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Students will research an assigned perspective on the Internet and will document their search process and research results. Students will use a web-evaluation worksheet to evaluate appropriate websites. The evaluation worksheet includes: update date, author or institution, whether inaccurate or biased information was found, consistency of layout, citations, and ease of use.
Students will analyze and integrate new information into a PowerPoint presentation for class discussion.
By completing a KWL chart - students will understand key concepts and terms related to the science of genetic engineering.
Students will discover the issues and perspectives of key individuals surrounding the practice of genetic engineering in agriculture by researching an assigned perspective, constructing a presentation on the assigned perspective and listening and discussing each groups presentations.
Students will understand the impact of human interactions on agriculture through genetic engineering.
Computers with Internet access
Subscription databases including EBSCO, ProQuest, and Facts On File.
Search engines including:
Microsoft PowerPoint
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| The TL or teacher will . . . | The student will . . . |
| Day 1
| Building upon previous lessons on genes, the CT will discuss how genetic engineering can be used in agriculture. The CT will cite examples of genetically engineered products such as crops that have been made resistant to disease, decreasing ripening time, etc.
Students will be grouped into pairs and will be given time to complete a KWL chart on what they know about genetic engineering in agriculture.
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Working in pairs, students will complete a KWHL chart on genetic engineering in agriculture.
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| Day 2 | The Teacher-Librarian will assist students in researching the LMC collection, Internet and subscription databases for genetic engineering in agriculture.
The CT will facilitate a discussion on issues identified by the students in their research and their KWHL charts. | Students will do research in the LMC, on the internet and subscription databases to complete the “What I Learned” section of the KWHL chart.
Students will synthesize issues they find in their research around genetic engineering and discuss those issues in class.
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| Day 3
| The CT will divide students into groups to examine scenarios from the perspective of farmer, government official, anti-genetic engineering activist or organization representative (such as Sierra Club).
The Teacher-Librarian will introduce various search engines to students so they can research websites produced by their assigned individuals/roles. Students will identify one comprehensive website for information on their assigned perspective and will complete a website evaluation form.
| Working in groups, the students will do research on the internet on the perspective they have been assigned.
Complete a website evaluation form. The evaluation worksheet includes: update date, author or institution, consistency of layout, citations, and ease of use.
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| Day 4
| The teacher-librarian will assist students with preparing a PowerPoint presentation of their assigned roles.
The teacher will facilitate discussion of the perspectives of genetic engineering. They will facilitate a discussion about the impact of genetic engineering on agriculture.
| Students will prepare a visual presentation outlining the positions of their individuals on genetic engineering.
Students will present the positions of their perspectives to the class. They will discuss the commonalities and differences each perspective shares on genetic engineering. |
