Should be grow genetically modified grops?

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by moly13
Last updated 4 years ago

Discipline:
Resources & Tools
Subject:
Lesson Planning
Grade:
7

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Should be grow genetically modified grops?

Should we Grow Genetically Modified Crops?

Standards VocabularyReport Card Outcomes: These are the outcomes that the students will receive a mark from 1-4, 4 being the higest achievement, on their report card. They are more general and cover the entire curriculum in a specific subject.Key Concepts and Ideas: These are the main areas of the content areas in math, science, and other subjects.Curriculum Outcomes: These are the specific content areas that we teach and assess.

IntroductionThis a lesson for a Grade 7 science class in the 'Plants for Food and Fibre' unit from the Alberta, Canada curriculum. This lesson will take approximately 3 periods long, with each period consisting of 50 minute-long classes. This lesson includes the hook, tasks, and assessment.

Standards Covered in LessonReport Card Outcomes: There are four science stems assessed in the report card. This assignment only covers stem 3 and stem 4.Science Stem #3: Develops skills for inquiryand communication.Science Stem #4: Explores scientific eventsand issues in society and the environment.

Standards Covered in LessonKey Concepts and Ideas: Focusing Questions: How do we produce useful plant products? What techniques do we use, what knowledge are these techniques based on, and how do we apply these techniques in a sustainable way?

Standards Covered in LessonCurriculum Outcomes: Students will: Identify and interpret relationships among human needs, environments, and the culture and use of living things as sources of food and fibre.Selective breeding - needs & problemsconsequences of monocultural land usesustainability - effects of different practices like organic farming, fertilizers and pesticides

Science Stem 4: This is where students need to connect curriculum to current events that are affecting our world. Teachers introduce current events and students approach these events with the idea of the discipline in mind. For example how would a geo-scientist view a the recent volcano in the galapagos?

Science Stem 3: This is the students ability to ask questions on our science topics, research, and synthesize text. From that students need to communicate their learning through writing, speaking, and representing.

HookShow the video above and ask students what they think it is about. Introduce question, "should we grow genetically modified food?" to the students. According to Calkin et al. you need to make the standards of their learning visible. I'll be letting students know they'll be answering this question in wrtiting by the end of this lesson by gathering information and sorting through a variety of media that i'll be exposing them to.

Task 1Hand out the 'GMO Project' graphic organizer (See Attachments) and fill out the key vocabulary together by watching this Youtube Video on GMO's Task 2Students use this webquest to fill out the rest of the 'GMO Project' graphic organizer which has them answer questions on the pros and cons of GMO's.

Task 3Using their research of pros and cons, they need to write a persuasive opinion piece answering the question, "should we grow genetically modified crops?". I'll go over the rubric which is included in the 'GMO Project' graphic organizer. Students have already used a graphic organizer for paragraph writing in Humanities and will use the same one to help them with this writing piece.

LESSON PLAN

AssessmentI'm using writing to assess their learning because the science stem 3 in the report card outcomes clearly indicates that the skill is around being able to communicate their understanding of the concepts. The issue of GMO's is an environmental and societal one and having them try to form an opinion and back it up with research is the skill being assessed in stem 4 of the report card outcomes. The rubric is on a 1-4 scale and there will need to be some conversation on what criteria would make up a 1,2,3, and 4 with the students before they start their assignment. They will also have the opportunity for formative feedback from a peer before they hand it in.

Instructional Strategies/Technology"Experts are in agreement that workers of the future will need new skills. They speak of new systems of thinking, collaboration, technical reading, writing, and creating" (Bondi, J.C., Wiles, W.J., 2015).This is why I'm having them look at an issue that will be around when they leave school and look at it all from all viewpoints. They will be using technology in a purposeful way to help them gather information through the use of the webquest which helps them to form their opinion.I'm using a constructivist approach by having them use a graphic organizer to list their ideas and organize their information. The GMO webquest will them to develop an opinion.

ReferencesCalkins, L., Ehrenworth, M., & Lehman, C. (2012). Implementing the Common Core. In Pathways to the Common Core (pp. 13-20). Portsmouth, NH: Heinemann.Wiles, J., Bondi, J. (2015). Curriculum development: A guide to practice. (9th ed.). Boston, MA: Pearson.


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