Introduction
We have entered a time in human history in which we can potentially create a man made crop that retains whatever favorable traits we would like them to have. Imagine a super sweet strawberry the size of a baseball, or a basketball sized potato that can grow in the harshest terrain in developing countries that suffer from famine. Genetically Modified Organisms (GMOs) present this possibility for our societies. Although the examples given above haven’t been created yet and may be a little farfetched, we already have created organisms that are as useful and serve a similar purpose as the examples that were just given. GMOs have allowed us to grow crops and obtain higher yields in ways and places that were previously incapable. GMOs have also allowed us to create crops with more favorable traits. These breakthroughs have already taken place. There is however, a considerable amount of push back and controversies surrounding GMOs. Some of the push back is valid, although much of it isn’t based on sound arguments or facts. With all this said, if we can learn to master the process of genetically altering the genes of organisms, the possibilities seem endless.
I teach 6th grade science at Anna Yates Middle School, a public school that is part of the Emery Unified School district, located in Emeryville California. Emeryville is a relatively small city located in between Oakland and Berkeley. Because the city of Emeryville is small in size our student population is also small. Forty percent of our student body is composed of interdistrict transfer students from Oakland and Berkeley. Our middle school has roughly 175 students from various ethnic and socioeconomic backgrounds.
I teach in a self-contained classroom, meaning my class acts as a homeroom for my 6th grade students. I have 2 blocks of students throughout the school day. Each block consists of 25 students. I have each block for 2 and half hours and I teach math and science during each block. That gives me approximately 1hour and 15minutes to teach each subject. I do recognize that most math teachers have 45-50 minutes to teach each subject and that I am fortunate to have the additional time for instruction. Although I have more time with my students than the average middle school teacher, this curriculum is written in a way that also lends itself well to 45-50 minute blocks.
I teach a wide range of students with varying abilities. I have high performing students that enter my class confident, motivated and reading well above grade level as well as students that come to my class struggling academically, tuned out, and are generally feeling defeated as it pertains to their education. Of the 50 students I teach I have 3 English Language Learners, 8 Individualized Education Plan (IEP for struggling students) and 2 students on Behavioral Plans (behavior is severe and they are in jeopardy of being expelled).
I have thirteen desks in my room that seat 2 students each. Compared to the group table set up which typically has 3-4 students at a table, this arrangement allows students to work independently as they have ample space and less of a chance to be distracted by other students as they only have one other student at their table. It also works particularly well for partner work because their partner is already at the desk with them. If we do have an assignment that requires group work I simply instruct my students to push their desks together and work in groups of 4. These tables are arranged in rows of 6x10. I do have assigned seating in my class and like most teachers, I am very careful and purposeful about where I place students in my class. My general rule of thumb is to place students that are typically unfocused in the front, next to a students that are focused and students that have proven to have behavior challenges away from other students that have proven to have behavior challenges. I also make sure that I sit my English Language learners next to students that are bilingual if possible and I am sure to be clear that those students are there to support each other when needed.
I also have a class set of 25 chrome books in my class. This class set allows me to consistently integrate technology into my instruction and classwork. Our current science curriculum is Stemscopes. This curriculum heavily relies on the use of computers in the class. This GMO unit will also require students to have some access to computers. Early in the unit students won’t need computers; however, once students start their projects they will need access to a computers. With this said a clever teacher can teach this unit with even less access to computers, but it would mean more leg work in terms of gathering and printing information on the teachers part and less project options for students.
The philosophy at Anna Yates is that we are here to serve the whole child. This includes not only providing students with the best possible instruction but also ensuring that we are supporting families of our students as we understand that families have a direct impact on our students success and development. In doing this, we provide families with resources ranging from employment education to health services. As it pertains to instruction we believe it is imperative to meet students where they are by differentiated instruction to meet varying academic abilities as well as finding new and creative ways to engage students so that they have multiple ways to access information. This curriculum follows this philosophy in that I include multiples ways for students of varying abilities to access information and multiple methods for students to demonstrate learning.
Essential Question
In this unit students will need to answer the following questions: What are GMOs? What are the costs, benefits and controversies surrounding GMOs? Do I support GMOs? How can I impact this topic in a way that reinforces what I believe? In 6th grade we typically study genes as they relate to heredity, traits, mutations and the structure of DNA. Although it is possible to start this unit without having first taught these topics, it is recommended that teachers begin this unit after students have gained a basic understanding of these topics as this background will set the ground work for the content presented in this unit.
Aside from the fact that this unit is aligned with NGSS standards I believe this topic is incredibly important for students. First, students will gain an understanding of where their food comes from, how it is grown, and a basic understanding of the genetics of the food they consume. Being informed about what they put into their bodies can be transformative for students, as they may want to change their diet or help inform those around them. Secondly, through the lens of controversies surrounding GMOs, students will learn how to decipher other controversies in our society by looking at both sides of an argument from an objective standpoint, doing their own research and coming to their own conclusion. This will be the process they follow in this unit and it will be helpful for them as they transfer this process to other issues through out their lives. Lastly, because students will have to complete a civil action for their final project they will learn that they have the power to impact their society and also learn the various tools that will allow them to do it. In addition, the projects and activities in this unit are designed to foster students ability to work together, problem solve, research, think critically, speak publicly, and cross reference as these transferable abilities are of the utmost importance as they matriculate through school and ultimately into the professional work force.
Instruction
This curriculum will provide various forms of instruction and assessment tools to engage students and check for understanding. As it pertains to instruction, students will be given various articles and texts to read along with videos in order to engage students at multiple levels. These videos will range from short clips to documentaries. Teachers will easily be able to upload or download these resources online. Students will be assigned individual research assignments to deepen their understanding as well as partner and group oriented assignments in an effort to give students the ability to learn from each other. Each of these assignments will include various levels of complexity, which will allow for differentiation, meeting students at their appropriate academic level. Teachers will also have the flexibility to implement various methods of formal and informal assessments throughout the unit. These assessment methods will include expository presentations, Power Point presentations, essays, team debate and a civil action project. The expository presentations, Power Point presentations, essays, team debate and a civil action project will be accompanied by teacher and student rubrics, and checklists. The idea is that students have multiple ways to demonstrate what they have learned.
I will use various strategies to provide my students with information about GMOs. Students will be given articles and excerpts from texts to read. In addition, we will be watching short news clips and documentaries that will outline the many arguments for and against GMOs and also describe how GMOs are created as well as discuss the different interest groups involved with this issue. If possible, it is recommended that teachers take a trip to a local organic farm so that students can hear from farmers, ask questions, and get additional information about GMOs. Students will be taking structured notes and answering various open-ended questions as they receive all of the information presented in this unit.
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