable food practices and consumer preferences.

CCSS.ELA-LITERACY.W.7.8

Supporting

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Reason: This standard reinforces the importance of credible research in supporting marketing claims and understanding the complexities of food sustainability.

Entry Events

Events that will be used to introduce the project to students

The Blind Taste Test Challenge

**Hook:** Start with a blind taste test of two products: one conventionally produced, one sustainable. Discuss the differences beyond taste. **Core Question:** How do ethical considerations and environmental impact influence consumer choices in the food market? **Connection to Standards:** The Omnivore's Dilemma provides a basis for understanding food systems and consumer dilemmas, supporting arguments about GMO safety and ethical food production. **Engagement:** The taste test offers a sensory experience, making the abstract concept of sustainability more concrete. The ethical debate adds intrigue. **Investigation Pathways:** 1. Investigate the environmental impact of different food production methods. 2. Conduct market research on consumer awareness of ethical food choices.

📚

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Crafting the Core Claim

Students will craft a clear and concise claim about their sustainable food product, highlighting its benefits and ethical production.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm the key benefits and ethical considerations of your sustainable food product.

2. Develop a concise claim statement that captures the essence of your product's value proposition.

3. List at least three supporting reasons that justify your claim, connecting them to sustainability and ethical production.

Final Product

What students will submit as the final product of the activityA well-structured claim statement with at least three supporting reasons, forming the foundation of their marketing campaign.

Alignment

How this activity aligns with the learning objectives & standardsAddresses CCSS.ELA-LITERACY.W.7.1.a, focusing on introducing a claim and providing supporting reasons.

Activity 2

Evidence Explorer: The Omnivore's Dilemma

Students will gather and analyze evidence from Michael Pollan's The Omnivore's Dilemma to support their claims about the benefits of their sustainable food product and the ethical concerns surrounding GMOs.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review The Omnivore's Dilemma, focusing on sections related to sustainable food systems, GMOs, and ethical production.

2. Select quotes and passages that provide evidence for your claim and address the GMO debate.

3. Explain how each piece of evidence supports your claim and contributes to the discussion on GMOs.

Final Product

What students will submit as the final product of the activityAn evidence portfolio with relevant quotes and explanations from The Omnivore's Dilemma, directly supporting the claim and addressing the GMO debate.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on CCSS.ELA-LITERACY.W.7.1.b, emphasizing the use of evidence and reasoning to support the claim.

Activity 3

Persuasive Pitch Perfect

Students will develop persuasive marketing copy for their product, incorporating their claim, evidence, and addressing consumer preferences.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review your claim, supporting reasons, and the evidence from The Omnivore's Dilemma.

2. Consider your target audience and their preferences regarding food choices.

3. Write persuasive marketing copy that highlights the product's benefits, addresses ethical concerns, and appeals to consumer needs.

Final Product

What students will submit as the final product of the activityCompelling marketing copy that integrates the claim, evidence, and appeals to consumer preferences, effectively promoting the sustainable food product.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.7.4, focusing on clear and coherent writing tailored to a specific audience and purpose.

Activity 4

Consumer Insights Investigator

Students will research consumer preferences and ethical considerations related to sustainable food products and GMOs.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify key questions about consumer preferences and ethical concerns surrounding sustainable food and GMOs.

2. Gather information from various sources, including books, articles, and reputable websites.

3. Evaluate the credibility and accuracy of each source.

4. Synthesize your research into a concise report.

Final Product

What students will submit as the final product of the activityA research report summarizing consumer preferences and ethical considerations related to sustainable food and GMOs, including an evaluation of source credibility.

Alignment

How this activity aligns with the learning objectives & standardsAddresses CCSS.ELA-LITERACY.W.7.7 and CCSS.ELA-LITERACY.W.7.8, focusing on conducting research and evaluating source credibility.

Activity 5

Sustainable Food Campaign Showcase

Students will integrate their previous work into a complete marketing campaign, including a presentation, marketing materials, and a reflection on their learning process.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Compile all your work from previous activities: the claim, evidence, marketing copy, and research report.

2. Design a compelling presentation showcasing your campaign.

3. Develop various marketing materials, such as posters, brochures, or social media posts.

4. Write a reflection on the project, addressing your learning process and insights gained.

Final Product

What students will submit as the final product of the activityA comprehensive marketing campaign showcasing the sustainable food product, including a presentation, marketing materials, and a reflective component.

Alignment

How this activity aligns with the learning objectives & standardsCombines elements of CCSS.ELA-LITERACY.W.7.1, W.7.4, W.7.7, and W.7.8, culminating in the creation of a comprehensive marketing campaign.

🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Sustainable Food Product Marketing Campaign Rubric

Category 1

Argument Development

Assesses the clarity and persuasiveness of the student's claim statement regarding the sustainable food product.

Criterion 1

Claim Articulation

Measures the student's ability to clearly articulate a main claim about the food product, emphasizing its sustainability and ethical considerations.

Exemplary

4 Points

Presents a sophisticated and clear claim that intricately links sustainability, ethical considerations, and consumer needs.

Proficient

3 Points

Articulates a clear and coherent main claim, effectively incorporating elements of sustainability and ethics.

Developing

2 Points

Presents a basic claim with some reference to sustainability and ethics but lacks depth and clarity.

Beginning

1 Points

Struggles to articulate a clear claim, with minimal or unclear references to sustainability and ethics.

Criterion 2

Support and Evidence

Evaluates the use of supporting reasons and evidence from The Omnivore's Dilemma to bolster the product claim.

Exemplary

4 Points

Integrates comprehensive and compelling evidence from the text, showing deep connection to the claim and addressing various aspects of the GMO debate.

Proficient

3 Points

Incorporates relevant and clear evidence to support the claim, with some connection to the GMO debate.

Developing

2 Points

Uses evidence inconsistently, with limited connection to the GMO debate or the claim's support.

Beginning

1 Points

Struggles to find or incorporate relevant evidence to support the claim, with vague connections to the topic.

Category 2

Research and Exploration

Evaluates the student's research process, including the ability to gather, assess, and integrate information on consumer preferences and ethical food production.

Criterion 1

Research Quality

Measures the depth and breadth of research conducted on sustainable food practices, consumer preferences, and ethics.

Exemplary

4 Points

Demonstrates thorough and insightful research, effectively incorporating diverse sources and perspectives.

Proficient

3 Points

Conducts detailed research using reputable sources, adequately covering consumer and ethical considerations.

Developing

2 Points

Displays limited research scope, with basic sources and partial coverage of key considerations.

Beginning

1 Points

Shows initial attempts at research with minimal sources and superficial investigation.

Criterion 2

Source Evaluation

Assesses the student's ability to evaluate source credibility and integrate information without plagiarism.

Exemplary

4 Points

Critically evaluates and synthesizes credible information with proper attribution, demonstrating academic integrity.

Proficient

3 Points

Effectively evaluates and integrates information from credible sources, with occasional minor attribution errors.

Developing

2 Points

Integrates information from credible sources with inconsistent evaluation or attribution.

Beginning

1 Points

Uses information from sources with little evaluation of credibility and frequent attribution issues.

Category 3

Writing and Communication

Assesses the student's ability to communicate their argument through clear, coherent, and persuasive writing targeted to a specific audience.

Criterion 1

Clarity and Coherence

Measures how clearly and logically the student presents their arguments and ideas in writing.

Exemplary

4 Points

Crafts well-organized and articulate writing, ensuring clarity and logical flow tailored to the target audience.

Proficient

3 Points

Presents clear and logical writing, with a cohesive argument suitable for the audience.

Developing

2 Points

Writes with basic clarity and some logical flow, though may struggle with coherence and audience engagement.

Beginning

1 Points

Writes with limited clarity and organization, often unclear or confusing to the reader.

Criterion 2

Persuasive Techniques

Evaluates the use of persuasive language and techniques in marketing copy to appeal to consumer preferences.

Exemplary

4 Points

Utilizes advanced persuasive techniques, creatively appealing to ethos, pathos, and logos in marketing materials.

Proficient

3 Points

Employs effective persuasive techniques, successfully engaging the target audience.

Developing

2 Points

Uses basic persuasive techniques, with mixed success in audience engagement.

Beginning

1 Points

Applies limited or ineffective persuasive techniques, struggling to engage audience interests.

Category 4

Reflection and Metacognition

Assesses the depth of the student's reflection on their learning process and insights gained from creating the project.

Criterion 1

Insightful Reflection

Evaluates the student's ability to reflect on their learning journey and articulate growth and insights.

Exemplary

4 Points

Provides a profound and introspective reflection, demonstrating significant understanding and personal growth.

Proficient

3 Points

Offers a thoughtful reflection, showing clear insights into strengths and areas for improvement.

Developing

2 Points

Articulates a basic reflection with some recognition of learning and areas for growth.

Beginning

1 Points

Presents a superficial reflection with limited insight into personal learning outcomes.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on the entire process of developing your sustainable food product marketing campaign. What were your biggest challenges and how did you overcome them?

Text

Required

Question 2

How did your understanding of sustainable food practices and ethical considerations evolve throughout this project?

Text

Required

Question 3

How did the process of researching and analyzing evidence from The Omnivore's Dilemma shape your perspective on the GMO debate?

Text

Required

Question 4

Evaluate the effectiveness of your marketing campaign. Do you believe it would successfully persuade your target audience to choose your sustainable food product? Why or why not?

Text

Required

Question 5

On a scale of 1 to 5, how confident are you in your ability to create a persuasive argument using evidence and reasoning?

Scale

Required