Teacher: Tomecha Allen
Date: March 15, 2019
Duration: 2 x 40 mins
Subject: Human and Social Biology
Grade level: 118A/8B
Topic: Hereditary and Variation: Genetic Engineering
Materials: multimedia projector, lap top, Student’s text, power point slides *
internet connection
Syllabus Objective: Students should be able to:
1. state that genetic engineering can be used to change the traits of an organism.
Specific Objectives: As a result of this 80 minutes lesson, the students
should be able to:
1) state what is meant by the terms ‘genetic engineering’ (‘GE’) and ‘genetically modified’ or
‘GM’ foods.
2) list some of the ways that genetic engineering is currently used.
3) discuss, with reasons, the social, ethical and ecological implications of
(advantages/disadvantages) of humans using genetic engineering.
Key terms: clone, donor, bacteria, ethical, plasmid
Content summary:
1) Genetic engineering involves the transfer of genes from one organism to an unrelated species.
2) Human genes are transferred to bacteria, then, the human DNA in the plasmids of bacteria will
continue to produce the same protein as it did in the human cells. The bacteria reproduce by mitosis
and since the daughter bacteria contain the same DNA and the same plasmids, these offspring,
therefore, form a clone.
3) Cloning is creating an identical copy of an object. In humans' case, this means making a copy of
another being. The newly created being will be identical to its former being from which it came.
The process in a nutshell involves taking the DNA, and multiplying the basic genetic info, so the
cells grow and mature into copies of the former being. (Taken from the website below:
https://jspivey.wikispaces.com/Background+Inf...
4) Genetic modification involves the insertion or deletion of genes. In the process of Cisgenesis,
genes are artificially transferred between organisms that could be conventionally bred. In the
process of Transgenesis genes from a different species are inserted, which is a form of horizontal
gene transfer. In nature this can occur when exogenous DNA penetrates the cell membrane for any
reason. To do this artificially may require attaching the genes to a virus or just physically inserting
the extra DNA into the nucleus of the intended host with a very small syringe, or with very small
particles fired from a gene gun. However, other methods exploit natural forms of gene transfer,
such as the ability of Agrobacterium to transfer genetic material to plants, and the ability of
lentiviruses to transfer genes to animal cells.
5) Genetically engineered foods can take a variety of forms e.g. the food itself, as the FlavrSavr tomato; foods containing genetically modified organisms, as in fermented bread or cheese;
or ingredients (enzymes, gums, flavors) produced through biotechnology
ENGAGEMENT: Discussion
a. Ask students if they had ever heard of Dolly the sheep, and if so, to tell what they had heard
and knew. Listen carefully,(If no, go right away to b.)
1
b. Issue the flow chart attached and give students time to read through text. Then play the
video.
http://www.youtube.com/watch?v=39BbcZVCx8I&feature=related
c. Remind students that earlier they had looked at the various ways in which asexual methods are used
by flowering plants to reproduce themselves. Remind them also that although they had learned that
insects and many invertebrates are able to undergo fission, grow back body parts (a lizard’s tail or
an arm in starfish) or reproduce by parthenogenesis (some insects and lizards), “higher’ animals
such as mammals were not able to do so. Explain that this flow chart shows how a sheep was
produced asexually or cloned in a process whose techniques form what is known as genetic
engineering.
EXPLORATION : ( group work and * internet use, discussion)
Project this unto the screen and zoom it to its maximum so that all can read from this website:
http://library.thinkquest.org/C0118084/GM/Gene_splicing/Intro.htm
(Introducing Genetic Engineering)
b. Next show the various terms on screen, using the highest magnification of the page possible.
http://www.scienceclarified.com/Ga-He/Genetic-Engineering.html
(Meaning of terms, definition of GE etc)
EXPLANATION : Group activity and Discussion.
a.Now show this next video animation on the screen also, and suggest to students that they make some
notes as they watch it.
http://www.youtube.com/watch?v=AEINuCL-5wc&NR=1
(Genetic Engineering – animation)
b. Direct students to read through this definition, taken from: http://www.hip2b2.com/article/heroesgenetic-engineering/
“Genetic engineering or GM seems to be the buzzword on everybody’s lips these days. In the past,
humans used a much gentler, more patient approach called selective breeding to bring about changes
in a plant or animal species….. Changes are brought on by scientifically altering an organism's
genetic code.
Scientists cut up enzymes and use them to join parts of the DNA of one organism, and insert them
into the DNA of another. In the resulting new organism, the inserted genes will code for one or more
new characteristics - for example producing a new substance, or performing a new function.”
c. Answer any questions that students might have, based on the previous clips. Pose the question to
them: “Do you agree/disagree with genetic engineering?” and tell them to think about their answer
as they do the remaining activities for this lesson.
2
ELABORATION : Implications of genetic engineering- Video viewing and discussions
Without bias towards any student’s position/belief, allow them to access information, reflect on it and
try to form their own opinions/make decisions.
a. Assign students to work in small groups. Direct all groups to first do Activity 1 in the attachment
section for roughly 5 minutes, talk about what they have read and come up with at least one
answer. Inform them that neem trees also grow in Jamaica, so ask: “Is the above an issue about
which you should begin to think, in order to decide whether it is ethically, socio-economically and
ecologically right for others to exploit various resources by genetic engineering?”
i. Advise students that any answer given by the group must be supported with sound reasons
for that particular answer/position taken.
Assign two of the web sites below to each group and have each group check information on the
pros and cons of genetic engineering based on what they have read. Allow 15 minutes for their
discussion and to frame their position statement. Walk around to each group to answer any possible
questions and ensure they are doing what they should.
i.
Direct students to write their summary from the report.
http://en.wikipedia.org/wiki/Genetic_engineering#Advantages
http://library.thinkquest.org/C0118084/Benefits/Easier_Transportation.htm
(Benefits of having GM Fruits)
http://library.thinkquest.org/C0118084/Benefits/Increase_Production.htm (Increased food production)
http://www.bionetonline.org/English/Content/ff_cont3.htm
(Examples of GM foods)
http://library.thinkquest.org/C0118084/Benefits/VaccinesHormones.htm
(GE for producing ‘medicinals’ such as insulin)
http://library.thinkquest.org/C0118084/Benefits/New_Organ_Donors.htm
(Using GE animal organs in humans)
http://library.thinkquest.org/C0118084/Benefits/Reduce_Input.htm
(GE use in agriculture)
EVALUATION :
Summarise the lesson showing this video:
http://www.youtube.com/watch?v=1H9WZGKQeYg&feature=related
(Genetic Engineering: The world’s Greatest Scam? )
Allow a 5 minutes presentation from the previous activity.
3
EVALUATION 2 :
4
Read this extract:
Patenting Genes
The question of who owns a gene is a debatable subject.
Companies developing genetically engineered organisms
want to protect their work by patenting the genes. However,
many people think that since the genes are present in nature,
they should belong to all the people. They believe that genes
are the same as life and it is immoral to patent them.
Many people are worried that the major biotechnology
companies will have too much power, because once they
have patented a gene, others cannot work on the same gene.
Case Study - The The neem tree of India.
The neem tree is a common tree in India. For centuries, the
people of India have used the leaves of the neems to treat
infection and prevent tooth decay. However, now companies
are using the neems to develop dental care products, and
Picture of a neem tree they have patented the genes of the neem. So, there is
question of who owns the genes of the tree, the native
in India.
Indians or the companies that have just discovered the
values of the tree?
5