by Althea Manasan
Strategies/Skills Used
Reading Strategy 1: Access background knowledge.
Reading Strategy 2: Predict what will be learned or what will happen.
Reading Strategy 6: Connect what you read with what you already know.
Reading Strategy 8: Extract information from text, charts, graphs, maps and illustrations.
Reading Strategy 11: Make inferences and draw conclusions.
Reading Strategy 12: Reflect and respond.
TEACHING THE ACTIVITY: PRE-READING
(1) For a week prior to the activity, have students chart/list their food intake in their Response Logs/Reflective Journal.
(2) Distribute the Vocabulary Awareness Chart 1 Graphic Organizer.
(3) Introduce the concept of biotechnologies with the Intro/Term PowerPoint and allow time for students to complete their individual awareness chart with terminology featured at the end of the PowerPoint.
(4) Ask students to write their pre-questions, concerns and knowledge about a topic in their Response Logs/Reflective Journal.
TEACHING THE ACTIVITY: DURING READING
(5) Begin to read, pausing after “studies from the mid- to late-2000s suggested that a majority of people in Canada have no strong views on the matter…” Have students write their first response in their Response Logs/Reflective Journal.
(6) Continue reading, pausing after “the apathy or lack of information…” Have students write their second response in their Response Logs/Reflective Journal.
(7) Continue reading, pausing after “assessing the risks…” Have students write their third response in their Response Logs/Reflective Journal.
TEACHING THE ACTIVITY: POST-READING
(8) Use log entries to guide a discussion, summarize a lesson, express opinions, clarify and/or summarize.
(9) Have students complete the Know-Wonder-Learn Graphic Organizer to assist further inquiry on the topic. Use the Know-Wonder-Learn process.
TEACHING THE ACTIVITY: POST-READING EXTENSION
(10) Students can begin researching which of their foods from their weekly intake may contain GMOs.