A Project
CRITICAL WebQuest
Genetically Modified
Organisms
Ivandy N. Castro-Astor
9th Grade Living Environment
Mott High School
INTRODUCTION
In
the morning during breakfast, you heard your father saying that although many
organizations and research suggest that Genetically Modified Organisms (GMO)
are safe and have brought several benefits, many people argue that GMO can
cause long term health effects and these effects will outweigh any benefits.
You are concerned about the risks that GMO can cause to humans, agriculture,
wildlife and the environment. You talked about GMO with your classmates and
decided to investigate and create a public awareness campaign about GMOs in
your school community.
TASK
Your task is to create a Google Slides and a
Pamphlet to:
●
Inform your school community
about the risks that GMO can cause to human health, agriculture, wildlife and
the environment.
●
Teach your school community to identify GMO
foods, and
●
Develop practical solutions on how to avoid
GMO foods.
PROCESS/RESOURCES
To succeed in your mission you will use
websites to gather information about what the Genetically Modified Organisms
are, history, information about the difference between Non-GMO and GMO
organisms, pros and cons of Genetic Modified Organisms, what
types of organisms made up the majority of Genetic Modified Organisms, how to
identify GMO foods, as well as about practical solutions on how to avoid GMO
foods. You will use the six steps of the Public Policy Analyst format to
present your information
The class will be split into teams of 4 students. Each group
will have students of different levels, ethnicity and background knowledge when
it is possible. Members of each team will take notes on a shared Google doc.
Group discussion will be held through Google Meeting.
Each member of the team will have a specific
role.
Group Leader – You will make sure that the group is on-task and working collaboratively,
and you will also make sure that the tasks are being completed according to the
schedule.
Writer – You will summarize and select the most important information
to be included in the Google Slides and Pamphlet.
Editor - You will make sure that all the spelling is correct,
sentences are complete and make sense, and make sure the information is
accurate.
Graphic designer - You will coordinate the decisions regarding aesthetics of the
Google Slides and Pamphlet, and make sure that they are not busy.
The content of the Google Slides and Pamphlet
should be informative and without bias, interesting, easy to understand, and
make sure that the slides and pamphlet are not busy. The Google Slides will
have between 10 to 12 slides.
Once complete, each team will present their final product to the
rest of the class and to the teacher through video conferencing.
A multidisciplinary team, composed of teachers
and students will vote and select the best Pamphlet, which will be distributed
to staff and students.
You will use the six steps of the Public Policy Analyst format to present
your information
DEFINE THE PROBLEM (This step is
already done for you)
Despite
many organizations and researchers suggesting that Genetically Modified
Organisms (GMO) foods are safe and have brought several benefits, GMOs have
always been considered a threat to human health, agriculture, wildlife and the
environment.
GATHER THE EVIDENCE:
Day 1
You will research about what Genetically
Modified organisms are, history, and evidence that support or reject your
hypothesis that GMOs have always been considered a threat to human health,
agriculture, wildlife and the environment.
Use the link below to answer the following
questions:
1. What are GMOs?
2. What is the history of
GMO?
·
Science and History of
GMOs and Other Food Modification Processes
IDENTIFY
THE CAUSES: Day 2 and Day 3
Day 2: You will research about
which factors contribute to increase the risks that GMO can cause to human
health, agriculture, wildlife and the environment.
Links:
·
From Corgis to Corn: A
Brief Look at the Long History of GMO Technology
·
Are GMOs Bad for the Environment?
·
Consequences of GMOs
for biodiversity
Day 3: You will research
about the difference between Non-GMO and GMO organisms, pros and cons of GMOs,
and about what types of organisms made up the majority of GMOs
Links:
·
GMOs: Pros and Cons,
Backed by Evidence
·
How GMO Crops Impact
Our World
EVALUATE AN EXISTING
POLICY: Day 4
You will research on how GMOs are regulated for food and plant
safety in the United States, as well as which agencies are in charge to monitor
the impact of GMOs on the environment.
Links:
·
How GMOs Are Regulated
for Food and Plant Safety in the United States
·
Restrictions on Genetically
Modified Organisms: United States
DEVELOP SOLUTIONS: Day
5
You will research about what types of organisms made up
the majority of Genetic Modified Organisms, how to identify GMO food, as well
as about practical solutions on how to avoid GMO food
Links:
·
Ways to Avoid
Genetically Modified Food
·
GMO Labeling: What You Need to Know
SELECT THE BEST
SOLUTION: Day 6
Now that you are an expert on GMOs, and you know how GMOs are
regulated in the United States, it is time to discuss with your group, and
select the best solution.
EVALUATION
|
GOOGLE SLIDES |
||||
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Organization |
Information is organized in a
clear logical way. The audience is able to follow the presentation easily. |
Most information is organized in a clear logical way. The
audience is able to follow most of the presentation. |
Some information is in logical order. The audience is
still able to follow some of the presentation. |
There is no clear plan for the organization of
information. The audience finds it difficult to follow the presentation. |
|
Content |
All information is accurate.
Information is paraphrased. Students demonstrate a strong understanding of
the content |
Most information is accurate.
Information is paraphrased. Students demonstrate an understanding of content |
Some information is accurate.
Information may be paraphrased. Students demonstrate some understanding of
content. |
Information is not accurate.
Information is not paraphrased. Students struggle to understand the content |
|
Text Features |
All required text features are
included and relate to the content. The features improve the information
presented and are visually appealing |
Most required text features are
included and relate to the content. The features improve the information
presented and are visually appealing |
Some required text features are
included and relate to the content. The features related to the information
presented are visual. |
Little (if any) required features
are included and relate to the content. The features may be related to the
information presented. |
|
Slides/Visual Components |
Presentation is visually appealing.
All graphics and text are readable and colorful. Animations and transitions
are timely and effective Students efforts are easily shown |
Presentation is very visual. Most
graphics and text are readable. Student effort is recognized throughout most
of the work. |
Presentation is somewhat visual.
Some graphics and text are readable. Student effort is recognized throughout
most of the work. |
Presentation is not very visual.
Most graphics and text are not readable. Student effort is lacking throughout
the work. |
|
Spelling & Grammar |
Presentation has no misspellings
or grammatical errors |
Presentation has a few (2-3)
errors, but doesn't distract from the presentation. |
Presentation has frequent (4)
errors in grammar and spelling and begins to distract from presentation |
Presentation has many errors (5 or
more) in spelling and grammar that are distracting from the presentation |
|
PAMPHLET |
||||
|
Attractiveness & Organization |
The brochure has attractive
formatting and well-organized information. |
The brochure has some formatting
and organized information. |
The brochure has limited
formatting and organization of information. |
The brochure has no formatting and
organization of material. |
|
Content: Accuracy/ Quantity |
Use of facts and quantity of information
is very good. |
Use of facts and quantity of
information is good but not consistent. |
Use of facts and quantity of
information is present but limited. |
Use of facts and quantity of
information is limited. |
|
Writing - Organization |
Brochure has very good
organization. |
Brochure has good organization. |
Brochure has limited organization |
Brochure has no organization |
|
Writing - Grammar |
There are no grammatical mistakes
in the brochure. |
There are very few grammatical
mistakes in the brochure. |
There are some grammatical
mistakes in the brochure. |
There are several grammatical
mistakes in the brochure. |
|
Graphics/ Pictures |
Graphics go well with the text and
there is a good mix of text and graphics. |
Graphics go well with the text,
but there are so many that they distract from the text |
Graphics go well with the text,
but there are too few and the brochure seems "text heavy". |
Graphics do not go with the
accompanying text or appear to be randomly chosen |
|
Sources |
Careful and accurate records are
kept to document the source of all of the facts and graphics in the brochure. |
Careful and accurate records are
kept to document the source of most of the facts and graphics in the
brochure. |
Careful and accurate records are kept
to document the source of some of the facts and graphics in the brochure. |
Sources are not documented
accurately or are not kept on many facts and graphics. |
CONCLUSION
CONGRATULATIONS!!!!!
Thank you for your excellent job. We have learned a lot from each other. You
demonstrated a high level of organization and collaboration skills. Now that
you became an expert on Genetically Modified Organisms and its impacts on human
health, domesticated animals, wildlife and the environment, you will be able to
speak intelligently about it and pass on your knowledge to others around you.
Some
questions to consider:
1. If
you were to do the same activity again, would you do something different?
Explain.
2. What did you like? What didn’t you like?
STANDARDS
Common Core State Standards
Standard 4: Students will understand and apply scientific
concepts, principles, and theories pertaining to the physical setting and
living environment and recognize the historical development of ideas in
science.
Key Idea 2: Organisms inherit genetic
information in a variety of ways that result in continuity of structure and
function between parents and offspring.
PI 2.2: Explain how the technology of genetic engineering allows
humans to alter genetic makeup of organisms.
PI 2.2a: For thousands of years new
varieties of cultivated plants and domestic animals have resulted from
selective breeding for particular traits.
PI 2.2b: In recent years new varieties of
farm plants and animals have been engineered by manipulating their genetic
instructions to produce new characteristics.
Next Generation Science Standards
(NGSS)
Disciplinary Core Ideas
LS3.A: Inheritance of Traits
Each
chromosome consists of a single very long DNA molecule, and each gene on the chromosome
is a particular segment of that DNA. The instructions for forming species’
characteristics are carried in DNA. All cells in an organism have the same
genetic content, but the genes used (expressed) by the cell may be regulated in
different ways. Not all DNA codes for a protein; some segments of DNA are
involved in regulatory or structural functions, and some have no as-yet known
function. (HS-LS3-1).
Science and Engineering Practices
Engaging in
Argument from Evidence
HS-LS3-2: Engaging in argument from evidence
in 9-12 builds on K-8 experiences and progresses to using appropriate and
sufficient evidence and scientific reasoning to defend and critique claims and
explanations about the natural and designed world(s). Arguments may also come
from current scientific or historical episodes in science. Make and defend a
claim based on evidence about the natural world that reflects scientific
knowledge, and student-generated evidence.
Crosscutting
Concepts
Science is a
Human Endeavor
HS LS3-3: Technological advances have
influenced the progress of science and science has influenced advances in
technology.
Science
and engineering are influenced by society and society is influenced by science
and engineering.
Common Core
Standards Alignment and Instructional Focus Connections
Reading
& Writing
Key Ideas and Details:
CCSS.ELA-LITERACY.RH.9-10.1: Cite specific textual evidence to
support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.3: Analyze in detail a series of
events described in a text; determine whether earlier events caused later ones
or simply preceded them.
Speaking and
Listening (Discussion)
Comprehension
and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively
in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A: Come to discussions prepared, having
read and researched material under study; explicitly draw on that preparation
by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.C: Propel conversations by posing and responding to questions
that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas
and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D: Respond thoughtfully to diverse perspectives, summarize
points of agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light of the
evidence and reasoning presented.