A. Engage the Learner - W.8.8 (5 minutes)

• Repeated routine: As students arrive, invite them to complete Entrance Ticket: Unit 2, Lesson 2.

• Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons.

• With students' support, record the meaning of credibility (being believable), which comes up in the first learning target, to the academic word wall, and the meaning of search terms (a word or combination of words entered into a search engine in order to specify a particular thing to be searched for on the World Wide Web) to the domain-specific word wall, with translations in students' home languages. Write synonyms or sketch a visual above the words to scaffold students' understanding.

• Invite students to record the words in their vocabulary logs. Prompt students to use the words in new sentences by either writing these sentences down or thinking of these sentences silently, then sharing with a partner. Add any relevant notes to the vocabulary strategies on the Close Readers Do These Things anchor chart.

A. Research Mini Lesson: Search Terms and Credibility of Sources - W.8.8 (15 minutes)

• Review the learning targets relevant to the work to be completed in this section of the lesson:

"I can assess the credibility of digital sources while conducting research."

"I can use search terms effectively to gather information from digital sources."

• Remind students that in this lesson, they will answer the central research question:

  • "How do GMOs influence our access to healthy food?"

• Display the Researcher's Toolbox handout, and instruct students to retrieve their copies.

• Focus students on "Choose and Use Credible Internet Sources."

• Use the mini lesson from "Determine the Credibility of Sources" in the Research Mini Lessons (for teacher reference) to guide students through choosing credible sources.

• Explain to students that the internet is wide open, and anyone can publish anything on the World Wide Web. As a result, we cannot assume that every online source is credible. Tell students that as they conduct research, they will determine the credibility of each source and they will use the criteria in their toolbox as a guide. Remind students that credibility means being believable.

• Ask volunteers to read each bullet aloud.

• With students' support, record the meaning of bias (the support or opposition of a particular person or thing in an unfair way, because of personal feelings) on the academic word wall, with the translation in students' home languages. Write synonyms or sketch a visual above the word to scaffold students' understanding.

• Invite students to record the word in their vocabulary logs. Prompt students to use the word in a new sentence by either writing it down or thinking of this sentence silently, then sharing with a partner. Add any relevant notes to the vocabulary strategies on the Close Readers Do These Things anchor chart.

• Display "To GMO or NOT to GMO?" from the previous lesson, and ask students to retrieve their copies. Tell students that they will use this text to practice determining the credibility of a source.

• Organize students into triads.

• Instruct students to use the criteria for credibility to determine the credibility of this text.

• Think-Triad-Share:

"Is this source credible? Why or why not?" (Responses will vary, but may include: publisher is a children's magazine, published in 2014 so not too out of date, presents both sides, one of the authors published ninety children's books.)

• Display the Access to Healthy Food Research: GMOs note-catcher, and instruct students to retrieve their copies. Explain to students that since they have determined that the source is credible, they can add to their notes by explaining why the source is credible. Tell students that as they work with other sources, they will need to determine the credibility of each source before using it and will record notes about it in their note-catcher.

• Model how to record the credibility of a source in the appropriate column for "To GMO or NOT to GMO?" as students share their responses. Instruct students to follow along by recording the explanation of credibility in their note-catcher. If students need additional support or practice, display several different sources, some that are credible and others that are not. Ask students to identify if the source is credible. If the source is credible, ask students to explain why it is a credible source.

• Group students strategically into pairs, and explain that each pair will work together to conduct internet research in this lesson and the next.

• Distribute devices for students to conduct internet research. Instruct students to find a search engine (such as Google).

• Model brainstorming and use search terms or keywords to find sources to answer the research question (e.g., "GMOs," "genetically modified foods," "genetic engineering"). If students have a lot of experience with online research, teach them advanced search tricks, or have a knowledgeable student do so. If students are new to using a search engine for research, teach them the basics of brainstorming and refining search terms or keywords.

• Instruct students to type one of the search terms or keywords into the search bar. Scan the results to see if any look like they will help answer the research question and if they come from credible sources. If not, model how to use more specific search terms or keywords, or use more advanced search tools. If necessary, provide a list of keywords students can use to answer their research questions.

• Repeated routine: Invite students to reflect on their progress toward the learning targets.

MEETING STUDENTS' NEEDS 

To build on the work during the Mini Language Dive in Lesson 1, invite students to find examples of infinitives and gerunds and passive voice in the "To GMO or NOT to GMO?" article. Students can discuss the function of each verbal and the particular effects achieved by using passive voice. To extend this work further, students can experiment with changing sentences written in passive voice to active voice, and vice versa, and discuss the differences in meaning created by each.

In Work Time A, discuss and practice the concepts outlined on the Researcher's Toolbox. In advance, select two or three internet sources to use for practice with each category on this handout:

Quote Accurately: Work as a whole class or have students work in pairs or small groups to practice quoting from credible sources.

Cite Sources: Work as a whole class or have students work in pairs or small groups to practice paraphrasing from credible sources.

Choose and Use Credible Internet Sources: Display the two or three internet sources for the class, and discuss whether they are credible based on the criteria provided. Be sure to include at least one noncredible source to help students see what kinds of sources are not acceptable for academic research.

B. Research GMOs and Track Access to Healthy Food - W.8.7 (20 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

"I can conduct research to answer a question about how GMOs influence our access to healthy food."

• Display the Researchers Do These Things anchor chart. Read through the steps listed. Remind students to use these steps that they followed in Module 1 when they conducted research on Latino folklore.

• Display the Additional Focus Questions: GMOs anchor chart, and remind students that they collected additional related focused questions about the topic in the previous lesson. Have students read aloud these questions chorally to review.

• Turn and Talk:

"Which question will you focus on in your research?" (Answers will vary.)

• Consider assigning each pair of students a different question from the anchor chart so students will offer different responses during the partner share in the closing.

• Instruct students to begin.

• Remind students to gather their evidence, sources, and research findings in their Access to Healthy Food Research: GMOs note-catcher as they track how GMOs influence our access to healthy food.

• Circulate and support students as they conduct their research. Ensure that students are using the research skills on search terms and assessing the credibility of sources from the mini lesson in Work Time A, as well as the skills of quoting and paraphrasing evidence and citing sources from the previous lesson. Identify common issues to inform the research mini lessons students might need in the next lesson.

• Repeated routine: Invite students to reflect on their progress toward the learning target.

MEETING STUDENTS' NEEDS 

To build on the work during the Mini Language Dive in Lesson 1, invite students to find examples of infinitives and gerunds and passive voice in the "To GMO or NOT to GMO?" article. Students can discuss the function of each verbal and the particular effects achieved by using passive voice. To extend this work further, students can experiment with changing sentences written in passive voice to active voice, and vice versa, and discuss the differences in meaning created by each.

A. Partner Share - SL.8.1 (5 minutes)

• Refocus the whole class.

• Display the Access to Healthy Food Research: GMOs note-catcher.

• Instruct pairs to review their note-catcher and their research findings on how GMOs increase and decrease our access to healthy food. Ask pairs to share their research findings with the class.

• As students share, capture their responses on the Access to Healthy Food Research: GMOs note-catcher. Refer to the Access to Healthy Food Research: GMOs note-catcher (for teacher reference) for potential answers.

• Display the Additional Focus Questions: GMOs anchor chart.

• Think-Pair-Share:

"After conducting research with your partner what information did you find to answer your focused questions?" (Answers will vary, but may include: GMO corn possibly increases the amount of corn available, GMO canola oil has fewer trans fats than regular canola oil, New genes in some corn make it harder for harmful insects to survive, The New York Times reported in 2018 about a GMO called EnlistDuo, It is supposed to make crop plants more resistant to weed killing chemicals, however, it has been found to increase a cancer called non-Hodgkins lymphoma, Studies show that herbicide use [weed killers] has increased by 21% with GMO crops, The corn-based diet of cows makes them ill.)

• As students share, capture their responses on the Additional Focus Questions: GMOs anchor chart. Although students are engaged in independent research and the content might vary based on sources, refer to the Additional Focus Questions: GMOs anchor chart (example for teacher reference) for expected answers to the most relevant related questions about the topic in the early stages of research.

• As time allows, ask:

"What are some of the credible sources you cited in your research? How do you know they're credible sources?" (Responses will vary.)