Mix It Up! Food Scientist

Lesson Plan

Mix It Up! Food Scientist

Grade Level

6 - 8

Purpose

In this lesson, students will model the responsibilities of a food scientist by working in product development teams to create a new food product. Tasks will involve market analysis, economics, food chemistry and safety, graphic design, and communication. Grades 6-8

Estimated Time

Five 50-minute class periods

Materials Needed

For the teacher:

Project Grading Rubric

For the students:

Product Development Team Handouts
One base ingredient for trail mix such as cereals, nuts, pretzels, etc. Beware of food allergies when selecting ingredients.
Water
Small paper cups for taste testing
Plastic spoons
Labels
Waterproof markers
Refrigeration
Kitchen scale
Internet access
Taste Test Guidelines handout

Provide by groups based on interest:

Crackers, cereals, nuts, spices, chocolate, dried fruit, pretzels, etc
Resealable plastic bags or containers
Sterilized measuring cups, spoons, mixing bowls

Vocabulary

aroma: the smell or odor of something

texture: the feel, appearance, or consistency of a surface or substance

Background Agricultural Connections

This lesson is one out of four lessons designed for grades six through eight which promote the development of STEM abilities and critical thinking skills, while fostering an appreciation for the people involved in food production. The new curriculum includes inquiry-based labs, real life challenges for students to investigate and opportunities to plan and construct products and shipping models. Other lessons in this series include:

Mix it Up! Food Scientist
Cruisin' for a Bruisin' Food Packaging Specialist
Food Safety Sleuths: Food Safety Specialist

Food scientists study the physical characteristics, microbiology, and chemistry of the food we eat every day in order to develop and improve methods for preservation, quality control, nutrition, safety, sustainability, and convenience. Food scientists work in teams with colleagues who specialize in specific areas such as research, packaging, nutrition analysis, product safety, clinical trials, world hunger challenges, and more. Many opportunities exist for careers in food science. Even Disney and NASA employ food scientists!

Government organizations such as the Food and Drug Administration work with food scientists to ensure that food on grocery store shelves meets health codes and is safe to eat. Strict protocols are enforced for food testing, manufacturing, transportation, storage, and expiration dates.

The demand for food scientists is increasing in response to the challenge of providing safe, nutritious, and flavorful food for the world’s growing population. Many colleges offer food science programs that include courses in life science and physical science, food law, food microbiology, food processing and nutrition, foreign languages, communications, and more.

Engage

Bring an item to class, such as a box of cereal or sports drink and ask students for ideas on how an item like this can transform from an idea to a selection on our grocery store shelves. Is there a career area that develops new food products, determines the nutritional value of food, and identifies what consumers need and want for food products? Yes! It is the job of a Food Scientist.
In this lesson, students will:
- Create and refine a recipe for a new food product.
- Calculate the rates of profit for a new food product.
- Learn how to identify the needs and desires of consumers.
- Learn how to determine the nutritional value of recipes.

Explore and Explain

Introduce students to a day in the life of a food scientist by viewing a few of the videos found on the Institute of Food Technologists website. Begin by viewing the link, What is Food Science & Technology? Follow up by viewing videos from the YouTube playlist Day In The Life of a Food Scientist.
Another exciting example of developments in food science comes from a food scientist named Elizabeth Fenner who used micro- encapsulation to create a “flavor release” ice cream that starts out as vanilla at first taste then transforms into cherry before you swallow it. A short video clip may be viewed on online, The Next Generation of Ice Cream: One Bite, Two Flavors.
Tell students that, in this lesson they will act as food scientists working on a product development team to create a winning new trail mix. Each team member will specialize in a certain area such as marketing, food chemistry, graphic design, and cost analysis. Encourage students to feature crops from your home state in their recipes. At the end of the assignment teams will present their products to the class, and will finally eat their science experiments!
Organize students into teams of four and distribute the Product Development Team handouts. As a class, discuss the details of each task and the importance of communication between team members to meet the overall goal of creating a successful new product. Display the Project Grading Rubric for the class to see and discuss. Instruct any students with food allergies to notify the teacher of specific restrictions. Students in each team should share task responsibilities in order to provide all students with an opportunity to experience different aspects of product development.
Provide one class period for students to conduct research and design their plan of action. Before the end of class, the teacher should receive and approve an outline from each team showing a written timeline of steps to complete the project on time.
- For homework, each team should conduct a survey to identify favorite trail mix ingredients amongst their target audience. As a class, decide upon the appropriate number of people to survey. Teams may conduct the survey through social media, paper and pencil, or other appropriate methods.
- After the survey results are in, each team should gather the preferred ingredients and tools they will need to prepare three slightly different versions of the trail mix recipe and carry out a taste test the next day in class.
Prior to any food preparation, ensure that cooking areas, utensils, and cookware are sanitized and that students have washed their hands. Perishable food items should be properly stored in refrigerators.
Instruct teams to prepare 1⁄4 cup each of three slightly different trail mix variations for their initial team taste tests. Students should follow the taste test instructions provided on the Taste Test Guidelines handout. The trail mix recipe that receives the highest score in the team taste test will be used to develop the team's final trail mix recipe.
After establishing their final trail mix recipe, each team should complete all steps of production listed in the job descriptions for the product development team. Each team should produce one cup of their packaged trail mix product.
As a culmination, product development teams will present their product to the class by using a skit, video, radio broadcast, or other multimedia method.
Hold a taste-test party for students to sample trail mix recipes developed by other teams.

Variation

Allow students to create other products besides trail mix. Examples include dips, cookies, spreads, jams, etc.
Instruct students to conduct their taste test with a larger sample of people from their selected target group.
If a school kitchen is available, ice cream flavor product development offers many exciting possibilities.

ELL Adaptation

Place ELL students in groups with students who are proficient in English.
Instruct teams to create Spanish, or other language versions of labels and advertisements.

Elaborate

Include a requirement for teams to devise a QR code that links to a Web page ad for their product.
Have students research colleges that offer food science programs and summarize the different pathways of study and job opportunities.

Evaluate

After conducting these activities, review and summarize the following key concepts:

Food scientists work in many areas of food processing. They develop new food products, improve methods of food preservation, and study the nutrition and safety of foods.
Food scientists help create and evaluate food labels to determine the nutritional content of food.
Food scientists along with farmers and other professionals assist in establishing a healthy food supply.

Acknowledgements

This unit was funded by the United States Department of Agriculture’s National Institute of Food and Agriculture, Secondary Agriculture Education Challenge Grants Program.

Executive Director: Judy Culbertson
Illustrator: Toni Smith
Layout and Design: Nina Danner and Renee Thompson
Copy Editor: Leah Rosasco

Recommended Companion Resources

Author

Mandi Bottoms & Shaney Emerson

Organization

California Foundation for Agriculture in the Classroom

We welcome your feedback! If you have a question about this lesson or would like to report a broken link, please send us an email. If you have used this lesson and are willing to share your experience, we will provide you with a coupon code for 10% off your next purchase at AgClassroomStore.

State Standards for Texas

Investigating Careers: 7/8.127.2.c.2

The student investigates career pathways in one or more of the 16 career clusters.

Investigating Careers: 7/8.2.C - The student is expected to describe the technical-skill requirements for careers.

Career and College Exploration: 127.2.d.1

The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to:

Career and College Exploration: 127.2.d.1.C - identify various career opportunities within one or more career clusters.
Career and College Exploration: 127.2.d.1.D - research and evaluate emerging occupations related to career interest areas.

Principles of Agriculture, Food, and Natural Resources: 130.2.c.1

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

Principles of Agriculture, Food, and Natural Resources: 130.2.c.1.B - apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in agriculture, food, and natural resources.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.1.E - identify careers in agriculture, food, and natural resources with required aptitudes in science, technology, engineering, mathematics, language arts, and social studies.

Principles of Agriculture, Food, and Natural Resources: 130.2.c.6

The student demonstrates appropriate personal and communication skills. The student is expected to:

Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.A - demonstrate written and oral communication skills appropriate for formal and informal situations such as prepared and extemporaneous presentations.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.B - demonstrate effective listening skills appropriate for formal and informal situations.

Principles of Agriculture, Food, and Natural Resources: 130.2.c.13

The student describes the principles of food products and processing systems. The student is expected to:

Principles of Agriculture, Food, and Natural Resources: 130.2.c.13.A - evaluate food products and processing systems.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.13.B - determine trends in world food production.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.13.D - use tools, equipment, and personal protective equipment common to food products and processing systems.

Social Studies: 6.113.18.b.21

Social studies skills. The student communicates in written, oral, and visual forms.

Social Studies: 6.21.C - The student is expected to express ideas orally based on research and experiences.

Social Studies: 6.113.18.b.22

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

Social Studies: 6.b.22 - Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

Social Studies: 7.113.19.b.23

Social Studies: 7.b.23 - Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

Social Studies: 8.113.20.b.31

Social Studies: 8.b.31 - Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

ELA: 6.110.22.b.1

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The student develops oral language through listening, speaking, and discussion.

ELA: 6.1.B - The student is expected to follow and give oral instructions that include multiple action steps.
ELA: 6.1.C - The student is expected to give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.
ELA: 6.1.D - The student is expected to participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.

ELA: 6.110.22.b.12

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

ELA: 6.12.A - The student is expected to generate student-selected and teacher-guided questions for formal and informal inquiry.
ELA: 6.12.D - The student is expected to identify and gather relevant information from a variety of sources.

ELA: 7.110.23.b.1

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The student develops oral language through listening, speaking, and discussion.

ELA: 7.1.B - The student is expected to follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems.
ELA: 7.1.D - The student is expected to engage in meaningful discourse and provide and accept constructive feedback from others.

ELA: 7.110.23.b.12

ELA: 7.12.A - The student is expected to generate student-selected and teacher-guided questions for formal and informal inquiry.
ELA: 7.12.D - The student is expected to identify and gather relevant information from a variety of sources.

ELA: 8.110.24.b.1

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The student develops oral language through listening, speaking, and discussion.

ELA: 8.1.B - The student is expected to follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems.
ELA: 8.1.D - The student is expected to participate collaboratively in discussions, plant agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

ELA: 8.110.24.b.12

ELA: 8.12.A - The student is expected to generate student-selected and teacher-guided questions for formal and informal inquiry.
ELA: 8.12.D - The student it expected to identify and gather relevant information from a variety of sources.

Math: 6.111.26.b.1

Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

Math: 6.1.A - The student is expected to apply mathematics to problems arising in everyday life, society, and the workplace.
Math: 6.1.C - The student is expected to select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

Math: 6.111.26.b.3

Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions.

Math: 6.3.D - The student is expected to add, subtract, multiply, and divide integers fluently.
Math: 6.3.E - The student is expected to multiply and divide positive rational numbers fluently.

Math: 7.111.27.b.1

Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

Math: 7.1.A - The student is expected to apply mathematics to problems arising in everyday life, society, and the workplace.
Math: 7.1.C - The student is expected to select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

Math: 7.111.27.b.3

Number and operations. The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions.

Math: 7.3.A - The student is expected to add, subtract, multiply, and divide rational numbers fluently.
Math: 7.3.B - The student is expected to apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers.

Math: 8.111.28.b.1

Number and operations. The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions.

Math: 8.1.A - The student is expected to apply mathematics to problems arising in everyday life, society, and the workplace.
Math: 8.1.C - The student is expected to select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

Social Studies: 6.113.18.c.21

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Social Studies: 6.113.18.c.21.C - express ideas orally based on research and experiences

Science: 6.112.26.b.1

Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

Science: 6.112.26.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
Science: 6.112.26.b.1.B - use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
Science: 6.112.26.b.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence;

Social Studies: 6.113.18.c.22

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

Social Studies: 6.113.18.c.22.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Science: 6.112.26.b.2

Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

Science: 6.112.26.b.2.A - identify advantages and limitations of models such as their size, scale, properties, and materials;
Science: 6.112.26.b.2.B - analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
Science: 6.112.26.b.2.C - use mathematical calculations to assess quantitative relationships in data; and
Science: 6.112.26.b.2.D - evaluate experimental and engineering designs.

Science: 6.112.26.b.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:

Science: 6.112.26.b.4.A - relate the impact of past and current research on scientific thought and society, including the process of science, cost-benefit analysis, and contributions of diverse scientists as related to the content;
Science: 6.112.26.b.4.C - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.

Social Studies: 7.113.19.c.23

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

Social Studies: 7.113.19.c.23.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Social Studies: 8.113.20.c.31

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

Social Studies: 8.113.20.c.31.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Science: 7.112.27.b.1

Science: 7.112.27.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
Science: 7.112.27.b.1.B - use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
Science: 7.112.27.b.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence;

Science: 7.112.27.b.2

Science: 7.112.27.b.2.A - identify advantages and limitations of models such as their size, scale, properties, and materials;
Science: 7.112.27.b.2.B - analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
Science: 7.112.27.b.2.C - use mathematical calculations to assess quantitative relationships in data; and
Science: 7.112.27.b.2.D - evaluate experimental and engineering designs.

Science: 7.112.27.b.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:

Science: 7.112.27.b.4.A - relate the impact of past and current research on scientific thought and society, including the process of science, cost-benefit analysis, and contributions of diverse scientists as related to the content;
Science: 7.112.27.b.4.C - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers

Science: 8.112.28.b.1

Science: 8.112.28.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
Science: 8.112.28.b.1.B - use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
Science: 8.112.28.b.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence;

Science: 8.112.28.b.2

Science: 8.112.28.b.2.A - identify advantages and limitations of models such as their size, scale, properties, and materials;
Science: 8.112.28.b.2.B - analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
Science: 8.112.28.b.2.C - use mathematical calculations to assess quantitative relationships in data; and
Science: 8.112.28.b.2.D - evaluate experimental and engineering designs.

Science: 8.112.28.b.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to

Science: 8.112.28.b.4.A - relate the impact of past and current research on scientific thought and society, including the process of science, cost-benefit analysis, and contributions of diverse scientists as related to the content;
Science: 8.112.28.b.4.C - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.

Common Core Connections

Anchor Standards: Speaking and Listening

CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Anchor Standards: Writing

CCSS.ELA-LITERACY.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Practice Standards: Mathematics

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them. Students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively. Students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSS.MATH.PRACTICE.MP6 Attend to precision. Students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.

Agricultural Literacy Curriculum Matrix

Lesson Plan

Grade Levels

Type of Companion Resource

Content Area Standards

Agricultural Literacy Outcomes

Common Core

Mix It Up! Food Scientist

Grade Level

Purpose

Estimated Time

Materials Needed

Vocabulary

Background Agricultural Connections

Engage

Explore and Explain

Elaborate

Evaluate

Acknowledgements

Recommended Companion Resources

Author

Organization

State Standards for Texas

Investigating Careers: 7/8.127.2.c.2

Career and College Exploration: 127.2.d.1

Principles of Agriculture, Food, and Natural Resources: 130.2.c.1

Principles of Agriculture, Food, and Natural Resources: 130.2.c.6

Principles of Agriculture, Food, and Natural Resources: 130.2.c.13

Social Studies: 6.113.18.b.21

Social Studies: 6.113.18.b.22

Social Studies: 7.113.19.b.23

Social Studies: 8.113.20.b.31

ELA: 6.110.22.b.1

ELA: 6.110.22.b.12

ELA: 7.110.23.b.1

ELA: 7.110.23.b.12

ELA: 8.110.24.b.1

ELA: 8.110.24.b.12

Math: 6.111.26.b.1

Math: 6.111.26.b.3

Math: 7.111.27.b.1

Math: 7.111.27.b.3

Math: 8.111.28.b.1

Social Studies: 6.113.18.c.21

Science: 6.112.26.b.1

Social Studies: 6.113.18.c.22

Science: 6.112.26.b.2

Science: 6.112.26.b.4

Social Studies: 7.113.19.c.23

Social Studies: 8.113.20.c.31

Science: 7.112.27.b.1

Science: 7.112.27.b.2

Science: 7.112.27.b.4

Science: 8.112.28.b.1

Science: 8.112.28.b.2

Science: 8.112.28.b.4

Agricultural Literacy Outcomes

Food, Health, and Lifestyle

Education Content Standards

Career & Technical Education (CAREER)

Common Core Connections

Anchor Standards: Speaking and Listening

Anchor Standards: Writing

Practice Standards: Mathematics