1. Bt Corn & Monarch Butterflies Sara A. Wyse, PhD Assistant Professor of Biological Sciences Bethel University, St. Paul, MN s-wyse@bethel.edu

2. For the teacher: Class period prior to Bt Corn & Monarchs Lesson Day 1 Introduce the Losey et al (1999) paper – Show paper & point out parts of scientific papers Introduce resources (summaries) – Iowa State University Entomology Department Webpage on the European Corn Borer Explain assignment – Pre-reading questions completed online – Assignment deadline

3. Before Day 1 Read Losey et al (1999) Answer pre-reading questions

4. For the teacher: Before the first class Read the scientific papers used in the case study so that you are familiar with the research Skim student responses to pre-reading questions Photocopy handouts for students

5. Bt Corn & Monarch Butterflies Day 1: Learning Outcomes 1.Apply genetics concepts 2.Evaluate consequences of GM technology 3.Evaluate the case of Bt corn & the monarch butterfly 4.Identify the claim and evidence in scientific studies 5.Reason using data

6. Losey et al. (1999) paper Insert a picture of monarch larvae on leaf covered in pollen. Insert a picture of monarch larvae on leaf covered in pollen.

7. 4-Minute Summary Person 1: What did Losey and colleagues set out to study? Person 2: How did Losey and colleagues set up their study? Person 3: What did you think were the strengths of Losey and colleagues’ experimental design? Person 4: What did you see as the limitations of Losey and colleagues’ experimental design?

8. Losey Paper Discussion Complete Part 1 (handout) with your team (n=4 students) Each person should fill out the answers to the questions Time: 10 minutes

9. Bt corn poses a serious threat to monarch survival. A) Definitely supported with evidence B) Plausible C) Not supported at all by evidence Insert an image of a monarch butterfly Insert an image of a monarch butterfly

10. Bt Corn Impact: Monarch Case Part 2: Exploring Other Studies Each team reviews one of five different studies After you finish, pair up with another team who has your same research study. Prepare a 5-minute overview of your study and results to share with the class (next session).

11. Presenting Evidence Next Class: Each group presents their paper Create 1-2.ppt slide(s) containing – (1) Research question – (2) Short summary of methods – (2) The claim from their study – (3) The best piece of evidence – (4) What you think – were you convinced by the evidence?

12. For the teacher: Repeat clicker question Right before the end of the session, ask students to reconsider their answer to the earlier clicker question. Students answer this question individually.

13. Bt corn poses a serious threat to monarch survival. A) Definitely supported with evidence B) Plausible C) Not supported at all by evidence Insert an image of a monarch butterfly Insert an image of a monarch butterfly

14. Bt Corn & Monarch Butterflies Day 1: Learning Outcomes 1.Apply genetics concepts 2.Evaluate consequences of GM technology 3.Evaluate the case of Bt corn & the monarch butterfly 4.Identify the claim and evidence in scientific studies 5.Reason using data

15. For the teacher: Before Day 2 of the Bt project Photocopy the HW assignment handout Determine presentation order (I typically order the presentations following the paper order (A-E))

16. Bt Corn & Monarch Butterflies Case Learning Outcomes – Day 2 1.Evaluate the case of Bt corn & the monarch butterfly 2.Reason using data 3.Communicate results of scientific studies orally 4.Draw conclusions based on data

17. 5-Minute Prep [insert a countdown clock]

18. Presentations – Each team gets 5 minutes

19. Clarification Discussion Recap the claims/evidence presented by the teams during the presentation Evaluate the data all together – What conclusions can you draw? Time: 10 minutes

20. Bt corn poses a serious threat to monarch survival. A) Definitely supported with evidence B) Plausible C) Not supported at all by evidence Insert an image of a monarch butterfly Insert an image of a monarch butterfly

21. Homework Homework asks you to synthesize the findings from the research papers. Due next class.

22. Bt Corn & Monarch Butterflies Case Learning Outcomes – Day 2 1.Evaluate the case of Bt corn & the monarch butterfly 2.Reason using data 3.Communicate results of scientific studies orally 4.Draw conclusions based on data

23. For the teacher: Day 3 of the Bt project You may wish to debrief with the students on your third day together. You might also be interested in following up with the current stance in the scientific community (i.e., Event 176 Bt corn was removed from the market and now generally monarch butterflies are not negatively harmed by Bt corn) or talking about the fact that people are still researching these questions.