NOTES TO FACULTY

Group work with formal roles

When students work in groups, they often assume roles most comfortable for them - the shy student doesn’t say much, the dominant student takes over, etc. The purpose of roles such as facilitator and reporter is to change that pattern. Make sure that students are maintaining their roles by periodically checking on each group. After the groups are finished discussing, have each reporter relay his/her group’s answers briefly. Then, allow the whole class to discuss and answer any questions.


The Figures

The data are fairly straightforward. You may need to explain the use of double-y axes in Figure 4B.

During your discussion, stress that there is not enough data to support solid conclusions, particularly about yields. Since this is still a new technology, it is difficult to fully appreciate the benefits and disadvantages of Roundup Ready soybeans. The difference in yields between states (Fig. 4C) also demonstrates the important point that variation is the norm - another reason why it is difficult to make conclusions about the new technology.

After discussing these data, you could suggest that students look at data Monsanto publishes on its website about benefits of Roundup Ready soybeans. These sites are easily found with your favorite browser.

Student Assessment:

Have students in groups of four. Each pair should list questions about the effectiveness of glyphosate. Then, they should switch questions with the other pair and make educated guesses with the data that has been provided. Pairs should hand in the list of their questions, select one, and write a summary of the discussion they just had about this question.