Impact of Biotechnology on Society
Title: Impact of Biotechnology on Society
Author: Jennifer Dwojakowski
Grade Level: 9–12
Subject/Content: Science/Biology
Summary of Lesson: Discover the meaning of biotechnology and understand a form of
biotechnology well enough to defend or refute its potential.
Focus Question: What is biotechnology and how is it part of our everyday lives?
Databases(s): Science in Context, Opposing Viewpoints in Context
Procedures:
Teacher Preparation Planning
NOTE: Students should have prior knowledge of the cell and DNA before starting this
activity.










Lead a class discussion introducing the word biotechnology to students.
Direct students to the Science in Context database to learn more about the history
of biotechnology. Have them go to the Biotechnology topic page, which includes
numerous resources, including topic overviews, journal articles, audio files, videos,
and images.
Discuss the above resource and clarify terminology to increase student
comprehension.
Ask students to research a different type of biotechnology (cloning, stem cells,
genetically modified foods, etc.).
Allow the students to access Gale's Science in Context database to search for
information about the biotechnology topics you give them.
Have the students fill in a table with general information about each biotechnology
topic, including name of technology, purpose, pros and cons, and new vocabulary
they encounter.
Lead class share time to increase general student knowledge and address new
vocabulary terms and ideas about each topic.
After answering students' questions, divide the students into pairs and randomly
assign them a biotechnology topic. Assign each topic twice, making one team the
affirmative team and one the negative team. Direct students to the Opposing
Viewpoints in Context database to learn more about their side of the argument.
Guide students as they research their particular topic, helping them to formulate
arguments for and against the topic they were given.
Explain to students the structure of the debate they will be having against the
opposing team. Each pair will have three minutes to stand up, introduce their topic,
and provide at least three detailed arguments supporting their side of the issue.
After both sides have presented, each side can then refute the other side's
statements.

During the presentations all students should be taking notes on the arguments being
made for each topic.
Steps/Activities by student(s):








Have students go to the Science in Context database to learn more about the
history of biotechnology. Have them go to the Biotechnology topic page, which
includes numerous resources, including topic overviews, journal articles, audio files,
videos, and images.
Access the Science in Context database and search for the types of biotechnology
defined by your teacher (cloning, stem cells, genetically modified foods, etc.).
Create and fill in a table with the following information about each biotechnology
topic you have been given: name, purpose, pros and cons, and new vocabulary you
encounter.
During the class discussion, ask questions about any new vocabulary terms and
ideas you encountered during your research.
Choose a partner to share your biotechnology topic. You will be assigned to either
the affirmative team or the negative team for your topic by your teacher.
Continue to research your specific topic in the Opposing Viewpoints in Context
database, formulating arguments for and against your topic as you go.
Present your findings during the debate. Be sure to make at least three distinct
arguments to support your side, being sure to state your resources out loud during
the presentation. While the other team is making their arguments, take notes so that
you can refute their arguments when it's time.
During the other presentations take notes on the arguments being made for each
topic.
Outcome: Students will have a basic understanding of the topics and issues surrounding
current biotechnological processes and will be able to make logical arguments using their
knowledge of the topics.
Related Activities

English
The book Jurassic Park can be read concurrently with the study of biotechnology.
Ideas of real-world implications and the realities of the type of park could be
investigated.

Global Studies
Students can use a historical perspective to examine technological trends of the past
and present, economics, and profits for greed.

Math
The class can discuss the chaos theory and the implications of biotechnology on
society and the future.
Content Standards
National Science Education Standards



NS.9-12.1 (A) Science as Inquiry. As a result of activities in grades 9–12,
all students should develop
o
Abilities necessary to do scientific inquiry
o
Understandings about scientific inquiry
NS.9-12.3 (C) Life Science. As a result of their activities in grades 9–12, all
students should develop understanding of
o
The cell
o
Biological evolution
o
Matter, energy, and organization in living systems
NS.9-12.5 (E) Science and Technology. As a result of their activities in
grades 9–12, all students should develop
o
Abilities of technological design
o
Understandings about science and technology
Source: National Academy of Sciences (1996)
ISTE NETS for Students



NETS 2 Communication and Collaboration. Interact, collaborate, and publish
with peers, experts, or others employing a variety of digital environments and
media. Contribute to project teams to produce original works or solve problems.
NETS 3 Research and Information Fluency. Locate, organize, analyze,
evaluate, synthesize, and ethically use information from a variety of sources and
media. Process data and report results.
NETS 4 Critical Thinking, Problem Solving, and Decision Making. Collect
and analyze data to identify solutions and/or make informed decisions.
Source: ISTE NETS for Students (2007)
Information Literacy Standards




Standard 1: The student who is information literate accesses information
efficiently and effectively.
Standard 2: The student who is information literate evaluates information
critically and competently.
Standard 7: The student who contributes positively to the learning community
and to society is information literate and recognizes the importance of
information to a democratic society.
Standard 9: The student who contributes positively to the learning community
and to society is information literate and participates effectively in groups to
pursue and generate information.
Source: American Library Association (1998)
Standards for the 21st Century Learner


Standard 1. Inquire, think critically, and gain knowledge.
Standard 3. Share knowledge and participate ethically and productively as
members of our democratic society.
Source: American Association of School Librarians (2007)