Subject: EARTH AND LIFE SCIENCE

Grade Level: Grade 11

Objective: Classify the situation given whether as a benefit or a risk in using

GMO and express one's perception in the use of GMO.

Learning across curriculum:

1) Mathematics: Analyzing data on the yield and productivity of GMO crops

compared to traditional crops.

2) Social Studies: Investigating the economic and political implications of using GMO
in agriculture.

3) Language Arts: Analyzing persuasive texts and writing arguments for or against
the use of GMO.

ELICIT:

Teaching Strategy: K-W-L Chart

Instructional Materials: Whiteboard, markers

Anecdote 1: Share a personal experience of encountering GMO products in the

market and discuss the students' initial thoughts and perceptions about GMO.

Anecdote 2: Discuss the impact of GMO on traditional farming practices in the

Philippines and gather students' prior knowledge on this topic.

ENGAGE:

Teaching Strategy: Role-Playing

Instructional Materials: Character cards, scenario cards

Idea 1: Divide the class into groups and assign each group a role (e.g., farmer,
consumer, scientist). Provide scenario cards that depict different situations involving
GMO, and ask the groups to discuss and present their perspectives.

Idea 2: Conduct a class debate on the topic of GMO, where students can take on
different roles and present arguments for or against its use. This will encourage
critical thinking and active participation.

EXPLORE:

Activity 1: GMO Benefits and Risks Analysis

Teaching Strategy: Cooperative Learning

Materials: Articles on GMO benefits and risks, graphic organizers

Significance: Students will analyze different perspectives on GMO and classify

them as either a benefit or a risk.

Instructions:

1) Divide the class into small groups.

2) Provide each group with articles discussing the benefits and risks of GMO.

3) Ask the groups to read and analyze the articles, identifying the main arguments
presented.

4) Using a graphic organizer, have the groups classify each argument as a benefit or
a risk.

Rubric:

- Correct classification of benefits and risks: 5 pts

- Clear justification for each classification: 5 pts

Assessment Questions:

1) What are the benefits of using GMO in agriculture? Provide at least two examples.

2) Identify two risks associated with the use of GMO. Explain why these are
considered risks.

3) Discuss your personal perception of GMO. Do you see it more as a benefit or a

risk? Justify your answer.

Activity 2: Perception Expression through Art

Teaching Strategy: Artistic Expression

Materials: Art supplies (paper, colored pencils, markers, etc.)

Significance: Students will express their perceptions of GMO through visual art,
allowing for creative interpretation and personal expression.

Instructions:

1) Ask students to create a visual artwork that represents their perception of GMO.

2) Provide art supplies and give them enough time to complete their artworks.

Rubric:

- Creativity and originality: 5 pts

- Relevance to the topic: 5 pts

Assessment Questions:

1) Describe the message or meaning behind your artwork. How does it reflect your
perception of GMO?

2) How did creating this artwork help you better understand and express your
thoughts about GMO?

Activity 3: Real-Life Scenario Analysis

Teaching Strategy: Case Studies

Materials: Case study scenarios related to GMO, worksheets

Significance: Students will analyze real-life scenarios involving GMO and evaluate
the benefits and risks associated with each situation.

Instructions:

1) Provide students with case study scenarios that depict different situations
involving the use of GMO.

2) Ask them to analyze each scenario and identify the benefits and risks associated
with the use of GMO.

3) Provide a worksheet for students to record their analysis and conclusions.

Rubric:

- Accurate identification of benefits and risks: 5 pts

- Logical reasoning and justification: 5 pts

Assessment Questions:

1) Analyze the given scenario and identify at least two benefits and two risks
associated with the use of GMO.

2) Based on your analysis, would you consider the use of GMO in this scenario as
more beneficial or risky? Justify your answer.

3) How do the benefits and risks identified in the scenario align with your personal
perception of GMO?

EXPLAIN:

Teaching Strategy: Discussion

Explain the concept of GMO, its benefits, and risks through a guided discussion with
the students. Encourage students to ask questions and actively participate in the
discussion to deepen their understanding.
ELABORATE:

Teaching Strategy: Problem-Based Learning

Task 1: Students will research and analyze a real-life case study involving the use of
GMO in agriculture. They will then propose a solution that addresses the benefits
and risks associated with GMO in the given context.

Task 2: Students will conduct a survey or interview with people from their community
to gather their perceptions and opinions on the use of GMO. They will analyze the
data collected and present their findings to the class.

EVALUATE:

Teaching Strategy: Inquiry-Based Learning

Assessment Questions:

1) What are the potential benefits of using GMO in addressing food security?

2) Discuss the environmental risks associated with the use of GMO in agriculture.

3) Reflect on your perception of GMO at the beginning of the lesson. Has it

changed? Why or why not?

EXTEND:

Teaching Strategy: Project-Based Learning

Students will design and implement a project that promotes awareness and
understanding of GMO among their peers and the community. They will create
informative materials, organize events, or engage in advocacy efforts to encourage
informed discussions and decision-making regarding the use of GMO.

Assignment:

Assignment 1: Research Paper

Guiding Overview: Students will write a research paper discussing the benefits and
risks of GMO in agriculture. They should provide evidence-based arguments and
support their claims with reliable sources.

Assessment Question: Discuss the potential benefits and risks of using GMO in
addressing food security in the Philippines. Provide examples and evidence to
support your claims.

Assignment 2: Debate Preparation

Guiding Overview: Students will prepare for a class debate on the topic of GMO.
They should research and gather evidence to support their assigned stance (for or
against GMO) and develop strong arguments.

Assessment Question: Present your arguments for or against the use of GMO in
agriculture. Support your claims with evidence and logical reasoning.