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LESSON PLAN TEMPLATE

Your Name: Anastasia Vesely


Title of Lesson: Organic vs. Genetically Modified Foods
Grade: 2
nd


STANDARDS
2-PS1-1
Plan and conduct an investigation to describe and classify different kinds of materials by their observable
properties.

2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.
Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

LESSON SUMMARY/OVERVIEW
In this lesson, students will conduct an investigation that includes them using the 5 senses (touch, sight, taste, smell, and
sound) to determine similarities and differences between a GMO and an Organic food. The students will be introduced to
the fact that each food looks similar to each other. This will prepare the students for the later understanding that it does not
matter what the food looks like but how the food was made that really matters. The activity is engaging for the students
and should work well for the visual learners. Also, the students will be able to look at a chart giving prices of both
Organic and Conventional foods and graph them on a bar graph. Students will analyze the cost and make a connection to
Futures Thinking by determining which food would be more fiscally reasonable and sustainable for their future.

OBJECTIVES
The students will be able to conduct an experiment involving a GMO food and an Organic food to determine the
differences and similarities using the 5 senses while charting their findings.
Students will look at the cost of one GMO and one Organic food and draw a bar graph to compare the price for
each item.

ASSESSMENT/EVALUATION
Excelling: The student has completed the 5 senses chart and the bar graph. Student has begun to brainstorm using
Futures Thinking which food is more sustainable.
Meeting: The students have a completed chart of the 5 senses and have a bar graph of both the cost of the Organic
food and Conventional food.
Approaching: Students have either the 5 senses chart mostly completed (70%) or the bar graph mostly completed
(50%).
Falls Below: Student has less than 70% of the 5 senses chart completed and has less than 50% of the bar graph
completed.

PREREQUISITE KNOWLEDGE
The students will need to have a previous knowledge of the basic components of Organic foods and Genetically Modified
foods. The students will need to know what Futures Thinking is as well as Sustainability. Students will need to have an
understanding of what the 5 senses are and how to make a bar graph. The students will need to know how to write in
complete sentences.
MATERIALS
12 GMO food (vegetable or fruit) cut into individual portions
12 Organic food (vegetable or fruit) cut into individual portions
Plates
5 Senses chart (see attached)
Graphing paper
Cost Chart (see attached)
Notebook paper
VOCABULARY/KEY WORDS
Organic: Organic is a labeling term that indicates that the food or other agricultural product has been produced
through approved methods that integrate cultural, biological, and mechanical practices that foster cycling of
resources, promote ecological balance, and conserve biodiversity
Genetically Modified: genetically enhanced seeds that help to increase pest resistance and to make crops more
drought resistant
Futures Thinking: thinking about how the past and the present influence the future
Sustainability: Development that meets the needs of the present without compromising the ability of future
generations to meet their own needs
5 Senses: Taste, touch, smell, sight, sound
TEACHING PROCEDURES
The teacher will review by using the white board to define previous vocabulary.
The teacher will read the definitions and key terms to refresh the children to prepare for the lesson.
After reviewing the information, students will be asked to give thumbs up or down if they feel comfortable with
the reviewed information.
o If there are any thumbs down, the teacher will elaborate more on what the students are having difficulty
with.
The teacher will ask class to explain what the 5 senses are.
The students will raise their hands and each say a sense (touch, taste, sight, sound, smell).
The teacher will ask students for describing words (adjectives) to describe possible fruits and vegetables.
The students will give words until there is a list of 10 or more for each sense.
The teacher will review how to make and label a bar graph.
o X-axis: the product (Organic and Genetically Modified)
o Y-axis: numbers (cost)
The teacher will present an example step-by-step with help from the students on the white board given the cost of
two items.
The teacher will allow students to write answers on board to check for understanding.
o If students have not met review goals, teacher will elaborate longer.
The teacher will ask students to pick a partner.
Once students pick partner, the teacher will ask one student to walk up and get: one organic food, one
conventional food, two graph papers, two money charts, two 5 senses charts, and pencils.
The students will conduct their experiment and chart their findings using descriptive words.
When finished, students will graph the cost of a Conventional apple and an Organic apple.
When students have finished activities, teacher will refer back to Futures Thinking.
The teacher will ask which apple is more sustainable if you think about Futures Thinking and cost.
o If students have a hard time, the teacher will explain that sustaining money and using Futures Thinking
means which one would save you more money in the long run (less expensive).
Students will use math graph to make this assumption.
The students will be asked to take out a piece of notebook paper and write two full sentences explaining which
apple would be more sustainable for Futures Thinking in terms of cost.
Sentences should express how they found that answer.
WAYS OF THINKING CONNECTION
In order to incorporate Futures Thinking into the lesson plan the students reviewed what Futures Thinking is. Futures
Thinking is thinking about how the past and the present influence the future. In the 5 Day lessons, I wanted the students to
learn how to incorporate Futures Thinking into multiple ways. Also, I did not want the students to feel like they are being
pressured into thinking they have to eat only Organic foods so I used Futures Thinking to highlight the benefit of GM
foods which is cost. The students were to compare prices of a GM food and an Organic food. Based on that, the students
would come to the conclusion that when thinking in the future, their money would be more sustainable and last them
longer if they were to buy the GM food. This is only one way that Futures Thinking was incorporated into the 5 Day
lessons. To check out more, refer back to my website.