SBI 3U Debate Activity
Should genetically engineered agriculture be banned?
Expectations:
By the end of this course, students will:
C1.1 Analyze, on the basis of research, the economic and environmental advantages and disadvantages of an
artificial selection technology (e.g., livestock and horticultural breeding) [IP, PR, AI, C]
Activity:
After viewing the first two videos (on two very different debates), in table groups of four, create a t-chart with
the headings as follows using the 11.5/17in paper and markers:
What Makes a Successful Debate?
What Makes a Debate Unsuccessful?
Fill out the t-chart with ideas and examples as seen in the two videos watched
*As a Class we will go over your charts and ideas and make a “Debate Rules” list as a class
Our Grade 11 Biology Debate Structure:
1. For Side will speak first (3 min)
2. Against side will then speak (3 min)
3. For side will have a chance for rebuttal (1 min conference and 1 min rebuttal)
4. Judges convene and decide based on the rubric they have created who the winner will be (majourity
wins)
 You will be put into groups as either FOR genetically engineering/modifying agriculture, AGAINST genetically
engineering/modifying agriculture, or you will be assigned as 1 of 3 JUDGES.
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Get into your respective groups and formulate reasons based on your standpoint that genetically
engineered agriculture should or shouldn’t be allowed.
Be sure to think about what the other group may say about your standpoint and be prepared to argue.
You will have the first half of class (~30 minutes) to research your standpoint and to research the
opposing standpoint
It might be a good idea to break your group up into smaller groups with specific tasks in order to ensure
you are using your time effectively.
You will need to ensure that each group member has a chance to speak
You will be required to submit a self-evaluation reflecting upon what you have contributed to the group,
something you did well, and something you could improve upon, and also grade each of your group
members.
Your GROUP will also be evaluated by me based on the achievement chart.
Achievement Chart – Science and Technology, Grades 1 -8 and Science, Grade 9 – 12
Categories
50-59%
(Level 1)
60-69%
(Level 2)
70-79%
(Level 3)
80-100%
(Level 4)
Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)
Knowledge of content
(e.g., facts;
terminology;
definitions; safe use of
tools, equipment, and
materials)
Understanding of
content (e.g., concepts,
ideas, theories,
principles, procedures,
processes)
The student:
- demonstrates limited
knowledge of content
- demonstrates limited
understanding of
content
- demonstrates some
knowledge of
content
- demonstrates
considerable
knowledge of
content
- demonstrates
thorough knowledge
of content
- demonstrates some
understanding of
content
- demonstrates
considerable
understanding of
content
- demonstrates
thorough
understanding of
content
Thinking and Inquiry -The use of critical and creative thinking skills, inquiry skills and/or processes
The student:
Use of initiating and
planning skills and
strategies
- understanding the
problem (e.g.,
formulating questions,
identifying the problem,
scheduling, selecting
strategies and
resources, developing
preliminary ideas and
plans)
- making a plan for
solving the problem
Use of processing skills
and strategies
- carrying out a plan
(e.g., performing and
recording, gathering
evidence, observing,
manipulating materials
and equipment)
Use of critical/creative
thinking processes,
skills and strategies
- looking back at the
solution (e.g., analysing,
interpreting, evaluating,
forming conclusions,
examining information
and evidence )
- uses initiating and
planning skills and
strategies with limited
effectiveness
- uses initiating and
planning skills and
strategies with
some effectiveness
- uses initiating and
planning skills and
strategies with
considerable
effectiveness
- uses initiating and
planning skills and
strategies with a
high degree of
effectiveness
- uses processing skills
and strategies with
limited effectiveness
- uses processing
skills and strategies
with some
effectiveness
- uses processing
skills and strategies
with considerable
effectiveness
- uses processing
skills and strategies
with a high degree
of effectiveness
- uses critical/creative
thinking processes,
skills and strategies
with limited
effectiveness
- uses critical/creative
thinking processes,
skills and strategies
with some
effectiveness
- uses critical/creative
thinking processes,
skills and strategies
with considerable
effectiveness
- uses critical/creative
thinking processes,
skills and strategies
with a high degree
of effectiveness
Categories
50-59%
(Level 1)
60-69%
(Level 2)
70-79%
(Level 3)
80-100%
(Level 4)
Communication The conveying of meaning through various forms
The student:
Expression and
organization of ideas
and information (e.g.,
clear expression,
logical organization) in
oral, visual, and/or
written forms
Communication for
different audiences
(e.g., peers, adults)
and purposes (e.g., to
inform, to persuade)
in oral, visual, and/or
written forms
- express and organizes
ideas and information
with limited
effectiveness
- express and
organizes ideas and
information with
some effectiveness
- express and
organizes ideas and
information with
considerable
effectiveness
- express and
organizes ideas and
a high degree of
effectiveness
- communicates for
different audiences
and purposes with
limited effectiveness
- communicates for
different audiences
and purposes with
some effectiveness
- communicates for
different audiences
and purposes with
considerable
effectiveness
- communicates for
different audiences
and purposes with a
high degree of
effectiveness
Use of conventions,
vocabulary, and
terminology of the
discipline in oral,
visual, and/or
written forms
- uses conventions,
vocabulary, and
terminology of the
discipline with limited
effectiveness
- uses conventions,
vocabulary, and
terminology of the
discipline with some
effectiveness
- uses conventions,
vocabulary, and
terminology of the
discipline with
considerable
effectiveness
- uses conventions,
vocabulary, and
terminology of the
discipline with a
high degree of
effectiveness
Application The use of knowledge and skills to make connections within and between various contexts
The student:
Application of
knowledge and skills
(e.g., concepts,
processes, use of
equipment and
technology, seeks
answers to questions
through inquiry,
problem solving and
decision making) in
familiar contexts
Making connections
among science,
technology, society,
and the environment
-
-
- applies knowledge
and skills in familiar
contexts with limited
effectiveness
- applies knowledge
and skills in familiar
contexts with some
effectiveness
- applies knowledge
and skills in familiar
contexts with
considerable
effectiveness
- applies knowledge
and skills in familiar
contexts with a high
degree of
effectiveness
- makes connections
with limited
effectiveness
- makes connections
with some
effectiveness
- makes connections
with considerable
effectiveness
- makes connections
with a high degree
of effectiveness
- proposes courses of
practical action of
limited effectiveness
- proposes courses of
practical action of
some effectiveness
- proposes courses of
practical action of
considerable
effectiveness
- proposes highly
effective courses of
practical action
description of how
science and technology
affect the lives of people
and other living things in
their community
assessment of impacts
of science and
technology on society
and the environment
Proposal of courses of
practical action to
deal with problems
involving science,
technology, society,
and the environment