Genetically Modified Organisms
1 Engage and Pre-Assessment
The lesson will begin with the use of 10 pre-assessment questions regarding genetically modified organisms. These questions will be displayed using a slideshow saved to Slideshare.
Slideshare Presentation http://www.slideshare.net/lsuters/genetically-modified-organisms-37824937
The teacher will use an app called Plickers to poll the class response.
–Classroom polling system
–Each student gets a card that can be attached to back of their interactive notebook
–Teacher displays multiple choice questions. Students hold card in direction to indicate their answer.
–Student responses are recorded individually with an immediate graph of the aggregate results.
–Teacher scans student cards using iPhone, iPad, or Android device
Begin with showing the first part of the Hunger Games movie clip about tracker jackers and how they were genetically modified. https://www.youtube.com/watch?v=B8JJsNQoIDc
Ask students to close read about mockingjays and jabberjays (Chapter 3) and tracker jackers (Chapter 14) from the Hunger Games to find out about how the country of Panem created muttations. Follow with a close read about killer bees. http://insects.about.com/od/antsbeeswasps/qt/what-are-killer-bees.htm
Ask students to compare and contrast muttations or genetically engineered organisms with mutations that naturally occur using the ReadWriteThink Venn Diagram Interactive http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-30973.html or the Venn Diagram app.
3 Direct Instruction
The teacher will review the basic components and structure of DNA, explain how DNA makes a protein, and provide a definition of genetically modified organism and recombinant DNA technology. The class will briefly discuss the techiques for recombinant DNA and the pros and cons of genetic modification. The teacher and students will refer to pages 25-29 in the Genetically Modified Organisms PCR analysis by BioBus Educational Programs packet. http://www.docin.com/p-620902260.html
The teacher will record the most important information students need to remember in writing and narrate using the Educreations App on an iPad and save to the class website so students can refer to it as needed.
4 Guided Practice
Students will be assigned to close read an article from Newsela about genetically modified Suicide Mosquitoes in leveled cooperative groups. They will read the downloaded version of the file on their iPads on the Notability app and make annotations as they read.
They will also use the Notability app to create an annotated drawing. They will be directed to draw a picture of what happens with the suicide mosquitoes and why they were created. The drawings should be annotated with brief explanations and they should add audio recorded comments to support the drawings as well.
5 Independent Practice
Students will independently complete the Who Wants to be a Genetic Engineer? challenge and create Cinna-apples and Bt Corn.
They will use the website: http://passel.unl.edu/pages/animation.php?a=who_wants_to_be_ge.swf
They will also use the lab reports on page 37-38 of the Grade 8 Literacy in Science: Genetic Modification of Organisms, NYC Department of Education lesson plan (linked in the intro) to record their work and respond to questions.
6 Final Performance Task
Students will be asked to read 2 of the following articles. They will be downloaded as pdf documents which students can read and annotate on their choice of the Notability or Good Notes app.
Pros and Cons of Designer Babies http://designerbabiesethics.wordpress.com/2013/04/28/the-cons-of-designer-babies/
Genetic Engineering - How do they do that? http://www.eurekascience.com/ICanDoThat/gen_eng.htm
Genetically Modified Food http://edis.ifas.ufl.edu/fs084
The Debate over Genetically Modified Foods http://www.actionbioscience.org/biotech/sakko.html
In addition, they will be asked to explore the American Museum of Natural History Gene Scene http://www.amnh.org/explore/ology/genetics
Next students will need to use some pre-writing tools to help them process the information that they have read in this unit regarding genetically modified organisms from the Hunger Games, suicide mosquitoes, and the 2 additional articles (part one of this activity). They can use their choice of the following tools to help them describe genetic modification and associated pros and cons.
Animated Cartoon with Go!Animate
Online Poster with Glogster
Concept Map with Popplet
Post-It Note Board with Padlet
Narrated Notes with ShowMe Interactive Whiteboard
Students will be asked to write a five-paragraph essay analyzing the significance, ethics, and impact of GMO on society arguing whether it should be continued or regulated. Students should use Google Docs to write their essay and share the document with their teacher. Guidelines and rubrics for the essay are included in the Grade 8 Literacy in Science: Genetic Modification of Organisms, NYC Department of Education lesson plan (linked in the intro).
Key Standards Supported
|RST.6-8: Integration of Knowledge and Ideas|
|RST.6-8.8||Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.|
|Key Ideas and Details|
|RST.6-8.1||Cite specific textual evidence to support analysis of science and technical texts.|
|RST.9-10: Range of Reading and Level of Text Complexity|
|RST.9-10.10||By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.|
|WHST.6-8: Text Types and Purposes|
|WHST.6-8.1||Write arguments focused on discipline-specific content.|
|WHST.6-8.1a||Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.|
|WHST.6-8.1b||Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.|
|WHST.6-8.1c||Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.|
|WHST.6-8.1d||Establish and maintain a formal style.|
|WHST.6-8.1e||Provide a concluding statement or section that follows from and supports the argument presented.|