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.

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.
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).

NEXT GENERATION SUNSHINE STATE

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)
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.