Lesson 6: Genetic
Engineering
Suggested Time: 60 mins
Overview
Students will become familiar with genetic engineering and the current
debate over GMOs (or genetically modified organisms), then form debate
teams around this topic in order to come up with compromises and
beneficial solutions.
Vocabulary
- Genetic engineering
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Genetically modified organisms (GMOs)
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Cross-breeding
-
Biotechnology
Objectives
- Students will apply critical thinking skills to the GMO debate.
-
Students will learn about genetically modified organisms.
Required Project
Materials
Multimedia Resources
- Merino, Noel. Genetic Engineering (Opposing Viewpoints).
http://amzn.com/ 0737764252
-
“Agriculture’s Sustainable Future: Breeding Better Crops.”
Scientific American. http://
www.scientificamerican.com/article/agricultures-sustainable-future/
Optional Multimedia
Resources
- “Tiki’s Guide to Genetic Engineering.” Interactive website.
http://tiki.oneworld.net/ genetics/home.html
Before the Lesson/ Background
Information
- Select major points from Genetic Engineering .
-
Read “Tiki’s Guide to GE” and “Agriculture’s Sustainable Future:
Breeding Better Crops.”
The Lesson
Part 1: Genetic Engineering (20
mins)
- As necessary, students will interact with “Tiki’s Guide to Genetic
Engineering.” Start with “Welcome to Gene Tinkering” at
http://tiki.oneworld.net/genetics/GE5.html
and use the bottom right arrow to read through “So What is Genetic
Engineering?”, followed by “What’s Wrong with Genetic
Engineering?”, “Why the Rush?”, and “What the Companies are Making
Now?”, “Poisonous Plants,” “Scattering Genes,” and “What About
the Future?”
-
Go over a few main points from Scientific American’s “Agriculture’s
Sustainable Future: Breeding Better Crops.”
-
Review readings from Genetic Engineering .
Part 2: Debate Teams (40
mins)
- Ask the students what their opinions are on GE now that they’ve
learned this information. If some are pro and some are against,
separate them into debate teams. Structure the debate so that each
side has to present their argument and then respond to the other’s
arguments. Neutral or deciding students can serve as the judges.
-
If everyone is neutral or sees both sides, or most people agree on one
side, lead a mock debate and ask students to use the arguments each
side would make.
-
To further challenge your students, have them argue the viewpoint that
is opposite of what they personally believe.
-
Score the debate using a standard rubric.
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Work with the class to come up with a safer, slower way to develop GE.
What are some compromises and solutions that should be put into place?
-
Ask the students: what are the interests of each type of person
involved in this debate? What if you operated a family farm? What if
you were a GE scientist? What if you were a corporate executive?
-
Have the two debate teams work together to draw up a written agreement
on how to move forward with GE in an ethical manner.
Homework:
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