L.

Morgan Engaged Learning Project 1

Title of Project: GMOs: Are they really that bad?

Subject(s): Social Studies, Science, and Language Arts

Grade Level(s): 9-12

Abstract

Students will be activists or agribusiness representatives preparing for a meeting with the Food and Drug

Administration (FDA) to protest or advocate for/against the use of Genetically Modified Organisms (GMOs).

Students will research the challenges and opportunities associated with GMOs. Students will have the opportunity

to email or Skype with a traditional farmer and an organic farmer to build their research. Students will create a

product that will accompany their verbal presentation during the meeting.

Learner Description/Context

This project will occur in an AP Human Geography ninth grade general education classroom at Banneker

High School (BHS) in Fulton County, Georgia. Banneker High School is an urban high school located in College

Park, GA. This project will occur within the Junior Achievement Academy (JA Academy), a magnet school

housed within Banneker High School. The magnet school has a business emphasis that relies heavily on case

studies. The case studies are funneled through their business and financial literacy courses. Their experience with

case studies will be beneficial as problem based learning and critical thinking are essential to be successful. My

students live within a food desert, with convenient stores and fast food restaurants littered in between the small

amount of grocery stores. Because of this, students will conduct inventory on the GMO content of their food

choices and research whether the presence of GMOs have a negative effect.

According to information available through the Georgia Department of Education, as well as records

located at Banneker High School, the following tables outline demographic data for the school and the AP Human

Geography class for whom the project was designed.

Banneker High School AP Human Geography Class

Enrollment: 1429 26
Gender:
Females: 749 52% 19 73%

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L. Morgan Engaged Learning Project 2

Males: 680 48% 7 27%

Ethnicity:
White: 6 0.4% 1 0.4%
Hispanic: 42 3% 3 12%
Black: 1372 96% 21 81%
Asian: N/A N/A N/A N/A
Multiracial: 9 0.6% 1 0.4%
English
Special Early
Additional Language Econ. Dis. [Free/
Education Intervention Gifted
Information Learner Reduced Lunch]
(SWD) (EIP)
(ELL)
Banneker High
250 17% 4 0.2 N/A N/A 88 6% 1427 99.8%
School
AP Human
0 0% 0 0 N/A N/A 3 12% 25 96%
Geography Class

Time Frame

This experience will take place over nine 90-minute periods. Activities expected to be completed for

homework will be noted in the process section.

Standards Addressed

Content Standards
AP Human Geography has Enduring Understandings (EU), Learning Objectives (LO), and Essential
Knowledges (EK).
Main Content
EU. Changes in food production and consumption present challenges and opportunities
(AP Human LO. Explain issues related to the changing nature of contemporary agriculture.
Geography) EK. Agricultural innovations (e.g. biotechnology, genetically modified organisms, organic farming,
and aquaculture) have resulted in ongoing debates over environmental, cultural, and health
impacts.
Second content
SEV4. Obtain, evaluate, and communicate information to analyze human impact on natural resources.
(Environmental
c. Construct an argument to evaluate how human population growth affects food demand and food
Science) supply (GMOs, monocultures, desertification, Green Revolution).

CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.

Third content CCSS.ELA-LITERACY.SL.9-10.4

(English/ Present information, findings, and supporting evidence clearly, concisely, and logically such that
Language Arts) listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.

CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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L. Morgan Engaged Learning Project 3

1c.Students use technology to seek feedback that informs and improves their practice and to
ISTE demonstrate their learning in a variety of ways.
Technology
Standards 3d.Students build knowledge by actively exploring real-world issues and problems, developing ideas
and theories and pursuing answers and solutions.

Learner Objectives

The learners will:

a. Explain the changing nature of contemporary agriculture.

b. Analyze the agricultural innovations that have resulted from the changes of contemporary
agriculture.

c. Evaluate how human population growth affects food demand and food supply.

d. Explain and investigate the environmental, cultural, and health consequences of Genetically
Modified Organism (GMOs).

e. (Option 1) Create a 4-minute informercial that explains the negative or positive consequences of
the use of GMOs. (Option 2) Create and interactive infographic and give a 2-minute talk that
explains the negative or positive consequences of the use of GMOs.

Assessments

Assessment will be conducted through teacher and student-created checklists and rubrics. See

appendix for samples.

• Rubrics
o Questions for the Experts (Appendix D)
o Infomercial Rubric (Appendix E)
o Interactive Infographic + 2-minute Speech Rubric (Appendix F)

• Graphic Organizer (Appendix C)

o The Environmental, Cultural, and Health implications of GMOs

Introduction “The Hook”

Students will analyze the digital image, Population Growth and Food Production, using the

OPTIC format. See Appendix A for the image. OPTIC stands for Object, Parts, Title, Interrelationship,

Conclusion. Through this method students will brainstorm the implications of the graphic organizer.

There will also be a class discussion brainstorming how “we” (the world) arrived at this point.

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L. Morgan Engaged Learning Project 4

Process

Preliminary Activities & Information

Prior to completing this assignment, students will create a timeline that describes the evolution of
agricultural practices found in the Neolithic Revolution, Second Agricultural Revolution, and the Green
Revolution.
Day One and Day Two
Procedures
Students will complete a gallery walk to analyze charts, readings, and pictures that
depict the effects of human population growth on food demand and food supply.
a. Station 1: Students will take notes, while reading “Population Growth
and Food Supply.” The guiding question for the notes is “How does
human population growth impact food demand and supply?”
b. Station 2: Students will analyze the chart Sub-Saharan African food-
insecure people. They will use the OPTIC method to analyze the chart.
Sub-Saharan Africa serves as a case study to represent developing
Evaluate how
human nations and food insecurity. (See Appendix B)
population c. Station 3: Students will read “All You Wanted to Know about the
growth affects
food demand Green Revolution.” The students are responsible for defining and
and food explaining the implications of the Green Revolution.
supply.
d. Station 4: Students will watch “Global Population Growth, box by box”
via EdPuzzle.com. Questions are embedded within the video to check
for understanding.
The pictures will be accessed through QR codes, while the charts and readings will be
accessed directly posted in random spots on the wall. As students visit each spot, they
will answer questions that guide their thinking around the relationship between food
production and population growth. One of the gallery walk locations will discuss the
Green Revolution and the food production solutions that developed out of that
movement. While the students are moving around to different locations, the teacher
monitors and probes the students to check for their understanding.
Day Three
a. Explain the Procedures
changing 1. For review, students will the article from station 3 that discusses the Green

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L. Morgan Engaged Learning Project 5

nature of Revolution. The class will then discuss the byproducts of the Green
contemporary Revolution, with emphasis on Genetically Modified Organisms (GMOs).
agriculture. 2. The students will watch two videos, The Case for Engineering our Food and
Why you have the right to know what’s in your food using the platform
b. Analyze the EdPuzzle. Through this platform, the teacher will embed questions for the
agricultural students to answer while watching the videos. These two videos challenge the
innovations thinking of students by presenting the pros and cons of GMOs.
that have 3. The class will discuss their reaction to the two videos.
resulted from 4. The teacher will introduce to the project to the students. Students will assume
the changes of the role of activists or agribusiness representatives preparing for a meeting
contemporary with the Food and Drug Administration (FDA) to protest or advocate
agriculture. for/against the use of Genetically Modified Organisms (GMOs). Students may
work with two other classmates to complete the tasks.

Day Four
Procedures
Students will be given the entire 90-minute block to research the environmental,
cultural, and health implications or consequences (positive and negative) of GMOs.
Before beginning, the class will discuss the definition of environmental, cultural, and
health implications. Students will be given a graphic organizer to help organize their
Explain and
investigate the research. See Appendix C Students will be encouraged to keep in mind that by the end
environmental, of their research, they will have to take a stance regarding the use of GMOs. As
cultural, and
health students are researching, the teacher will circulate around the room to answer in
consequences questions. The quality of the research will be assessed through a rubric.
of Genetically
Modified
Organism Homework:
(GMOs).
Part 1: Students will consider their personal use of GMOs by taking inventory of at
least three items in their kitchen. If the item is processed, they will be asked to
research the ingredients or company’s use of GMOs. If the item is produce, they will
be asked to do the same. Students will post their reactions on Flipgrid.
Part 2: In preparation for “A Day with the Experts” students will be asked to submit

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L. Morgan Engaged Learning Project 6

three questions they would ask the school’s cafeteria manager, a natural-based farmer,
Blain Snipstahl (Black Dirt Collective, Maryland), and a commercial farmer. The
students will submit their questions using Google Forms. The teacher will vet this
questions before the interactions with the experts.

Day Five
Explain and Procedures
investigate the Students will have the opportunity to share their reactions to whether GMOs were
environmental, found in their food at home.
cultural, and
health This 90-min block will be divided into three blocks allowing each speaker 20 minutes.
consequences The teacher will interview each expert with the vetted questions from the students (See
of Genetically day four). The cafeteria manager will visit the classroom and the two farmers will visit
Modified via Skype. As the experts are answering questions, students will be able to add to their
Organism research by listening to the speakers. If additional questions come, students will be
(GMOs). able to ask them.

Day Six - Eight

Explain and Procedures
investigate the Students will be grouped in threes. During these three days, they will continue
environmental, researching and will create their product for their presentations. The teacher will
cultural, and circulate around the room to monitor the progress of the students. Students will be able
health to use computers or tablets to research and create their project.
consequences
of Genetically Homework: Continue working on the project.
Modified
Organism
(GMOs).

Day Nine
Explain and Procedures
investigate the Presentations:
environmental, Students will present their presentations to the “FDA” panelists. After the presentation

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L. Morgan Engaged Learning Project 7

cultural, and the audience and panelists will be able to ask questions. The “FDA” panelists will be
health the Environmental Science Teacher, the Family Consumer Science Teacher, and the
consequences Assistant Principal for JA Academy. If any of the experts can attend presentations,
of Genetically they will be made honorary judges. Presentations will be assessed using a rubric.
Modified
Organism
(GMOs).

Product

Students will be grouped in threes to complete this project. The students will complete a 3-minute

infomercial or an interactive infographic and a 2-minute talk, such as a marriage between Piktochart and

Thinglink. The presentations must include the environmental, cultural, health consequences of GMOs,

students must take a clear stance advocating for or against the use of GMOs, and they must include the

direct impact of GMOs on them and/or their school. The surrounding community and agricultural

enthusiasts will care about this product because GMOs are a part of controversial current events.

Students should be aware of what impacts their food choices so that they can inform their community

and possibly become change agents (depending on the findings of their research). Technology will be

integrated throughout this assignment from the research stage, the interview stage, and the creation

stage. Students will be assessed at all three stages. Rubrics will be used to assess the quality and

accuracy of the research, the authenticity and intentionality of their interaction with the expert, and the

presentation and end-product. The end-product must show possible environmental, cultural, and health

impacts of the use of GMOs.

Technology Use

• Internet for researching and Skyping

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• Google Forms

• Skype for collaboration with experts

• EdPuzzle

• Thinglink

• Piktochart

• Video editor

• Flipgrid

• QR Codes and readers

Resources:

Agriculture and Consumer Protection. (n.d.). Population growth and the food crisis. Retrieved

November 24, 2017, from http://www.fao.org/docrep/U3550t/u3550t02.htm

Agritt Institute. (n.d.). Population Growth and Food Production [Digital image]. Retrieved from

http://www.agriitinstitute.org/

Briney, A. (2017, May 17). All You Wanted to Know About the Green Revolution. Retrieved November

24, 2017, from https://www.thoughtco.com/green-revolution-overview-1434948

EdPuzzle. (2017). Retrieved November 26, 2017, from https://edpuzzle.com/

Flipgrid (2017). Retrieved November 27, 2017, from https://info.flipgrid.com/

Google Forms. (2017). Retrieved November 26, 2017, from https://www.google.com/forms/about/

Parent, R. (2014). Why you have the right to know what’s in your food [Video file]. Retrieved from

http://www.tedxtoronto.com/talks/tedxtoronto-2014-talk-rachel-parent-why-you-have-the-right-

to-know-whats-in-your-food/

Piktochart. (2017). Retrieved November 27,2017, from https://piktochart.com/

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L. Morgan Engaged Learning Project 9

Ronald, P. (2015, March). The case for engineering our food [Video file]. Retrieved from

https://www.ted.com/talks/pamela_ronald_the_case_for_engineering_our_food

Rosling, H. (2010, June). Global population growth, box by box. Retrieved November 24, 2017, from

https://www.ted.com/talks/hans_rosling_on_global_population_growth

Skype. (2017). Retrieved November 26, 2017, from https://www.skype.com/en/new/

Thinglink. (2017). Retrieved November 25, 2017, form

https://www.thinglink.com/user/595654498437824513

United States Department of Agriculture: Economic Research Service. (2012, September). Sub-Saharan

Africa is projected to face an increase in the number of food-insecure people and the food

distribution gap over the next decade [Digital image]. Retrieved from

https://www.ers.usda.gov/amber-waves/2012/september/factors-affecting-food-production/

References

College Board. (2015, June). AP HUMAN GEOGRAPHY: The Course. Retrieved November 25, 2017,

from https://apcentral.collegeboard.org/courses/ap-human-geography/course?course=ap-human-

geography

Georgia Department of Education. (2017). Environmental science standards. Retrieved on October 14,

2017 from https://www.georgiastandards.org/Georgia-Standards/Documents/Science-

Environmental-Science-Georgia-Standards.pdf

International Society for Technology in Education. (2016). ISTE standards for students. Retrieved on

October 14, 2017 from http://www.iste.org/docs/Standards-Resources/iste-standards_students-

2016_one-sheet_final.pdf?sfvrsn=0.23432948779836327

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Teachers First - Thinking Teachers Teaching Thinkers. (n.d.). Retrieved November 28, 2017, from

https://www.teachersfirst.com/iste/infographics/

The Governor’s Office of Student Achievement. (2016). 2015-2016 Annual report card. Retrieved on

November 04, 2017 from https://gaawards.gosa.ga.gov/analytics/K12ReportCard

Appendix A –

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Appendix B

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Appendix C – Graphic Organizer

Directions: As you research, organize your notes into the following categories.

The implications of Genetically Modified Organisms (GMOs)

Positive Implications Negative Implications
Environmental Implications
Cultural Implications
Health Implications

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L. Morgan Engaged Learning Project 13

Appendix D – Questions for the Expert Rubric

1 pt 0 pts.
Is the question appropriate?
Does the question require an
open-ended answer?
Does the question require a
quality answer that can add to
the GMO research?

Grade | Feedback

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L. Morgan Engaged Learning Project 14

Appendix E - Rubric for Infomercial

4 3 2 1
Use of Class Used time well. Used time well. Used some time well. Did not use class time
Time Focused on Mostly focused on Some focus on getting to focus on the project
getting the project getting the project project done but OR often distracted
done without done without occasionally distracted others.
distracting others. distracting others others.
Attractiveness Makes excellent Makes good use of Makes use of font, color, Use of font, color,
use of font, color, font, color, graphic, graphics, effects, etc. but graphics, effects etc.
graphics, effects, effects, etc to occasionally these detract but these often distract
etc. to enhance the enhance the from the presentation from the presentation
presentation. presentation. content. content.
Content The informercial The informercial The informercial The informercial is not
effectively argues effectively argues effectively argues for or persuasive, but
for or against for or against against GMO. It is missing informative. It does
GMOs, citing GMO. It is missing two of the following not argue for or
health, one of the implications: health, against GMOs. Two or
environmental, following environmental or social more implications are
and social implications: missing.
implications. health,
environmental or
social
Use of Excellent video, Video is effective, Video is uneven. No visuals were used.
Technology put together and visuals are Visuals are poorly used or Video is of poor
smoothly and interesting and uneven in effectiveness. quality.
effectively. appropriately used. Lighting, sound, voice
Visuals enhance Lighting, sound, over, captions, music may
presentation and voice over, not all be effective, and
lighting, sound, captions, music some may even distract
voice over, may have some from presentation.
captions, music all troubles, but
enhance overall do not hurt
presentation presentation
Content - At least 4 accurate 3 accurate facts are 2 accurate facts are Fewer than 2 accurate
Accuracy facts/concepts are displayed. displayed. facts are displayed.
displayed in the
infographic
Workload The workload is The workload is The workload was divided, The workload was not
divided and divided and shared but one person in the divided OR several
shared equally by fairly by all team group is viewed as not people in the group are
team members. members, though doing his/her fair share of viewed as not doing
workloads may the work. their fair share of the
vary person to work.
person
Presentation The presentation The presentation The presentation was done The presentation
was very well was done well and and might be able to be wasn’t done in good
done and could be could be displayed displayed in a public taste and cannot be
displayed in a in a public place. place. displayed in a public
public place. place.

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L. Morgan Engaged Learning Project 15

Image and Credit/citations

info Credits provided for all images
(0 or 1 pt) and research
information.
Total/
Feedback

Jo Williamson, Ph.D., Kennesaw State University

L. Morgan Engaged Learning Project 16

Appendix F – Rubric for Infographic

4 3 2 1
Use of Class Used time well. Used time well. Used some time well. Did not use class time to
Time Focused on Mostly focused on Some focus on focus on the project OR
getting the getting the project getting project done often distracted others.
project done done without but occasionally
without distracting others distracted others.
distracting others.
Attractiveness Makes excellent Makes good use of Makes use of font, Use of font, color,
use of font, color, font, color, graphic, color, graphics, graphics, effects etc. but
graphics, effects, effects, etc to effects, etc. but these often distract from
etc. to enhance enhance the occasionally these the presentation content.
the presentation. presentation. detract from the
presentation content.
Content The inforgraphic The infographic The infographic The infographic is not
effectively argues effectively argues for effectively argues for persuasive, but
for or against or against GMO. It is or against GMO. It is informative. It does not
GMOs, citing missing one of the missing two of the argue for or against
health, following following GMOs. Two or more
environmental, implications: health, implications: health, implications are missing.
and social environmental or environmental or
implications. social social
Workload The workload is The workload is The workload was The workload was not
divided and divided and shared divided, but one divided OR several people
shared equally by fairly by all team person in the group is in the group are viewed as
team members. members, though viewed as not doing not doing their fair share
workloads may vary his/her fair share of of the work.
person to person the work.
Content - At least 4 3 accurate facts are 2 accurate facts are Fewer than 2 accurate
Accuracy accurate displayed. displayed. facts are displayed.
facts/concepts are
displayed in the
infographic
Presentation The presentation The presentation was The presentation was The presentation wasn’t
was very well done well and could done and might be done in good taste and
done and could be displayed in a able to be displayed cannot be displayed in a
be displayed in a public place. in a public place. public place.
public place.
Design/layout The design/layout Is attractive in terms Is acceptably Is distractingly messy,
is neat, clear, and of design, layout and attractive though it unattractive, or very poorly
visually neatness. may be a bit messy. designed.
appealing.
Mechanics/ Capitalization There is 1 error in There are 2 errors in More than 2 errors in
Grammar and punctuation capitalization or capitalization or capitalization or
are correct punctuation. There is punctuation. There punctuation. There are
throughout. 1 grammatical are 2 grammatical more than 2 grammatical
There are no mistake. mistakes. mistakes.
grammatical
mistakes.

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L. Morgan Engaged Learning Project 17

Image and info Credit/citations provided

Credits for all images and research
(0 or 1 pt) information.
Total/
Feedback

Jo Williamson, Ph.D., Kennesaw State University