Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. Students will understand the process of genetically modifying food.
2. Students will understand both the benefits and drawbacks of GMOs, relating to both human health and environmental issues.
3. Students will complete a detailed project on wide-ranging topics concerning GMOs.
Prior Knowledge: What prior knowledge should students have for this lesson?
1. Students should have some understanding of the process of recombinant DNA.
2. Students should be familiar with various applications of biotechnology.
Guiding Questions: What are the guiding questions for this lesson?
1. How much genetically modified food accounts for your daily diet?
2. Are genetically engineered foods safe?
Teaching Phase: How will the teacher present the concept or skill to students?
1. Introduce the topic with a short video, . What is the main concern raised in the video?
2. Review the process by which genetically modified crops are created. Discuss the Guiding Questions and elicit students initial responses before conducting the guided practice portion of this lesson.
- How much genetically modified food accounts for your daily diet?
- Are genetically engineered foods safe?
3. Watch the short video on advantages and disadvantages of GMOs, GM Foods Introduction, which will lead into the guided practice portion.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Make copies of the the article , then use the jigsaw reading strategy to discuss the article.
The jigsaw reading strategy focuses on cooperative learning that enables students to specialize in one aspect of a topic the class is studying. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to their start group to teach the material to their group members. With this strategy, each student in the start group serves as a piece of the topic's puzzle and when they work together as a whole, they create the complete jigsaw puzzle.
Organize the class into cooperative groups of 4 to 6 people, with the group size corresponding to the number of selections to be assigned. Each group member receives the task of reading one of the targeted selections. One suggestion would be to divide the article into sections such as: (1) introduction, (2) conventional breeding vs. GMO crops, (3) benefits of genetically modified crops and (4) risks of genetically modified crops. Depending on the nature of the group, the teacher may allocate the specific readings to each person, or the group itself may decide who will tackle which selection.
Next, students read their selections independently. If the materials are photocopied, encourage students to underline important information they will need to share with their group. "Sticky notes" are an option for materials that cannot be written upon. Students may also jot down notes, or follow a graphic note-taking outline provided by the teacher as a means for extracting important concepts from their passage.
All of the students who read the same selection now meet together as a new group to compare notes and discuss concepts and information they feel are most important. This second group also creates a summary of key points, a concept map, a graphic outline, or highlighted notes which will then be photocopied and handed to members of the original group when each person goes back to present what should be learned from this particular material.
The final piece to the jigsaw activity involves a return meeting of the original group. During this time, individual group members share in turn the pertinent information related to each selection. The rest of the group is accountable for learning this new information, which will be assessed during the evaluation of this unit of study.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Students will complete the Food Scavenger Hunt project.
Each team will have one month to complete their scavenger hunt. For each group to earn the points when the item is complete, each group must:
- Take a picture of the item(s) (all members of your team MUST be in the photo).
- You may need to take a close up photo of the item(s) as well.
- Do all parts of the task (take all pictures, make comparisons, answer questions, etc). There will be NO partial points given for any tasks.
- Complete a PowerPoint presentation of all of your pictures and videos. Each completed task must have a slide containing both pictures and answers to questions in text, with one task per slide.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will participate in small groups and classroom discussions.
Readdress the Guiding Questions and elicit students final responses after completing the group Scavenger Hunts. How have their thoughts or understandings changed after investigating all of these genetically modified foods?
- How much of your daily diet is made of foods that are genetically modified?
- Are genetically engineered foods safe?
Students will complete the Food Scavenger Hunt assignment (attached at the end of this lesson). The teacher will measure student learning by the number of tasks completed and points earned.
Students will understand that in order to receive a 100% for their test grade, they must earn 1,000 points on the Scavenger Hunt. There are 1,200 points possible.
Student understanding will be shown through small group and class discussions. Feedback will be provided during conversations with partners and during whole class discussion. For example, students will discuss advantages and disadvantages of genetically modified foods during the jigsaw activity. Students will discuss the meaning of the "Back to the Beginning" video as a whole class.