IMPACTS OF BIOTECHNOLOGY
Science Math Masters Summer 2014
Gale Crowe
Cheryl Reve
Rachel Nicholson
OBJECTIVE:
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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.
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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.
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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.
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TEACHER MATERIALS/EQUIPMENT
FOR THIS LESSON
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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:
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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
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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.
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EXPLORATION
Watch Video “Food, Inc”.
 Students complete video worksheet/discuss.
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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
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Risks of Genetically Modified Organisms
 Benefits of Genetically Modified Organisms
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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).
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EXPLANATION
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Biotechnology and Its Uses Powerpoint
ELABORATION
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Lab: The E.coli Insulin Factory
EVALUATION
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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.