CGW4U: The Amazing Databases!

- Finding Scholarly and Periodical Sources Step 1: Each person will be assigned one general topic, each related to the causes of food insecurity in the world today. 1) Biotechnology and 4) Ignoring the role of women 7) Corporate Farming Farming in Agriculture 8) Climate Change 2) Loss of Genetic Diversity 5) Agricultural Support 9) Biofuels 3) Land Reform/Ownership Policies (subsidies) 10) HIV/AIDS disease 6) Monoculture Step 2: Read the appropriate section in your textbook (158-164) or handout to get background info on your topic. Step 3: Before you begin, list the words you might use in order to conduct your search. For example, if you were searching indexes for the link between population growth and food insecurity you might use the following terms, synonyms, and combinations of terms: Population AND food Population AND agriculture Population growth AND food Population growth AND agriculture Population AND Africa AND agriculture Population AND developing countries AND hunger If you knew or thought you knew of a particular place in which population growth was linked to hunger, you could use the name of that country in a search as well. Think of all the terms that might be related to your topic! Step 4: Use the electronic databases using the South Carleton Library webpage http://southcarletonhs.ocdsb.ca/library/index.htm#databases . You should use Global Issues in Context, EBSCOhost and Thompson Gale databases. You should ONLY search for FULL-TEXT articles (abstracts are only introductions or overviews and wont give you enough info). Find at least three articles that are relevant to your topic and list the appropriate reference information for each (see the South Carleton Research Guide for all information regarding the style for references). Step 5: Then, print the BEST article you found! A good article will give you a summary of your topic as it relates to the issue and lots of examples and analysis. DO NOT print the same article as your group members. Important Information!!! o The reference list is due the day of your presentation. o You must complete your list individually. No two lists will be the same. o No encyclopaedia articles, web pages, Wikipedia references etc. will be accepted o Style matters! Do your Reference List exactly as the models in the research guide! Step 6: Using your research articles, your goal is to explain the relationship of your topic to the food security/insecurity issue. Your best approach is to first describe your topic and then explain the relationship to food security. Describe your topic: Who is most affected and/or most responsible? What is your topic? Define explain what the topic is (you may need to explain vocabulary words that are specific to your topic). When? - this may not apply unless you are looking at a specific case study. Where is this occurring? find examples of countries and/or regions most affected or responsible Explain your topic: How does this topic relate to food security/insecurity? Why is it important for us to understand this relationship?

The Amazing Food Security Presentations: CGW 4U

What you have to do: a) Submit your formal list of sources AND the article you printed. The sources need to be completed according to the standards established by the South Carleton Research Guide. The article should be highlighted AND accompanied by point form notes that indicate the relevant and most helpful information. b) With your group, present your topic to the class in the form of an interactive presentation. You should engage as many of the students as possible in ONE of the following activities 1) role playing 2) decision-making 3) re-enactment demonstration. The point of the activity is to make a connection between your topic and food security. Your activity should lead the class to the understandings you establish as you plan cooperatively with your group. c) A NOTE for the class a generalization with examples which identifies the major understanding that you want the class to have as well as relevant examples. Please dont make us write and write and write. Choose information, organize it and present it efficiently and effectively. Category Knowledge & Understanding (content, connection to topic idea) Insufficient Content does not meaningfully address topic Level 1 o Does not seem to understand the topic very well o Supporting information incomplete/not directly relevant o Weak activity does not reinforce understanding or retention of information o Not enough examples from your research to support the main idea o Presenter had difficulty staying on topic Level 2 o Understand the topic moderately well o Supporting information is partially relevant but not entirely on topic o Attempt made to engage the class in an activity, but focus and purpose not well established o Not enough examples from your research to support the main idea. o Presenter occasionally strayed off topic o Explains topic-specific vocab or terminology most of the time o Speech is sometimes in audible o Some eye contact o Presenter appears somewhat prepared, more Level 3 o Understands the topic and has established a level of comfort with the information o Supporting information is relevant and on topic o Activity has been focused on a meaningful element, class has been engaged, and understanding of the class has been enhanced. o Examples from your research support the main idea o Presenter stays on topic o Presenter fully engaged in group process o Explains topicspecific vocab or terminology o Speaks clearly most of the time minor mispronunciations o Good posture, comfortable presenting o Eye contact maintained o Presenter appears prepared, one or two extra rehearsals would Level 4 o Understands the topic and has established insight o Supporting information is significant, relevant and on topic; unique WOW factor o Activity has been focused on an insightful element, engages the class constructively toward higher understanding and retention. o Examples from your research support the main idea and provide deeper inquiry o Presenter always on topic o Presenter is a leader in group process o Explains topic-specific vocab or terminology thoroughly o Speaks clearly and distinctly o Good posture, comfortable presenting, relaxed and ready o Eye contact maintained with entire audience o Presenter well prepared, rehearsed and comfortable speaking with

Application (Activity, research, supporting evidence)

o o o

Topic overly broad No examples from research to support the main idea Presenter not engaged does not help group much

Communication (vocabulary, volume, posture, eye contact)

Presenter fails to appear

o Does not explain topicspecific vocab or terminology o Inaudible speech o No eye contact o Presenter appears unprepared

rehearsals would help

have helped

or without notes

The Amazing Food Security Presentations: CGW 4U

Category Knowledge & Understanding (content, connection to topic idea) o Insufficient Content does not meaningfully address topic Level 1 o Does not seem to understand the topic very well o Supporting information incomplete/not directly relevant o Weak activity does not reinforce understanding or retention of information o Not enough examples from your research to support the main idea o Presenter had difficulty staying on topic o Does not explain topic- specific vocab or terminology o Inaudible speech o No eye contact o Presenter appears unprepared Level 2 o Understand the topic moderately well o Supporting information is partially relevant but not entirely on topic o Attempt made to engage the class in an activity, but focus and purpose not well established o Not enough examples from your research to support the main idea. o Presenter occasionally strayed off topic o Explains topicspecific vocab or terminology most of the time o Speech is sometimes in audible o Some eye contact o Presenter appears somewhat prepared, more rehearsals would help Level 3 o Understands the topic and has established a level of comfort with the information o Supporting information is relevant and on topic o Activity has been focused on a meaningful element, class has been engaged, and understanding of the class has been enhanced. o Examples from your research support the main idea o Presenter stays on topic o Presenter fully engaged in group process o Explains topic-specific vocab or terminology o Speaks clearly most of the time minor mispronunciations o Good posture, comfortable presenting o Eye contact maintained o Presenter appears prepared, one or two extra rehearsals would have helped Level 4 o Understands the topic and has established insight o Supporting information is significant, relevant and on topic; unique WOW factor o Activity has been focused on an insightful element, engages the class constructively toward higher understanding and retention. o Examples from your research support the main idea and provide deeper inquiry o Presenter always on topic o Presenter is a leader in group process o Explains topic-specific vocab or terminology thoroughly o Speaks clearly and distinctly o Good posture, comfortable presenting, relaxed and ready o Eye contact maintained with entire audience o Presenter well prepared, rehearsed and comfortable speaking with or without notes

Application (Activity, research, supporting evidence)

o o o

Topic overly broad No examples from research to support the main idea Presenter not engaged does not help group much

Communication (vocabulary, volume, posture, eye contact)

Presenter fails to appear

The Amazing Food Security Presentations: CGW 4U

Category Knowledge & Understanding (content, connection to topic idea) o Insufficient Content does not meaningfully address topic Level 1 o Does not seem to understand the topic very well o Supporting information incomplete/not directly relevant o Weak activity does not reinforce understanding or retention of information o Not enough examples from your research to support the main idea o Presenter had difficulty staying on topic o Does not explain Level 2 o Understand the topic moderately well o Supporting information is partially relevant but not entirely on topic o Attempt made to engage the class in an activity, but focus and purpose not well established o Not enough examples from your research to support the main idea. o Presenter occasionally strayed off topic o Explains topicLevel 3 o Understands the topic and has established a level of comfort with the information o Supporting information is relevant and on topic o Activity has been focused on a meaningful element, class has been engaged, and understanding of the class has been enhanced. o Examples from your research support the main idea o Presenter stays on topic o Presenter fully engaged in group process o Explains topic-specific Level 4 o Understands the topic and has established insight o Supporting information is significant, relevant and on topic; unique WOW factor o Activity has been focused on an insightful element, engages the class constructively toward higher understanding and retention. o Examples from your research support the main idea and provide deeper inquiry o Presenter always on topic o Presenter is a leader in group process o Explains topic-specific

Application (Activity, research, supporting evidence)

o o o

Topic overly broad No examples from research to support the main idea Presenter not engaged does not help group much

Communication

Presenter fails to appear

(vocabulary, volume, posture, eye contact)

topic- specific vocab or terminology o Inaudible speech o No eye contact o Presenter appears unprepared

specific vocab or terminology most of the time o Speech is sometimes in audible o Some eye contact o Presenter appears somewhat prepared, more rehearsals would help

vocab or terminology o Speaks clearly most of the time minor mispronunciations o Good posture, comfortable presenting o Eye contact maintained o Presenter appears prepared, one or two extra rehearsals would have helped

vocab or terminology thoroughly o Speaks clearly and distinctly o Good posture, comfortable presenting, relaxed and ready o Eye contact maintained with entire audience o Presenter well prepared, rehearsed and comfortable speaking with or without notes