NAU BIOTECH Unit 7 of 12: Introducing Biotechnology into a Biology Classroom Unit 7, Lesson 3: GMOs Page 1 of 3 Unit 7: Introduction and Lesson 3
Unit Plan Assignment
Time Frame: eight 55 minute periods and 1 day
Unit Outline:
Lesson 1: Introduction to DNA
Lesson 2: Inquiry
Lesson 3: GMO’s
Lesson 4: DNA Isolation
Lesson 5: Field trip to the Zoo
Lesson Unit: Real World Connections for Biotechnology
Lesson 3: GMOs (Genetically Modified Organism)
Time: This lesson initially will require 2 classes. The second part will take longer based on class timetable.
Text: Modern Biology
Prior Knowledge: DNA’s role in the continuity of an organism, the process of analyzing DNA through gel
electrophoresis, and basic understanding of heredity (genotypes vs. phenotypes) are all important concepts
that should be covered before this activity.
General concepts: Analyze the prevalence and affect of GMO on our society. They will then research and
translate their viewpoints into a retrospective of GMOs.
Standards:
National Science Education Standards:
Science and Technology
Understandings about Science and Technology NSES p.192
Science often advances with the introduction of new technologies. Solving technological problems often
results in new scientific knowledge.
Science and Technology are pursued for different purposes. Inquiry is driven by desire to understand the
natural world, and technological design is driven by the need to meet human needs and solve human
problems. Technological solutions may create new problems.
Science in Personal and Social Perspectives
Personal and Community Health NSES p.197
Selection of foods and eating patterns determine nutritional balance.
Science and Technology in Local, National, and Global Challenges
Science and technology are essential but can only indicate what can happen, not what should happen, the
latter depends on human decisions about the use of knowledge.
Understanding basic concepts in and principles of science and technology should precede active debate
about the economics, policies, politics, and ethics of various science and technology related challenges.
NAU BIOTECH © 2009 Stuart Charlip NAU BIOTECH Unit 7 of 12: Introducing Biotechnology into a Biology Classroom Unit 7, Lesson 3: GMOs Page 2 of 3 Progress in science/ technology can be affected by social issues and challenges.
Individuals and society must decide on proposals involving new research and the introduction of new
technologies into society.
Humans have a major effect on other species.
History and Nature of Science
Science as a Human Endeavor NSES p.200
Individuals and teams have contributed and will continue to contribute to the scientific enterprise.
Scientists have ethical traditions.
Scientists are influenced by societal, cultural, and personal beliefs and ways of viewing the world.
Historical Perspectives NSES p.201
In history, diverse cultures have contributed scientific knowledge and technologic inventions.
Changes in science occur as small modifications in extant knowledge (usually).
Occasionally there are advances in science and technology that have important and long-lasting effects on
science and society.
Historical perspective of scientific explanations demonstrates how scientific knowledge changes by
evolving over time, almost always building upon earlier knowledge.
Arizona State Standards:
Science Standards
Strand 2: Concept 1: PO3 & PO1
Strand 1: Concept 2: PO4.
Strand 3: Concept 1: PO3.
Common misconceptions:
“Students believe that Scientists and engineers know all the facts and are not influenced by personal motives
and interests.” (AAAS, pg.335)
Essential Question: How has science affected society for the better or worse?
Behavioral objectives:
- Describe what a GMO is
- Discuss the pros and cons of transgenic foods
- Illustrate or detail the effect of GMF on our society
Lesson Description:
Transgenic foods and GMOs have become an integral part of society but most students have no idea about
them. In the lab, we will carry out the BioRad kit for GMOs. It will give the students a visual model for the
prevalence of GMFs in their food
Before this lab is done, the class will have started to discuss genetic engineering and it’s affect on society.
Plasmids, bacterial transformation, and DNA replication will all have been dealt with prior to this section.
The paper and pencil activity showing the prevalence of biotechnology through the centuries will be done to
give them a starting place for the activities. Students will choose what food they will like to test and bring
them to class. They will then carry out the lab kit, perform the electrophoresis and find out the occurrence
of GMF’s in their foods. This will be the initial inquiry portion, as they choose which food they can test.
The rest of the inquiry lays in the second part of the activity.
NAU BIOTECH © 2009 Stuart Charlip NAU BIOTECH Unit 7 of 12: Introducing Biotechnology into a Biology Classroom Unit 7, Lesson 3: GMOs Page 3 of 3 For this part of the activity the class will be broken up in to 4 groups. Two of the groups will be pro GMOs
and the other two will be against GMOs. I will give them a choice of various concepts and views to choose
and use as a starting point for their research.
Each group will then research their viewpoint and concept. This will work on skills involved in doing
research and using the available resources in our library, both in the stacks and on the computer. A set
period of time later, each group will debate the other on whether GMOs are good or bad for society. The
Debate class teacher will be involved in this portion and will help the class better understand how to carry
out a proper debate. The students will present their views in front of their class and their peers.
This lesson will end with the students being able to describe their own personal view on GMFs using
information garnered during the entire process.
Level of Inquiry:
1- Structured Inquiry- Students investigate a teacher presented question through a prescribed procedure.
Materials:
BioRad GMO Investigator Kit
micropipettes
food from various sources
gel boxes
Safety:
This lesson will need the use of gloves, goggles and aprons
Assessment:
Student understanding of this activity will be shown initially through the proper lab protocols and write up
of lab reports. The second portion will be graded based on their effort and presentation throughout and
during the debate process. This will be graded on a rubric which will have been previously discussed for
student understanding.
Real world connections:
Bacterial transformation techniques are used in the field of Biotechnology. An example of bacterial
transformations is the process by which Chymosin is created.
NAU BIOTECH © 2009 Stuart Charlip