Lesson Title: Biotechnology: monster or miracle?
Topic/Focus Area: Biology: genetics

Lesson Overview

Subject : Science
Grade : Nine thru Twelve
Strand : Life Sciences
Substrand 5 : The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept:

 

 

Standard:

5c

Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products.

Strand : Investigation and Experimentation
Substrand 1 : Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:

 

 

Standard:

1m

Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California.

Student Learning Objectives

• Students will be able to explain how genetic engineering is used to produce new biomedical and agricultural products by creating a product (such as a brochure, PowerPoint presentation or poster) that correctly explains a process involving recombinant DNA and/or insertion of exogenous DNA.
• Students will demonstrate an understanding of the pro and con sides of the issue of labeling genetically engineered products by researching and analyzing information on this issue, and communicating their findings, including their opinion on the issue, in a product (such as a brochure, PowerPoint presentation or poster).

Activities

1. STUDENT SURVEY: Students will take a survey (as a pre-test) concerning issues related to genetic engineering/biotechnology.
   
2. INTRODUCTION: Using a brief PowerPoint presentation, the controversy surrounding genetic engineering/biotechnology will be presented to pique student interest.
3. WEB QUEST: Students will be placed into groups, where each member will have a role ( either farmer, research scientist or environmentally concerned consumer). In their roles, students will research the pro and con sides of genetic engineering from their perspectives, along with finding out how one process using genetic engineering is done (by constructing recombinant DNA or inserting exogenous DNA to change gene expression of cells).
4. PERFORMANCE-BASED ASSESSMENT/PRODUCT: As a group, students will compile their information into a brochure, PowerPoint presentation, poster or other product of their choice. Each student will be responsible for contributing information from his/her research, and each student will report their own personal opinion about genetic engineering.
5. RE-SURVEY/POST-TEST: Students will re-take the survey to determine if their understanding and opinion of genetic engineering/biotechnology has changed or been enhanced as a result of this lesson.

Resources

File Attachments

Biotech webquest overview
  — biotechnotes.doc   (42.5 KB)

Student GE survey pre-/post-test
  — gesurvey.doc   (25.5 KB)

Student info on GE project
  — studentGEinfo.doc   (37.0 KB)

Rubrics for group presentation and individual essay
  — GErubric.doc   (27.5 KB)

Biotechnology introduction on a Powerpoint presentation
  — Biotechnology.ppt   (456 KB)

Showcase powerpoint presentation
  — CTAPshowcase.ppt   (2.60 MB)

Student presentation: farmer perspective on biotechnology
  — biotechfarmer2.ppt   (90.5 KB)

Student presentation: scientist perspective on biotechnology
  — Biotechscientist.ppt   (271 KB)

Student presentation: consumer perspective on biotechnology
  — cloning.ppt   (68.0 KB)

1. Students will take a survey/pre-test to determine what they already know about biotechnology and genetic engineering. This same survey/test will be re-administered as a post-test to determine how well students have learned basic concepts in genetic engineering, and how well their preconceptions based on emotion, rather than science, have changed. Results will be analyzed on a spreadsheet and displayed graphically.

2. Student groups will create a product (pamphlet, poster, Powerpoint presentation) describing pro and con sides of the biotechnology/genetic engineering issue; they will include a description of how genetic engineering is done, particularly as related to the role/perspective they researched. Students will also individually write an essay in which they state their own opinion about genetic engineering. Rubrics will be developed that will assess the work of each student, along with the group as a whole.