The GMO Debate

Created April 2, 2024 by Lorenzo Tovar, Ainye Long, Paul Duran

The GMO Debate

8th Grade Science

Standard

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Construct and interpret graphical displays of data to identify linear and nonlinear relationships. (MS-PS3-1)

RST.6–8.7              Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS3-1)

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical and conceptual connections between evidence and explanations (MS-PS3-4),(MS-PS3–5)


Objective

SWBAT apply their interpretation of data and evidence to construct a position on GMO vs. Organic food, and analyze empirical evidence US mass food production.

Key Terms

Genetically Modified Organism     Empirical      Evidence      energy       Organic

Sustainable    antioxidants    nutritional value                          

Assessment

Students will present their empirical evidence (graphic data analysis) that supports their position and proposed solution for US Food Production

Introduction

Review the vocabulary key terms.  

Think-Pair- Share:

Look at your glass of water. Take a good long look at the water.  Now, with your group, discuss how old it is? Why is water so essential for life? Students will engage in a discussion about the different uses of water.

Teamwork


Students will work in groups of 4 to complete the following tasks:

  • Students will look at https://occupycorporatism.com/new-study-finds-organic-crops-healthier-gmos/  to  locate and discuss organic vs. GMO, and to discuss how and why a study may be skewed (or biased)

  • Should GMO food be labeled?  Why or Why Not? http://www.nbcnews.com/watch/nbcnews-com/should-foods-be-labeled-as-gmo-364045891917

  • Complete Thinking Map Chart explaining food production and consumption, analyze waste and develop a proposed solution for US food production and consumption droughts.

Independent Practice

 

Students will complete their thinking maps that explain the effects of GMO on our health

Planned Questions/

Checking for Understanding

What is the difference between GMO and Organic produce?

Why are each beneficial?

Which lasts longer - GMO or organic?

Which is more sustainable?

How to reduce US food waste?


Planned Accommodation for IEP and ELL

Notes; Scaffolding; NearPod Notes and checks; Key Terms translated









8th Grade Math

Standard

8.8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

8.SP.A.1 - Statistics and probability - investigate patterns of association in bivariate data

CCSS.MATH.PRACTICE.MP4 Model with mathematics.


Objective

SWBAT apply their understanding of tables, graphs and functions to real-life situations.  Using different data sets, students will compare the historic food production in the US

Key Terms

Graph Compare  Statistic   Data Probability  Bivariate  Percentage      rate of  change       increasing       function                                 decreasing      units of measure

Assessment

Students will present multiple functional representations (graph, chart, table, verbal or algebraic - student choice) of US/CA food production, access and waste, comparing historical shifts in order to influence and support their stance on sustainable food production options.

Introduction

Review the key terms.  Discuss how to compare two sets of data with common units. Explain what a function is and how to graph a function when given a data table.   

Teamwork


Students will analyze and compare data representations of historic food production (small farm) to current mass production (including community gardens as outliers).



Independent Practice

 

Given data for food production in the US (pre-industrialization local farm vs. current mass production vs. organic production), students will graph, compare and analyze the data and decide which is a more sustainable, responsible option for us (currently and in the long-term - GMO or Organic?).

Planned Questions/

Checking for Understanding

Should we support GMO and industrialization of farming?  Or, grow locally and organic?   How can data and mathematics be used to support your argument?


Comparatively, is it effective (responsible and sustainable) to have high rates of food production? What more do we need to consider (rates of waste).





8th Grade Social Studies

Standard

2.0: Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).


Objective

Students will be able to: analyze informational articles to determine the effectiveness of the policies that regulate GMOs in protecting the American public.

Key Terms

GMO, biotechnology, lobbyist, special interest group, policy

Assessment

Group Presentation - Teams will create a persuasive presentation to argue whether or not they believe the policies used to regulate GMOs are effective. The presentation will be based on the policies and evidence discussed in the articles that were read.

Introduction

Do Now:

Think-Pair-Share

Students will be introduced to GMOs:

  1. GMOs will be defined.

  2. “Surprising Statistics”

Students will be asked to discuss their feelings on GMOs based on the statistics show, as well as any personal background knowledge. After discussing with their partner, students will be randomly selected to share highlights from their discussion with the class.


Direct Instruction:

  • Industrialization of the Food Industry

    • % of Population farmers

  • Producers vs. Consumers

    • Whose interest do the policies protect?  


Guided Practice

(Teamwork)


Students will be placed in groups of 4. Teams will read one of the following articles:

  • Time for U.S. Regulators to Get Serious About Safety of Popular Pesticide

  • GMO Labeling -- Hard to Find Truth in Cost to Consumers?

  • An Iowa Notebook: Food and Politics on My Mind

  • Like Knowing If GMOs Are In Your Food? Congress Is Trying To Make That Harder

  • Don't be fooled by GMO labels.


After reading their article, each group will prepare an argument as to whether or not they believe the current policies to be in the best interest of the American public.

Independent Practice

 

Students will have to prepare their own section of the presentation and be able to explain the group's decision and the evidence that supports that decision.

Planned Questions/

Checking for Understanding

  1. Whose interests do the current policies on GMOs seem to support?

  2. Is there any evidence that the ingestion of GMOs can lead to harmful side effects in humans?

  3. What are some suggestions for how current policies cannot be approved?

Planned Accommodation for IEP and ELL

  1. Strategic student group assignments

  2. Multi-sensory instruction

  3. Group Assessment


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