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Science's Double Edge

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Lesson Plan

Science's Double Edge Lesson Plan

Students will analyze argumentative and procedural texts to understand how scientific advancements can be both helpful and harmful, building vocabulary and comprehension skills along the way.

Understanding the dual nature of scientific progress helps students think critically about the world around them and develop informed opinions on complex issues, which is crucial for becoming engaged citizens.

Audience

4th Grade Students

Time

5 sessions, 30 minutes each (150 minutes total)

Approach

Through daily focused activities, students will explore vocabulary, text features, author's point of view, and text structure.

Materials

Day 1 Warm-Up: Word Detectives, Day 1 Worksheet: Vocabulary Match-Up, Day 1 Answer Key: Vocabulary Match-Up, Day 2 Warm-Up: Feature Finders, Day 2 Reading: The Battle Against Pests (A, O, ELL, B), Day 2 Worksheet: Text Feature Hunt, Day 2 Answer Key: Text Feature Hunt, Day 3 Warm-Up: Map Your Mind, Day 3 Reading: A New Kind of Corn, Day 3 Activity: Heading Scavenger Hunt, Day 4 Warm-Up: Point of View Ponderings, Day 4 Reading: A New Kind of Corn, Day 4 Worksheet: Author's POV Chart, Day 4 Answer Key: Author's POV Chart, Day 5 Warm-Up: Structure Sleuths, Day 5 Reading: The Pick of the Patch, Day 5 Activity: Crafting Our Own Garden, Cool Down: Science's Story, Slide Deck: Science's Double Edge, and Script: Science's Double Edge

Prep

Review Materials and Differentiate

30 minutes

Step 1

Day 1: Vocabulary & Greek Roots (30 minutes)

30 minutes

  • Warm-Up (5 min): Begin with Day 1 Warm-Up: Word Detectives to introduce new vocabulary words: 'advancements,' 'agriculture,' 'characteristics,' 'concerns,' 'disagreed,' 'inherit,' 'prevalent,' 'resistance.' Use Slide 2 and the Script.
    - Direct Instruction (10 min): Introduce the Greek roots strategy using the Slide Deck and Script. Explain how Greek roots can help decipher new words. Model breaking down a word like 'agriculture' (agri- field, cult- grow).
    - Activity (10 min): Students complete Day 1 Worksheet: Vocabulary Match-Up, matching vocabulary words to their definitions and identifying possible Greek roots. Circulate and provide support.
    - Wrap-up (5 min): Review answers using Day 1 Answer Key: Vocabulary Match-Up and briefly discuss the essential question for the week, connecting it to how understanding words helps us understand complex ideas. Use Slide 3.

Step 2

Day 2: Text Features - 'The Battle Against Pests' (30 minutes)

30 minutes

  • Warm-Up (5 min): Use Day 2 Warm-Up: Feature Finders to activate prior knowledge about text features. Use Slide 4 and the Script.
    - Read Aloud/Guided Reading (15 min): Introduce the text 'The Battle Against Pests' (differentiated passages for A, O, ELL, B levels). Read aloud the 'O' level passage, modeling how to identify and use headings and maps to understand the content. Students follow along with their respective passages. Pause to discuss how features help comprehension.
    - Activity (5 min): Students work on Day 2 Worksheet: Text Feature Hunt, identifying and describing the purpose of headings and maps in their differentiated texts. Encourage them to explain how these features help them understand the information.
    - Wrap-up (5 min): Discuss findings as a class. Use Day 2 Answer Key: Text Feature Hunt to review. Emphasize how text features are tools for understanding complex information. Use Slide 5.

Step 3

Day 3: Deep Dive into Maps and Headings - 'A New Kind of Corn' (30 minutes)

30 minutes

  • Warm-Up (5 min): Start with Day 3 Warm-Up: Map Your Mind to connect to previous learning on text features. Use Slide 6 and the Script.
    - Guided Reading & Discussion (15 min): Distribute 'A New Kind of Corn'. Focus on specific maps and headings within the text. Model how to interpret a map and how headings guide the reader through an argumentative text. Discuss how these features highlight key arguments or information about the science advancements.
    - Activity (5 min): Students complete Day 3 Activity: Heading Scavenger Hunt. They will find a specific heading and explain what they expect to learn under that heading, then confirm by reading the section.
    - Wrap-up (5 min): Share discoveries and discuss how maps and headings help organize information and make arguments clearer, especially when dealing with potentially helpful or harmful scientific topics. Use Slide 7.

Step 4

Day 4: Author's Point of View - 'A New Kind of Corn' (30 minutes)

30 minutes

  • Warm-Up (5 min): Engage students with Day 4 Warm-Up: Point of View Ponderings to set the stage for understanding perspective. Use Slide 8 and the Script.
    - Direct Instruction (10 min): Review 'A New Kind of Corn'. Explain what author's point of view means in an argumentative text (RI.4.8). Model how to identify evidence of the author's stance on whether 'A New Kind of Corn' (genetically modified corn) is helpful or harmful. Focus on specific phrases and claims.
    - Activity (10 min): Students complete Day 4 Worksheet: Author's POV Chart. They will identify the author's point of view and provide evidence from the text to support it. Discuss differentiation strategies for students who need more support.
    - Wrap-up (5 min): Discuss student findings using Day 4 Answer Key: Author's POV Chart. Emphasize that authors use evidence to persuade readers. Connect back to the essential question: how does the author present the helpful/harmful aspects? Use Slide 9.

Step 5

Day 5: Author's Craft & Procedural Text Structure - 'The Pick of the Patch' (30 minutes)

30 minutes

  • Warm-Up (5 min): Begin with Day 5 Warm-Up: Structure Sleuths to transition to understanding procedural text. Use Slide 10 and the Script.
    - Interactive Read Aloud/Guided Reading (15 min): Read 'The Pick of the Patch' (procedural text). Discuss the characteristics of a procedural text (steps, sequence, clear instructions). Analyze how the author uses text structure (e.g., numbered lists, chronological order) to explain how to make an organic garden, linking back to the idea of scientific 'advancements' in agriculture. Compare and contrast with the argumentative text from previous days.
    - Activity (5 min): Students engage in Day 5 Activity: Crafting Our Own Garden. In pairs, they will create a short set of procedural instructions for a simple task, focusing on clear steps.
    - Cool Down (5 min): Conclude the lesson with Cool Down: Science's Story for reflection on the essential question and the week's learning. Use Slide 11.
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Slide Deck

Science's Double Edge: Helpful or Harmful?

Essential Question:
In what ways can advances in science be helpful or harmful?

Welcome students and introduce the overarching theme. Briefly explain that science has impacts, both good and bad, and we'll be exploring that this week. Introduce the Essential Question.

Day 1: Word Detectives!

Vocabulary Words:

  • advancements
  • agriculture
  • characteristics
  • concerns
  • disagreed
  • inherit
  • prevalent
  • resistance

Introduce the vocabulary words for the week. Encourage students to think about what these words might mean in the context of scientific advancements.

Vocabulary Wrap-Up

Great job, word detectives!
How can understanding these words help us explore science?

Recap the vocabulary and Greek roots strategy. Prompt students to consider how these words might appear in discussions about science.

Day 2: Feature Finders!

What are text features?
How do they help us read and learn?

Ask students what they already know about text features. Guide them to think about how different features help them understand what they read.

Text Features Recap

Maps and headings are like road signs for your brain!
They guide you through the text.

Summarize the importance of text features, specifically maps and headings, in understanding informational texts.

Day 3: Maps & Headings

How do maps show us where and what?
How do headings help us navigate ideas?

Transition to focusing specifically on maps and headings within the context of scientific articles. Explain how they organize complex information.

Maps & Headings Summary

These features help us understand:
- Where things are happening (maps)
- What each section is about (headings)

Reinforce the idea that maps and headings help in understanding the main ideas and supporting details in a text, especially in science.

Day 4: Point of View Ponderings

What is an author's point of view?
Why is it important to know?

Introduce the concept of author's point of view. Ask students to think about how different people might see the same scientific advancement differently.

Point of View Reflection

Authors use words and facts to show their feelings and beliefs.
How did the author make you think about science's impact?

Discuss how authors use evidence to support their point of view. Emphasize the connection to the essential question about helpful or harmful impacts.

Day 5: Structure Sleuths!

What makes a 'how-to' guide easy to follow?
How does an author organize steps?

Introduce the idea of text structure, specifically procedural text. Ask students what they expect from instructions or a 'how-to' guide.

Cool Down: Science's Story

Think about our essential question:
In what ways can advances in science be helpful or harmful?
What is one new thing you learned this week?

Provide a prompt for students to reflect on the entire week's learning, connecting it back to the essential question. This serves as the cool-down activity.

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Script

Science's Double Edge Script

## Day 1: Vocabulary & Greek Roots

Teacher: "Good morning, everyone! Welcome to 'Science's Double Edge.' This week, we're going to become detectives, investigating how science can be both super helpful and sometimes a little harmful. Our big question for the week is: 'In what ways can advances in science be helpful or harmful?' Let's keep that question in mind as we explore different texts and ideas. (Display Slide 1)."

Teacher: "Today, we're going to start by building our vocabulary. Think of yourselves as 'Word Detectives' today! (Display Slide 2). We have some important words that will help us understand our readings this week: 'advancements,' 'agriculture,' 'characteristics,' 'concerns,' 'disagreed,' 'inherit,' 'prevalent,' and 'resistance.' Does anyone recognize any of these words? What do you think they might mean?"

(Allow time for student responses, guiding them to infer meaning.)

Teacher: "Now, let's learn a cool trick for figuring out new words: Greek Roots! Many English words have parts that come from ancient Greek. Knowing these roots can unlock the meaning of many words. For example, let's look at 'agriculture.' 'Agri' means field, and 'cult' means grow or cultivate. So, agriculture is about growing things in fields! Pretty neat, right?"

Teacher: "Your mission, should you choose to accept it, is to complete the Day 1 Worksheet: Vocabulary Match-Up. You'll match the words to their definitions and see if you can spot any Greek roots. I'll be around to help!"

(Distribute worksheets. Monitor and assist students. After about 10 minutes, gather attention.)

Teacher: "Alright, word detectives, let's go over our answers using the Day 1 Answer Key: Vocabulary Match-Up. (Review answers as a class). Fantastic work! How do you think understanding these words will help us answer our big essential question this week? (Display Slide 3)."

(Facilitate a brief discussion.)

## Day 2: Text Features - 'The Battle Against Pests'

Teacher: "Hello, 'Feature Finders!' Yesterday, we sharpened our vocabulary skills. Today, we're going to become experts at finding clues within texts called text features. (Display Slide 4). What are some text features you already know? Think about books or articles you've read. How do they help you?"

(Allow students to share examples like bold words, pictures, captions.)

Teacher: "Today, we're focusing on two super important features: maps and headings. These are like road signs that help us navigate an article. We're going to read a text called 'The Battle Against Pests.' I have different versions of this text, so everyone has one that's just right for them. (Distribute differentiated 'The Battle Against Pests' readings)."

Teacher: "I'm going to read the 'On Grade Level' passage aloud, and I want you to follow along with your own text. As I read, I'll show you how I use the maps and headings to understand what the text is about. Pay close attention to how they help me figure out the main idea of each section and where things are happening."

(Read aloud, pausing to point out headings and maps. For example: "Here's a heading, 'The Problem with Pests.' What do you think this section will be about?" or "Look at this map. What does it show us? How does it help us understand the problem mentioned in the heading?")

Teacher: "Now it's your turn! On your Day 2 Worksheet: Text Feature Hunt, I want you to find at least one heading and one map in your passage. For each one, tell me what it is, and most importantly, how it helped you understand the text."

(Students work on worksheets. Monitor and assist.)

Teacher: "Time to share our finds! (Call on students to share examples from their worksheets, using Day 2 Answer Key: Text Feature Hunt to guide discussion). Excellent job using those text features! Remember, maps and headings aren't just there to look pretty; they're powerful tools to help us learn. (Display Slide 5)."

## Day 3: Deep Dive into Maps and Headings - 'A New Kind of Corn'

Teacher: "Good morning, everyone! Ready to 'Map Your Mind' today? (Display Slide 6). Yesterday, we talked about how maps and headings help us with our reading. Today, we're going to take an even closer look at them in a new article, 'A New Kind of Corn.'"

(Distribute 'A New Kind of Corn'.)

Teacher: "This article talks about some new ideas in farming. Let's look at some of the maps and headings together. (Point to a specific map). What information does this map give us? How does it relate to the topic of new kinds of corn? (Guide students to interpret the map's legend and context.)"

Teacher: "Now let's find a heading. (Point to a heading). What do you predict this section will be about just by reading the heading? Let's read the first paragraph under it to see if our prediction was correct."

(Read and discuss, showing how headings provide an organizational structure for arguments.)

Teacher: "For your activity today, you'll go on a Day 3 Activity: Heading Scavenger Hunt! Find a heading that really catches your eye. Write down that heading, then explain what you expect to learn from that section. After that, read the section and tell us if your prediction was right and what you actually learned."

(Students work individually or in pairs. Monitor and assist.)

Teacher: "Let's hear some of your awesome heading discoveries! (Call on students to share). Fantastic! You're all becoming experts at using these features to understand complex texts. How did the maps and headings help you understand the arguments about 'A New Kind of Corn'? (Display Slide 7)."

(Facilitate a brief discussion.)

## Day 4: Author's Point of View - 'A New Kind of Corn'

Teacher: "Hello, 'Point of View Ponderers!' (Display Slide 8). Imagine you and your friend both saw a new invention. You might think it's the best thing ever, but your friend might think it's dangerous. You both have different points of view. Today, we're going to think about the author's point of view in 'A New Kind of Corn.'"

Teacher: "When an author writes an argumentative text, they're trying to convince you of something. They have a specific opinion or belief. Our job is to figure out what that opinion is and what evidence they use to support it. Let's revisit 'A New Kind of Corn.' Do you think the author believes this new corn is mostly helpful, mostly harmful, or a bit of both?"

(Guide students to reread sections, looking for loaded language, statistics, or examples that reveal the author's stance. For instance, if the author uses words like 'remarkable breakthrough' or 'dangerous risks.')

Teacher: "Now, you're going to become 'POV Pros'! On your Day 4 Worksheet: Author's POV Chart, you'll identify the author's point of view about 'A New Kind of Corn' and find at least two pieces of evidence from the text that support your idea. Remember, the text should 'prove' your answer!"

(Students work on worksheets. Circulate, offering support. For differentiation, you might provide sentence starters or highlight specific paragraphs for struggling students.)

Teacher: "Let's discuss what you found! (Call on students to share their identified point of view and supporting evidence, using Day 4 Answer Key: Author's POV Chart to review). Great job finding that evidence! Why is it important to know an author's point of view when reading about something like scientific advancements? (Display Slide 9)."

(Facilitate a brief discussion about bias and critical reading.)

## Day 5: Author's Craft & Procedural Text Structure - 'The Pick of the Patch'

Teacher: "Welcome, 'Structure Sleuths!' (Display Slide 10). We've looked at argumentative texts this week, but authors can organize information in many different ways. Today, we're going to explore a different kind of text structure: procedural text."

Teacher: "Think about a recipe or instructions for building a toy. What makes them easy to follow? (Allow students to suggest steps, clear language, order). Exactly! Procedural texts give us steps to do something. We're going to read 'The Pick of the Patch,' which is about 'Making an Organic Garden.' (Distribute 'The Pick of the Patch')."

Teacher: "As I read, let's pay attention to how the author tells us how to do something. What kind of words do they use? How do they order the information? (Read aloud, emphasizing signal words like 'first,' 'next,' 'then,' and numbered lists)."

Teacher: "Notice how the author's craft here is to make the steps super clear. This is different from 'A New Kind of Corn,' which was trying to persuade us. This text is just giving us directions!"

Teacher: "Now, for our activity, you'll get to be the authors! In pairs, you're going to do Day 5 Activity: Crafting Our Own Garden. You'll write a short set of instructions for a simple task, like 'How to Make a Paper Airplane' or 'How to Tie Your Shoes.' Focus on making your steps really clear!"

(Students work in pairs. Monitor and assist.)

Teacher: "Great job with your procedural texts! Now, let's bring it all together. For our cool-down, I want you to think about our essential question: 'In what ways can advances in science be helpful or harmful?' (Display Slide 11). Write down one new thing you learned this week about science, or about how authors write about science, on your Cool Down: Science's Story slip."

(Collect cool-down slips.)

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Warm Up

Day 1 Warm-Up: Word Detectives

Instructions: Below are some of our new vocabulary words for the week. Take a moment to read each one. In your own words, write down what you think each word means. Don't worry about being perfectly correct, just give it your best guess!

1. Advancements:



2. Agriculture:



3. Characteristics:



4. Concerns:



5. Disagreed:



6. Inherit:



7. Prevalent:



8. Resistance:



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Worksheet

Day 1 Worksheet: Vocabulary Match-Up

Part 1: Match the Words
Match each vocabulary word from the box to its correct definition. Write the letter of the definition next to the word.

Vocabulary Words:
1. Advancements ____
2. Agriculture ____
3. Characteristics ____
4. Concerns ____
5. Disagreed ____
6. Inherit ____
7. Prevalent ____
8. Resistance ____

Definitions:
A. To receive something from parents or ancestors.
B. Common or widespread in a particular area or at a particular time.
C. The science or practice of farming.
D. Worries or anxieties.
E. The act of moving forward or making progress.
F. Features or qualities that make something recognizable.
G. The ability to not be affected by something.
H. Had a different opinion; failed to agree.


Part 2: Greek Roots Detective
Look at the word agriculture. We learned that 'agri-' means field and 'cult' means grow. Can you think of another word that might use the root 'agri'? What about 'cult'? How do these roots help you understand the words?

Word with 'agri':



How it helps:



Word with 'cult':



How it helps:



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Answer Key

Day 1 Answer Key: Vocabulary Match-Up

Part 1: Match the Words

1. Advancements E
Thought Process: Advancements relate to progress or moving forward.
2. Agriculture C
Thought Process: Agriculture is directly related to farming and growing crops.
3. Characteristics F
Thought Process: Characteristics are distinguishing features or qualities.
4. Concerns D
Thought Process: Concerns are worries or anxieties about something.
5. Disagreed H
Thought Process: To disagree means to have a different opinion.
6. Inherit A
Thought Process: To inherit is to receive something from family or previous generations.
7. Prevalent B
Thought Process: Prevalent describes something that is common or widespread.
8. Resistance G
Thought Process: Resistance is the ability to withstand or not be affected by something.


Part 2: Greek Roots Detective

Note: Student answers may vary, but here are some examples.

Word with 'agri': Agronomy
How it helps: 'Agronomy' means the science of soil management and crop production, directly connecting to 'field' and 'growing' which are parts of agriculture.

Word with 'cult': Cultivate
How it helps: 'Cultivate' means to prepare and use land for crops or gardening, or to try to acquire or develop a skill. Both meanings relate to growing or developing something, similar to the 'cult' in agriculture.

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Warm Up

Day 2 Warm-Up: Feature Finders

Instructions: Think about a non-fiction book or article you've read. What were some of the special parts of the page (not the main story) that helped you understand the information? List at least two text features and explain how each one helped you.

1. Text Feature:

How it helped me:



2. Text Feature:

How it helped me:



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Reading

The Battle Against Pests

## The Tiny Invaders
Pests are unwanted insects, animals, or plants that can cause damage to crops, homes, or even carry diseases. Farmers often face big challenges trying to protect their food from these tiny invaders. For centuries, people have been trying to find ways to keep pests away. Early methods included using natural predators or certain plants that pests didn't like.

## New Advancements in Pest Control
As science has advanced, so have our ways of battling pests. One major advancement has been the creation of pesticides. Pesticides are special chemicals designed to kill or control pests. They can be sprayed on crops to stop insects from eating them or used in homes to get rid of ants or termites. Farmers who use pesticides often see their crops grow bigger and healthier, which means more food for everyone.

## The Map of Pest Concerns
Below is a map showing areas where certain crop-damaging pests are most prevalent. This information helps scientists and farmers understand where to focus their efforts in pest control.

(Imagine a simple map here with shaded regions, perhaps labeled 'Corn Borer Prevalence' or 'Aphid Hotspots' with a legend showing levels of prevalence. Since I cannot generate images, please visualize this.)

Map Legend:
- Light Green: Low Pest Prevalence
- Medium Green: Medium Pest Prevalence
- Dark Green: High Pest Prevalence

## Concerns About Pesticides
While pesticides can be very helpful, there are also concerns. Some people worry that these chemicals can be harmful to other animals, like bees or birds, if not used carefully. There are also concerns about what happens when people eat food that has been sprayed with pesticides. Scientists are always studying these concerns to make sure pesticides are safe and used responsibly.

Another concern is resistance. Just like how our bodies can build up resistance to certain medicines, pests can sometimes become resistant to pesticides. This means the pesticide stops working as well, and scientists have to find new ways to fight the pests. This is why advancements in pest control are always evolving, with scientists working to find solutions that are both effective and safe for the environment and people.

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Worksheet

Day 2 Worksheet: Text Feature Hunt

Instructions: Read 'The Battle Against Pests.' As you read, look for maps and headings. Answer the questions below.

1. Find a Heading: Write down one heading you found in the article.
Heading:



2. What did that Heading tell you? In your own words, explain what you expected to learn in the section under that heading.
My Expectation:





3. Find a Map: Describe the map you found in the article.
Description of Map:



4. How did that Map help you? Explain what the map showed you and how it helped you understand the information in the article better.
How it helped:





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Answer Key

Day 2 Answer Key: Text Feature Hunt

Instructions: Read 'The Battle Against Pests.' As you read, look for maps and headings. Answer the questions below.

Note: Student answers may vary slightly based on their chosen heading and interpretation.

1. Find a Heading: Write down one heading you found in the article.
Example Answer: "Concerns About Pesticides"

2. What did that Heading tell you? In your own words, explain what you expected to learn in the section under that heading.
Example Answer: I expected to learn about the problems or worries people have when pesticides are used.

3. Find a Map: Describe the map you found in the article.
Example Answer: The map showed different shades of green across an area, with a legend telling me what each shade meant for 'Pest Prevalence.'

4. How did that Map help you? Explain what the map showed you and how it helped you understand the information in the article better.
Example Answer: The map helped me see which parts of an area had more pests and which had fewer. It made it easier to understand where the pest problems were the biggest, which is important for understanding where farmers might use more pesticides.

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Warm Up

Day 3 Warm-Up: Map Your Mind

Instructions: Yesterday, we explored maps and headings. Briefly explain in your own words how a map in a text can help you understand information, and how a heading helps you know what's coming next.

How a map helps:




How a heading helps:




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Reading

A New Kind of Corn

## The Problem: Feeding Our World
For thousands of years, farmers have grown corn. It's a vital food source for people and animals all over the world. But growing enough corn can be a challenge. Pests, diseases, and bad weather can destroy crops, leading to less food and higher prices. Scientists have long searched for ways to make corn stronger and produce more.

## A Scientific Solution: Genetically Modified Corn
In recent decades, a new scientific advancement called genetic modification has emerged. Scientists can now take genes from one organism and add them to another. For corn, this has meant creating varieties that are resistant to certain pests or can tolerate herbicides (chemicals that kill weeds). This 'new kind of corn' can grow stronger, even when facing challenges that would have destroyed older corn varieties.

## Global Adoption of GM Corn
The map below shows the widespread adoption of genetically modified (GM) corn around the world. Countries shaded darker green grow a larger percentage of GM corn.

(Imagine a world map here, with some countries like the USA, Brazil, Argentina, India, and Canada shaded darker green, indicating higher adoption of GM corn. Other countries would be lighter green.)

Map Legend:
- Light Green: Low/No GM Corn Adoption
- Dark Green: High GM Corn Adoption

## Benefits for Farmers and Consumers
Farmers who plant this new kind of corn often see many benefits. They might use fewer pesticides because the corn is naturally resistant to insects. This can save them money and be better for the environment. Stronger crops mean bigger harvests, which can help feed more people and keep food affordable. Many people believe these advancements are essential for feeding the growing global population.

## Concerns and Disagreements
However, not everyone agrees that genetically modified corn is entirely beneficial. Some people have concerns about the long-term effects on human health. They worry that eating GM corn might cause allergies or other problems, even though scientific studies have largely shown it to be safe. Environmental groups sometimes worry about the impact on biodiversity or the creation of 'superweeds' that become resistant to herbicides.

These disagreements highlight the complex nature of scientific advancements. While they offer promising solutions, it's important to consider all the characteristics and potential concerns. Scientists continue to study and debate the best ways to use these powerful new tools in agriculture responsibly.

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Activity

Day 3 Activity: Heading Scavenger Hunt

Instructions: Reread 'A New Kind of Corn.' Find a heading that you think looks interesting. Write it down below. Then, before you read the section under that heading, write down what you predict you will learn. After that, read the section and write down what you actually learned.

Heading I Chose:



My Prediction (What I thought I would learn):





What I Actually Learned:





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Warm Up

Day 4 Warm-Up: Point of View Ponderings

Instructions: Imagine two friends are talking about a new type of video game. One friend thinks it's amazing and fun. The other friend thinks it's boring and a waste of time. What does each friend's 'point of view' mean in this situation?

Friend 1's Point of View:



Friend 2's Point of View:



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Worksheet

Day 4 Worksheet: Author's POV Chart

Instructions: Reread 'A New Kind of Corn.' What is the author's main point of view or opinion about genetically modified corn (the 'new kind of corn')? Is the author mostly positive, mostly negative, or balanced? Then, find at least two pieces of evidence (sentences or phrases) from the text that support your answer.

Author's Point of View (Circle one):
Mostly Positive & Helpful
Mostly Negative & Harmful
Balanced (Shows both helpful and harmful)

Evidence from the Text:

1. Evidence 1: "





"

Explanation: How does this sentence show the author's point of view?





2. Evidence 2: "





"

Explanation: How does this sentence show the author's point of view?





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Answer Key

Day 4 Answer Key: Author's POV Chart

Author's Point of View (Circle one):
Balanced (Shows both helpful and harmful)

Thought Process: The article presents both the benefits ('Benefits for Farmers and Consumers') and the drawbacks ('Concerns and Disagreements') of GM corn, indicating a balanced perspective rather than a strong positive or negative stance. It uses phrases like 'not everyone agrees' and 'highlight the complex nature' to show this balance.

Evidence from the Text:

1. Evidence 1: "Farmers who plant this new kind of corn often see many benefits. They might use fewer pesticides because the corn is naturally resistant to insects. This can save them money and be better for the environment. Stronger crops mean bigger harvests, which can help feed more people and keep food affordable."

Explanation: This section highlights the positive, helpful aspects of GM corn for both farmers and consumers, showing the author acknowledges the benefits.

2. Evidence 2: "However, not everyone agrees that genetically modified corn is entirely beneficial. Some people have concerns about the long-term effects on human health... Environmental groups sometimes worry about the impact on biodiversity or the creation of 'superweeds' that become resistant to herbicides."

Explanation: This section directly addresses the concerns and disagreements, presenting the potential harmful or negative impacts and showing that the author is considering multiple perspectives.

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Warm Up

Day 5 Warm-Up: Structure Sleuths

Instructions: Imagine you are trying to teach someone how to make a peanut butter and jelly sandwich. What is the most important thing you need to do when giving instructions so they can make it correctly?

Most important thing for instructions:



Why it's important:



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