Figure 1D: GM Golden Rice
Assessment and Evaluation Ideas
Anything worth learning can be (and should be!) assessed and evaluated in many different ways. Provide students with options of several project choices. Be sure to provide students with many different ways to demonstrate what they have learned. (Dodge, 2005). Some of these activities can be modified to be used for Hooks or Consolidations.
Building Proteins
This activity looks at the science of GMOs and is recommended as a review of this content.
This activity is available in "Genetically Modified Crops: Resources For Environmental Literacy".
This activity is available in "Genetically Modified Crops: Resources For Environmental Literacy".
Genetic Engineering
This activity works to show students the differences between genetic engineering and traditional genetic manipulations. Students also have the ability to get their creative juices flowing by engineering a crop of their choosing.
This activity is available in "Genetically Modified Crops: Resources For Environmental Literacy".
This activity is available in "Genetically Modified Crops: Resources For Environmental Literacy".
Spectrum of Opinion
This activity gets students to examine the benefits and disadvantages of genetically modifying crops in a cooperative learning setting.
This activity is available in "Genetically Modified Crops: Resources For Environmental Literacy".
This activity is available in "Genetically Modified Crops: Resources For Environmental Literacy".
GMO A Go Go...
Watch the video above. What information in this video is untrue/misleading? What information is true? How do you determine if a source is credible and reliable? How do you determine if information is true? What assumptions are you making?
It is clear that more information in needed in order for people to make informed decisions about the use of GMOs. *What specific question(s) would you like to see researched in further detail?
It is clear that more information in needed in order for people to make informed decisions about the use of GMOs. *What specific question(s) would you like to see researched in further detail?
Top 10: Media Literacy and Critical Thinking
Read one of the following the online articles: "10 Insane Cases of Genetic Engineering" or "The 10 Most Absurd GMO Myths That Monsanto Wants You To Believe"
http://listverse.com/2013/03/08/10-insane-cases-of-genetic-engineering/. Pick 1 of the cases discussed and complete your own research using reliable search methods discussed in class. Answer the following questions:
http://oracletalk.com/the-10-most-absurd-gmo-myths-that-monsanto-wants-you-to-believe/
1) Was anything in the article untrue? Misleading? Exaggerated?
2) Was the article sourced correctly? Was it easy for you to find the original sources?
3) What are the benefits and disadvantages of science-related information being published on the Internet on site like the two examples seen above?
(Handley, 2013; OracleTalk Curator, 2013)
Explaining It To Nana...
After taking this Biology course, you are now an expert on GMOs. Your Nana (feel free to substitute a different family member or friend) is very curious about GMOs. In layman's terms, describe the science and technologies associated with GMOs as well as the arguments for and against them. Your conversation should be between 5 to 10 minutes. Students can:
- Work in pairs
- and research the information together and act out the conversation together
- and research the information together and submit a transcript of the conversation together
- Work individually
- and research the information and submit a transcript of the conversation
- Work in pairs
- and research the information together and act out the conversation together
- and research the information together and submit a transcript of the conversation together
- Work individually
- and research the information and submit a transcript of the conversation
Discussion Questions
- What unusual foods can you find at the grocery store that were not widely available a few years ago? Try to think of examples where genetics is involved.
- Which model of regulation do you agree with? The UK model which requires clear labelling of GMO foods or the North American model which does not require food companies to label GMO foods. Why?
- What is the value of preserving rare food plants?
- Which model of regulation do you agree with? The UK model which requires clear labelling of GMO foods or the North American model which does not require food companies to label GMO foods. Why?
- What is the value of preserving rare food plants?
Debate the Headline…
These posters could be used as a hook or consolidation. Show students this image. Ask them to debate the accuracy, relevance and importance. This could lead a group discussion or a short reflective writing piece.
Student Prompts:
What ASSUMPTIONS are embedded in this statement?
What ARGUMENTS would you like to make?
What ASPIRATIONS does it inspire?
Speculate on what the domino effect might look like? Do the many benefits of GMOs outweigh the speculation?
(GMOFreeUSA, 2012).
Student Prompts:
What ASSUMPTIONS are embedded in this statement?
What ARGUMENTS would you like to make?
What ASPIRATIONS does it inspire?
Speculate on what the domino effect might look like? Do the many benefits of GMOs outweigh the speculation?
(GMOFreeUSA, 2012).
GMO Info Brochure
Check out the Creative Piece tab for details.
Other Quick Ideas
1) An ABC book
2) An advertisement
3) A letter of concern to the Health Minister
4) A letter of rebuttal from the CEO of Monsanto
5) An instruction manual on how to make a GM ________. (Strawberry Plant, Pig, Salmon).
6) Newspaper headlines from the year 2053
7) Posters
8) Food Labels for GM Foods
9) Brochures from food companies trying to educate the public on the safety of their GM Foods
10) A commercial from PETA on why GM animals is wrong.
2) An advertisement
3) A letter of concern to the Health Minister
4) A letter of rebuttal from the CEO of Monsanto
5) An instruction manual on how to make a GM ________. (Strawberry Plant, Pig, Salmon).
6) Newspaper headlines from the year 2053
7) Posters
8) Food Labels for GM Foods
9) Brochures from food companies trying to educate the public on the safety of their GM Foods
10) A commercial from PETA on why GM animals is wrong.
