Strategies
I plan on introducing and teaching lessons on environmental toxins and their method of transmission and consumption; the enormous effects toxic buildups have on tissues and body systems; DNA, and genetic involvement; conditions which directly alter cellular DNA sequences. Repeated rounds of DNA replication incorporate the changes permanently.45 The altering of, or potential mutations to genes occur because of toxins interfering with hormone / protein synthesis needed for normal cell growth. Instruction on common insecticides, herbicides, food additives, common household toxins (cleaning solvents, air fresheners, hand sanitizers etc.), will also be taught.
Students will be provided information about environmental toxins. They will be asked to locate agricultural areas in California, and search for information as to what the area produces, how the foodstuff is grown, look for proof stating products are pesticide free, and seek out if food is organically produced. The will also pursue information pertaining to where the food is being shipped to, and received from. Securing information on the safety of food processing will constitute another research assignment detailing how information on packaging and processing work. Students will be asked to identify the toxic and/or foreign chemicals contained in their favorite snack food, and hygiene products (toothpaste, deodorants etc.), and keep a journal on their findings. Lessons to follow will be concentrating on genetics, DNA replication, genetic sequencing, importance of, and effects that proteins, hormones, and toxins create for tissue function, and complications occurring in genes because of toxic exposure.
Guiding questions will be formed for students to critically think about the project and how they are going to become a member of a bigger ‘family’ than their own. At the beginning of each lesson, the students will have questions to answer as journal entries.
As time goes on, the students will be developing their own guiding questions and coming up with ecologically sound answers. I stress again this is especially valuable to second language learners. Their teammates will be able to aid their understanding by reciprocal teaching methods. Those being: identify what information the question is really asking about; ask for clarification if not sure of answers; answer any questions that arise in their discussions; and finally generate another question to be asked later. This is a good activity for all students to improve their language skills.
The culminating Chemical Footprint project will be having seventh grade students “buddy up” with 1-2 different primary grade students and form teams of 2-3 (one seventh grader and 1-2 primary students). The seventh graders will inform the little ones on how to eat better, and be healthier. The student teams will develop a healthy eating newsletter and distribute their letter to all classes. They also will develop a PSA to present to the school board on concerning the hidden toxins found in our school environment.
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