Summary
In this lesson, students explore genetically modified organisms (GMOs) by building scientific understanding and engaging in evidence-based argumentation. Through research and real-world case studies, they analyze how genetic engineering changes organisms and evaluate its impacts. Students apply their learning in a debate, using scientific evidence to support claims and make informed decisions about the role of GMOs in society.
Essential Question(s)
How does genetic engineering change organisms and how should scientific evidence guide decisions about its use?
Snapshot
Engage
Students share and justify their initial beliefs about GMO safety, impact, and use by watching a video about public understanding of GMOs and participating in a Four Corners activity.
Explore
Students analyze a diagram of how GMOs are created, then work in groups to research real-world case studies, gathering biological, data-based, and real-world evidence.
Explain
Students craft their CER arguments by connecting claims, evidence, and scientific reasoning while addressing benefits, risks, and areas of uncertainty.
Extend 1
Students present and defend evidence-based arguments while evaluating opposing claims about the scientific and ethical use of GMOs in a structured debate.
Extend 2 (optional)
Students construct a final CER over GMOs as a whole.
Evaluate
Students reflect on their thinking and apply their understanding to a new real-world GMO scenario.
Materials
Lesson Slides (attached)
Four Corners Signs (attached; one set)
How are GMOs Made handout (attached; one per student)
Research and Evidence Organizer handout (attached; one per student)
Cornell Notes handout (attached; optional)
Juror Reflection Padlet (linked)
Sticky notes (one per student; optional)
Preparation
10 Minute(s)
Before you begin the lesson, print the Four Corners Signs and place around your room for the Engage activity.
For the Extend section you are invited to use Padlet. Make a copy of the Juror Reflection Padlet by clicking on the link provided which should automatically prompt you to “remake” or duplicate all the content to your own dashboard. Customize for your classroom needs as you see fit. Add the new link to slide 23 or your school LMS for students to access.
Engage
20 Minute(s)
Use the Lesson Slides to facilitate this lesson. Begin the lesson by introducing the title and topic on slide 2. Then, navigate through slides 3-4 to review the essential questions and learning objectives with students.
Move to slide 5 and play the video clip What’s a GMO? From Jimmy Kimmel Live.
After the video, proceed to slide 6 and ask students what they already know about GMOS. Facilitate a brief whole-class discussion, recording student responses on the board or projected space to capture initial ideas and misconceptions.
Introduce the Four Corners strategy on slide 7. Designate each corner of the room as: Strongly Agree, Agree, Disagree, and Strongly Disagree. Explain that students will hear a series of statements related to GMOs, and they should move to the corner that best represents their current thinking.
Read each statement aloud, allowing students time to move to a corner. Once in place, have students discuss their reasoning with peers in their group and develop one or two shared justifications. Invite groups from each corner to share their thinking with the class before moving on to the next statement.
Transition through the statements on slides 8-14. Facilitate a brief discussion after each statement.
Explore
50 Minute(s)
Display slide 15. Introduce the mock trial scenario, explaining that students will engage in a scientific argumentation debate about genetically modified organisms (GMOs). Emphasize that strong arguments must be grounded in scientific evidence and biological understanding, not just opinions.
Display slide 16. Provide students with the How Are GMOs Made handout. Instruct students to work in pairs to analyze the model and complete their handout. Allow students time to work.
Once students are ready, facilitate a short class discussion to clarify misconceptions and reinforce key ideas about how humans can influence inherited traits through biotechnology.
Display slide 17. Distribute the Research and Data Evidence Organizer to each student. Organize students into groups of 4-5. Have each group select a real-world GMO case study and write in the space provided on their handout:
Should scientists use modified rice to help prevent blindness in children?
Should we allow genetically modified fish to be sold as food?
Should farmers use modified crops that reduce the need for chemical pesticides?
Within each group, create paired groups (Team A and Team B) and assign a role per group so that one group serves as Team A: the affirmative (defense) and the other as Team B: the negative (prosecution). Instruct students to check off their assigned position for “You Role” on the handout.
Display slide 18. Explain to the students that their arguments must be grounded in scientific evidence from their assigned case, including:
The genetic modification process (what gene is changed and how)
The resulting trait in the organism
Relevant scientific data or research findings
Instruct groups to gather evidence to support their assigned position and prepare for a scientific argument. Remind students that they should locate and record multiple types of evidence, not just what was identified from the provided GMO diagram. Allow students time to work through Parts A and B of the Research and Evidence Organizer.
Bring students back together and shift the focus from gathering information to making sense of patterns across their research. Display slide 19 and ask groups to reflect on what they are noticing about genetic modification across different examples. Have groups share out key ideas. As students respond, record and organize their ideas into shared themes on the board or digitally (e.g. human need, environmental impact, ethical concerns), helping students see connections across different cases. Clarify misconceptions and reinforce that scientific understanding involves analyzing patterns and evaluating evidence.
Explain
30 Minute(s)
Transition to slide 20 and review the debate structure to better inform students what to prepare for. Instruct students to now construct their arguments using the CER framework, ensuring their reasoning clearly connects scientific evidence to their claims. Display slide 21 and direct students to “Part C” of their handout. Review the parts of CER. Encourage students to evaluate the credibility of their sources and to prioritize scientific research and data when building their arguments. Remind students that their goal is not just to “win” the debate, but to construct claims supported by evidence and clear scientific reasoning. Have students work on “Parts C and D” of their handout.
Extend 1
40 Minute(s)
When all groups are prepared, display slide 22 (if needed, review debate expectations from slide 20). Remind students that arguments must be supported by scientific evidence and that participants should not interrupt one another. Select a pair of opposing groups to begin the debate. All other students will serve as the jury. Instruct jury members to evaluate each argument, focusing on the use of scientific evidence, clarity of reasoning, and how well claims are supported.
After each debate, allow the jury to briefly discuss which arguments were most supported by scientific evidence before asking for their judgement (thumbs up for Team A or the affirmative and a thumbs down for Team B or the negative). Repeat the process with remaining groups.
After all debates have been concluded, move to slide 23 and invite students to reflect on their experience as a juror, or listener, by answering the reflection questions on the prepared Juror Reflection Padlet.
Extend 2 (optional)
30 Minute(s)
If time allows, and you feel your students need more practice writing a CER or honing their research skills, consider unhiding slide 24 and have students work individually on the provided topic.
Evaluate
5 Minute(s)
Display slide 25 and allow students time to answer the Exit Ticket using the Bell Ringer/Exit Ticket strategy. You may collect their responses using sticky notes, through a brief verbal discussion, or following your usual classroom procedure.
Resources
Columbia YFD. (2013, April 16). YFD mock debate tutorial part 1 [Video]. YouTube. https://youtu.be/oN6Z1WKVh8g
Columbia YFD. (2013, April 16). YFD mock debate tutorial part 2 [Video]. YouTube. https://youtu.be/zeposE11Irg
Jimmy Kimmel Live. (2014, October 9). What's a GMO? [Video]. YouTube. https://youtu.be/EzEr23XJwFY
K20 Center. (n.d.). Bell ringers and exit tickets. Strategies. https://learn.k20center.ou.edu/strategy/125
K20 Center. (n.d.). Claim, evidence, reasoning (CER). Strategies. https://learn.k20center.ou.edu/strategy/156
K20 Center. (n.d.). Cornell Notes. Strategies. https://learn.k20center.ou.edu/strategy/424cdc46cbbf68e0b9de3007cb0064eb
K20 Center. (n.d.). Padlet. Tech Tools. https://learn.k20center.ou.edu/tech-tool/1077
