Lesson Plan

• Describe what GMOs are and their common agricultural applications.
• Explain key ethical concerns related to human health, the environment, and food sovereignty.
• Analyze stakeholder perspectives and evaluate evidence in GMO debates.
• Assess social implications (economic, cultural, regulatory) of GMO use in food production.
• Formulate reasoned arguments for or against GMO adoption in a structured debate.

• Projector and screen for slides/diagrams
• Printed handouts of ethical‑considerations tables
• Case‑study packets (e.g., Bt cotton, Golden Rice)
• Stakeholder role cards for the public‑hearing simulation
• Poster paper, markers, and colored pencils
• Exit‑ticket slips or digital quiz platform

Begin with a quick poll: “Do you think GMOs are safe?” Connect to prior lessons on genetics and agriculture. Explain that by the end of the lesson students will identify ethical issues, compare stakeholder views, and construct evidence‑based arguments.

1. Do‑now (5'): Students answer the poll on the board and share initial thoughts.
2. Mini‑lecture (10'): Define GMOs, show common applications, and outline major ethical concerns (slides).
3. Case‑study analysis (12'): Small groups examine a GM crop handout, list benefits and risks, and record findings.
4. Stakeholder role‑play (15'): Groups receive role cards and simulate a public hearing, presenting arguments.
5. Structured debate (10'): Whole‑class pro/anti GMO debate using the provided framework and evidence checklist.
6. Poster design (8'): Students create a quick infographic on “Informed Choice: GMO Labeling” to display.
7. Exit ticket (5'): Write one ethical issue and one piece of evidence supporting their stance.

Recap how ethical, environmental, and social factors intersect in decisions about GMOs. Collect exit tickets to gauge understanding. For homework, assign a 200‑word position statement on GMO labeling, citing at least two credible sources.