Day 21: Grade 7 Science

Standards:

Indicator: 7.L.4A.6:  Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information.

I can statement:

I can construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information.

Essential Questions:

Why do farm animals differ so much from their closest relatives in the wild?

Resources:

School issued laptop

Microsoft PowerPoint

Student Handout (Flow Chart) OR Technology free alternative: Use the printed PowerPoint from Day 1. Use this information to help guide your thought process.

Activities:

Genetic Engineering Review Fill in the Review sheet as much as possible without using the PowerPoint from Day 1. Once you have tried your best, refer back to the PowerPoint to complete the Review Sheet.

Submission of Work:

Genetic Engineering Review Sheet

Day 22: Grade 7 Science

Standards:

Indicator: 7.L.4A.6:  Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information

I can statement:

I can construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information.

Essential Questions:

Is the use of genetically modified organisms beneficial to our world or are they a disaster in disguise?

Resources:

Wi-Fi Access

School issued laptop

Web Browser (Chrome, Firefox, MS Edge)

Student Handout OR Technology free alternative: Food Crisis in Zambia. Use this information to help guide your thought process.

Activities: The Good, The Bad, and the GMOs review

1. Complete the quiz (information/resource/article from Day 2) on the Good, the Bad, and the GMOs article.

Submission of Work:

1. The Good, the Bad, and the GMOs review

Day 24: Grade 7 Science

Standards:

Indicator: 7.L.4A.6:  Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information.

I can statement:

I can identify a specific career in biomedical research (that I am interested in), explain what their job description is, and why their career is important to society.

Essential Questions:

What career in biomedical research would be most appealing to you and why?

Resources:

Wi-Fi Access

School issued laptop

Web Browser (Chrome, Firefox, MS Edge)

Student Handout OR Technology free alternative: Look at the Brochure on Biomedical Research careers and answer questions on paper. Use this information to help guide your thought process.

Activities: Biomedical Careers Final Review Complete your final essay on the biomedical career of your choice. Use your brochure from day 4 if necessary.

Submission of Work:

Biomedical Career Essay

Day 23: Grade 7 Science

Standards:

Indicator: 7.L.4A.6:  Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information

I can statement:

I can gather and synthesize how humans have influenced the inheritance of desired traits in organisms

Essential Questions:

How have humans used artificial selection to influence dog breeds?

Resources:

Wi-Fi Access, Web Browser (Chrome, Firefox, MS Edge)

School issued laptop

Web Browser (Chrome, Firefox, MS Edge) OR Technology free alternative: Food Crisis in Zambia. Use this information to help guide your thought process.

Activities: Selective Breeding Final Review:

1. Complete the Frayer Model on Selective Breeding (Use information/article from Day 3)

Submission of Work:

1. Frayer Model

Day 25: Grade 7 Science

Standards:

Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs.

7.S.1A.4

I can statement:

I can analyze and interpret data from a variety of informational texts (Washington Post Simulation/Brain Pop), observations (Gizmo Simulation), measurements, or investigations using a range of methods to construct meaning. Students will …

Analyze the factors that contribute to the spread of a person-to-person disease.

Create a meaningful proposal on how the spread of a person-to-person disease can be slowed.

Essential Questions:

Is social distancing a scientific based response to the spread of an illness?

Resources:

Student Issued Laptop, Wi-Fi Brain-Pop Coronavirus Student Handout – Fears vs. Facts CDC – Coronavirus Disease 2019 – Centers for Disease Control and Prevention Why Outbreaks Like Coronavirus Spread Exponentially – Washington Post Simulation Gizmo – Disease Spread (check email for username and password) Gizmo Student Handout Student Handout – Flatten the Curve Or Technology Free Alternative Use the article to complete your assignment.

Activities: Part 1: Corona Virus Review and Reflection Answer the questions on the Corona Virus Review/Reflection Sheet

Submission of Work:

Students will submit their reading questions/answers and reflection.

Days 26-27: Grade 7 Science

Standards:

Use mathematical and computational thinking to … (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade level appropriate statistics to analyze data. 7.S.1A.5

I can statement:

The students will:

understand that the way a set of data is displayed influences its interpretation;

solve problems by collecting, organizing, displaying, and interpreting data;

select the appropriate representation (bar graph or X-Y plots) for presenting and displaying relationships among collected data and then justify the selection;

make inferences and convincing arguments based on an analysis of collected data.

Essential Question(s):

What are the potential benefits and drawback of representing data in a table or graphical form?

Resources:

Ocearch Shark Tracking System - https://www.ocearch.org/tracker/?list Discovery Education – Scatter Plot Skill Builder Student Handout PowerPoint Graph and Table Review

Activities: Graphing Review Complete the worksheets on graphing.

Submission of Work:

1. Graphing Review Worksheets

Day 24 Name: __________________

Biomedical Research Review Sheet

Direction: 1. Choose one career that you like most in the Biomedical Research Career

Opportunities Brochure.

2. Write an essay about your chosen career by using the guide questions below.

a. What are the things that you should do to prepare for your chosen career in

biomedical research?

b. How can you benefit from this career?

c. How can you help people with your chosen career?

Coronavirus (COVID-19)

What Is the Coronavirus (COVID-19)? At the end of 2019, a new type of coronavirus began making people sick

with flu-like symptoms. The illness is called coronavirus disease-19 — COVID-19 for short. The first cases were diagnosed in

people who had visited a market in China that sold live seafood and animals. The virus spreads easily and has now affected

people in many countries.

What Are the Signs & Symptoms of Coronavirus (COVID-19)?COVID-19 causes a fever, cough, and

trouble breathing. Symptoms are a bit like those people have with a cold or the flu. The virus can be more serious in some

people, and may lead to illnesses like pneumonia.

How Does Coronavirus (COVID-19) Spread? Experts are still investigating how COVID-19 spreads. In

general, coronaviruses spread through droplets sent into the air when people cough or sneeze. The virus can spread in

communities from one person to another, and through contact with surfaces that have germs on them.

Is the Coronavirus (COVID-19) Dangerous to Children? Experts are still learning about COVID-19, so we

don't have a lot of information about it yet. There are far fewer cases of the virus reported in children. Most of them caught

the infection from someone they lived with or a family member. The virus seems to cause a milder infection in children than

in adults or older people.

Call your doctor if your child or someone in your family has a fever, cough, or other flu-like symptoms. Tell the doctor if they

have been near someone with COVID-19 or lived in or traveled to an area where lots of people have the coronavirus. Make

sure your children have all their vaccinations. Protecting kids against illnesses like measles and the flu helps keep them out

of the doctor's office or hospital where they could be around other germs, including the coronavirus. Plus, kids who have

another infection may have a harder time getting better if they do get the coronavirus. It's not too late to get a flu shot!

How Is Coronavirus (COVID-19) Treated? Most people with COVID-19, including children, do not have serious

problems. They usually get better with rest and fluids. But it is important to keep kids with COVID-19 away from others who

may have a harder time with the virus. People who are very ill get care in a hospital with breathing help, IV fluids, and other

treatments.

How Can I Protect Myself From Coronavirus (COVID-19)? As with other viruses, the best ways

to protect yourself and your family are:

Avoid people who are sick. Since COVID-19 may be contagious before a person has any symptoms, avoid large

gatherings and busy places until the outbreak is under control.

Try to stay at least 6 feet (2 meters) away from someone who is coughing or sneezing.

Wash your hands well and often. Wash for at least 20 seconds with soap and water or use hand sanitizer with at

least 60% alcohol. Teach your kids to do the same.

Try not to touch your eyes, nose, and mouth.

Use a household cleaner or wipe to clean and disinfect surfaces and objects that people touch a lot.

Follow recommendations from your local health authority, especially if there are people with coronavirus in your

area.

Antibiotics can't treat viruses so they won't help with the coronavirus. Medicines for the flu don't work either because the

coronavirus is different from the flu virus.

Experts around the world are studying and tracking COVID-19 and are taking steps to prevent it from spreading. This means

identifying people who have the virus and anyone they come into contact with.

Where Can I Learn More About the Coronavirus (COVID-19)?

Check the Centers for Disease Control and Prevention (CDC) website for up-to-date, reliable information on COVID-19.

Reviewed by: Karen A. Ravin, MD

Date reviewed: March 2020

https://kidshealth.org/en/parents/coronavirus.html?view=ptr&WT.ac=p-ptr

Questions

1. Based on our previous discussions, how has information about this virus changed from when we initially

learned about it?

2. What ways can you get the virus?

3. What makes the disease spread so fast and so easily?

4. What makes the disease spread so fast and so easily?

5. What are some symptoms of the virus? What does it mean to be asymptomatic?

6. REFLECTION: After reading this article and learning that we will not physically return to Southeast Middle

School this academic year, how are you feeling about the Coronavirus?

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8.11C: Environmental Changes

© 2013 Rice University – All Rights Reserved

Reflect How do you respond to environmental changes? Maybe you wear different types of clothes in different seasons. Maybe you only ride your bike during certain times of the year. What if you moved to a much colder part of the world? You would probably need a new set of clothes for the new environment. You would probably have to change some of your daily routines and activities also. All organisms need to adapt to seasonal changes in their environment. And if the environment undergoes a long-term change, the organisms need to adapt to this new condition as well. In what ways are organisms able to adapt to the changing world?

Earth’s Major Ecosystems

ecosystem: all of the living and nonliving components in a specific area

pollination: the transfer of pollen (particles that carry male genetic material) from a male organ to a female organ of a flowering plant

Successful organisms are able to thrive in the conditions of the ecosystem in which they live. The three largest categories of ecosystems on Earth are terrestrial, marine, and freshwater. Each ecosystem has specific advantages and disadvantages for organisms. In all of these ecosystems, there are complex interactions and interdependencies among the living systems and the environment. Evidence of such interactions can be found by examining food webs. For example, in the food web on the right, several interactions and interdependencies are shown. The cacti and flowering plants in the ecosystem

use sunlight to produce their own food through photosynthesis. The butterflies depend on the flowering plants as a food resource. In turn, the butterflies help the plants with pollination, a process that must occur for flowering plants to reproduce. The lizards depend on the butterflies as a food source. The hawks and the snakes compete for a resource because both animals depend on the rats for food.

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8.11C: Environmental Changes

© 2013 Rice University – All Rights Reserved

Terrestrial ecosystems are the ecosystems found on land. These ecosystems are limited, to varying degrees, by the amount of water available. A few highly adapted desert organisms are able to store water for long periods of time. For example, cacti can store water in their large stems. However, most organisms that live on land are tied to water sources. They must stay close to water sources and travel if a water source they are using dries up. One advantage of terrestrial ecosystems is that the sunlight is not filtered through water. This more direct source of sunlight allows plants to photosynthesize more efficiently, which increases the food available for consumers. Marine ecosystems are the ecosystems found in salty water such as oceans, seas, and gulfs. Although water is not limited in these ecosystems, obtaining nutrients and food is sometimes challenging for the organisms that live in these ecosystems. Many marine organisms live closer to the surface of the water because there is more access to sunlight and nutrients. Coastal areas, where marine ecosystems meet land, are often heavily populated because rivers bring a source of nutrients. Freshwater ecosystems are those found in water with little salt content such as lakes, streams, ponds, and rivers. Freshwater ecosystems are generally smaller than marine ecosystems. This limits available habitats, the places in an ecosystem where organisms live. Because they have more shoreline, freshwater ecosystems generally have a more ready supply of nutrients than marine ecosystems. The soils along shorelines often contain a rich supply of nutrients that enter the freshwater and dissolve.

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8.11C: Environmental Changes

© 2013 Rice University – All Rights Reserved

Natural Changes in Environmental Conditions Organisms are adapted to the general conditions in their ecosystems. For example, land animals have legs for walking and many marine animals have fins or flippers for swimming. Environmental conditions in any ecosystem are not static, meaning they are continually changing. So organisms must also adapt to the changes that occur within their ecosystems. Seasonal environmental changes require organisms to continually adapt to changing conditions. Adaptations for cold winters may not be useful during hot summers. Some animals, for instance, grow thick fur to adapt to cold winters. These animals must shed their fur to adapt to hot summer months. Some ecosystems have extreme seasonal or daily fluctuations. Tide pools, like the one shown on the right, are small pools that form when the ocean covers the shore. Tide pools often dry out during low tide. As these pools dry out, the remaining water becomes very salty. Organisms that are adapted to live in tide pools must adapt to both standard marine conditions, high salt conditions, and dry conditions. Changes in environmental conditions can affect the survival of individual organisms or an entire species. Short-term environmental changes, like droughts, floods, and fires do not give populations time to adapt to the change and force them to move or become extinct. (Extinct species no longer exist.) Hurricane Katrina caused devastation in Texas and other states in 2005. Millions of people were forced to leave the area. In addition to affecting humans, this short-term environmental change affected many other species. Organisms that could not flee, such as certain reptiles or aquatic species, may have had their population numbers reduced. Organisms that did flee or seek shelter may not have had habitats to come back to. Many plants, including trees, were uprooted or died after being exposed to salt water.

short-term environmental change: environmental change that occurs quickly and affects organisms immediately

Forest fires are an example of a short-term environmental change.

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8.11C: Environmental Changes

© 2013 Rice University – All Rights Reserved

Oil spills are short-term environmental changes caused by humans.

Long-term environmental changes are much more gradual and allow populations the opportunity to adapt. For example, natural temperature fluctuations and cycles occur on Earth over thousands of years. These fluctuations may cause changes to an ecosystem that are too gradual to be observed directly. Over time, populations adapt in order to better survive in their changing ecosystems.

long-term environmental change: environmental change that occurs slowly over time and affects organisms over generations

Look Out! Many species have characteristics to help them cope with natural, short-term environmental changes. These natural changes occur in cycles throughout the history of the species, which allows the species an opportunity to adapt. For example, plants that grow in areas that experience regular, seasonal fires may have a variety of adaptations to help them survive. Some plants are able to regrow from roots that survive the fires. Some plants are so well adapted to fire that their seeds will not germinate into new plants unless they are exposed to fire or smoke! Humans’ Effect on Environmental Conditions

pollution: a change in an environment that is harmful to organisms

Human activities affect the environment through agriculture, urbanization (the building of cities), use of resources, pollution from waste disposal, energy production, and climate change. Many of these activities can permanently alter ecosystems. Oil spills occur when oil pollution quickly enters a natural ecosystem. They are an example of a short-term environmental change. Organisms in the area of the oil spill do not have time to move or adapt and will more than likely be killed. Areas damaged in this way may return to their original state, but often the entire area is affected for a long time after the spill. Urbanization, or the building of cities, is also a short-term environmental change. Many populations of organisms lose their habitats due to urbanization, as terrestrial ecosystems like forests are cleared to buildhomes and other structures.

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8.11C: Environmental Changes

© 2013 Rice University – All Rights Reserved

Human activities can also cause long-term environmental change. Many scientists believe that Earth’s average temperatures are increasing. One result, many believe, is a change in global weather patterns. Dramatic shifts in seasonal conditions could cause some species to die out. However, because climate change is a slow process, populations may be able to adapt to the new environment. In some cases, populations may increase. For example, increased rainfall in an area may increase insect populations that thrive under moist conditions. Human activities affect the world around us. As individuals, we can minimize our impact by reducing the amount of materials we use, by reusing items, and by recycling our trash. Larger- scale human activities, like the development of housing and industry, require careful planning to minimize the environmental impact. Builders must consider what happens to the waste generated at the location and where the materials come from. Changes to an Ecosystem and Genetic Variations All populations have genetic variations. These genetic variations lead to different observable traits, or characteristics, in different individuals within the population. For example, moth coloration can vary from light to dark. The coloration of the moth is important for helping it hide from predators. If trees in the moth’s environment have dark-colored bark, then the darker moths are better hidden. Predators will more likely eat the lighter moths. The darker moths will be more likely to survive and pass on their darker coloration to next generation. If trees in the moth’s environment have lighter bark, then the lighter moths will be more likely to survive and pass on that trait. This is an example of natural selection, in which populations gradually change over time when a favorable trait is passed on more frequently than a similar but less than favorable trait.

genetic variation: differences in traits among organisms in the same population or species

Sometimes the environment naturally changes to make one trait more favorable than another. But, sometimes humans can trigger a change instead. For example, in England during the 1800s, many new factories were built that produced a lot of coal soot. The soot covered nearby trees that originally had light-colored bark. The moth population was also mostly light. The soot-covered bark became darker in color and helped the darker moths hide and reproduce.

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8.11C: Environmental Changes

© 2013 Rice University – All Rights Reserved

Over time, the population of moths changed from mostly light-colored moths to mostly dark-colored moths. Everyday Life: Adapting to Antibiotics The discovery of antibiotics in 1928 changed human medicine forever. Antibiotics are medicines that kill bacteria. Patients take antibiotics in order to treat various infections caused by bacteria. However, the overuse and misuse of antibiotics has created a problem – some bacterial populations are becoming resistant to antibiotics. In other words, the antibiotics do not destroy these bacteria as successfully as they once did. In any given bacteria population, there may ba few individuals that have the trait related to antibiotic resistance. These are called “resistant” bacteria. If a person does not take antibiotics, the bacteria living in that person’s body do not experience antibiotics in their environment. So, the few resistant bacteria will not have any advantages over “non-resistant” bacteria and will not reproduce more than others. So this trait for resistance to antibiotics will not be “favored” and passed on to offspring over time. In other words, the bacteria population will not adapt a resistance to antibiotics.

Bacteria reproduce rapidly, so changes in bacteria populations can occur much faster than changes in other populations.

e

If a person does take antibiotics, the resistant bacteria will survive and reproduce, while the non-resistant bacteria will die. If this process continues, eventually most of the bacteria population will have the trait for antibiotic resistance. If antibiotics are taken rarely, the population will not have time to adapt to the antibiotic resistance and the bacteria will be killed. The more often antibiotics are taken, the more chances the bacteria have to adapt and develop a resistance. What Do You Think? People spray pesticides on crops to kill insects that eat and destroy the crops. However, these insects are becoming resistant to the pesticides. Is this an example of a natural or human-induced change in the environment? Do you think the insects are adapting to a short-term or long-term environmental change? Explain your reasoning.

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8.11C: Environmental Changes

What Do You Know?

© 2013 Rice University – All Rights Reserved

Take a look at the chart below. The left column lists examples of environmental changes. For each example:

• Identify whether it is a short-term or long-term environmental change. • Identify whether human activity, natural activity, or both likely caused the

change. • Describe one adaptation that an organism would need to survive in the

new environment. Be creative but accurate, there are many possible answers!

Environmental change Short-term or Long-term?

Human, natural, or both

Sample adaptation

Flood

Toxic Substance Spill

Destructive Tornado

Melting Glaciers (huge sheets of ice)

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8.11C: Environmental Changes

© 2013 Rice University – All Rights Reserved

Connecting With Your Child: Visiting Areas Impacted by Humans To help students learn more about environmental changes and visualize human impacts on an area, visit and compare two areas with different amounts of human interference. For example:

• A strip mall and a nature preserve • An apartment complex and a park • A neighborhood and a stream

Students can compare the variety of organisms in each area by counting the number of different types of plants and animals, and then they can compare the abundance of each type of plant and animal in the chosen areas. Have your child bring a notebook or journal to each area and record descriptions of different plants and animals. Working together, try to rate the abundance of each type of plant and animal on a number scale from 1 to 5. For example, if there a only a few water lilies in a pond, rate them as 1. If there are a lot of minnows, rate them as 5. While this type of scale is useful in certain situations (it would be extremely difficult and time-consuming to count all of the organisms in the area), ask students to think about the limitations of using a qualitative scale similar to this one. Here are some questions to discuss with students:

• What kind of short-term changes did humans cause in each area? Do you think any of them will result in long-term changes?

• Which area has more variety and abundance? • How healthy do the organisms appear to be in each area? • Are there any visible adaptations of organisms to each of these areas?

Genetic Engineering Review

Power Up Question: Give 2 reasons why animals may be genetically engineered?

Answer: 1. ___________________________________________ 2. ___________________________________________ Direction: 1. Review the PowerPoint presentation. 2. Read the questions below and write your answer on the space before the number. 3. Select the appropriate answer on the box.

1973 1982 Cyanobacteria 2003 Genetic Engineering GMO rat GMO Bacteria Banana Vaccine 1974 Venomous Cabbage 1994 Fast Growing Salmon 93% production of hydrocarbon and fuel

____________ 1.This is the direct modification of an organism’s genome which is the list of specific traits (genes) strand in the DNA. ____________ 2. The year where the first genetically modified bacteria was created.

____________ 3. The year where genetically modified engineering was began to sell.

____________ 4.The year where the first commercial development of GMOs (insulin-producing bacteria) was produced. ____________5. The year where the pet (glofish ) began to sell.

____________ 6. An organisms crated by genetic engineering.

____________ 7. This is considered as the most common GMOs because of their simple structure permits easy manipulation of their DNA. ____________ 8. These kind of bacteria have been modified to produce plastic (polyethylene) and fuel (butanol) as byproducts of photosynthesis. ____________ 9. A virus injected in sapling tree causes the bananas to contain virus proteins. ____________ 10. Scorpion genes added to the cabbage that prevent insects from eating it.

____________ 11. These are the genes from two other fish cause this salmon to continually produce growth hormones. ____________ 12. From what year does the GM mice created? ____________ 13. This is one of the most interesting uses of genetically modified bacteria that usually only found in fossil fuels. ____________ 14. How many percent of soy bean in the GMO crop in the year 2010? ____________ 15. An example of bioluminescent animal?

X X X 0

X X 1

XX X X X 2

X X X X 3

X X X 4 5

X X 6 7

Name ____________________ Interpreting Line Plots Survey Question: How many books did you read over the summer?

Questions:

1. How many students were surveyed? _______

2. How many students read exactly 3 books? _______

3. What was the most books read by any student? _______

4. How many more students read 2 books than 1 book? _______

5. How many students read at least 4 books? _______

6. How many students didn’t read any books? _______

7. How many students read less than 3 books? _______

8. How many students read more than 5 books? _______

Bonus: How many books were read in all? _______

Created by Laura Candler ~ Teaching Resources ~ www.lauracandler.com

0, 4, 6, 1, 2, 2, 3, 6, 4, 3, 3, 1, 0, 2, 2, 4, 0, 3, 2

Name_______________________________________________________________ Period________________________________

HistogramsandDotPlotsWorksheet

Directions:Createahistogramforeachsetofdata.Forthefirstproblem,thegraphissetupforyou.Forthesecondproblem,youwillneedtodeterminethebestwaytonumbertheaxes.Donotforgettoincludeatitleaswell.1.Chocolatecandiesperbagoftrailmix: 44 63 100 46 67 42 99

79 83 42 77 38 72 5452 67 83 34 98 86 44

Directions:Answerthefollowingquestionsbasedoneachofthedotplots.1.Thebargraphbelowshowsthenumberofstudentsineachoftheteacher’sclass.

a. Howmanytotalstudentsarethereinallclasses?

b. Whichclasshastheleastnumberofstudents?

c. Whichclasshasthemostnumberofstudents?2.Thedotplotshowsthenumberoflemonseachpersonhas.

a. Howmanytotalindividualsarerepresentedinthedotplot?

b. Whatisthetotalnumberoflemonsthattheindividualshave?

3.ThefollowingdatashowstheamountofchocolateMrs.Latimerateoverthelast30days.Createadotplottoshowhowmuchchocolatesheate.

3,5,9,2,4,5,3,8,7,4,2,9,7,1,2,2,5,7,12,6,3,7,9,2,1,7,4,3,9,11

Day 23 Name : ______________________

SELECTIVE BREEDING REVIEW WORKSHEET

Direction : 1. Read the article from Day 3 or 13

2. Based on the article of Selective breeding, Complete the Frayer Model below.

Definition Characteristics Advantages Disadvantages

Selective Breeding

Name: _______________________ (Day 22)

The Good the Bad and the GMOs Review Worksheet

Direction: 1. Review the article of the The Good the Bad and the GMOs from Day 2. 2. Read each question and encircle the letter of the correct answer.

1. He is the president who refused to accept international food aid even though many of his countrymen were starving.

a. Kim Jun Sung II b. Shinzo Abe c. Mwanawasa

2. This is a landlocked nation in Southern Africa that suffered from severe drought for two years. a. Angola b. Zambia c. Zimbabwe

3. How many people in South Africa needed food aid according to the World Food Program? a. 9.2 million b. 2.6 million c. 2.9 million

4. What is the reason President Levy Mwanawasa rejected the corn offered to his country? a. he believe it has poison b. it is expensive c. it comes from wild plant

5. What does genetically modified food contain? a. it has genetic material from other country b. it has genetic materials from other organism

c. both a & b

6. What continent of the world does criticism of GMOs come from? a. Asia b. North America c. Europe

7. This is an agency that distributes food in Zambia. a. World Food Program b. World First Food c. World Food formula

8. All of the following are the reasons why Zambian government did not accept the GM food

EXCEPT; a. They fear that many people will die. B. they fear that people will riot c. They fear that everybody will get into business

9. Below are the myths of Zambian people about the effects of GMO foods. Which one is an exception?

a. it makes woman infertile b. it infect people with HIV/AIDS c. it makes people more hungry

10. Which of the following countries in the African region refused GM food but accept milled corn as their food?

a. Taiwan & Indonesia b. Columbia & Mexico c. Angola & Congonese

11. What is an international organization that criticized international community for offering the GM food?

a. Food World Program b. Food First Program c. Food World Organization