A worm pest eating corn

Genetically Modified Organisms (GMOs) - Corn

Grade 3

This lesson focuses on two main ideas:

Organisms have variation among traits. Some of these variations allow certain organisms within the same species to survive better than others.
Two solutions to fighting pests that eat crops are GMOs and pesticide use. There are benefits and drawbacks to each.

Procedure

INTRODUCTION (15 minutes)

Read the introduction to students and review new vocabulary. Students will watch the “Maryland Farm and Harvest - Episode 804” video. After the video, have a discussion around the essential questions and thinking questions aligned to the topic and video. Discuss the career connections related to corn and GMOs with students.

EXTENSION (15-30 minutes)

Complete extension activities with students, as you see fit.

ASSESSMENT (15 minutes)

Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activities as support.

REFLECTION (10 minutes)

Have students complete a reflection.

Standards

NGSS Performance Expectation

3-LS4-2. Biological Evolution: Unity and Diversity
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
- Use evidence (e.g., observations, patterns) to construct an explanation.
Disciplinary Core Ideas
LS4.B: Natural Selection
- Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing.

Crosscutting Concepts
Cause and Effect
- Cause and effect relationships are routinely identified and used to explain change.

Maryland Environmental Literacy Standard

Standard 2
Human Dependence on Earth Systems and Natural Resources:
Environmentally literate students construct and apply understanding of how Earth’s systems and natural resources support human existence.

Summative CER

Option 1:

Construct an explanation for how variation in traits among the same species can make survival more or less likely. Use evidence and reasoning from the videos and activities to support your explanation.

Option 2:

A farmer is having problems with their cotton being eaten by pests. Suggest a solution to this farmer and explain why this is a good one. Use evidence and reasoning from the videos and activities to support your explanation.

Reflection Questions

Do you think pesticides or developing GMOs is a better solution to crop problems and why?
What is variation and why do some organisms have different traits that allow them to survive better than others?
Has there been an increase or decrease in GMOs over the years and why?

Summative CER Rubric

Scoring Rubric Components	No Response Score Point 0	Not There Yet Score Point 0.5	Beginning To Score Point 0.75	Yes Score Point 1.0
CLAIM	The claim is missing.	The claim is incorrect or irrelevant.	The claim partially takes a position on the topic or issue addressed within the prompt.	The claim takes an appropriate position on the topic or issue addressed within the prompt.
EVIDENCE	There is no type of evidence in the response.	The evidence is irrelevant or does not support the claim.	The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources.	The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources.
REASONING	There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence.	Use of words, phrases and clauses fail to show or explain any relationship between the claim and evidence.	Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence.	Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence.