Unit Six: Evolution and Genetics/Citizen's Role in Change
"One at a Time, Please" or "Times, They Are A'Changin'"
Lens - Individual Change and Change Over Time
2
Hook Activity
3-4
Children's Book
5
Vocabulary and Concept Map
6
Life Story of a Fossil
7
Why Do Organisms Change?
8
Who Was Gregor Mendel?
9
Punnett Squares
10
Pepper Moths in Great Britain During the Industrial Revolution
11
Review from Unit Five - Timeline
12
Discussion Board Topics - How Does Change Happen?
13
Song List
14
Culminating Project
15
Student Project Instructions
16
Roles Descriptions and Requirements
17
Multigenre Rubric
18
Oral Presentation Rubric
19-20
Resources
1
Unit Six: Evolution and Genetics/Citizen's Role in Change
"One at a Time, Please" or "Times, They Are A'Changin'"
Lens - Individual Change and Change Over Time
Hook
Ask students to visit the website below and read the statements that follow "You might be a fossil if..."
As a review of Unit Three, have students write a top five list of characteristics of a fossil. Next, have
them write their own "You might be a fossil if..." statements. Finally, introduce Unit Six by informing
students that they are going to be using their knowledge of fossil formation and dating to investigate
the fossil record and the evidence of the changes that the record reveals.
You Might Be a Fossil If...http://www.collectingfossils.org/fossilrecord.htm
2
Children's Flip or Pop Up book
In general, children's literature is described as being written for kids up to the age of twelve and often
features illustrations to help to tell the story. Here, students are going to write and design their own
children's book or flip book to examine the fossil record and trace evolutionary changes. They are to
limit their book to less than twelve pages and should include the information listed in the rubric.
Flip or Pop Up Book Rubric
Examines the fossil record
of one species
Book focuses on the fossil
record that demonstrates
the changes that have
occurred in one species
-----------------
Ignores the fossil record
and fails to demonstrate
understanding of the
change over time
Defines and explains
genetic variation
Accurately defines genetic
variation in author's own
words. Uses at least one
example to demonstrate
understanding.
Includes a definition,
however, it may not be in
the author's words. Very
little explanation is
present.
Little to no attempt at
defining or explaining
genetic variation.
Defines and explains what
fossils are and how they
are made
Uses author's own words
to define and then explain
what fossils are and how
they are made.
Definition and explanation
incomplete or not in the
author's own words.
Little to no attempt at
defining or explaining.
Utilizes pictures and
graphics
At least ten pictures or
graphics relevant to the
story and content are
included.
Six to eight pictures or
graphics. May not be
clearly relevant to the
content or storyline.
Many pictures or graphics
missing or may be present
but not at all relevant.
Has a story line with
characters, plot, rising and
falling action, a climax and
a resolution.
At least two characters
appear in the story that
includes rising and falling
action, a climax and a
resolution.
One or two elements of
the story missing.
Book is more a list of facts
than a story with
characters and a plot.
Documentation of at least
three different sources for
information and graphics
Book includes
documentation of three
sources.
Book includes
documentation of two
sources.
Book includes one
documented source.
3
Resources for Fossils and the Fossil Record
Great background to theory with vocabulary and examples
http://facstaff.gpc.edu/~pgore/geology/geo102/evol.htm
Fossils and Evolution http://www2.scholastic.com/browse/subarticle.jsp?id=1643
Extensive resource on fossils, fossil records, evidence of change http://bioweb.cs.earlham.edu/912/evolution/index.html
How fossils are made and dated http://facstaff.gpc.edu/~pgore/Earth&Space/fossils.html
Lesson Plans and Interactives (the Adventure at Dry Creek is great - mostly about dinosaurs but looks at
how species change over time and fossils that are evidence of that)
http://evolution.berkeley.edu/evosite/search/search_lessons.php?sort_by=audience_rank&topic_id=&k
eywords=teach+about+fossil+evidence&Submit=Search
Current news article regarding the fossil record and the evolution of fish http://news.bbc.co.uk/2/hi/science/nature/4498049.stm
Stories from the Fossil Record
http://www.ucmp.berkeley.edu/education/explorations/tours/stories/index.html
4
Vocabulary and Concept Map
Directions for a Concept Map (You might want to complete the first couple of outside circles and arrows
together to model the process.)
Have students draw a circle in the center of their paper or document (digital). In the circle, write the
word 'Evolution'. Next, have the students draw six circles around the center circle. In those circles write
the words 'Fossil', 'Fossil Record', 'Genetic Variation', 'Adaptation', 'Natural Selection' and 'Genes'. Now
students should draw straight lines connecting the center and outside circles (a total of six lines). On
each line, the student should write a verb to create a connection between the inner circle and the outer
circle (see example below). Finally, draw an arrow on the line indicating which direction the line should
be read. With the circles and arrows, students will be creating little mini statements about the
relationships between the words.
You may have the students draw additional circles outside the six to use more vocabulary words.
people
drive on
roads
cars
ride in
Concept Map Checklist
Center circle with six surrounding circles appropriately
labeled.
At least six lines drawn connecting the inner circle with
each of the outer circles.
Directional arrows indicate which way to read the lines.
Verbs on each line indicating the relationship between
the words in the circles.
Documentation from at least one source for the
information used in the concept map.
Additional Resources and Websites
Evolution of a Species Paper Lab (looking at species' change over time)
http://www.biologycorner.com/worksheets/fossilrecord.html
Natural Selection Activity http://www.biologycorner.com/worksheets/naturalselection.html
5
Life story of a fossil Have students create a biography of a specific fossil of their choice. Encourage them to personify their
fossil (go over that literary term) and add interesting details to create its life story. The biography
should also include at least two documented references to materials used for research. It may be
beneficial to introduce students to biographies by discussing the strengths of several examples.
Biography Rubric -
Formal Name, Early Life
and Accomplisments
Biography includes all
three categories of
information
Biography is missing
one category.
Two categories are left
out.
Change Over Time
Two details about how
the fossil indicates the
specie's change over
time.
One detail included.
Very little information
including regarding
change over time.
Documentation
Two sources utilized
and documented.
Only one source used
and documented.
Source(s) may have
been used but little to
no documentation is
included.
Additional Rubric Resources
Biography Rubric
http://docs.google.com/viewer?a=v&q=cache:doMElmdyNB4J:teacherweb.com/CO/FrontierCharterAca
demy/FifthSixth/biographyrubric.pdf+rubric+for+biography&hl=en&gl=us&pid=bl&srcid=ADGEESjiFtHGw_XDaL-q95rtyjgTbptyanm4o-d5y8UFOTARZdzi834bDay56JVpkJ3nBvKPQengJ1o1mTQ_48q_AXwYBBhqbzwTOB3N3lgG65EEYtjxwguf6nMfkMkyPK6VDdHa3&sig=AHIEtbQTFQW0TTLxz2TQBsSV3An5xePMKw
This can be easily adapted by adding how the fossil was created, how it aged, was discovered and what
methods could be used to date it.
Examples of Life Stories at www.biography.com
6
Why Do Organisms Change?
Have students search news databases to find two articles dealing with fossils, new finds, evolutionary
changes seen through fossils and even dinosaurs. From the two articles, have students select one to
read and find the 5W's and H. Having identified the different parts of the story, students should then
write a 50 word editorial in reaction to the article and its content. (Don't let this become a debate.)
How to Write an Editorial Resources - These are very helpful, especially if you can work this into
Writer's Workshop as well. A great way to begin the writing process is to divide the students into
groups of three. Have each student read through the instructions and tips given on one site. Then have
the students come back together as a group and write their own five step process for writing an
Editorial. (A Jig Saw type activity)
Writing an Editorial - Annandale High School http://www.geneseo.edu/~bennett/EdWrite.htm
University of the Pacific - How to Write an Editorial http://web.pacific.edu/Administration/Marketingand-University-Communications/Media-Relations/What-to-do-When-the-Media-Calls/Writing-anEditorial.html
ASBPE How to Write an Award-Winning Editorial http://www.asbpe.org/archives/1999/03wined.htm
News Databases Comparisons http://www.searchengineshowdown.com/news/
Editorial Checklist
Introduction
Explanation of the Issue
News Angle
Opposing Arguments
Professionally stated opinions
Possible/Alternative Solutions
Conclusion
Complete Documentation
7
Who was Gregor Mendel?
Begin by introducing Gregor Mendel with a short video segment found on www.Unitedstreaming.com
(Perform a search for his full name and many examples come up)
Here you could use the same Rubric for a Biography as you did with the Life Story of a Fossil to review
the basic information on Gregor Mendel. An alternative to the biography might be posting some basic
biographical questions on the Discussion Board and having students use websites to respond. (If you do
this, be careful to have students put things in their own words and as well as to post source information
with answers.)
Resources for Gregor Mendel, Genetics and Genetic Variation
Science Channel Top 100 Scientific Discoveries: Genetics http://science.discovery.com/convergence/100discoveries/big100/genetics.html
Discovery and Types of Genetic Linkage http://www.nature.com/scitable/topicpage/Discovery-andTypes-of-Genetic-Linkage-500
Genetics Curriculum Center http://school.discoveryeducation.com/curriculumcenter/genetics/
Gregor Mendel Biography
http://www.mnsu.edu/emuseum/information/biography/klmno/mendel_gregor.html
Gregor Mendel: Planting the Seeds of Genetics http://www.fieldmuseum.org/mendel/
Mendel's Genetics http://anthro.palomar.edu/mendel/mendel_1.htm
8
Punnett Squares
Introduce the idea by reviewing what Mendel discovered. Using one or more of the activities below,
work as a class (to begin with) to complete a Punnett Square. One of the simulations might be a good
follow up. Upon completion, students should write a 60 word explanation of what Punnett Squares are,
why and how they should be used. Those 60 words should also include one relevant question that the
students want answered. Collect the questions and post them on the Discussion Board to use as a
starter for the next class. Have students respond to at least one question by posting a source that might
help answer that question.
Practice Worksheets and Activities (once you've introduced Punnett Squares and rules of Inheritance)
Practice Problems from The Biology Corner appropriate after students have been familiarized with the
process. http://www.biologycorner.com/worksheets/genetics_practice.html
Determining the Genetic Make Up of Little Monsters. It's a fun way to practice the skills. A great
follow-up activity might include students designing their own monster and practice problems for
another student.
http://www.biologycorner.com/worksheets/Heredity%20Simulation%20(hornimonsters).pdf
Penny Genetics Lab Comparing Predict and Actual Ratios
http://www.biologycorner.com/worksheets/penny%20genetics.pdf
9
Pepper Moths in Great Britain During the Industrial Revolution
Introduce the Industrial Revolution with United Streaming "Living History: Living During the Industrial
Revolution" - Have students write five causes and effects of the environmental changes that occurred
due to the Industrial Revolution such as air quality, water pollution and the use of natural resources.
(Great way to review from Unit One)
Write "Natural Selection" on the board (or on the Discussion Board) and have individuals write one word
or phrase (must all be different) that relates that term. Tell them that they are going to be investigating
a specific case of natural selection seen during the Industrial Revolution.
Simulation Resources
Easy to follow instructions demonstrating how colors for success depend on the environment that they
live in. Includes graphing option that could create a math connection.
http://www.biologycorner.com/worksheets/peppermoth_paper.html
Interactive Computer Simulation which requires some plugins but is an option that doesn't involve bits
of paper. http://www.biologycorner.com/worksheets/pepperedmoth.html
Assessment and Review
Following the simulation(s)/activity(ies), have students go back to their five causes and effects. This
time, have them add to the effects five facts that they have gathered through the natural selection
activity. Have them make a prediction of an example of natural selection taking place today, the causes
and effects and what species may be affected.
"This survival of the fittest, implies multiplication of the fittest."
"This survival of the fittest... is that which Mr. Darwin has called 'natural selection, or the preservation of
favoured races in the struggle for life'." (http://www.phrases.org.uk/meanings/340400.html) - introduce
students to quote and 'disect' it. Ask students to rewrite the quote in two ways - modern, formal English
and then a modern, less formal format such as text speak. How does it support, relate, or contradict
what they now know about genetics and natural selection.
10
Review from Unit 5
Have students use the chart from Unit 5 to create a quick timeline of US and NC history. On the
timeline, include two facts about the why and how of the change(s) that occurred. Add to the timeline
two details identifying main effects.
Conflict List from Unit 5
Political
-Europeans vs. Native Americans
-British vs. Colonial
-Slavery
-Regionalism
-Constitutional Debate
-Stamp and Townshend Acts
-Articles of Confederation
-Westward Expansion
-Development of Political Parties
-Women's Rights
-Compromise of 1850
-Reconstruction
-Immigration and Foreign Policy
-Labor Disputes
-WWI
-Great Depression
-WWII
-Cold War
-Civil Rights
-Vietnam War
-Gulf War
-Terrorism and War on Terror
Social
-Slavery and indentured servitude
-Regionalism
-Salem Witches
-Boston Tea Party
-Second Great Awakening
-Westward Expansion
-Women's Rights
-Reconstruction
-Immigration and Foreign Policy
-Labor Disputes
-WWI
-Great Depression
-WWII
-Cold War
-Civil Rights
-Vietnam War
-Gulf War
-Terrorism and War on Terror
-Gold Rush(es)
Timeline Checklist
Ten events from US and/or NC history featured on
the timeline
Two facts about why the change needed to/did
happen
Two facts about how the change took place
Two details identifying the main effects of the
change
Timeline flows in chronological order and includes
a picture or graphic for each event
Proper documentation of at least two sources
used for research.
11
Military
-Britain vs. "Americans"
-Regionalism
-French and Indian War
-Revolutionary War
-War of 1812
-Westward Expansion
-Civil War
-Reconstruction
-Foreign Policy
-WWI
-WWII
-Cold War
-Vietnam War
-Gulf War
-Terrorism and War on Terror
Discussion Board topics - How does change occur politically, socially, or militarily? What changes can
you see happening in your world, nation, state and community today? Why and how are people
changing or creating change?
Resources for Societal Change
In-depth coverage of current social issues. Insights into the philosophical, moral and ethical values in
society today—health care, science and environmental news and articles http://www.vision.org/visionmedia/index.aspx
Social and Political Issues in America http://www.lib.berkeley.edu/MRC/SocialIssues.html
Curriculum Resources: Choices Program
http://www.brown.edu/Research/Choices/resources/detail.php?id=22
Issues with Genome Research http://www.ornl.gov/sci/techresources/Human_Genome/elsi/elsi.shtml
List of Human Rights Issues http://www.ohchr.org/EN/Issues/Pages/ListofIssues.aspx
Civil Rights Issues and Campaigns http://www.civilrights.org/issues/
12
Song List
Using research from Unit 5, their timeline they just completed and any additional research needed,
students must now create a compilation CD or "mixed tape" honoring the top ten change makers from
US and NC history. The individuals' leadership qualities should be recognized along with their significant
achievements. Students should research songs carefully and include ALL documentation of resources to
avoid some major copyright issues. With the title of each song, students should include at least one
verse and chorus of the song. Finally, students must include a forty word explanation relating the
significance of the song and the individual that it is meant to represent and honor.
Song List Rubric
Top ten change makers
Ten change making
individuals recognized (all
spelling is correct)
Seven to eight individuals
recognized - may have some
spelling issues.
Five to six individuals
included - could have major
spelling issues.
Two leadership qualities for
each individual
Compilation identifies two
specific leadership qualities
represented in each
individual.
One leadership quality
recognized.
Little to no discussion of
leadership abilities included
for all ten individuals.
One significant achievement
for each individual
Compilation identifies and
describes (with two details)
at least one significant
achievement for each
individual.
Achievement identified for
individuals but may not
include two details for each.
Compilation lacks detail
regarding significant
achievements.
At least one verse and chorus
included
At least one verse and one
chorus included.
Forty word explanation for
each of the ten
Each song is accompanied by
a forty word explanation of
the connection between the
song and the leader.
Complete documentation
All songs, songwriters,
sources, etc are completely
documented in MLA format.
Compilation lacks most (or
all) or the required text of
the song.
Compilation may be missing
two or three explanations.
More than half of the
explanations are missing.
Compilation violates major
copyright laws and does not
include the appropriate
documentation.
13
Culminating Project
Introductory Quote - Sadly, malnutrition and hunger still afflict one out of every seven people in the
world today. Or, from a slightly different statistical perspective, the current world population is
4,712,200,000. The number of malnourished is 797,900,000. Therefore 17% of the world population is
currently malnourished or starving. No matter how you examine the issue, a current crisis is at hand.
(The Current Status of World Hunger by Thomas Sullivan
http://www.ideamarketers.com/?The_Current_Status_of_World_Hunger&articleid=75418&from=PROFI
LE )
Read (or provide) the students with the quote above. Have students respond to the quote in 40 words
on an exit slip or discussion board. This is the introduction to their culminating project to design a
campaign in support or opposition of using genetic engineering to aid in the fight against hunger
worldwide. Students are first divided into groups of six and roles are defined. Each student is then
responsible for the content assigned to that role and the creation of two products displaying the
information (from the Multigenre list - see website). Students should be reminded that the ultimate
task is to design a campaign promoting a specific idea with real facts and details. Presentations of the
products may be done museum style or with oral presentations to the group. Have students review
qualities of a leader to include those in the campaign. Additionally, the history of campaigns in the US
can be further examined using the Library of Congress resources
http://www.loc.gov/teachers/classroommaterials/connections/time-capsule/. The site provides links to
almost 500 years of primary source documents that illustrate writing for the purpose to influence
opinions. A gallery walk (hard copy or digital) is a great way for students to really examine some
examples. Select eight to ten examples and ask students to write a phrase reacting to or describing the
primary source. Remind students that they cannot repeat anything that is already there. Then have
students present or summarize the comments to review the documents.
14
Instructions for Students
1. Respond in 40 words to the following quote... Sadly, malnutrition and hunger still afflict one out of
every seven people in the world today. Or, from a slightly different statistical perspective, the current
world population is 4,712,200,000. The number of malnourished is 797,900,000. Therefore 17% of the
world population is currently malnourished or starving. No matter how you examine the issue, a current
crisis is at hand. (The Current Status of World Hunger by Thomas Sullivan
http://www.ideamarketers.com/?The_Current_Status_of_World_Hunger&articleid=75418&from=PROFI
LE )
2. Within your group decide (or take on teacher assigned) roles of historian/geographer, politician,
nutritionist, journalist/advocate, or scientific researcher. Carefully read the role descriptions and
requirements to ensure that no further clarification is needed.
3. Select two different products from the Multigenre product list. There must not be repeats of
products within the group. Each product should contain data from at least three different sources.
4. Complete necessary research and design products by the deadline.
5. Include a 100 word explanation with each product.
6. Work with group to create digital and physical presentation of appropriate method.
Multigenre Product List http://writing.colostate.edu/gallery/multigenre/genrelist.html
**Anything that can be done digitally should be. Wikis are a great way to compile all your creations.
15
Role Descriptions and Requirements
Historian/Geographer
History of the past
50 years of 'hunger'
history worldwide.
Geographical
analysis of areas
experiencing
hunger or famine
today. (Map with 1
sentence
description of at
least 6 major areas.
Complete
demographic
information for 6
areas and totals
worldwide. Must
include original
definition of
demography.
Identify 5
contributing factors
to present
conditions in 6
specific areas.
Life expectancy for
both males and
females in 6
specific areas, birth
and death rates
and infant
mortality rates.
Historic arguments
against genetic
engineering.
Politician
2 Political factors
contributing to
hunger problems in
6 areas and
generalization for
worldwide
problem.
2 Economic factors
contributing to
hunger problems in
6 specific areas
(same as above)
and generalization
applicable
worldwide.
2 legal factors
contributing to
hunger problems
and a
generalization
applicable
worldwide.
2 arguments that
governments could
potentially be
made against
genetic
engineering.
Types and factors
(both inside and
outside) that
influence the
government in
these areas.
3 actions that the
governments are
taking/should take
to address the
problem of hunger
in the area.
Nutritionist
4 diseases that are
caused or result
from famine and
hunger. 2 facts or
details describing
each disease.
Identify the causes,
symptoms and
effects of
malnutrition.
Include 3 details
about each.
3 deficiencies
caused by hunger
or famine. Identify
the nutrients that
are lacking in each
of these
deficiencies.
Identify 3 sources
(foods) that
prevent or remedy
one of the
problems
associated with
hunger (disease,
malnutrition,
deficiency.
Risks or drawbacks
to genetically
engineered food.
Name 3 agencies
working to alleviate
one or more of
these problems.
Journalist/Advocate
4 specific problems
that exist today
with at least 2
specific details.
Pose 1 possible
solution or
response to each of
the 4 problems.
Identify and
describe 2 recent
breakthroughs in
the area of hunger.
Could be related to
science, human
rights, or other
topics. Include 2
details about each.
2 events that take
place in NC and/or
the US to raise
awareness (or
funding) for the
problem of hunger
worldwide.
Identify 3 regions
where education
could be used/is
being used to
improve hunger
conditions. Use at
least 1 detail to
describe each.
3 potential
drawbacks or risks
to genetic
engineering in
agriculture or
animal husbandry.
Scientific Researcher
3 details about
climate and
weather in 6
specific areas
studied above.
Include climate
map.
Identify and
describe with 2
details 4 (total)
great
breakthroughs in
agriculture and
animal husbandry.
Identify and
describe with 2
details 3 potential
risks associated
with genetic
engineering.
3 main principles of
genetics that are
used in agriculture
and animal
husbandry.
2 key nutrients that
are being added or
enhanced in
genetically
modified foods.
2 current problems
with a potential
solution related to
distribution of food
worldwide.
16
Multigenre Rubric (remember to assess students individually)
Daily Writing Activities
All entries/activities from the duration of the project are
submitted with the completed product.
2-4 entries/activities may be missing from the submitted
product.
Less than half of the required entries or activities are
submitted.
Choices
Two products from the Multigenre List (or other approved
product) have been submitted on time
One product has been submitted has been submitted on
time or two may be late.
Completed Products
Final Reflection
Documentation
One late product has been submitted.
All products are submitted in appropriate ways (either
physically or digitally) and are ready for display or
presentation.
Expert requires extra time to submit (either physically or
digitally) and/or may not be prepared for display or
presentation.
Final product includes 150 word reflection including at least 5
out of the 8 topics: the location of natural resources, the
process for selecting a type of power plant for a particular
area, the processes and materials used in that type of plant,
at least two jobs and the levels of education they require, the
possible costs/risks associated with the construction of the
plant, the history of using natural resources to generate
power, community reaction and public opinion.
Only 3-4 topics are included or there may be less than 150
words.
Only 1-2 topics have been addressed and/or there are less
than 100 words.
At least 4 sources are documented for each product.
Documentation is done in proper MLA format.
2-3 sources are documented in MLA format.
Fewer than 2 sources are documented and may not be in
MLA format.
17
Oral Presentation (optional)
Eye contact
Consistently maintains eye
contact with audience
throughout
demonstration
Eye contact is attempted
but is consistent only
about 50% of the time.
No attempt at making eye
contact is made.
Knowledge and
Understanding
Each member of the group
demonstrates knowledge
of the information
included in the exhibit
Member demonstrates
some knowledge but
demonstrates a lack of
understanding of the
material.
It is clear that there is
little understanding of the
material.
Adaptability
Presenters demonstrate
flexibility and spontaneity
as they adapt their
presentation to their
particular audience and
adjust presentation to
needs or interests.
Group member can
respond to questions
specifically about
presented material but
lacks spontaneous
answers to questions
beyond the written
information.
Member relies only on
written material and
cannot respond to
questions or topics
beyond that.
Nonverbals
Appropriate nonverbal
communication is
maintained by all
members throughout the
duration of the exhibit.
Nonverbal skills (including
body position, hand
gestures, facial
expressions) are not
consistently appropriate
throughout the exhibit.
Inappropriate nonverbal
communication detract
from the exhibit and
presentation.
This unit could be used to complete the eighth grade research project. Students will have completed a
great deal of research and with that research they could produce an essay with citations.
18
Resources
Inspirational Webquest http://web.olivet.edu/gradusers/arobins2/WorldHunger/process.html
Institute of Science in Society http://www.i-sis.org.uk/GE-agriculture.php
Dangers of Genetic Engineering and Agriculture http://www.safe-food.org/-issue/dangers.html (use for
discussion on bias)
Biotechnology in Agriculture: Benefits and Risks http://74.6.238.254/search/srpcache?ei=UTF8&p=benefits+of+genetic+engineering+and+agriculture&fr=mcafee&u=http://cc.bingj.com/cache.aspx?
q=benefits+of+genetic+engineering+and+agriculture&d=4755422323344346&mkt=en-US&setlang=enUS&w=7474e038,7f2ec8d1&icp=1&.intl=us&sig=GJJH7S0AtVSiLcsaXM.goQ-Science Daily Articles http://www.sciencedaily.com/articles/a/agriculture.htm
Tomorrow's Table http://indica.ucdavis.edu/press-1/genetically-engineered-food-and-organic
World Hunger Statistics
http://www.worldhunger.org/articles/Learn/world%20hunger%20facts%202002.htm
Stop the Hunger including World Hunger Clock http://www.stopthehunger.com/
World Food Programme Hunger stats http://www.wfp.org/hunger/stats
2010 World Hunger Map http://www.reliefweb.int/rw/rwb.nsf/db900SID/CVIE-825J3K?OpenDocument
Interactive World Hunger Map http://www.fao.org/hunger/en/
Google Earth Blog on World Hunger
http://www.gearthblog.com/blog/archives/2006/10/maps_for_global_hung.html
United Streaming- The Future of World Hunger With or Without Genetic Modification (segment in
History's Harvest: Where Food Comes From) - Really great video! www.unitedstreaming.com
Additional Resources
20 Questions from the WHO http://www.who.int/foodsafety/publications/biotech/20questions/en/
Background Information http://www.actionbioscience.org/biotech/sakko.html
USDA Statistics http://www.ers.usda.gov/Data/BiotechCrops/
GREAT Biology Corner Resources including Virtual Labs and Dissections - Great Evolution and Natural
Selection Resources http://www.biologycorner.com/worksheets.html
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Biotechnology in NC
Biotechnology in NC http://www.learnnc.org/lp/editions/nchist-recent/6255
NC Biotech Shortfilm http://www.ncabr.org/resources/biotechShortFilm/
NC Biotechnology Center Education Resources http://www.ncbiotech.org/workforce-education/k12education-support (grants, free supplies, outreach and teacher support)
Primary and Secondary sources on the discovery of genes and DNA and adaptations and opinions
Timeline of Genetics http://www.dartmouth.edu/~bio70/timelines.html
Field Trip Ideas
Research Triangle Park
History of RTP http://www.learnnc.org/lp/editions/nchist-recent/6177
NC Biotechnology Center
tel: 919.541.9366
fax: 919.990.9544
info@ncbiotech.org
15 TW Alexander Drive
Post Office box 13547
Research Triangle Park, NC 27709-3547
ECU Brody School of Medicine - Genetics http://www.ecu.edu/bsomacaddev/webguides/genetics.html
East Carolina University
Academic Development
Brody Medical Sciences Building
Greenville, NC
252.816.2149
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