• GMO products INNER/OUTER CIRCLE DISCUSSION• 1. Role play a representative from your Adopt A COUNTRY. Find out the AAC on GMO foods. You

will research information that is either for GMO products or against them represent that POV in the debate..

• 2. BEFORE THE DISCUSSION > • Research the point of view for your assigned country regarding GMO products. Become an expert on that

country and GMOs. • 40 points: Write AND provide Answers for 5 Blooms Taxonomy critical thinking questions –(Comprehension

level – Evaluation level only) based on your country’s outlook on GMO agriculture and products.• You may write out questions/answers IN INK or type your own document. BE SURE to label each

question/answer with the correct Blooms Taxonomy/Critical Thinking levels for full credit.• NOTE: Analysis, synthesis and evaluation level answers will be longer (1/2 page or more) than the

comprehension and application answers if you create the questions/ answers correctly.

• 20 points: Poster/sign > Create and display a GMO foods poster (computer paper size) during your Inner circle time that shows your country’s position on GMO products: (May be computer generated.)

• Include a map showing GMO info for your country, • Include graphics/pictures related to GMO products or companies in your country, • Create a snappy Slogan/Saying, • Use color• Write your name on the back.

• 3. DISCUSSION DAY• INNER CIRCLE >

• 20 points: Ask at least 2 critical thinking questions and answer at least 2 questions in the Inner circle. • Display your poster/sign and be sure to turn it in at the end of class. Dress nicely!

• OUTER CIRCLE > 20 points: Listen during the discussion and complete the Outer circle Socratic Seminar sheet.

• Points are deducted for side-talking in the Inner & Outer Circles.

Bloom’s Taxonomy of Critical Thinking – Create one question and answer for 2-6

Blooms question starters1. KnowledgeWhat is __? Which one __? How did ___ happen? Where is __? When did ___ happen? Can you list three__? 2. Comprehension/Understanding the facts or information• Vocabulary, notes, readings help you demonstrate comprehension• Ex: Geographers use maps. Ex: A cat sleeps all day.• What is the main idea of ___? How would you compare ___? How can you contrast___? How can you summarize __?

Which is the best answer for ___? How would you rephrase__ ?3. Application: Using what you know about a fact in a designated way without being prompted• Ex: You know and comprehend the facts related to Human Geography and now must apply them correctly without

assistance. • How would you use? What examples show that __? What would result if __? What facts would you use to show__ ? What

questions would you ask in an interview with__?4. Analysis: Using multiple facts to compare/contrast and/or to identify cause/effect relationships• AP classes operate at this level and up most of the time. Students are expected to already have the knowledge,

comprehension, and application of the facts needed when beginning an assignment, project, exam. • Ex: Analyze the causes and effects of the GAP dam project on farmers and Kurds• Ex: Explain the similarities and differences between dam projects in Turkey, US and China• How is __ related to __? What inference can you make from __? What is/was the motive for __? What is the relationship

between __? What ideas justify __?5. Synthesis: After analyzing facts, consider how the outcomes would be altered if the facts were altered. How would

the world be forever different if something was changed?• “WHAT IF….?” • Ex: What if an earthquake occurs in the Anatolian Peninsula? • **Your answer must extend to be “synthesis” level** (the outcome is unknown)• How would you improve __? What would happen if __? What are alternatives to __? Can you predict the outcome of __?

What changes would you make to solve __?6. Evaluation: requires analysis of all the facts and theories related to a concept and then requires development of “big

picture” patterns as well as judgment of the validity of those patterns. (The outcome is known)• Questions must include “in terms of” to meet this standard. • Ex: Evaluate the acronym ESPN as a valid characterization of human geography aspects in relation to development.• Would it be better if __? Why is it better that __? How would you prove __? How would you justify __? What is the value of

__? How would you prioritize __ ? Why did X choose __?

Class Debate : GMO DISCUSSIONCATEGORY 4 3 2 1

Understanding of Topic

The student clearly understood the topic in-depth and presented their information forcefully and convincingly.

The student clearly undestood the topic in-depth and presented their information with ease.

The student seemed to understand the main points of the topic and presented those with ease.

The student did not show an adequate understanding of the topic.

Use of Facts/Statistics

Every major point was well supported with several relevant facts, statistics and/or examples.

Every major point was adequately supported with relevant facts, statistics and/or examples.

Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.

Every point was not supported.

Information All information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear and accurate, but was not usually thorough.

Information had several inaccuracies OR was usually not clear.

Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.

Arguments were not clearly tied to an idea (premise).

Respect for others during discussion

All statements, body language, and responses were respectful and were in appropriate language.

Statements and responses were respectful and used appropriate language, but once or twice body language was not.

Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark.

Statements, responses and/or body language were consistently not respectful.

cow

Seat’g Chart

Cart Cabinet

Table

File Cabinetsbookshelf

INNER CICLE

OUTER

CICLE

OUTER

CICLE

• Research info on GMO policy for your country • Write & answer GMO questions for

Inner/Outer circle discussion

- Write/answer/Label 5 Bloom’s level questions (1/category) – make 2 copies > one for me and one for you – Due Monday

- Design Country sign – use color! (computer or hand drawn) – Due Monday

-You may dress up Wednesday for the GMO discussion for +3 extra points > Guys = collared/dress shirt/tie/slacks (not a t-shirt, not jeans) Girls = Dress or nice shirt w/skirt or nice pants (not a t-shirt, not jeans)

• Find these at the class website in the Agri unit:

http://geographysource.wikispaces.com/Unit+5+Agriculture++%26+Rural+land+use• WEBSITES FOR INNER/OUTER CIRCLE ASSIGNMENT >• +

http://dsc.discovery.com/tv-shows/curiosity/topics/10-genetically-modified-food-products.htm

• + http://www.biofortified.org/resources/genetic-engineering-companies

• - http://nourishedkitchen.com/gmo-free-food/

• - http://www.nongmosourcebook.com/non-gmoprojectcompanies.php

• - http://www.gmo-free-regions.org/gmo-free-regions.html

• - http://www.examiner.com/article/what-countries-have-banned-gmo-crops

• + / -

• http://curtrosengren.typepad.com/sustainable/2008/02/genetically-mod.html

• http://www.joshuabradley.org/green_revolution/pros_and_cons.html

• http://www.webmd.com/food-recipes/features/are-biotech-foods-safe-to-eat?page=4

• http://organic.lovetoknow.com/Pros_and_Cons_of_GMOs