Genetic Engineering
Consider for a moment the fact that the human population on earth has been increasing
dramatically in the last few centuries. Today there are more than six and a half billion people on
the planet and feeding this massive amount of people has been a constant and ever growing
problem. Modern agricultural techniques including the use of fertilizers, pesticides and
mechanized harvesting have thus far been able to keep pace with this increase in population
but at a cost. The widespread use of fertilizers and pesticides has serious negative effects on
the environment and even with modern techniques there is still a limit on how much food can
be produced.
Also consider that in the world today millions of people suffer from various diseases.
Many of which are caused by irregularities in the genetic code which forms the blue print for all
life. Most of these diseases are very serious and many are fatal. What if there was a way to fix
these genetic mistakes and thus cure the disease they cause.
One of the most exciting scientific innovations in recent history may provide a way to
not only cure genetic diseases but also to increase food production while at the same time
reducing the amount of fertilizers and pesticides used. This innovation is known as genetic
engineering and over the course of the next week you will learn about what it is, how it is
performed and its possible uses.
Problem:
Imagine for a moment that you are a senator from the great state of Florida. As a
senator it is your responsibility, along with your fellow senators from other states, to vote on
any new laws that have been proposed. You have been summoned to Washington D.C. for a
special session of congress to vote on new laws that have been proposed to address a recent
and controversial issue; genetic engineering. The new laws ban the use of genetic engineering
in both the production of crops and the modification of human genes. It also effectively bans
the use of government money to fund further research into possible uses of genetic
engineering. This will effectively end the development and use of genetic engineering in the
United States. As a responsible senator you need to make an informed decision on whether or
not to approve the new laws. To do this you and your fellow senators (classmates) will perform
a series of assignments over the course of the next week which will inform you as to the
potential benefits of genetic engineering and its potential risks. The week will conclude on
Friday with the special session of congress during which you and your fellow senators will
discuss genetic engineering and after the discussion cast a vote on the new laws.
Assignments:
Daily Journal Entries: Each day we will be covering a new topic that relates to genetic
engineering. At the end of each class period you will be given ten minutes to write about what
you have learned that day. If you feel you need more time to complete your journal entries you
will be permitted to complete them at home. At the end of the week journals will be turned in
and graded for completion. Each journal entry will be worth 5pts, there will be 4 journal entries
for a total of 20pts.
Journal grading rubric:
Content
1
Journal
attempted
with very
little
information
2
Journal
covers less
than half the
information
presented
3
Journal
covers more
than half the
information
presented
4
Journal
covers most
of the
information
presented
5
Journal
covers all of
the
information
presented
Web activities: Included at the back of this packet are two web activities relating to genetic
engineering. These will be performed in class on the school’s computers and must be
completed by the end of class. Each web activity will be graded according to the number of
questions completed and the accuracy of your answers. They will be worth 20pts each for a
total of 40pts.
Article summaries: Over the course of the week you will be responsible for reading and
summarizing 3 articles. These articles will allow you to explore ways in which genetic
engineering are currently being used. Your summary of each article will be graded on the basis
of how much of the article was summarized and your demonstration of your understanding of
the concepts it discussed. In order to demonstrate this understanding be sure to include a
discussion of the article in which you explain why you support or oppose the points presented
in it. Also, spelling and grammar will be taken into account as well as your ability to properly
cite each article. Citations are to be in APA format, if you are unsure of how to site a particular
article you may use the fallowing website: http://citationmachine.net/ for assistance.
List of articles:
Article 1: http://www.nytimes.com/2008/01/25/science/25genome.html
Article 2: http://www.csa.com/discoveryguides/gmfood/overview.php
Article 3: http://www.nytimes.com/2009/11/06/health/06gene.html?_r=1
Article Summary Grading Rubric
Amount of
article
summarized
Understanding
Spelling and
Grammar
Citation of
Assigned articles
1
Very little of the
information in
the article is
included in the
summary
Student shows
little to no
understanding of
the concepts
presented in the
article
Many spelling
and grammar
mistakes (7-10)
No citation
2
Some of the
information in
the article is
included in the
summary
Student shows
some
understanding of
the concepts
presented in the
article
Some spelling
and grammar
mistakes (6-4)
Incomplete
citation
3
Most of the
information in
the article is
included in the
summary
Student shows
good
understanding of
concepts
presented in the
article
Few spelling or
grammar
mistakes (3-1)
Cited, with some
mistakes
4
All of the
information in
the article is
included in the
summary
Student shows a
complete
understanding of
the concepts
presented in the
article
No spelling or
grammar
mistakes (0)
Proper citation
Mock Session of Congress: At the end of the week the class will hold a mock session of congress
in which you and your fellow students will take on the role of senators from various states. This
session of congress is being held in order to vote on a new bill which seeks to ban the use of
genetic engineering in both food production and medicine. As senators you will be required to
make a statement as to your position, either for or against, on the use of genetic engineering
and state why you have come to this conclusion. Also, being the responsible senators that you
are, it is your duty to listen to the other senators in case they present something that may
change your mind. At the closing of the session you and your classmates will cast your votes to
determine whether the bill is passed or not.
Senate Rules:
1. Every senator will be given an opportunity to state his or her position.
2. Senators will share their position one at a time until every senator has spoken.
3. After every senator has stated their position the floor will open to allow a calm discussion of
differing opinions.
4. Each senator may cast one vote.
Calendar of Activities:
Monday
Topic:
Introduction to
Genetic
Engineering
(PowerPoint)
Tuesday
Topic:
Genetically
Modified foods
Wednesday
Topic:
Gene Therapy
Thursday
Topic:
Human Genetic
Engineering
Friday
Topic:
No new material
will be
introduced
Activities:
Reflective
Journal #1
Activities:
Harvest of Fear
web activity
Activities:
Gene therapy
web activity
Activities:
Clip from the
movie Gattaca &
class discussion
Activities:
Mock session of
congress
Reflective
Journal #2
Reflective
Journal #3
Reflective
Journal #4
*Summary of
articles due
Homework:
Read and
summarize
article 2
Homework:
Read and
summarize
article 3
Homework:
Prepare for mock
congressional
session
*Journal entries
due
Homework:
Read and
summarize
article 1
Web Activity #1:
Go to the fallowing website: http://www.pbs.org/wgbh/harvest/. Click on the link: “should we
grow gm crops”. Read this section and answer the following questions:
1. How many acres of farmland world-wide were used for growing genetically modified crops in
1996 and 1999?
2. What was the amount of worldwide sales of genetically modified crops in 1995 and 1999?
Now go back to the main page and click on the fallowing link: “engineer a crop”. Once the new
page opens click on the animation titled “transgenic manipulation”. Go through the steps of
producing a transgenic crop and answer the fallowing questions.
3. What is a vector?
4. What does the gene that you added to the vector make plants resistant to?
Now go back to the main page and click on the link: “guess what’s coming to dinner” and read
the short paragraph. After you have read the paragraph click on the animation next to it, then
click on the different foods on the table and answer the following questions:
5. According to the U.S. Department of Agriculture how many field tests of new genetically
modified foods are currently being carried out?
6. Why are scientists genetically modifying the wheat used in bleached flower?
7. Coffee beans are being genetically modified to alter the content of what chemical?
8. On which three crops have scientists done the most research using genetic modification?
9. Why do fruits like bananas provide good storage media for edible vaccines?
10. Which fly species have been eliminated using genetic sterilization and from what country
were they removed?
Web Activity #2:
Go to the fallowing website: http://www.iptv.org/exploremore/ge/uses/index.cfm. On the
left side of the site there is a list of topics, click on the “gene therapy” link under medicine
topic. Use the information presented on the site to answer the fallowing questions.
1. List the diseases that are caused by one malfunctioning gene.
2. How is gene therapy used to correct the problems created by malfunctioning or missing
genes.
3. What are the different ways the new genes used in gene therapy are delivered?
4. Where could the focus of gene therapy shift to in the future?
5. According to the site what is one of the main reasons gene therapy is still so experimental.
Next, go back to the main page and click on the link titled “medicine pharming”. Use the
information presented on the site to answer the fallowing questions.
6. What does “pharming” engineer crops and animals to produce?
7. How do scientists use recombinant DNA in “pharming”?
8. Which animals have been used in “pharming” so far?
9. What are some of the products produced by “pharming”?
10. To produce drugs what do scientists think “pharming” is more efficient than?