Lesson 3 :
Hook - 2 Options
Option 1: Youtube Videos
These Youtube Videos show opposing views of GMOs. I like them because they highlight key arguments on each side of the debate while showcasing the science, societal implications and career connections. Now, both of these videos are too long to use for a hook. Use clips to highlight specific points based on the previous discussions from your class.
These Youtube Videos show opposing views of GMOs. I like them because they highlight key arguments on each side of the debate while showcasing the science, societal implications and career connections. Now, both of these videos are too long to use for a hook. Use clips to highlight specific points based on the previous discussions from your class.
Option 2: Is GMO More??
This would be ideal if you are low on time or don't have the technology to play Youtube videos. I would show students the first slide, or simply write the question, "Are GMO's more nutritious?" on the chalk board? When I have done similar questioning in the past, I have received student answers saying that GMOs are less nutritious. I then shock the class by telling them that GMOs are not less nutritious. I then say that GMOs are not even more nutritious. I then proceed to the next slide by saying that nutritionally speaking, studies indicate that GMOs and non GMO foods have the same nutrition content (unless of course they are GM to contain more of a specific nutrient). I then say, that the 'correct' question should be whether or not GMOs are more or less healthy. This leads into a question of both public health, individual health and planetary health.
I like this question because you can catch student misconceptions and address them.
This would be ideal if you are low on time or don't have the technology to play Youtube videos. I would show students the first slide, or simply write the question, "Are GMO's more nutritious?" on the chalk board? When I have done similar questioning in the past, I have received student answers saying that GMOs are less nutritious. I then shock the class by telling them that GMOs are not less nutritious. I then say that GMOs are not even more nutritious. I then proceed to the next slide by saying that nutritionally speaking, studies indicate that GMOs and non GMO foods have the same nutrition content (unless of course they are GM to contain more of a specific nutrient). I then say, that the 'correct' question should be whether or not GMOs are more or less healthy. This leads into a question of both public health, individual health and planetary health.
I like this question because you can catch student misconceptions and address them.
isgmomore | |
File Size: | 825 kb |
File Type: | isgmomore |
Pedagogy
Allow students time to work on their assignment. See assessment for ideas.
Consolidation - 2 Options
Debate Time! Set time aside for a quick debate on labelling GMOs. This would provide an oppurtunity to gauge students understanding and be on the lookout for any persisting misconceptions.
Online Jeopardy Game!
The link is: jeopardylabs.com/play/genetically-modified-organisms-review
It can be edited by using the password: grade11biology
The link is: jeopardylabs.com/play/genetically-modified-organisms-review
It can be edited by using the password: grade11biology