TC

Name: Ruthie Stewart

Unit Plan Lesson Plans

Lesson and Assessment Plan Context

Overview
This series of lessons has been designed for a class of 21 9th and 10th grade honors biology students to learn about the
different ethical arguments associated with genetic modification. Over the course of the unit, students will explore the
different arguments put forth by scientists, the government, and others in regards to GMOs, then synthesize these
arguments in order to form their own positions on some aspects of this issue.
Student Background, Culture, and Context
Langston Hughes High School is a school where about 80% of the students receive free or reduced lunch (Governor’s Office
of Student Achievement, 2017). Additionally, The student body is 99% minority (Governor’s Office of Student
Achievement, 2017). This is consistent with the trends we see between the racial and ethnic makeup of a school and the
average income, due to the way the education system is set up and the oppression minority populations face in the United
States (Weiner, 2003). Despite these statistics, I have not observed many signs of poverty or heard from students about
family financial struggles, with the exception of one– she informed my mentor teacher she doesn’t have internet access at
home and cannot complete online homework, so other arrangements have been made. Looking at the area directly
surrounding the school, many wouldn’t consider it impoverished, but on the contrary rather affluent. When looking at the
school attendance zone in conjunction with income maps for the area, however, it can be seen that while the area directly
surrounding the school is affluent, some of the areas zoned for the school are not (GA Hometown Locator, 2018 & Justice
Map, 2018). Again, I don’t have many specific examples of students and their families struggling financially, but it is
something in that I consider when designing and teaching lessons, because my experiences and my students’ experiences
are not necessarily common.

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Unit Plan Lesson Plans

Rationale
These lessons build on one another in order to support students developing abilities to obtain, evaluate, and communicate
information, construct scientific arguments and explanations, and use models to help them make sense of the world.
Independent and group research done by students throughout the series of lessons as well as continual constructions of
explanations and arguments provides much-needed practice to students in these areas, all while learning content, as
research is based in the disciplinary core ideas of the standards.

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TC Name: Ruthie Stewart
Unit Plan Lesson Plans

Day 1: Lesson and Assessment Plan
Purpose of the Lesson: Central Focus
The central focus of the lesson (and lesson sequence) is: What are the pros and cons of being able to manipulate genetics?
Learning Objective(s)
Students will be able to explain the different ways humans can manipulate genetics.
Students will be able to explain the different ethical considerations that come with genetic modification in a variety of
different situations (i.e. disease, food, etc.).
GSE - Georgia Standards of Excellence
SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells.
c. Ask questions to gather and communicate information about the use and ethical considerations of biotechnology in
forensics, medicine, and agriculture. (Clarification statement: The element is intended to include advancements in
technology relating to economics and society such as advancements may include Genetically Modified Organisms.)
ISTE Technology Standard
2. Digital Citizen – Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an
interconnected digital world, and they act and model in ways that are safe, legal and ethical.
b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online
or when using network devices.
SPLC Anti-bias Framework Standard
JU.9-12.15 I can identify figures, groups, events, and a variety of strategies and philosophies relevant to the history of
social justice around the world.
Formal & Informal Assessment
There are no formal assessments used in this lesson. Informal assessments include teacher student discussion throughout
the course of the lesson, as well as the written student responses produced at the close of the lesson.
The Do Now discussion allows teacher to see initial student ideas about how differences between organisms happen.
Students should have the background knowledge of how DNA heavily influences the ways we look and behave, as well as
how DNA is reproduced in cells, the fact that its made of nucleic acids and that certain groups of nucleic acids are genes
that encode proteins that result in organisms. The Do Now discussion essentially allows teacher to assess whether or not
students have integrated these prior concepts into their view of the world, and to what extent.

The discussion throughout the lesson between students and teacher allows teacher to monitor where students/student
groups are in the learning process.

The written response allows teacher to see student developing knowledge about genetic modification, as well as student
understanding of what is credible science, and developing ideas about how different information influences what we know
in popular culture
Evidence of student learning is found in student teacher discussion throughout the lesson, where teacher will be able to
see the degree of development of student ideas about scientific credibility and understanding of the nuances of using GMOs
as food in our society. Further evidence of the same learning is found in the written response.
Feedback will be given based on whether or not students are identifying credible versus incredible sources and explaining
why those sources may be credible. Feedback will also be given based on correctness of information about American
culture’s views of GMOs as food sources.
Feedback will be given by the teacher in a verbal format for all informal assessments. Immediate feedback is given in
discussion. Feedback on the written responses will be given based on trends teacher sees in student understanding in the
next class meeting.

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Unit Plan Lesson Plans

Students will use teacher feedback to improve their research skills and reevaluate their ideas about GMOs if necessary.
Facilitation & Safety
Students are expected to follow all classroom norms during this lesson. Teacher will explain all tasks before students
begin, and then walk around the room to clarify instructions with specific students/groups of students if necessary.
Additionally, during the individual and group work periods, teacher will answer questions about content that students are
struggling with only after they have tried to understand on their own or with the help of a peer, as this encourages
students to take an active role in their own learning and can be beneficial for content retention (Yale Center for Teaching
and Learning, 2018).

During the work period, students will complete their group assignment collaboratively, moving to the lab tables to shift the
physical environment from individually focused to group focused. Students will be allowed to move about the classroom
freely to gather any supplies they may need. However, any student who is disruptive when moving through the classroom
will be redirected by the teacher. When transitioning to group work, teacher will assign students to groups before cueing
movement to lab tables.

Teacher will also cue students to clean up their group areas and move back to their usual seats before closure of the lesson
(written responses).
Academic Language
Language Function
Explain– this language function will be supported through teacher reminders about what the elements of a good scientific
explanation are– namely evidence of why whatever you’re explaining is true, and how that evidence connects to what
you’re explaining. This is a skill that we’ve been working on all year, mostly through the Claim-Evidence-Reasoning format,
so it should be familiar.
Vocabulary
GMO (genetically modified organism)
Cross
Syntax or Discourse
Discourse– students will be able to evaluate an argument for its scientific value and credibility. This evaluation process will
first be modeled by the teacher through the use of a familiar example, such as climate change denial. This example is
familiar to students because the previous science course in many students’ sequence was environmental science. For the
students who did not receive Environmental Science instruction the prior year, the example should still be familiar, as it
was covered in the ecology unit and is prevalent in media.
Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs
Introduction (20 minutes)
Do Now: Teacher will project phenomenon cow picture (material #1) on the board, along with the questions, “What do you
notice about these cows? Why do you think they look so different?” Students will have 10 minutes to discuss with their
elbow partners and jot down their ideas. Then, teacher will ask for student ideas and class will discuss as a whole. Teacher
will lead students to the idea that there are genetic differences between the cow and move into the body of the lesson by
posing the question, “How do you think these genetic differences can be created? (10 minutes)
Body (55 minutes)
Direct teach: Ask for students’ ideas about how genetic differences can be created. At least one student is likely to mention
GMOs– they’re talked about a lot on the news and by different media outlets. Use the mention of GMOs to segue into a mini-
lecture (5-8 minutes) about the basics of genetic modification and the different ways it’s done (students have just learned
about DNA and RNA and how it functions as genetic code in the cell, as well as about meiosis). Then, teacher will show Neil
DeGrasse Tyson video on GMOs from 2:12 – 10:32. (20 minutes)

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Unit Plan Lesson Plans

Student-centered: Students will work in groups of 4 to research different perspectives about GMOs being used as food.
Two students will research what people in favor of using GMOs for food say, and two will research what people opposed to
using GMOs for food say. Each pair will compile a list of different arguments for their perspective, and also evaluate those
arguments for scientific credibility based on the information they already know about genetics, things they learn through
research, and the nature of the source. Teacher will circulate the room, supporting student research and asking questions
to ensure students understand how to evaluate sources and information. For example, “How do you know this information
is credible? Where did you find the information that confirms its credibility?” This should take about 25 minutes. Then,
pairs will teach each other about their researched perspectives, discussing and evaluating the credibility of sources once
again. Students will keep their work for use in the next class meeting. (35 minutes)
Closure (15 minutes)
Teacher will project this prompt on the board for students to respond to in writing: “Explain what it means for something
to be scientifically credible. Then, identify one of the arguments either for or against GMOs you learned about in class
today. Was it a good argument? Was the evidence supporting the argument credible? Why or why not? How do you know?”
(10 minutes).

Teacher will collect written responses to be used as a formative assessment.

The last five minutes of class will be used for the teacher to wrap up scientific credibility through the lens of GMOs, asking
for student input to compile a list of things that make information “credible”. The list will stay posted in the room for the
remainder of the unit.
Differentiation, Modification(s), & Accommodation(s)
No students in this class have IEPs or 504 plans that require any curriculum or classroom modifications. However,
differentiation occurs via the following methods:

The teacher will walk around the classroom during the individual and group work periods, using the proximity method to
redirect off-task students, as well as engaging in discussion with students to support their understanding of the lesson
along the way (Patterson, Pressley & Terry, 2017 & Tomlinson, 2015).

Multiple ways of accessing information to be learned is built into the lesson. Videos, direct teaching, and opportunity for
student-student and student teacher discussion are all incorporated into the lesson plan, and each of these methods
support different learning styles. Additionally, students are given choice about the ways they consume their content during
the research period (Tomlinson, 2015).

Student collaboration and peer discussion occurs during the group work period, which has been proven to be beneficial to
learning and critical thinking skill development for all students (Patterson, Pressley & Terry, 2017 & Yale Center for
Teaching and Learning, 2018).
Materials

• Teacher projector and whiteboard for prompts and videos

• Student devices with internet connectivity for research
• Pencils and paper for student note taking during research/written responses
• Phenomenon image https://ngss.nsta.org/Resource.aspx?ResourceID=930
References
GA Hometown Locator. (2018). Langston Hughes High School Fairburn, GA School Boundaries Map & School Profile.
Retrieved September 20, 2018, from
https://georgia.hometownlocator.com/schools/profiles,n,langston%20hughes%20high%20school,z,30213,t,pb,i,1131237
.cfm

Georgia Department of Education. (2015). Frameworks. Retrieved September 20, 2018, from
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx

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Unit Plan Lesson Plans


Governor's Office of Student Achievement. (2017). Georgia School Reports. Retrieved August 15, 2018, from
https://schoolgrades.georgia.gov/langston-hughes-high-school

ISTE. (2018). ISTE Standards for STUDENTS. Retrieved August 27, 2018, from https://www.iste.org/standards/for-
students

Justice Map. (2018). Justice Map - Visualize race and income data for your community. Retrieved September 20, 2018, from
http://www.justicemap.org/index.php

Patterson, D., Pressley, M., & Terry, N. P. (2017). Approaches to Instruction for Students with Learning
Differences. In Special Education for ALL Teachers (7th ed., pp. 167-198). Dubuque, IA: Kendall Hunt Publishing Company.

Teaching Tolerance. (2016). Social Justice Standards. Retrieved September 20, 2018, from
https://www.tolerance.org/sites/default/files/2017-06/TT_Social_Justice_Standards_0.pdf

Tomlinson, C. A. (2015, December 31). What Is Differentiated Instruction? Retrieved July 22, 2018, from
http://www.readingrockets.org/article/what-differentiated-instruction

Weiner, L. (2003). Why Is Classroom Management So Vexing to Urban Teachers? Theory Into Practice,42(4), 305-312.
doi:10.1353/tip.2003.0052

Yale Center for Teaching and Learning. (2018). Active Learning | Center for Teaching and Learning. Retrieved September
20, 2018, from https://ctl.yale.edu/ActiveLearning

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TC Name: Ruthie Stewart
Unit Plan Lesson Plans

Day 2: Lesson and Assessment Plan
Purpose of the Lesson: Central Focus
The central focus of the lesson (and lesson sequence) is: What are the pros and cons of being able to manipulate genetics?
Learning Objective(s)
Students will be able to explain the different ways humans can manipulate genetics.
Students will be able to explain the different ethical considerations that come with genetic modification in a variety of
different situations (i.e. disease, food, etc.).
GSE - Georgia Standards of Excellence
SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells.
c. Ask questions to gather and communicate information about the use and ethical considerations of biotechnology in
forensics, medicine, and agriculture. (Clarification statement: The element is intended to include advancements in
technology relating to economics and society such as advancements may include Genetically Modified Organisms.)
ISTE Technology Standard
2. Digital Citizen – Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an
interconnected digital world, and they act and model in ways that are safe, legal and ethical.
b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online
or when using network devices.
SPLC Anti-bias Framework Standard
JU.9-12.15 I can identify figures, groups, events, and a variety of strategies and philosophies relevant to the history of
social justice around the world.
Formal & Informal Assessment
There are 2 formal assessments (Do Now and CER) in this lesson, and 2 informal assessments (small group discussion and
whole-class discussion).
The informal assessments allow teacher to see the development of student thinking at different points in the lesson as well
as monitor the development of appropriate verbal scientific discourse.

The Do Now written response allows teacher to see student developing knowledge about genetic modification, as well as
student understanding of the ethics of genetic modification.

The CER demonstrates student application of knowledge and understanding of cause and effect/stability and change
relationships.
Evidence of student learning is found in student teacher discussion throughout the lesson, where teacher will be able to
see the degree of development of student ideas about bioethics and the ways genetic modification can affect the
environment. Evidence is also found in the CER poster.
Feedback will be given for the Do Now writing assignment based on the degree of development of explanations. Feedback
will be given for the CER based on the CER rubric that’s been used throughout the year. Feedback in discussion will be
based on what students answer.
Feedback will be given by the teacher in an immediate, verbal form for discussions. Feedback on Do Now responses will be
given in a written format on student work, where teacher points out good elements of the argument and what could be
more developed. Feedback for the CER will be given on the rubric for each student group.
Students will use teacher feedback to improve their scientific explanation/argumentation abilities.
Facilitation & Safety

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Unit Plan Lesson Plans

Students are expected to follow all classroom norms during this lesson. Teacher will explain all tasks before students
begin, and then walk around the room to clarify instructions with specific students/groups of students if necessary.
Additionally, during the individual and group work periods, teacher will answer questions about content that students are
struggling with only after they have tried to understand on their own or with the help of a peer, as this encourages
students to take an active role in their own learning and can be beneficial for content retention (Yale Center for Teaching
and Learning, 2018).

During the work period, students will complete their group assignment collaboratively, moving to the lab tables to shift the
physical environment from individually focused to group focused. Students will be allowed to move about the classroom
freely to gather any supplies they may need, which are in known, designated areas of the classroom and easily accessible. If
students are disruptive when moving about the classroom, the teacher will redirect them. When transitioning to group
work, teacher will assign students to groups before cueing movement to lab tables.

Teacher will also cue students to clean up their group areas and move back to their usual seats before closure of the lesson
(group discussion)
Academic Language
Language Function
Explain– this language function will be supported through teacher reminders about what the elements of a good scientific
explanation are– namely evidence of why whatever you’re explaining is true, and how that evidence connects to what
you’re explaining. This is a skill that we’ve been working on all year, mostly through the Claim-Evidence-Reasoning format,
so it should be familiar.
Vocabulary
GMO (genetically modified organism)
Cross
Sterile
Syntax or Discourse
Discourse– students will use appropriate scientific vocabulary to describe their understanding of the ethical issues
associated with genetic modification
Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs
Introduction (20 minutes)
Do Now: Teacher will show the photo of the 2 cows from the first day again with the prompt: “Now that you know more
about genetic modification of food, what do you think about these cows? What do you think the advantages of raising the
GM cow for beef could be? What are the disadvantages? Explain your thinking using evidence from what you’ve learned so
far.” Students will write a response that will be collected by the teacher as a formal assessment. (20 minutes)
Body (60 minutes)
Students will read the background information on the site, then do a simulation where they create their own genetically
modified plant https://gpb.pbslearningmedia.org/resource/tdc02.sci.life.gen.engineeracrop/engineer-a-crop-transgenic-
manipulation/ (10 minutes)

Then, students will explore the “Guess What’s Coming to Dinner?” section of the site, reading about the different ways
certain foods are or might be genetically modified. Student 3 will then be put into groups of 3 and discuss what they think
about these different organisms, using the discussion questions in the support materials section on the site. Teacher will
talk with different student groups during this time to gauge their understanding, prompting them for explanations of their
thinking to support their developing skills in scientific explanation and argument. Teacher will make sure to discuss the
question, “What might be a negative effect of this new crop?” with every group, in order to get students to think about the
crosscutting concepts Cause and Effect & Stability and Change. (20 minutes)

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Unit Plan Lesson Plans

Student groups will create a CER addressing the question “What would happen to an ecosystem over time if a genetically
modified fly that couldn’t reproduce was released?” Students will be responsible for researching and constructing an
accurate model of a food web including flies to use as evidence. This activity builds on a similar CER done in our ecology
unit, but students now have more practice and background knowledge about food webs and can apply this knowledge to
the ethics of biotechnology. (30 minutes)
Closure (10 minutes)
Teacher will circle back to the anchoring phenomenon, the genetically modified cow, and ask the class what they think
about modifying a cow or other animals we eat now that they have considered ecological effects of genetic modification.
What could happen in the wild if a genetically modified cow escaped from its farm? What about a different species that’s
more commonly found in the wild, such as fish? When is it okay to introduce genetically modified animals into the wild?
Differentiation, Modification(s), & Accommodation(s)
No students in this class have IEPs or 504 plans that require any curriculum or classroom modifications. However,
differentiation occurs via the following methods:

The teacher will walk around the classroom during the individual and group work periods, using the proximity method to
redirect off-task students, as well as engaging in discussion with students to support their understanding of the lesson
along the way (Patterson, Pressley & Terry, 2017 & Tomlinson, 2015).

Multiple ways of accessing information to be learned is built into the lesson. Simulations, reading, student-student, and
student teacher discussion are all incorporated into the lesson plan, and each of these methods support different learning
styles. Additionally, students are given choice about the ways they consume their content during the research period
(Tomlinson, 2015).

Student collaboration and peer discussion occurs during the group work period, which has been proven to be beneficial to
learning and critical thinking skill development for all students (Patterson, Pressley & Terry, 2017 & Yale Center for
Teaching and Learning, 2018).
Materials

• Teacher projector and whiteboard for prompts

• Phenomenon image https://ngss.nsta.org/Resource.aspx?ResourceID=930
• Student devices with internet connectivity for research
• Pencils and paper for student note taking during research/written responses
• Chart paper and markers for CER
• CER Rubric
• Links for online simulations
https://gpb.pbslearningmedia.org/resource/tdc02.sci.life.gen.engineeracrop/engineer-a-crop-transgenic-
manipulation/ , http://www.pbs.org/wgbh/harvest/coming/coming.html
References
GA Hometown Locator. (2018). Langston Hughes High School Fairburn, GA School Boundaries Map & School Profile.
Retrieved September 20, 2018, from
https://georgia.hometownlocator.com/schools/profiles,n,langston%20hughes%20high%20school,z,30213,t,pb,i,1131237
.cfm

Georgia Department of Education. (2015). Frameworks. Retrieved September 20, 2018, from
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx

Governor's Office of Student Achievement. (2017). Georgia School Reports. Retrieved August 15, 2018, from
https://schoolgrades.georgia.gov/langston-hughes-high-school

ISTE. (2018). ISTE Standards for STUDENTS. Retrieved August 27, 2018, from https://www.iste.org/standards/for-

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TC Name: Ruthie Stewart
Unit Plan Lesson Plans

students

Justice Map. (2018). Justice Map - Visualize race and income data for your community. Retrieved September 20, 2018, from
http://www.justicemap.org/index.php

Patterson, D., Pressley, M., & Terry, N. P. (2017). Approaches to Instruction for Students with Learning
Differences. In Special Education for ALL Teachers (7th ed., pp. 167-198). Dubuque, IA: Kendall Hunt Publishing Company.

Teaching Tolerance. (2016). Social Justice Standards. Retrieved September 20, 2018, from
https://www.tolerance.org/sites/default/files/2017-06/TT_Social_Justice_Standards_0.pdf

Tomlinson, C. A. (2015, December 31). What Is Differentiated Instruction? Retrieved July 22, 2018, from
http://www.readingrockets.org/article/what-differentiated-instruction

Weiner, L. (2003). Why Is Classroom Management So Vexing to Urban Teachers? Theory Into Practice,42(4), 305-312.
doi:10.1353/tip.2003.0052

Yale Center for Teaching and Learning. (2018). Active Learning | Center for Teaching and Learning. Retrieved September
20, 2018, from https://ctl.yale.edu/ActiveLearning

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TC Name: Ruthie Stewart
Unit Plan Lesson Plans

Day 3: Lesson and Assessment Plan
Purpose of the Lesson: Central Focus
The central focus of the lesson (and lesson sequence) is: What are the pros and cons of being able to manipulate genetics?
Learning Objective(s)
Students will be able to explain the different ways humans can manipulate genetics.
Students will be able to explain the different ethical considerations that come with genetic modification in a variety of
different situations (i.e. disease, food, etc.).
GSE - Georgia Standards of Excellence
SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells.
c. Ask questions to gather and communicate information about the use and ethical considerations of biotechnology in
forensics, medicine, and agriculture. (Clarification statement: The element is intended to include advancements in
technology relating to economics and society such as advancements may include Genetically Modified Organisms.)
ISTE Technology Standard
2. Digital Citizen – Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an
interconnected digital world, and they act and model in ways that are safe, legal and ethical.
b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online
or when using network devices.
SPLC Anti-bias Framework Standard
JU.9-12.15 I can identify figures, groups, events, and a variety of strategies and philosophies relevant to the history of
social justice around the world.
Formal & Informal Assessment
The only assessment for this day is informal discussion between students and teachers.
Discussion allows for the teacher to help students develop their arguments about potential solutions for controlling the
spread of the Zika virus.
Evidence of learning is found in what students communicate to the teacher.
Feedback will be given based on the rubric for debates for the proposed arguments.
Feedback will be given in an immediate, verbal form to students as part of discourse.
Feedback will be used by the students to refine their arguments for the debate.
Facilitation & Safety
Students are expected to follow all classroom norms during this lesson. Teacher will explain all tasks before students
begin, and then walk around the room to clarify instructions with specific students/groups of students if necessary.
Additionally, during the individual and group work periods, teacher will answer questions about content that students are
struggling with only after they have tried to understand on their own or with the help of a peer, as this encourages
students to take an active role in their own learning and can be beneficial for content retention (Yale Center for Teaching
and Learning, 2018).

During the work period, students will complete their group assignment collaboratively, moving to the lab tables to shift the
physical environment from individually focused to group focused. Students will be allowed to move about the classroom
freely to gather any supplies they may need, which are in known, designated areas of the classroom and easily accessible. If
students are disruptive when moving about the classroom, the teacher will redirect them. When transitioning to group
work, teacher will assign students to groups before cueing movement to lab tables.

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TC Name: Ruthie Stewart
Unit Plan Lesson Plans

Teacher will also cue students to clean up their group areas and move back to their usual seats before closure of the lesson
(group discussion)
Academic Language
Language Function
Explain– this language function will be supported through teacher reminders about what the elements of a good scientific
explanation are– namely evidence of why whatever you’re explaining is true, and how that evidence connects to what
you’re explaining. This is a skill that we’ve been working on all year, mostly through the Claim-Evidence-Reasoning format,
so it should be familiar.
Vocabulary
Genetic modification
Sterile
Zika Virus
Microcephaly
Syntax or Discourse
Discourse– students will use appropriate scientific vocabulary to describe their understanding of the ethical issues
associated with genetic modification
Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs
Introduction (10 minutes)
Do Now: Prompt– “Yesterday, we talked about the potential release of genetically modified sterile flies and the impacts it
could have on the environment. But what if releasing genetically modified sterile insects could have positive impacts on
human health? Mosquitoes can transmit a number of harmful diseases to humans, but if we get rid of mosquitoes, we
reduce the instance of these diseases. Talk with your elbow partner about whether or not you think releasing a sterile
breed of mosquitoes into the environment would be a good idea to control disease or if the environmental impact is too
large and other options should be explored.” (10 minutes)
Body (70 minutes)
Teacher asks for student ideas and two or three are discussed briefly. Then, teacher groups students into 3 groups of 3 and
3 groups of 4. Students move to their stations, then teacher addresses the whole class, talking about the Zika virus.
Students may have some familiarity with this virus due to its heavy news coverage in 2015. Teacher distributes
introductory materials about a Zika vaccine that is currently being developed, as well as background information about
Zika and the possible release of sterile mosquitoes. Teacher introduces the task for the day, which is to gather information
with your group about the pros and cons of a Zika vaccine and the release of sterile mosquitoes. Students will use this
information to build an argument in favor of either the use of a vaccine to control Zika or the use of sterile mosquitoes.
These positions will be assigned by the teacher. Students will also be given debate rubrics in their background information
in order to be prepared for the next class meeting, where small groups will debate each other. Additionally, students will
be asked to consider not only ecological impacts but social and economic impacts, especially for low-income communities.
(70 minutes of student directed research/building of arguments)
Closure (10 mintues)
Teacher will talk to students as a whole class about the next day’s debate, ensuring students understand how to interact
respectfully in this situation. (10 minutes)
Differentiation, Modification(s), & Accommodation(s)
No students in this class have IEPs or 504 plans that require any curriculum or classroom modifications. However,
differentiation occurs via the following methods:

The teacher will walk around the classroom during the individual and group work periods, using the proximity method to

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Unit Plan Lesson Plans

redirect off-task students, as well as engaging in discussion with students to support their understanding of the lesson
along the way (Patterson, Pressley & Terry, 2017 & Tomlinson, 2015).

Multiple ways of accessing information to be learned is built into the lesson. Simulations, reading, student-student, and
student teacher discussion are all incorporated into the lesson plan, and each of these methods support different learning
styles. Additionally, students are given choice about the ways they consume their content during the research period
(Tomlinson, 2015).

Student collaboration and peer discussion occurs during the group work period, which has been proven to be beneficial to
learning and critical thinking skill development for all students (Patterson, Pressley & Terry, 2017 & Yale Center for
Teaching and Learning, 2018).
Materials

• Zika Information https://www.sciencenewsforstudents.org/article/zika-virus-raises-alarm-it-spreads-americas ,

https://www.nih.gov/news-events/news-releases/nih-begins-clinical-trial-live-attenuated-zika-vaccine ,
https://ww2.kqed.org/education/2016/06/01/should-genetically-modified-mosquitoes-be-used-to-stop-the-
spread-of-zika/
• Debate Rubric
• Teacher laptop and projector for prompt
• Student devices with internet connectivity for research
• Pencils and paper for student note taking during research
References
GA Hometown Locator. (2018). Langston Hughes High School Fairburn, GA School Boundaries Map & School Profile.
Retrieved September 20, 2018, from
https://georgia.hometownlocator.com/schools/profiles,n,langston%20hughes%20high%20school,z,30213,t,pb,i,1131237
.cfm

Georgia Department of Education. (2015). Frameworks. Retrieved September 20, 2018, from
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx

Governor's Office of Student Achievement. (2017). Georgia School Reports. Retrieved August 15, 2018, from
https://schoolgrades.georgia.gov/langston-hughes-high-school

ISTE. (2018). ISTE Standards for STUDENTS. Retrieved August 27, 2018, from https://www.iste.org/standards/for-
students

Justice Map. (2018). Justice Map - Visualize race and income data for your community. Retrieved September 20, 2018, from
http://www.justicemap.org/index.php

Patterson, D., Pressley, M., & Terry, N. P. (2017). Approaches to Instruction for Students with Learning
Differences. In Special Education for ALL Teachers (7th ed., pp. 167-198). Dubuque, IA: Kendall Hunt Publishing Company.

Teaching Tolerance. (2016). Social Justice Standards. Retrieved September 20, 2018, from
https://www.tolerance.org/sites/default/files/2017-06/TT_Social_Justice_Standards_0.pdf

Tomlinson, C. A. (2015, December 31). What Is Differentiated Instruction? Retrieved July 22, 2018, from
http://www.readingrockets.org/article/what-differentiated-instruction

Weiner, L. (2003). Why Is Classroom Management So Vexing to Urban Teachers? Theory Into Practice,42(4), 305-312.
doi:10.1353/tip.2003.0052

Yale Center for Teaching and Learning. (2018). Active Learning | Center for Teaching and Learning. Retrieved September
20, 2018, from https://ctl.yale.edu/ActiveLearning

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Unit Plan Lesson Plans


Day 4: Lesson and Assessment Plan
Purpose of the Lesson: Central Focus
The central focus of the lesson (and lesson sequence) is: What are the pros and cons of being able to manipulate genetics?
Learning Objective(s)
Students will be able to explain the different ways humans can manipulate genetics.
Students will be able to explain the different ethical considerations that come with genetic modification in a variety of
different situations (i.e. disease, food, etc.).
GSE - Georgia Standards of Excellence
SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells.
c. Ask questions to gather and communicate information about the use and ethical considerations of biotechnology in
forensics, medicine, and agriculture. (Clarification statement: The element is intended to include advancements in
technology relating to economics and society such as advancements may include Genetically Modified Organisms.)
ISTE Technology Standard
2. Digital Citizen – Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an
interconnected digital world, and they act and model in ways that are safe, legal and ethical.
b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online
or when using network devices.
SPLC Anti-bias Framework Standard
JU.9-12.15 I can identify figures, groups, events, and a variety of strategies and philosophies relevant to the history of
social justice around the world.
Formal & Informal Assessment
The only assessment for this day is the debate and notes associated with it. This assessment is formal.
The assessment demonstrates student knowledge and understanding of ethics associated with genetic modification in
both a verbal and written format.
Evidence of learning is found in what students say in debate, as well as in student notes in preparation for and from the
debate.
Feedback will be given for the actual debate based on the rubric for debate. Feedback will be given for notes only if
students do not demonstrate knowledge and understanding sufficiently during the debate. This feedback will be given
based on the debate rubric as well.
Feedback will be given in a written format on each individual student’s debate rubric.
Feedback will be used by the students to inform future debates and scientific arguments.
Facilitation & Safety
Students are expected to follow all classroom norms during this lesson. Teacher will explain all tasks before students
begin, and clarify instructions with students if necessary.

Teacher will set up debate area prior to the start of class, and students will sit with their groups at lab tables when not
engaged in debate. Students will move to debate area when it is their turn.

Teacher will explain rules of the debate prior to starting.
Academic Language

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Unit Plan Lesson Plans

Language Function
Explain– this language function will be supported through teacher reminders about what the elements of a good scientific
explanation are– namely evidence of why whatever you’re explaining is true, and how that evidence connects to what
you’re explaining. This is a skill that we’ve been working on all year, mostly through the Claim-Evidence-Reasoning format,
so it should be familiar.
Vocabulary
Genetic modification
Sterile
Zika Virus
Microcephaly
Syntax or Discourse
Syntax– Students will argue from evidence according to a specified structure.
Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs
Introduction (30 minutes)
Do Now:
Teacher will explain how debate works–
Groups will present opening statements one at a time (maximum 1 minute each), then groups will present arguments one
at a time (maximum 5 minutes each), groups will present rebuttal (maximum 2 minutes each), then groups will present
closing statements (maximum 1 minute each)
Prompt– “Take 20 minutes to conference with your group about who is going to present which points of the argument,
ensuring everyone has a designated point to explain and support with evidence. In addition, identify someone who will do
the opening statement and someone who will do the closing statement.”

The teacher briefly conferences with each group during to Do Now to identify everyone’s jobs in the group. (30 minutes)
Body (55 minutes)
Students will debate according to the specified structure above. Teacher will start to grade debates as they’re happening,
but will also record debates in order to aid in grading later on. (55 minutes)

When students are not debating, they will make notes about which group they think has better points and why, and decide
who they think won. Teacher will ask for a blind vote on who wins at the end of each debate session, and students will turn
in notes on others’ debates at the end of class.
Closure (5 mintues)
Teacher will debrief debate with students– what are their personal positions now that they’ve done all this research and
why? (5 minutes)
Differentiation, Modification(s), & Accommodation(s)
No students in this class have IEPs or 504 plans that require any curriculum or classroom modifications. However,
differentiation occurs via the following methods:

Teacher will take into account students’ notes in preparation for the debate, students’ notes on their peers’ debates, and
students’ performance in their debates in order to grade them. This provides opportunity for students to communicate
their knowledge in both a verbal and written format, so if it’s missing from one area knowledge can still be demonstrated
in another area of the assessment.
Materials

• Debate Rubric

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Unit Plan Lesson Plans

• Teacher laptop and projector for prompt
• Student notes from the previous day
• Paper and pencil for students to take notes on debates
References
GA Hometown Locator. (2018). Langston Hughes High School Fairburn, GA School Boundaries Map & School Profile.
Retrieved September 20, 2018, from
https://georgia.hometownlocator.com/schools/profiles,n,langston%20hughes%20high%20school,z,30213,t,pb,i,1131237
.cfm

Georgia Department of Education. (2015). Frameworks. Retrieved September 20, 2018, from
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx

Governor's Office of Student Achievement. (2017). Georgia School Reports. Retrieved August 15, 2018, from
https://schoolgrades.georgia.gov/langston-hughes-high-school

ISTE. (2018). ISTE Standards for STUDENTS. Retrieved August 27, 2018, from https://www.iste.org/standards/for-
students

Justice Map. (2018). Justice Map - Visualize race and income data for your community. Retrieved September 20, 2018, from
http://www.justicemap.org/index.php

Patterson, D., Pressley, M., & Terry, N. P. (2017). Approaches to Instruction for Students with Learning
Differences. In Special Education for ALL Teachers (7th ed., pp. 167-198). Dubuque, IA: Kendall Hunt Publishing Company.

Teaching Tolerance. (2016). Social Justice Standards. Retrieved September 20, 2018, from
https://www.tolerance.org/sites/default/files/2017-06/TT_Social_Justice_Standards_0.pdf

Weiner, L. (2003). Why Is Classroom Management So Vexing to Urban Teachers? Theory Into Practice,42(4), 305-312.
doi:10.1353/tip.2003.0052

Yale Center for Teaching and Learning. (2018). Active Learning | Center for Teaching and Learning. Retrieved September
20, 2018, from https://ctl.yale.edu/ActiveLearning

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Unit Plan Narrative

Central focus, alignment, and student context:

Genetic modification of organisms is a subject that’s become more and more of a hot button issue in my
lifetime, as well as the lifetimes of my students, with huge advances in technologies for genetic sequencing
and editing over the last 20 years. This technology is even being applied to humans, with a scientist in China
claiming he worked on editing genomes of embryos– that are now babies– to be resistant to Human
Immunodeficiency Virus (HIV) just last week (Associated Press, 2018). Though his claim has not been
independently confirmed, it is potentially a huge development that could change the way we practice
medicine (not to mention the way we think about ethics). In light of this recent development, as well as the
consistent level of attention genetically modified organisms receive in the media and popular culture, the
central focus of the unit, “What are the pros and cons of being able to manipulate genetics?” becomes even
more pertinent to students’ lives as well as the world they will enter as adults.

The central focus of the unit also addresses the Georgia Standards of Excellence target standard for the unit:
“SB2c. Ask questions to gather and communicate information about the use and ethical considerations of
biotechnology in forensics, medicine, and agriculture. (Clarification statement: The element is intended to
include advancements in technology relating to economics and society such as advancements may include
Genetically Modified Organisms.)” (Georgia Department of Education, 2015). Focusing on genetic
modification is a way to address all areas mentioned in the standard, as there are ethical concerns about
genetic editing associated with forensics, medicine, and agriculture that are prevalent in both the scientific
community and society at large. Looking at genetic modification through an ethical lens also addresses issues
of power and equity under the general umbrella of health. For example, genetically modified organisms can
be wielded to increase crop yields and provide food security to more people across the globe. By looking at
who is arguing against using GMOs as food and why, we can address issues of racial and economic power and
injustice at both the social and legislative levels. Because I teach minority students in a low-income area,
talking about biotechnology in this way is critical to student development of scientific literacy about this
topic. The development of this type of literacy can help students fight against the oppression they face, or may
face, in the future in regards to genetic modification. After all, knowledge is power.

Additionally, I have ensured that students see themselves represented in some of the examples or
explanations used in class. For example, the video used in the first lesson of the unit features Neil DeGrasse
Tyson, a prominent black scientist. I chose this video intentionally, because, as mentioned before, the majority
of my students are African-American/black, and I wanted them to see somebody that looks like them as a
scientist. Representation matters in developing self-efficacy in science, and whites and Asians are
overrepresented in the science fields, while blacks and Latinxs are underrepresented (Anderson, 2015 &
Hurtado et al, 2008). When students see people that look like them doing science, it increases their self-
efficacy for science tasks, and an increase in self-efficacy is linked to an increase in learning outcomes
(Bandura, 1993 & Hurtado et al, 2008).

Student misconceptions about genetic modification:
In terms of genetic modification, there are a lot of misconceptions out there, just because it has been such a
hot-button issue and students (as well as people in general) may have a lot of fragmented information pieced
together from a number of sources, sometimes with different biases. According to a study published in the
journal Advances in Nutrition on consumer perception of GMO crops, a large portion of consumers in the US
think that genetically modified food might not be safe to eat (Wunderlich & Gatto, 2015). The same study
revealed, however, that the more scientific knowledge the consumers had, the less concerns about eating
genetically modified foods they also had (Wunderlich & Gatto, 2015). Therefore the misconceptions students
may have about eating GMOs can be successfully resolved through learning more about the science of GMOs.
Knowing about how organisms are genetically modified will be explicitly taught. Additionally, it is knowledge
students must have in order to successfully construct an explanation. Student research about the topic of
GMOs as food with teacher guidance and help clearing up confusion should provide students with enough
knowledge to tackle this misconception.

One of the misconceptions I found to be most interesting when researching genetically modified organisms
was the idea that genetically modified foods have genes added to them, while non-modified foods don’t have
genes at all (Wunderlich & Gatto, 2015). The idea that the foods we eat aren’t or were not once living is

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Unit Plan Narrative

something I’ve encountered my students thinking in prior units, and hopefully it has been cleared up since,
but I would clear this misconception up through questioning based on what I know students already know. I
would go through the process of asking what a certain food is, and when the student said a plant, I’d ask them
what they know about plants. Hopefully they would say plants are alive and they have cells. I’d then ask what
having cells means in relation to genetics, and lead students to the realization that much of our food is made
from plants, and that plants are alive, so they have DNA, which means they have genes whether or not they
are GM.

A third common misconception about genetic modification is that it’s a very new thing people are doing.
While the ways we modify plants now– in a lab, using gene insertion– is a pretty recent development, only
having happened in the past 30 years or so, humans have been manipulating the genetics of different
organisms to better serve us since very early on (Harmon, 2016). While selective breeding is not the scientific
equivalent of transgenics, it is important to note that genetic modification can be accomplished without the
use of technology, and occurs randomly in nature all the time, we just call it mutation. Students will have
learned about genetic mutations and breeding immediately prior to this unit. So, clearing up this
misconception should be as simple as connecting breeding and mutation to the idea of modification, and
asking students whether or not they think mutations and breeding can be used to change the genetic makeup
of successive generations.

Differentiation and deepening learning
The students for whom this unit plan has been written are honor students, who have no IEPs or 504 plans,
and are not English Language Learners. Therefore, all differentiation is based on what I have learned about
the ways my individual students accomplish their work, taking into account the ways they like to work, how
quickly they work, and what work style has been most helpful to their success in the classroom thus far.

A few of my students tend to complete their assignments very quickly, so I use heterogeneous grouping
during many in-class activities in order to slow my early finishers down. My students prefer to work in
groups and collaboratively, so I’ve provided ample opportunity for that throughout the unit, especially when
doing assessments for learning. Collaborative group work has been shown to be beneficial for all students, no
matter their ability level, for both quality content transfer and support of social skills (Gokhale, 1995).
However, my students have a variety of preferences when it comes to how they learn content– some prefer
discussion, some like when I explain things to them, some like videos, some find reading to be most helpful,
and some enjoy inquiry learning. I’ve tried to incorporate something for every student in terms of the ways
the access content, and most lessons incorporate a direct teach portion, a discussion portion, and a research
or discovery portion, in order to encompass all student preferences at some point in the unit. Specific
examples of each include: the simulation and CER in lesson 2 as an inquiry activity, research period in lessons
1 and 2 where students can choose the different ways they learn (i.e. diagrams, videos, articles, etc.), and
discussions that occur in every lesson where students can verbally demonstrate what they’ve learned.

Engaging in scientific writing and verbal discourse has been shown to be an effective strategy for the
development of students’ conceptual understandings as well as their scientific literacy (Baker et al, 2008). As
far as supporting and deepening student learning through verbal discourse goes, the teacher will always
model appropriate discourse throughout the unit, in order to repeatedly expose students to the way scientist
speaks about the topics of genetics and ethics. Modeling by the teacher in addition to peer-to-peer verbal
discourse can be effective in developing students’ skills in speaking about science appropriately, and
modeling and peer-to-peer discussion are frequently used throughout the unit (Baker et al, 2008). Peer-to-
peer discussion is also the culminating assessment of the unit, in a format of debate. For the development of
appropriate written discourse, plenty of modeling and practice are also incorporated into the unit. In
research, students will be encouraged to look for scientifically credible sources, including peer-reviewed
journals, in order to increase exposure to appropriate scientific writing. An activity that involves practicing
appropriate scientific discourse is the writing assignments throughout the unit, which are sometimes
formative and sometimes summative, and allow the teacher to monitor the development of scientific writing
skills as well as content acquisition at different points in the learning process.

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Assessment methods, alignment, and furthering learning:

Informal formative assessments in the form of small and whole group discussions are used frequently in this
unit, because so many of the ethical concerns about biotechnology and genetic modification are discussed and
debated among scientists and non-scientists alike. If we want to model the way scientists work and increase
scientific literacy, we must discuss as scientists would.

For the particular topic of genetic manipulation, content is obtained and discussed in a variety of contexts,
including as food sources, as medical solutions, and as tools for ecological change, which addresses the
medicine and agriculture elements mentioned in the standard. Additionally, marrying discourse and
discussion with the aforementioned content is exactly what’s called for in the standard, as it requires that
students “ask questions to gather and communicate information” (Georgia Department of Education, 2015).
Forensics, which was also mentioned in the standard as part of biotechnology, has been left out of this unit
plan for a reason, which will be discussed when addressing how this unit plan connects to the next.

Formative and summative assessments are all discussion and writing based, and require students to think
deeply and connect information about the manipulation of genetics and how it affects the world around us.
According to Daniel Willingham, getting students to connect pieces of information is highly effective for
content transfer, so assessments are deeply rooted in critical thinking and explanation, while content is
secondary (Willingham, 2003). That’s not to say the content less important than the practice, I just mean that
because the assessments require students to think critically about the content, we spend less time on direct
instruction and more time on student-centered activities and assessments (both for learning and of learning).
Students practice argumentation and explanation skills throughout the unit, in discussion-based informal
assessments present in the first 3 lessons, as well as writing based formal assessments, such as those in
lesson 2. This continual practice ensures that students are prepared for their culminating assessment of
learning, a debate using their content knowledge.

The assessments provide information about student learning throughout the unit because, as mentioned
before, discussion of content is called for in the standard, and discussion can be in written or verbal format.
Additionally, good discussion necessitates strong content knowledge. Since all assessments have to do with
genetic modification, and all assessments are discussion/explanation/argument based, student learning of
the targets is inherently demonstrated in the assessments. In other words, the assessments are tightly aligned
to the standards, and the degree of proficiency with which students complete these assessments is a good
indicator of learning.

Results from the assessments will be used to plan and lead into the next unit having to do with patterns of
genetic inheritance. Additionally, the forensics element of the standard from this unit will be addressed in the
next unit and will be used as the bridge between their biotechnology knowledge and their new knowledge– it
is difficult to talk about forensics without first understanding inheritance patterns. If students perform well
on assessments that have to do with constructing explanations and arguments, less teacher scaffolding and
support may be needed in the next unit, which also requires students to construct explanations and
arguments. If students perform poorly, teacher may need to build more scaffolding and practice with
explanation and argumentation into the next unit. This is not to say argumentation and explanation will be
reduced overall if students perform well or increased overall if students perform poorly, just that tasks may
be adjusted to be formative if students perform poorly or summative if they perform well. Students must be
able to practice their scientific skills in a low-stakes environment in order to increase their self-efficacy and
improve.

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References:

Anderson, M. (2015, September 15). The race gap in science knowledge. Retrieved December 9, 2018, from

http://www.pewresearch.org/fact-tank/2015/09/15/the-race-gap-in-science-knowledge/

Baker, D., Beard, R., Bueno-Watts, N., Lewis, E., Wong, S., & Yasar-Purzer, S. (2008). DISCOURSE IN INQUIRY

SCIENCE CLASSROOMS (DiISC): REFERENCE MANUAL(pp. 1-44, Rep.). Tempe, Arizona: Arizona State

University.

Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational

Psychologist,28(2), 117-148. doi:10.1207/s15326985ep2802_3

Georgia Department of Education. (2015). Frameworks. Retrieved September 20, 2018, from

https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx

Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education,7(1).

doi:10.21061/jte.v7i1.a.2

Governor's Office of Student Achievement. (2017). Georgia School Reports. Retrieved August 15, 2018, from

https://schoolgrades.georgia.gov/langston-hughes-high-school

Harmon, A. (2016, July 11). How Square Watermelons Get Their Shape, and Other G.M.O. Misconceptions.

Retrieved December 9, 2018, from https://www.nytimes.com/interactive/2016/07/12/science/gmo-

misconceptions.html?emc=edit_tnt_20160711&nlid=52632430&tntemail0=y&_r=0

Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. L. (2008). Diversifying Science: Underrepresented

Student Experiences in Structured Research Programs. Research in Higher Education,50(2), 189-214.

doi:10.1007/s11162-008-9114-7

Willingham, D. T. (2003). Students Remember...What They Think About. American Educator, 77-81.

Wunderlich, S., & Gatto, K. A. (2015). Consumer Perception of Genetically Modified Organisms and Sources of

Information. Advances in Nutrition,6(6), 842-851. doi:10.3945/an.115.008870

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1.
The anchoring phenomenon of this unit is this picture of these 2 cows. One is genetically modified
(right) and one is not (left). At the beginning of the unit, students will be asked to think about why
these cows might look so different. https://ngss.nsta.org/Resource.aspx?ResourceID=930
2. https://www.youtube.com/watch?v=aMDhUsxom0U Neil DeGrasse Tyson video GMO’s
3. https://gpb.pbslearningmedia.org/resource/tdc02.sci.life.gen.engineeracrop/engineer-a-crop-
transgenic-manipulation/ genetic modification of plant simulation
4. http://www.pbs.org/wgbh/harvest/coming/coming.html guess what’s coming to dinner

5.
CER Rubric
6. https://www.sciencenewsforstudents.org/article/zika-virus-raises-alarm-it-spreads-americas Zika
information
7. https://www.nih.gov/news-events/news-releases/nih-begins-clinical-trial-live-attenuated-zika-
vaccine Zika Information
8. https://ww2.kqed.org/education/2016/06/01/should-genetically-modified-mosquitoes-be-used-to-
stop-the-spread-of-zika/ Zika Information

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Unit Plan Materials (in order of use)

9.
Classroom Debate Rubric

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