Are Genetically Modified Organisms Lurking in YOUR Closet? Lesson Plan : Trivia Contest Student Background: Students will have completed a unit on growth, development and reproduction of organisms as follows: The Performance Expectations in Growth, Development, and Reproduction of Organisms help students formulate an answer to the question, “How do organisms grow, develop, and reproduce?” Students understand how the environment and genetic factors determine the growth of an individual organism. They also demonstrate understanding of the genetic implications for sexual and asexual reproduction. Students can develop evidence to support their understanding of the structures and behaviors that increase the likelihood of successful reproduction by organisms. They have a beginning understanding of the ways humans can select for specific traits, the role of technology, genetic modification, and the nature of ethical responsibilities related to selective breeding. At the end of middle school, students can explain how selected structures, functions, and behaviors of organisms change in predictable ways as they progress from birth to old age. Students can use the practices of analyzing and interpreting data, using models, conducting investigations and communicating information. Crosscutting concepts of structure and function, change and stability, and matter and energy flow in organisms support understanding across this topic. Students will also have received basic background information about genetically modified organisms. This lesson will focus on MS-LS4-5 of the Next Generation Science Standards (which are in the early stages of implementation in my district). MS-LS4-5 Biological Evolution: Unity and Diversity Students who demonstrate understanding can: MS-LS4Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from 5. reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.] See http://www.nextgenscience.org/ms-ls4-5-biological-evolution-unity-and-diversity for Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts. Introduction provided by teacher: 1. Play Langston Hughes reading his poem “One Way Ticket” to start a discussion about the history of cotton growing in the South. https://www.youtube.com/watch?v=9ppjmLWlKgc 2. Provide students with some historical context (after checking with social studies teachers to find out what they have already learned). Prepare a short slide show to help students understand this history. Focus on Mississippi Delta ecosystem, soil type and quality, slavery, sharecropping, productivity, and the impact of technology beginning with the single row cotton harvester. 3. Student will have already have a definition for GMO. They will explore cotton as an example of why humans genetically modify plants. 4. Students will have 1 week to research genetically modified cotton at home. They may take as many notes as they wish to use during the trivia game. 5. Students will be instructed to sort fact from opinion and find supporting data for any information they read. Students will be given these websites as a starting place but must find at least 3 additional sources: http://www.gmo-compass.org/eng/database/plants/21.cotton.html http://www.gmo-compass.org/eng/grocery_shopping/crops/161.genetically_modified_cotton.html http://en.wikipedia.org/wiki/Cotton http://www.cottoncampus.org/ To turn in: Annotated Bibliography Nine trivia questions. 3 for each of the following categories: Cotton Uses Cotton Biotechnology: the pros and cons to GMOs Cotton Growing Questions should be formatted as true/false, multiple choice or very short answer. Each question must cite source of information. Students must write questions individually and not share with other students. Class Activity: Student will be randomly placed in trivia team. Each may use his/her notes complied while conducting research while playing the game. Teacher will use Activboard to design a trivia contest using the best of the students’ questions. Winners will receive a cotton/Mississippi Delta related prize (as yet to be determined) Assessment: Although the topic will be taught within the context of human culture and history, students will only be assessed on MS-LS4-5 as stated above.