Frankenstein Foods- GMO

Grade: 7th
Student Learning Objective: Students will be able to explain that modifying DNA causes a change in the traits of the
organism. They will understand that when this change occurs, it is considered a genetically modified organism. The
students will be able to discuss the pros and cons of genetically modified organisms.
Materials:
Text: Your Genes, Your Choices
Poster Board
Printer Paper
Writing Utensils: Crayons, Markers, or Colored Pencils
Internet Connection
TV
Dictionary
Preparation for the Activities:
During the previous class students will review what DNA is and describe what characteristics DNA is responsible for. The
students will talk about the Human Genome Project. They will then discuss the Human Genome project and understand
that it is an international effort to map the genes and understand their functions. They will bring one article about GMOs
to class. The students will be prepared to summarize the article to the class. On the day of the lesson, the students will
read the lesson objectives from the board. They will then write the objectives in their own words and will be asked to
read them out loud to the class. The students will then read, Your Genes, Your Choices.
Text Information:
Your Genes, Your Choices
Link to Text:
http://ehrweb.aaas.org/ehr/books/5_donita.html
(Links to an external site.)

Flesh-Kincaid Readability Level: 7.7

Order of the Lesson:
Introduction: The students will predict what occurs when DNA is changed. They students will identify the lesson objective
in their own words. The class will then use the PAVE strategy to predict the meaning of unfamiliar words to increase their
knowledge on the vocabulary used in the lesson.
Before Reading Strategy: Students will receive a list of key words. Before they began they will use the PAVE strategy to
see if they can identify the meaning of the word using clues. They will then review and discuss the meaning of the key
terms in the reading The students will use the dictionary. The students will then write three questions they think the
teacher may have about the material.
During Reading Strategy: The students will use post-it notes to mark the important parts of the text and to indicate
any areas that they have questions about. The students will then identify one to two sentences that best describe the
main idea of the text.
After Reading Strategy: After the reading the material and reviewing it, the students will write a list describing the pros
and cons. The students will then create a brochure supporting their area of their choice.
Introduction: The teacher will discuss the implications of changing DNA in an organism. The students will then view the
YouTube video:
https://www.youtube.com/watch?v=JMPE5wlB3Zk
(Links to an external site.)

The class will then use the PAVE strategy to predict the meaning of unfamiliar words to increase their knowledge on the
vocabulary used in the lesson.The teacher will provide the student with a PAVE map to give the students clues as to the

words meanings. Each map will have a visual clue of words meaning and then will provide a space for the students
prediction. The student will then use a dictionary to determine if their assumptions were correct. The class will review
the list of words and evaluate their maps to see if they were accurate. If there were any misconceptions they will be
adjusted on the PAVE map.
CONTENT AREA STANDARD:
Discipline: Science
NGSSS: SC.7.L.16.1:
http://www.cpalms.org/Public/PreviewStandard/Preview/1808
(Links to an external site.)
Understand and explain that every organism requires a set of
7th Grade
instructions that specifies its traits, that this hereditary information
NGSSS
(DNA) contains genes located in the chromosomes of each cell, and
with Link
that heredity is the passage of these instructions from one generation
and
to another.
Standard
NGSSS: SC.7.L.16.4:
Written
(Links to an external site.)
Out
http://www.cpalms.org/Public/PreviewStandard/Preview/1812
(Links to an external site.)
Recognize and explore the impact of biotechnology (cloning, genetic
engineering, artificial selection) on the individual, society and the
environment.
ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:
CCSS
Anchor
Reading
Writing
Listening and Speaking
Standard
Addressed:
K-12 CCSS
CCSS.ELA-LITERACY.RI.7.1
CCSS.ELA-LITERACY.W.7.1
CCSS.ELA-LITERACY.SL.7.1.A
Anchor
http://www.corestandards.org http://www.corestandards.org http://www.corestandards.org
Standards
/ELA-Literacy/RI/7/
/ELA-Literacy/W/7/1/
/ELA-Literacy/SL/7/1/a/
with Link
(Links to an external site.)
(Links to an external site.)
(Links to an external site.)
and
Cite several pieces of textual Write arguments to support
Come to discussions
Standard
evidence to support analysis
claims with clear reasons and prepared, having read or
Written
of what the text says
relevant evidence.
researched material under

Out:

Correspond
ing Before,
During and
After
Strategies

explicitly as well as
inferences drawn from the
text.
Before Reading:
Students will write three
questions on what they
predict the text will be
about.. They will skim
through the text and write
down any words that are
unfamiliar to them. The class
will review and the list of
words.
During Reading:
Students will use a note
taking strategy; they will use
a post it notes to mark any
areas that they have
questions about. Student will
use the Q.A.R method to
improve reading
comprehension. The students
will to also identify one or two
statements within the text
that summarize the main
idea. Teacher will echo
important parts in the
Reading.
After Reading (1):

Before Writing:
The student will use the RAFT
strategy. The student will reread the assignment. The
student will then brainstorm
ideas about the topic and
develop a plan. The student
will consider the reader when
developing a strategy.
During Writing:
The student will write a
purpose and organize the
information appropriately.
The student will support their
writing using excerpts from
the text.
The student will consider the
role of the writer, audience,
format, and the topic.
After Writing:
The student will re-read the
essay. They will correct any
spelling and grammar errors.
The students ensure the
writing answers the question

study; explicitly draw on that

preparation by referring to
evidence on the topic, text,
or issue to probe and reflect
on ideas under discussion.
Before Listening and
Speaking:
The students will decide what
they are listening for. They
will look to see if there are
pictures in the text to
determine what they will be
listening for. They will decide
if background knowledge is
required.
During Listening and
Speaking:
The students will decide what
is important to remember
and what is not. They will
visualize the information so
they will be able to recall it.
Students will verify if there
prediction were accurate.
Students will also listen for
information that they will put
into their charts.
After Listening and
Speaking:

After the reading, the

students will make a list with
the pros and cons of the
material they read. The
students will then discuss
their ideas within a Team
Review.
After Reading (2):
The students will then
prepare a brochure that
supports their view. They will
support their view with the
text provided.

.
Evaluation Before Reading:
Using
Before the students begin
Formative
reading they will be asked to
Assessment answer a question regarding
the subject. The teacher will
walk around and check for
understanding
During Reading:
The students will hold give
thumbs up, thumbs down, or
thumbs to the side based on
the level of comprehension
After Reading:

asked.

Before Writing:
Each student in the room is
designated a different letter
of the alphabet. They must
then state a word using that
letter that represents the
topic they will write about. (AB-C summaries).
During Writing:
Teacher will walk around and
check for misconception and
understanding.

The students will discuss

what they have heard and
determine if the information
is accurate. They will also
reflect on the information
they heard.

Before Listening and

Speaking:
The teacher will check to
make sure that the students
are listening: eyes on the
speaker and free of
distractions.
During Listening and
Speaking:
Teacher will periodically ask
questions to the students to
check for understanding and
participation

The teacher will present

students with a
misconception check after
the reading. It will be in the
form of true or false.

After Writing:

After Listening and

Speaking:

The teacher will evaluate the

writing by checking for
Students will collaborate with
sentence structure, grammar,
their peers to discuss a set of
and content.
guided questions.

Estimated Time: 1 hour and 40 minutes

English Learner Strategies: A scaffolding approach will be used to accommodate English Learners; Help will be
provided and then gradually taken away when it is not needed. A graphic organize will be used to clarify difficult key
terms. The Think/Pair/Share method will be used to help encourage participation among English Learners. The use of
Echo Reading will be used for English Learners who struggle with Reading.
Hess' Level of Cognitive Rigor Matrix: Evaluate: Use the information provided to critique the validity of it.
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will apply their understanding by
writing an essay comparing two opposing views.
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)

Gradual Release Model for the Strategies in this Lesson

Before Reading:
During Reading:
After Reading:
.
.
I Do it:
I do it:
I do it:

The teacher will

give explicit
directions to the
students on what
the assignment is.
The teacher will
explain to the
student how to
predict what the
outcome of the
assignment is. The
teacher will model
the note taking
strategies using
post it notes.

We do it:
The teacher
interacts with the
students to provide
guided instruction.
The students and
the teacher will
skim through the
text for any
unfamiliar words.
Together they will
identify the
meaning and add
them to the graphic
organizer if
necessary.

You do it:

The teacher will ask

questions that keep
the students on
task. The teacher
will pause the
reader during
important areas to
allow the students
time to think.
We do it:
The teacher checks
for understanding
by asking which
area they
considered most
relevant and by
using both
convergent and
divergent
questions. The
teacher provides
clues to elicit
responses. The QAR
method is used.
(Question Answer
Relationship)
You do it:
The students work
independently to
summarize the
main point of the
text.

I write the directions

for the writing
assignment on the
board, explaining the
expectations of the
essay. The RAFT
model will be
demonstrated: this
strategy offers a
specific guideline for
the students to
follow when
completing the
assignment. The
components of the
RAFT model consider
the: role of the
writer, audience,
format, and the
topic.
We do it:
The teacher and the
students complete a
K-W-L chart.
K = What do I know
already about this
topic?
W = What do I want
to know?
L = What did I learn
from this reading?
The teacher will
check for

The teacher allows

the students to
predict the outcome
of the assignment.
The teacher surveys
the room to ensure
the student
comprehends the
task and to ensure
there are no
misunderstandings.

understanding
You do it:
The students will
craft an essay
keeping the RAFT
model in mind when
completing the task.

Strategies and Links:

Before Reading: Surveying Text Features: Surveying text is a useful tool to determine the basic components of a text.
Some of the information that can be gathered using this technique is: purpose, organizational pattern and an overall
understanding. Surveying the material first makes reading easier and more comprehensible. The PAVE (PredictionAssociation-Verification-Evaluation (PAVE) Procedure will be used to build the students vocabulary.
During Reading: QAR - http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf
(Links to an external site.)
After Reading: K-W-L Chart - http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf
(Links to an external site.)
Reflection:
This lesson plan provides the instructional framework needed to ensure the students comprehend the
lesson. The major components of a Well-Designed lesson include: a title that is representative of the
material, the key concepts, the materials and activities needed to complete the lesson and. It also
incorporates a method to formally assess the students. The lesson includes many strategies that foster
critical thinking and uses a gradual release model. The gradual Release model is a scaffolding approach
that gives explicit directions before, guided practice during, and independent or group work at the
conclusion of the class.

Objectives Connection: The objective of this lesson is to understand what happens to organisms when
their DNA is altered. The students will understand the benefits and drawbacks to modifying the DNA of
organisms. They will learn about a variety of foods and animals that have been genetically modified. The
students will obtain this information by using a variety of methods that promote critical thinking. First,
they will analyze the text and write an essay describing the pros and cons of GMOs. They will then create
a pamphlet that promotes their view, for or against genetic engineering. This information will be used to
connect the next lesson, Biotechnology in Healthcare.