IMPACTS OF BIOTECHNOLOGY Science Math Masters Summer 2014 Gale Crowe Cheryl Reve Rachel Nicholson OBJECTIVE: Evaluate the impact of biotechnology on the individual, society, and the environment, including medical and ethical issues. NEXT GENERATION SUNSHINE STATE STANDARD(S) SC.912.N.1.4: Identify sources of information and assess their reliability according to strict standards of scientific investigation. SC.912.L.16.10: Evaluate the impact of biotechnology on the individual, society, and the environment, including medical and ethical issues. SC.912.N.3.5: Describe the functions of models in science. NEXT GENERATION SUNSHINE STATE STANDARD(S) SC:912.N.4.2: Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental. SC.912.N.1.3: Recognize the strengths or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. SC.912.L.15.15: Describe how mutations and genetic recombination increase genetic variations. NEXT GENERATION SUNSHINE STATE STANDARD(S) SC.912.L.16.7: Describe how viruses and bacteria transfer genetic material between cells, and the role of this process in biotechnology. SC.912.L.16.12: Describe how basic DNA technology is used to construct recombinant DNA molecules (DNA cloning). LA.910.4.2.2: The student will record information and ideas from primary and or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information. TEACHER MATERIALS/EQUIPMENT FOR THIS LESSON Pre-test: GMO foods Article "The Debate over Genetically Modified Foods"--CIS Lesson Format Highlighters Food, Inc. Video Food, Inc. Video Worksheet Biotechnology & Its Uses Powerpoint Lab: The E.Coli Insulin Factory (Make a GMO) Scissors Tape Markers/Pens Article “Frankenfoods? The Debate Over Genetically Modified Crops” Focus Questions CER Position Response TEACHER MATERIALS/EQUIPMENT ADDITIONAL RESOURCES/BACKGROUND INFO Case Study: From Cow Juice to Billion Dollar Drug with some breakthroughs in between Video Clips: In the Beginning (GMOs) Sorting Wheat from Chaff (GMOs) Daily Bread or Dread (GMOs) African Livestock (Selective Breeding) UG99 (Selective Breeding of Fungus) Biotechnology:Principles, Applications,and Social Implications Powerpoint STUDENT MATERIALS/EQUIPMENT Pre-Test about GMO foods Article "The Debate over Genetically Modified Foods Highlighters Food, Inc. Video Worksheet Lab: The E.Coli Insulin Factory (Make a GMO) Instructions Scissors Tape Markers/Pens Article “Frankenfoods? The Debate Over Genetically Modified Crops” Focus Questions RAFT Writing Assignment/CER Position Response ENGAGEMENT/HOOK Pre-test about GMO foods Watch video clip on Bt Corn. Students write pros and cons of GMO foods on note cards. Students share with shoulder partners. EXPLORATION Watch Video “Food, Inc”. Students complete video worksheet/discuss. EXPLANATION The Debate over Genetically Modified Foods – CIS Unit (Hillsborough County) Predicting Question: “Predict the risks and benefits of using genetically modified organisms.” Define Vocabulary Terms Read & Mark Text Risks of Genetically Modified Organisms Benefits of Genetically Modified Organisms Answer Question “What are the risks and benefits of using genetically modified organisms?” EXPLANATION Directed Note-taking: What are the greatest challenges to those wishing to ban GMOs? Students generate 3 – 5 questions based on the text. Students exchange questions. Students share questions and answers with group or class. Students vote on greatest challenge to those wishing to band GMOs. Individuals representing each position presents a persuasive argument in favor of their position. Students vote again (recount). EXPLANATION Biotechnology and Its Uses Powerpoint ELABORATION Lab: The E.coli Insulin Factory EVALUATION Read Article “Frankenfoods? The Debate over Genetically Modified Crops” Students write a position paper using the RAFT format. Students are politicians running for office. They must take a stand either for or against the use of GMOs. They write a 4 – 5 paragraph letter detailing their position to their constituency. Use CER techniques in writing.