LESSON SEQUENCE
The following is a proposed lesson sequence for covering GMO's in a Grade 11 University Preparation Biology Course. Three lessons are allotted for this relatively minor part of the curriculum, which should be completed in no more than a week, assuming a standard two semester schedule.
Lesson 1
Introduction: covers gene modification and introduction
to GMO controversy
Lesson Hook: Video (Above)
Jigsaw exercise, methods of genetic modification (e.g. gene guns, viruses, Agrobacterium):
Students form small, evenly distributed groups (4 or 5). Individual students in the group read and summarise handouts placed at various stations
around the classroom. After an appropriate amount of time, students regroup and explain to each other the basics of 'their' technology.
PowerPoint presentation: reasons for genetic engineering (agriculture, therapy, pharmaceutical use)
The PowerPoint should avoid being too technical for the students new to this topic, and should be adjusted to meet individual class needs.
Lesson Debriefing: Exit cards (potential problems associated with the use of GMO’s) or review worksheet
Jigsaw exercise, methods of genetic modification (e.g. gene guns, viruses, Agrobacterium):
Students form small, evenly distributed groups (4 or 5). Individual students in the group read and summarise handouts placed at various stations
around the classroom. After an appropriate amount of time, students regroup and explain to each other the basics of 'their' technology.
PowerPoint presentation: reasons for genetic engineering (agriculture, therapy, pharmaceutical use)
The PowerPoint should avoid being too technical for the students new to this topic, and should be adjusted to meet individual class needs.
Lesson Debriefing: Exit cards (potential problems associated with the use of GMO’s) or review worksheet
Lesson 2
GMO Debate: outlines the arguments for and against GMO’s
(specifically in food)
Lesson Hook: Activism (above)
WHO Fact Sheet http://www.who.int/foodsafety/publications/biotech/20questions/en/
In-class grocery ‘demo’ > Teacher displays a variety of organic and non-organic foods and produce to give the class an idea of GMO prevalence.
Proposition 37 description (U.S.A.)
Describe the controversy on GMO labelling in the states, as a prelude to the debate that is to follow.
Lesson Debriefing: Hand out (below)
Assignment, describe expectations
WHO Fact Sheet http://www.who.int/foodsafety/publications/biotech/20questions/en/
In-class grocery ‘demo’ > Teacher displays a variety of organic and non-organic foods and produce to give the class an idea of GMO prevalence.
Proposition 37 description (U.S.A.)
Describe the controversy on GMO labelling in the states, as a prelude to the debate that is to follow.
Lesson Debriefing: Hand out (below)
Assignment, describe expectations
genetically_modified_food.doc | |
File Size: | 25 kb |
File Type: | doc |
Lesson 3
Classroom Debate: Staged classroom debate assignment,
prepared for in advance by students.
Students present their arguments to the class in a standard formal debate procedure, or in another format of the teacher's choosing.