Download Socratic Seminar-Besting Johnny Appleseed

Socratic Seminar
Reading:
“Besting Johnny Appleseed,” Science, April 16, 2010
Introduction:
A Socratic seminar based on a text, in this case an article from the journal Science, is
aimed at an enlarged understanding of the text, not necessarily a particular understanding.
There are a number of important ideas raised in this article about the growing of new
varieties of apples. The reading may be challenging for some, perhaps many, high school
students. The seminar provides an opportunity to do a close reading of the text
collectively with students sharing their own ideas and testing them against how others
understand the text.
The students should be assigned the reading for homework the night before the seminar.
Before copying the article, number the paragraphs in the margin. This will make the text
easier to use during the seminar.
Attached is a Reading Guide to be used as the students read the article. It might be useful
to define a few words in class before they do the reading. Suggested terms for definition
are: clonal propagation, decoded apple genome, transgenic genes, complex genetic
markers, genetically narrow. There may be others which individual teachers may add to
the Reading Guide.
An interesting way to begin the seminar would be to have slices of 5-6 different apples
available for students to taste. The students could be asked to identify ways in which
they are different—sweetness, texture, crispness, color, etc. This can provide a nice
“hook” to engage the students.
Questions for the Seminar:
Opening task/question:
Choose one sentence in the article which either you think is particularly important
or you would like us to discuss in the seminar today. We will go around and each
person will indicate where the sentence is located by paragraph number and read
the sentence. No explanation for your choice is needed at this time.
Teacher notes:
 This is a “whip,” that is a quick activity in which each student contributes
simply by reading a sentence.
 If more than one student chooses a single sentence, a good way to begin
the seminar is to return to the students and ask them why they chose the
sentence.
Additional questions:
What are some of the basic issues being raised by this article?
In paragraph #8, at the top of page 301, the researcher Michael Glenn says, “The orchards
of the future will be driven more by genetics than cultural practices.” What does he mean
by this? Do you agree with him?
Do you think the new trees and their apples should be considered GM? Why or why not?
(Ask the students to find the arguments about this in the article)
What is the purpose of producing new varieties of apples?
The article suggests that producing new apples is going to be necessary in the future?
Why? (Ask the students to find the reference in the article to this)
The article suggests that the genetic work has the potential to eliminating two barriers
that traditional breeders face. What are those barriers? How does the genetic work
address them?
Why is sweetness not a trait which can be addressed by genetics?
How is PCR used in this genetic work with apples?
How is the poplar gene used in this research?
In paragraph 25, the second to last, Glenn refers to the “natural progress of science,” what
does he mean by this?
Teacher notes:
 These are some suggested questions. All of them probably would not be used.
Nor would they be used in the sequence listed. Ideally, students will begin to
raise questions of their own about the text or about comments their peers have
made. Seminars are most effective when the students begin to talk with each
other with the teacher providing some guidance and keeping the conversation
focused on the text.
 There are many other questions and issues which the article raises. To some
extent it will depend upon student prior knowledge which of them the teacher
wants to make part of the seminar.
 If you have not done a Socratic seminar before, there are some materials posted
on the ARISE website to help you.
 One useful technique is called “the fishbowl” or “inner circle, outer circle.” The
class is divided in half, the inner circle is the seminar participants, and the outer
circle is the observers, each one with a task. After the seminar the outer circle
observers report on their task. In the materials on the website are some of the
possible tasks. If you teach in the block, you can switch the outer and inner
circles halfway through the seminar so that everyone has a chance to discuss the
text.
NAME _________________________________________ DATE _______
Reading Guide: “Besting Johnny Appleseed”
Science, April 16, 2010
The article you are about to read concerns the breeding of apples and how modern
genetics is beginning to change the ways new apples are produced. We will be doing a
seminar on the article in class.
Below are some terms which you need to understand to read the article:
clonal propagation
decoded apple genome
transgenic genes
complex genetic markers
genetically narrow
As you read the article, mark up the text by doing the following:

Circle any word or term which you do not understand.

Underline or highlight any sentence which you consider important.

Write in the margin any question you have about the text.

Put a star by any paragraph that you think is particularly important.
When you are finished, choose three sentences from the article that you would like to
discuss in the seminar. Write them below.
1.
2.
3.