LESSON PLAN TEMPLATE

Name: Mr. Fraser

Title of Lesson: Genetically Modified Organisms: Good or bad for us?
Grade: 7

STANDARDS
Concept 3: Analysis and Conclusions
Analyze and interpret data to explain correlations and results; formulate new questions.
PO 5. Formulate a conclusion based on data analysis
Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health.
Practice 7 Engaging in Argument from Evidence NGSS
Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to
support or refute an explanation or a model for a phenomenon or a solution to a problem.
Concept 1: Foundations of Economics
PO 4. Describe the characteristics of a market economy:
a. property rights
b. freedom of enterprise
c. competition
d. consumer choice
e. limited role of
Information Literacy Standard 2
The information literate student accesses needed information effectively
and efficiently.
4. The information literate student refines the search strategy if necessary.
Outcomes Include:
a. Assesses the quantity, quality, and relevance of the search results
to determine whether alternative information retrieval systems or
investigative methods should be utilized
Standard 3
The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge base and value system.
Performance Indicators:
1. The information literate student summarizes the main ideas to be extracted from the information gathered.
Outcomes Include:
a. Reads the text and selects main ideas
b. Restates textual concepts in his/her own words and selects data accurately

LESSON SUMMARY/OVERVIEW
Food security is one of the goals for a sustainable food system. The lesson is intended to give students a holistic perspective of
how genetically modified organisms are changing the world. This weeks lesson will focus on genetically modified organisms.
Genetically Modified Organisms (GMO's) are pervading our crops and foods and I want to introduce what they are, where
they come from and what the health and social problems they are either causing or helping, how GMO's are changing the way
we eat, and the global implications of allowing GMO's into our crops and foods. GMO labeling is also a big part of the lesson.

OBJECTIVES
Given a writing prompt, SWBAT discuss the pros and cons of genetically modified organisms.
Given a scenario, SWBAT propose a sustainable idea that could be used in food production.
Given a platform, students will debate the pros and cons of genetically modified organisms.

ASSESSMENT/EVALUATION
A reflection will be given to the students to paraphrase what they learned from the weeks instruction. Guiding questions will
be provided to assist them in their two paragraph reflection.
Students will be assessed on a pro/con debate in front of the class.
PREREQUISITE KNOWLEDGE
Background knowledge needed include agricultural processes. Students were assigned a pre-lesson research topic on where
corn comes from. Students should have a basic idea of where and how corn is grown, and how it gets to our plate. Also,
students were given a lecture on worldwide hunger and have notes in their science notebooks.
Engage: Individually watch 2 videos on http://gmo-awareness.com/resources/movies-to-watch-gmo-and-more/ (cut/paste link)
MATERIALS
Science journals
Ingenuity
Writing utensils
Colored markers
Construction/poster paper
Internet
VOCABULARY/KEY WORDS
Genetically Modified Organism
Sustainability
Systems thinking
TEACHING PROCEDURES
Procedural Steps (Step by step instructions for teaching the lesson):
Students will be working in groups.
Students will be given a weeklong topic of Genetically Modified Organisms.
Students will be assigned either a pro or a con regarding GMOs.
-Exploration question: What are genetically modified organisms?
-Teacher will provide some examples of foods that have been genetically-engineered with those that have not.
-Group students into teams of four and assign them to either a pro team or a con team.
-Students will do internet research* to find out the steps for how genetic engineering is done. (*Standards-based)
-Students will then produce a poster, concept map, or other creative presentation to explain how genetic engineering is done. -
Students have free reign to choose how they will be depicting genetic engineering. This will be accomplished at specific times
during the week, time permitting.
-Teams will then brainstorm a list of pros and cons to the use of GMOs.
-Next, ask the class to pair up the pro and con positions that relate to a specific argument. Then, prioritize the pros and cons
based on which issues they think are most important.
Differentiation: pair sharing and individual notebook entries.
-Teacher will monitor students for progress and guide them along to ensure they are capturing key ideas.
-Teacher will ask guiding questions in case some groups are experiencing difficulties.
-The same teams from Part One should select one of the pro and con pairs and research the evidence and ideas behind it. They
will look at both sides and come up with three for each pro and con.
-This research will be done for homework, with students dividing up responsibilities.
-As they conduct research, students should take notes on their topics and cite the sources they used for information.
-When the research has been completed, each team should select two members: One to present the supporting argument and
one to present the other side.
-The last day of the week, a news studio will be set up and students will re-enact a public debate.
-Each student presenting can have one minute without being interrupted.
-After this time, the students presenting can engage in a one on one discussion for the remaining three minutes.
-Teacher will give each group 2 days of homework and some time in class to complete their research and to practice their
presentation.
Part Three-Forming an Opinion
1. Students Think-Pair-Share approach to draw out student reactions to the practice of creating genetically-modified foods.
This step also serves as a helpful pre-writing activity.
2. Next, ask students to write a short paper expressing their personal feelings about genetically-modified foods. They should
support their position using evidence provided from the Web sites, videos, and discussion.
Part Three Assessment: Paper
Grading will be on key points either pro or con, legitimacy of their research resources and on grammar and spelling.
RESOURCES
Fetters, C. (2014, May 1). Genetically Modified Foods. Retrieved from Pbs.org:
WAYS OF THINKING CONNECTION
This lesson plan associates with systems thinking. I define systems thinking as the holistic approach to seeing things.
A system is a set of interconnected parts that work together to create something worthwhile. Our food comes from the earth.
Nature intended us to have food that is unhindered by chemicals and modifications that turn the food into something its not.
Students may identify multiple leverage points that can be addressed to support constructive change. It also helps us see the
connectivity between elements in the situation, so as to support joined-up actions. Genetically modified organisms arent
proven to be safe or unsafe, and this should be a concern to everyone.