Está en la página 1de 7

Frankenstein Foods- GMO

Grade: 7th
Student Learning Objective: Students will be able to explain that modifying DNA causes a
change in the traits of the organism. They will understand that when this change occurs, it is
considered a genetically modified organism. The students will be able to discuss the pros and cons
of genetically modified organisms.
Materials:
Text: Your Genes, Your Choices
Poster Board
Printer Paper
Writing Utensils: Crayons, Markers, or Colored Pencils
Internet Connection
TV
Preparation for the Activities:
During the previous class students will review what DNA is and describe what characteristics DNA
is responsible for. The students will talk about the Human Genome Project. They will then discuss
the Human Genome project and understand that it is an international effort to map the genes and
understand their functions. They will bring one article about GMOs to class. The students will be
prepared to summarize the article to the class. On the day of the lesson, the students will read the
lesson objectives from the board. They will then write the objectives in their own words and will be
asked to read them out loud to the class. The students will then read, Your Genes, Your Choices.
Text Information:
Your Genes, Your Choices
Link to Text:
http://ehrweb.aaas.org/ehr/books/5_donita.html
(Links to an external site.)
Flesh-Kincaid Readability Level: 7.7
Order of the Lesson:
Introduction: The students will predict what occurs when DNA is changed. They students will

identify the lesson objective in their own words.


Before Reading Strategy: Students will receive a list of key words. They will then review and
discuss the meaning of the key terms in the reading. The students will then write three questions
they think the teacher may have about the material.
During Reading Strategy: The students will use post-it notes to mark the important parts of the
text and to indicate any areas that they have questions about. The students will then identify one
to two sentences that best describe the main idea of the text.
After Reading Strategy: After the reading the material and reviewing it, the students will write a list
describing the pros and cons. The students will then create a brochure supporting their area of
their choice.
Introduction: The teacher will discuss the implications of changing DNA in an organism. The
students will then view the YouTube video:
https://www.youtube.com/watch?v=JMPE5wlB3Zk
(Links to an external site.)

CONTENT AREA STANDARD:


Discipline: Science
7th Grade NGSSS: SC.7.L.16.1:
NGSSS
http://www.cpalms.org/Public/PreviewStandard/Preview/1808
with Link
(Links to an external site.)
and
Understand and explain that every organism requires a set of
Standard
instructions that specifies its traits, that this hereditary information
Written
(DNA) contains genes located in the chromosomes of each cell, and
Out
that heredity is the passage of these instructions from one generation
to another.
NGSSS: SC.7.L.16.4:
(Links to an external site.)
http://www.cpalms.org/Public/PreviewStandard/Preview/1812
(Links to an external site.)

Recognize and explore the impact of biotechnology (cloning, genetic


engineering, artificial selection) on the individual, society and the
environment.
ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:
CCSS
Anchor
Reading
Writing
Listening and Speaking
Standard
Addressed:
CCSS.ELA-LITERACY.SL.7.1.A
http://www.corestandards.org/
CCSS.ELA-LITERACY.RI.7.1
K-12 CCSS
CCSS.ELA-LITERACY.W.7.1
ELA-Literacy/SL/7/1/a/
http://www.corestandards.org/
Anchor
http://www.corestandards.org/ (Links to an external site.)
ELA-Literacy/RI/7/
Standards
ELA-Literacy/W/7/1/
Come to discussions prepared,
(Links to an external site.)
with Link
(Links to an external site.)
having read or researched
Cite several pieces of textual
and
Write arguments to support
material under study;
evidence to support analysis
Standard
claims with clear reasons and explicitly draw on that
of what the text says explicitly
Written
relevant evidence.
preparation by referring to
as well as inferences drawn
Out:
evidence on the topic, text, or
from the text.
issue to probe and reflect on
ideas under discussion.
Correspond Before Reading:
Before Writing:
Before Listening and
ing Before, Students will write three
The student will use the RAFT Speaking:
During and questions on what they predict strategy. The student will reThe students will decide what
After
the text will be about.. They
read the assignment. The
they are listening for. They will
Strategies will skim through the text and student will then brainstorm
look to see if there are
write down any words that are ideas about the topic and
pictures in the text to
unfamiliar to them. The class develop a plan. The student
determine what they will be
will review and the list of
will consider the reader when listening for. They will decide if
words.
developing a strategy.
background knowledge is
required.
During Reading:
During Writing:
Students will use a note taking The student will write a
During Listening and
strategy; they will use a post purpose and organize the
Speaking:
it notes to mark any areas
information appropriately. The
that they have questions
student will support their
The students will decide what
about. Student will use the
writing using excerpts from
is important to remember and
Q.A.R method to improve
the text.
what is not. They will visualize
reading comprehension. The
The student will consider the the information so they will be
students will to also identify
role of the writer, audience,
able to recall it. Students will

one or two statements within


the text that summarize the
main idea. Teacher will echo
important parts in the
Reading.
After Reading (1):
After the reading, the students
will make a list with the pros
and cons of the material they
read. The students will then
discuss their ideas within a
Team Review.
After Reading (2):
The students will then prepare
a brochure that supports their
view. They will support their
view with the text provided.
.
Evaluation Before Reading:
Using
Before the students begin
Formative reading they will be asked to
Assessment answer a question regarding
the subject. The teacher will
walk around and check for
understanding
During Reading:
The students will hold give
thumbs up, thumbs down, or
thumbs to the side based on
the level of comprehension

format, and the topic.


After Writing:

verify if there prediction were


accurate. Students will also
listen for information that they
will put into their charts.

The student will re-read the


essay. They will correct any
spelling and grammar errors.
The students ensure the
writing answers the question
asked.

After Listening and


Speaking:

Before Writing:

Before Listening and


Speaking:

Each student in the room is


designated a different letter of
the alphabet. They must then
state a word using that letter
that represents the topic they
will write about. (A-B-C
summaries).
During Writing:

The students will discuss what


they have heard and
determine if the information is
accurate. They will also reflect
on the information they heard.

The teacher will check to make


sure that the students are
listening: eyes on the speaker
and free of distractions.
During Listening and
Speaking:

After Reading:

Teacher will walk around and


check for misconception and
understanding.

Teacher will periodically ask


questions to the students to
check for understanding and
participation

The teacher will present

After Writing:

After Listening and

Speaking:
students with a misconception The teacher will evaluate the
check after the reading. It will writing by checking for
Students will collaborate with
be in the form of true or false. sentence structure, grammar, their peers to discuss a set of
and content.
guided questions.
Estimated Time: 1 hour and 40 minutes
English Learner Strategies: A scaffolding approach will be used to accommodate English
Learners; Help will be provided and then gradually taken away when it is not needed. A graphic
organize will be used to clarify difficult key terms. The Think/Pair/Share method will be used to help
encourage participation among English Learners. The use of Echo Reading will be used for English
Learners who struggle with Reading.
Hess' Level of Cognitive Rigor Matrix: Evaluate: Use the information provided to critique the
validity of it.
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will apply
their understanding by writing an essay comparing two opposing views.
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You
do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
Gradual Release Model for the Strategies in this Lesson
Before Reading: During Reading:
After Reading:
.
.
I Do it:
I do it:
I do it:
The teacher will
The teacher will ask I write the directions
give explicit
questions that keep for the writing
directions to the
the students on task. assignment on the
students on what
The teacher will
board, explaining the
the assignment is. pause the reader
expectations of the

The teacher will


explain to the
student how to
predict what the
outcome of the
assignment is. The
teacher will model
the note taking
strategies using
post it notes.

essay. The RAFT


model will be
demonstrated: this
strategy offers a
specific guideline for
We do it:
the students to follow
The teacher checks when completing the
for understanding by assignment. The
asking which area
components of the
they considered
RAFT model consider
most relevant and by the: role of the writer,
We do it:
using both
audience, format, and
The teacher
convergent and
the topic.
interacts with the
divergent questions.
students to provide The teacher provides We do it:
guided instruction. clues to elicit
The teacher and the
The students and
responses. The QAR students complete a
the teacher will
method is used.
K-W-L chart.
skim through the
(Question Answer
K = What do I know
text for any
Relationship)
already about this
unfamiliar words.
topic?
Together they will
You do it:
W = What do I want
identify the
The students work
to know?
meaning and add
independently to
L = What did I learn
them to the graphic summarize the main from this reading?
organizer if
point of the text.
The teacher will check
necessary.
for understanding
You do it:
The teacher allows
the students to
predict the outcome
of the assignment.
The teacher surveys
the room to ensure
the student
comprehends the
task and to ensure
there are no
misunderstandings.

during important
areas to allow the
students time to
think.

You do it:
The students will craft
an essay keeping the
RAFT model in mind
when completing the
task.

Strategies and Links:


Before Reading: Surveying Text Features: Surveying text is a useful tool to determine the basic
components of a text. Some of the information that can be gathered using this technique is:
purpose, organizational pattern and an overall understanding. Surveying the material first makes
reading easier and more comprehensible.
During Reading: QAR - http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf
(Links to an external site.)
After Reading: K-W-L Chart http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf
(Links to an external site.)
Reflection:
This lesson plan provides the instructional framework needed to ensure the students
comprehend the lesson. The major components of a Well-Designed lesson include: a
title that is representative of the material, the key concepts, the materials and
activities needed to complete the lesson and. It also incorporates a method to formally
assess the students. The lesson includes many strategies that foster critical thinking
and uses a gradual release model. The gradual Release model is a scaffolding approach
that gives explicit directions before, guided practice during, and independent or group
work at the conclusion of the class.
Objectives Connection: The objective of this lesson is to understand what happens to
organisms when their DNA is altered. The students will understand the benefits and
drawbacks to modifying the DNA of organisms. They will learn about a variety of foods
and animals that have been genetically modified. The students will obtain this
information by using a variety of methods that promote critical thinking. First, they will
analyze the text and write an essay describing the pros and cons of GMOs. They will
then create a pamphlet that promotes their view, for or against genetic engineering.
This information will be used to connect the next lesson, Biotechnology in
Healthcare.