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GM decision

GM decision

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 Resource from the ENGAGE project, which won 'best open educational resource (2017)'

 

Following a EU rule change, the growing of GM crops across Europe will increase in many countries. It looks likely that GM foods such as breakfast cereals may be on our supermarket shelves within a year - but will many people choose them over GM-free alternatives?

In this activity students apply their knowledge about genes to learn why crops are genetically modified before evaluating health risks to decide which cereal they would buy.

 

Learning objective

  • Inheritance: Suggest arguments for and against genetic modification
  • Estimate risk: Weigh up the benefits and risks of an application of science to make a decision

    Blueprint curriculum link

    • Unit: Controlling reproduction
    • Concept: Genetic engineering: Genes are taken from one species and introduced into the genome of another by a process called genetic engineering
    • Skills: Decisions: Consider the consequences of technology for people and the environment
    • Learning stage: Analyse

    Activity contents

    • Teachers guide
    • PowerPoint file

    The activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.

    Weblinks

    EU changes rules on GM crop cultivation

    The news story the activity is based on

    Overview of crop genetic engineering

    An interactive animation which outlines the process used to genetically modify a crop. Suitable for GCSE students and extending the more able at KS3.

     

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    Q&A

    For the Year 7 Mastery Practice book:

    For the Y9/GCSE Mastery Practice Book:

    It was written to help year 7 students learn to transfer the scientific knowledge to unfamiliar situation. It can also be used by students in other years to improve their understanding of the fundamental concepts. Learning to apply is what will give students access to the 60% of marks at GCSE that demand more than recalling content. The book uses a research-based approach to teach students how to solve different types of problems.

    The Practice Book has a chapter on each unit in the year 7 curriculum, based on a 5-year curriculum and AQA's KS3 Science Syllabus. Download the sample material to see exactly what concepts and types of problems are included.

    The first strategy studente need to learn is to evaluate the problem and what knowledge is needed to solve it. 'Detect' simulates how an expert looks at a question. They make sense of the situation, look beyond the superficial details to find the deep structure This allows them to recognise this as an example of a problem type they have seen before, and recall the organised information they need to solve - key concepts. It ensures that students avoid their inclination to just look at the keywords, and dive in risking misunderstanding the situation. Detect is broken down into smaller steps, usually: draw a diagram, show values, identify unknown, decide the concept

    This encourages students to bring into their working memory all their existing knowledge, externalise it on paper (to reduce working memory demands), and then home in on what's relevant to solving the problem.

    The third stage of the problem solving strategy is the actual solution process using the knowledge from Recall.The Solve starts by showing how to use the knowledge from Recall and models a step by step process of moving towards a solution for the problem.We teach students how to write answers scientifically, using a variety of structures like claim-evidence-reasoning, and problem-solution, and cause-effect.

    We give a big discount if you want to buy 30+ books. Please contact us.

    Customer Reviews

    Based on 7 reviews
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    C
    Camilla Wold
    Engaging resource

    Students were interested in the topic and engaged well with the lesson. They were initially confused by the jigsaw but once they worked it out they found it a valuable tool for comparing the two types of foods.

    c
    camillabwold
    Engaging resource

    Students were interested in the topic and engaged well with the lesson. They were initially confused by the jigsaw but once they worked it out they found it a valuable tool for comparing the two types of foods.

    d
    danroth
    Engaging, GM Nation Debate and Science Education

    I explored RRI methodology proposed by the Engage project in my classes of a postgraduate course (masters and doctorate) in science education at the Sao Paulo State University (Unesp) in Brazil. Public participation in policy-making in the field of science and technology is a relatively new topic even for graduate students. Students should be able to recognise the challenges to enable lay people to participate in debates aiming to contribute to science and technology policy-making. Reports from the Engage project helped me to devise strategies to prepare people to take part in public debates, particularly in the level of local committees of water management and governance in Brazil. Graduate students of science education discovered a whole new landscape in which science and technology policies become open to public scrutiny, specifically under the realm of local and regional participatory structures of water management and governance in Brazil, i.e. river basin committees.

    m
    miroslawaw
    GM Decision

    This a great activity! I will use it with my grade 9 class.

    c
    camillabwold
    Engaging resources

    Students were interested in the topic and engaged well with the lesson. They were initially confused by the jigsaw but once they worked it out they found it a valuable tool for comparing the two types of foods.

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