Reflection: Trust and Respect To GMO or not? That is the question... (Day #1 of 3) - Section 3: Instructional Input/Student Activities


In my fifth period class, the outcome of the "Four Corners" activity were striking:

(1) "Strongly Agree" Station = 1 student

(2) "Agree" Station = 10 students

(3) "Disagree": Station= 12 students

(4) "Strongly Disagree" Station = 1 student

The solo student at the (1) and (4) station gave empassioned pleas for their perspectives which centered on either the capacity of science to solve problems ("Strongly Agree") or the poor track record that (human) scientists have regarding messing up at many junctures ("Strongly Disagree") such as with the 1940s era "Manhattan Project" and the eventual nuclear arms race.

What was most striking was the professional and respectful tone with which the "debate" was run. One ("2") student, when responding to ("4") summarized what she had said, politely disagreed with her, and explained his POV in several succinct statements. Later on I learned that this skill was learned and refined in his AP Human Geography course. How mature and professional! I'd say that many an adult could learn a thing or two from these high schoolers!

  A class divided...
  Trust and Respect: A class divided...
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To GMO or not? That is the question... (Day #1 of 3)

Unit 5: 5) Genetic Engineering
Lesson 4 of 6

Objective: Students will make and defend a claim stating their position (i.e. argue) regarding the creation and use of genetically modified organisms with consideration of its pros and cons.

Big Idea: Biotechnology (and genetic engineering in particular) can produce changes that are helpful or harmful.

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7 teachers like this lesson
Science, annotation, Genetics, GMOs, point of view, Genetic Engineering, argument, engineering
  55 minutes
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