Unit 9: Issues
in Biology
Essential Questions

What are some current ethical issues in
biology?

How do these issues effect me? My
classmates? The world?

How can I formulate an opinion on these
issues based on factual evidence?

Why is it difficult to formulate an opinion on
these issues?
Day 1: Genetic Engineering

Learning Objectives:

To define genetic engineering and give
examples of genetic engineering

To think of reasons why genetic
engineering might be useful

To form an opinion on different situations
whether they are right or wrong

To decide whether particular situations
should be allowed to continue

To accept other people’s opinions,
regardless of whether you agree or
disagree with them
Starter

What is genetic engineering?

With your group come up with some specific
examples of things that have been
genetically engineered.

Discuss whether you think these examples
are right or wrong and why you think this.

Time: 10 minutes
Activity 1

Work with your lab group

There are 5 different cases of genetic engineering on
the back lab benches

For each of the cases write down what you think of the
following:



Why might this be useful?
Do you think it is right or wrong?
Why should it continue/stop?

If your group has conflicting views, write down all your
thoughts and opinions

Time: 50 minutes
Activity 2

Discussion of issues

Issues:



Dolly the sheep

Genetically modifying crops so they grow
bigger

Genetically modifying organs in pigs so
they can be transplanted into humans

Cloning endangered/extinct species
Genetically modifying salmon so they are
bigger
Time: 20 minutes
Day 2: Gene Therapy &
Offspring Selection

To learn about cystic fibrosis, an inherited
genetic disorder

To learn about gene therapy

To make decisions regarding genetic testing
and gene therapy
Starter

If you could choose what traits your children
would inherit, would you?

What traits would you want your children to
have?

What do you think about this idea of being
able to select the genes that your children
would inherit?

Time: 15 minutes
Video Clip: Gattaca
Activity 1

You will be put into groups

Read through the “cystic fibrosis and gene
therapy” article

What is cystic fibrosis and how does cystic
fibrosis affect the individual?

What is gene therapy?

If you found out you were going to have a
child with a genetic disorder, what would you
do?

Time: 25 minutes
Activity 2

Read and discuss the case study
“Sometimes it is all in the genes” with your
group

Answer your questions on a separate page

Time: 30 minutes in group, 15 minutes class
discussion
Day 3: Human
Overpopulation

Learning Objectives:

To learn that human population is growing
at an exponential rate

To understand the problems that the
overpopulation of humans can cause on
the Earth
Starter

Watch the video clip and answer the following
questions:

To what extent do you think that rates of
longevity and advances in medicine and food
production impact the growth of the world's
population?

Why do you think that population growth might
be a source of concern?

What potential environmental, economic and
social problems are associated with
overpopulation?

Time: 15 minutes
Video: Earth Overpopulation
Awareness
Activity 1

You and your partner will be given a country

Research the population and demographics of
your assigned country and the current status of
the country's natural resources. These
resources might include fresh water, forests,
clean air, wetlands and oceans.

Identify how the country's people benefit from
the natural resources and the extent to which
the resources are being threatened by human
consumption.

You will present your findings at the end of 30
minutes

Time: 30 minutes
Activity 2

Present your findings to the class

Countries included:


China, India, USA, UK, Indonesia, Russia,
Brazil, Pakistan, Japan, Nigeria, Germany,
Egypt, Vietnam, South Africa
Time: 15 minutes
Video: The Science of
Overpopulation
Activity 3

Answer the following questions with your group:

1. What correlations, if any, can be drawn between
overpopulation and poverty?

2. What do you think might happen to our planet and its
inhabitants if the Earth's natural resources were completely
used up?

3. In your opinion, will the world's natural resources be able
to handle the Earth's growing population? Why or why not? If
not, what can be done to address this problem?

4. What do you think the world will look like in 50 years? In
what ways might the world your children and grandchildren
live in resemble anything you have known?

5. In your view, what challenges are associated with
stabilizing the world's population?

Hand in when completed
Day 4: Stem Cells (60 min)

Learning Objectives:

To understand what embryonic stem cells
are

To research the studies currently being
done on embryonic stem cells

To debate whether research into stem
cells is right or wrong
Starter

What are stem cells?

Why are they so controversial?

Time: 10 minutes
Video Clip: Creating
Embryonic Stem Cell Lines
Activity 1

You will be given either a number 1 or
number 2

You will work with this group to defend your
side of embryonic stem cell research and
therapies

1 – For research into stem cells

2 – Against research into stem cells

You will get an opening statement, rebuttal,
and closing statement

Time: 30 minutes
Activity 2

Debate
Day 5: Exam preparation