Higher:
Middle:
Lower:
Higher:
Explain why the changes to DNA in agricultural produce can produce food with greater resistance to pests and disease
Middle:
Explain that some people have concern about food that has been genetically modified
Lower:
Describes the process of genetic modification in agricultural produce
Higher:
I can construct an argument both for and against genetically modified crops.
I can reflect on the arguments presented in a debate.
I can identify an agreement both for and against genetically modified crops.
Middle:
Lower:
Lesson Recap Starter: Think back to the last lesson. Why animals can look different to their parents?
Lesson Starter: What do you think the term 'genetically modified crops' means?
What do you think the term genetically modified crops means?
Children to write down a definition individually, share with a partner and then create a class definition of what GM crops means.
Presentation - Starter Slide.
Answer questions and take part in activities during the presentation. Stop the presentation at the relevant slides: Talk Partners; AfLs; Songs. Take part in the Choral Response Questions activity (see Assessment section) after the Keywords/Rocket Words slide.
Key Concept:
During this unit, each lesson contains a key concept question housed in the '30 Second Challenge' slide. To help children master this content so the knowledge moves from their short term memory to their long term memory, at the beginning of the follow on lesson the question from the previous lesson is revisited.
The questions covered during this unit include:
1. Explain how adaptations help animals and plants survive.
2. Why is natural selection is important in the cycle of life?
3. Why animals can look different to their parents?
4. Why is the process of genetic modification important for farmers and the food chain?
5. What can we learn about our past by studying fossils?
6. Why is Mary Anning's contribution to studying fossils important?
Presentation
Expert Film: Dr Ian Bedford, who heads up the Entomology Facility at the John Innes Centre, talks about the importance of studying insects and crops.
Ask pupils to write a paragraph about their ideas about how climate change and sustainability could affect food supply in the world - share answers.
How we deliver the Gatsby Benchmarks:
2 - Learning from career and labour market information: Pop along to Developing Experts career’s zone to find out about jobs in your area.
4 - Linking curriculum learning to careers: This unit showcases careers that relate to evolution and adaptations. Access our 360° virtual work tours.
7 - Encounters with Further and Higher Education: Pop along to Developing Experts career’s zone to find out about training providers in your area.
Presentation - Expert Film.
The Great GM Debate
Ask the children to get into groups of 6.
Using the case studies in the Handout as a starting point, ask the children to prepare for a debate which sets out the arguments both for and against one of the cases. Ask questions to ensure each group has their arguments thought through. The children need to know how some arguments are driven by different motivations.
Debate Format
Repeat the debate until all groups have had their turn in a debate.
Handout
Do children understand the arguments for and against the use of GM crops?
Genetically modified crops are plants which...
The Science Behind the Science
Genetically modified organisms (GMOs) are defined as any animal, plant or micro-organism in which the DNA (deoxyribonucleic acid; i.e. the genetic material) has been changed in a way that does not occur naturally. The process of modifying an organism's DNA is referred to as genetic engineering. It can also allow for small sections of DNA (called genes) to be transferred from one organism to another. An organism whose genetic material has been modified through the addition of DNA from an unrelated organism is classed as a transgenic organism.
Genetically modified organisms are used widely in medical and biochemical research. For example, genetically modified bacteria are used in the production of insulin (to help treat diabetes). Additionally, genetically modified foods are produced to have a specific advantage for the producer or the end consumer. For example, genetically modified foods can be made to have increased disease or pest resistance, better nutritional value or improved shelf-life. These modifications may help to lower the cost of the product.
Key disputes regarding genetically modified foods involve discussions about: (i) their effect on human health and the environment, (ii) whether they should be fully regulated by governments, (iii) whether they should be clearly labelled in shops and (iv) whether they should be used to feed the growing global population.
Recognise that living things produce offspring of the same kind, but that offspring normally vary and are not identical to their parents.
Biological systems - Body systems and cells - I can debate the moral and ethical issues associated with some controversial biological procedures. SCN 4-13c
The study of the characteristics, systems, and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with the environment.
Finding things out from a wide range of secondary sources of information
Identifying scientific evidence that has been used to support or refute ideas and arguments
Grade 6 Getting to Know Plants.