3DE STEM PROJECT PLANNING FORM

Project title: Genetically Modified Foods___

Grade level(s): 9th Grade

Brief Description of Project: Students will be able to identify the molecular characteristics of naturally grown foods in
comparison to genetically modified foods. Students will conduct historical and present-day research on the methods
necessary to produce the world’s most demanded grocery selections, GMOs. Students will also identify statistics and
analyze data to determine whether genetically modified foods are responsible for the decline in human health. As
the deliverable, students will complete a two-page(6 paragraph) argumentative essay, producing a supportive or
negative stance on the controversy of genetically modified foods.

Begin With the End in Mind

Summarize the theme for this project. Why do this project?

As technology advances, students should be aware of the true price of efficiency. Food is a major part of human
culture and survival. This alone allows this topic to engage students and nurture them into developing the intrinsic
value of learning; using all of their academic disciplines.

Identify the content standard(s) that students will learn in this project (two to three per subject).

Math:
MGSE9-12.A.CED.2 Create exponential equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales.
MGSE9-12.S.ID.9 Distinguish between correlation and causation.

Financial Literacy
FIN-FL-2 Identify various forms of income, and analyze and evaluate factors that affect income as a part of the
career decision-making process.
FIN-FL-10 Explain the principles of risk management and insurance as a strategy to protect against financial loss.

Environmental Science
SEV4. Obtain, evaluate, and communicate information to analyze human impact on natural resources.
SEV5. Obtain, evaluate, and communicate information about the effects of human population growth on global
ecosystems.

Geography
Describe the evolution of agricultural practices from their first use until today.

Literature
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence
ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

IBT
BMA-IBT-6 Use professional oral, written, and digital communication skills to create, express, and interpret
information and ideas.

1
Identify key 21st century skills that students will learn in this project.

List only those skills you plan to assess.

Creativity, Communication, Critical Thinking & Collaboration

Conducting quality research.

Finding supportive details.

Using relevant statistics.

Interpreting and Analyzing data to prove significance

Produce quality arguments

Presentation Skills

Craft the Driving Question

State the essential question or problem addressed by the project. The statement should encompass all project
content and outcomes and provide a focus for student inquiry. Make sure you have posed an authentic problem or
significant question that engages students and requires core subject knowledge to solve or answer.

Has the technological advancement of genetically modifying foods benefitted human health?

Plan the Assessment

Define the products for the project. What will you assess?

PHASE ONE
Scientific Method Research Template – Lane

Outline and Conducting Quality Research

What is the question? What is the issue? Identify molecular differences in GMOs and Natural Food?

https://dlrn.us/5plcn
Defined STEM: Research
Human Population Impacts Biodiversity
Zoology Activity

Finding supportive details – Morgan

AP Human Geography:

describe the evolution of agricultural practices from their first use until today.

Neolithic Revolution

Second Agricultural Revolution

Green Revolution and biotechnology

Activity:

2
Students will read three articles and participate in an interactive study on GMOs. Students will write a constructed
response based on their reading.

Article 1: https://www.bloomberg.com/quicktake/engineered-food-gmo

Article 2: https://healthyeating.sfgate.com/disadvantages-gmo-sweet-corn-9024.html

Article 3: http://www.aljazeera.com/indepth/opinion/2016/05/climate-change-smart-seeds-africa-
160530131502987.html

Interactive Study: http://interactive.aljazeera.com/aje/2016/gmo-eggplants-aubergines-

bangladesh/index.html#115

Constructed Response:

A. Define GMO.

B. Identify and explain two negative consequences of the use of GMOs.

C. Identify and explain two positive benefits of GMOs.

Understanding Statistical Details - Smith

Students will compare and contrast GMO's, Non-GMO's and organic foods in order to evaluate/analyze the
economic (cost) impacts of these agricultural production practices in the U.S. Students will use Surface-Pro's to play
Kahoot quiz (GMOs, Non-GMO, Organic Foods: You know?). Students will create a KWL chart on the topics of
genetically modified foods, GMO and organic foods. Lastly, students will create an Excel spreadsheet and
graphs with the cost associated with the production of GMO, Non-GMO and organic foods.

Analyze and compare costs of GMOs using excel

Start Date: February 11

End Date: February 22

PHASE TWO
Analyzing relevant statistics - King

Students will be given data tables with statistics regarding GMO’s to perform statistical calculations and determine
a correlation coefficient. Students will develop a deeper understanding of correlation vs. causation by comparing
statistics of GMO’s to statistics of disease prevalence

Interpreting and Analyzing data to prove significance

Produce quality arguments – Aube

Students will build upon their analysis and understanding of the articles the students read in their History
course. Students will take a stance for or against genetic modification of foods and write a six paragraph
argumentative essay supporting their position. Students will use evidence from both texts to compose their essay. In
addition to supporting their position, students will be required to address and rebut the counterclaim. The written
product addresses ELA standard W1 and its subparts which requires that students “[w]rite arguments to support claims
in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.”

6 paragraph argumentative essay

3
Start Date: February 25

End Date: March 8

PHASE THREE
Presentation Skills – Cohen

ADD ACTIVITY DESCRIPTION

(Compile info / produce graph with excel)

Start Date: March 11

End Date: March 22

Map the Project

List the key dates and important milestones for this project.

Start February 11

End May 10