Reflection: Developing a Conceptual Understanding Views on Genetic Engineering via "The Hunger Games" - Section 4: Explain

 

Scaffolding Reading by Pre-reading Questions and Generating Questions

The typical approach to answering focus questions is to answer comprehension questions AFTER reading a text however this practice may not promote greater comprehension of the content. A strategy I find helpful involves placing an initial preview of the focus questions BEFORE having students read the text so that they can focus on answering the questions as they read.

In addition, students can also generate questions about a text as a post-reading exercise. To build students capacity for generating questions, it may be suggested that students generate questions by adapting sentences from the text, a writing strategy used in the Hochman Method. Students can also be guided to generate questions based on their uncertainties about the text and then work in small groups or pairs to attempt to respond to the inquiries.

  A Seemingly Small Teacher Move Yields Large Dividends!
  Developing a Conceptual Understanding: A Seemingly Small Teacher Move Yields Large Dividends!
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Views on Genetic Engineering via "The Hunger Games"

Unit 6: DNA and Detectives: Applications of Genetic Testing
Lesson 7 of 7

Objective: Students will (1) discuss the definition of genetically modified organisms, (2) learn about the risks and benefits of research on G.M.O.’s, (3) explore the growing do-it-yourself biology movement, and (4) develop proposals seeking to either restrict or permit research into genetically modifying the avian flu virus.

Big Idea: A growing "Do-It-Yourself" movement - in which anyone can acquire the basic tools of biotechnology and potentially engineer new organisms of their own - is causing concern among citizen scientists and trained scientists alike.

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Subject(s):
Science, Biotechnology, Genetically Modified Organisms
  160 minutes
hunger games
 
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