1 / 15

Impacts of Biotechnology

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. Next Generation Sunshine State Standard(s).

ailani
Download Presentation

Impacts of Biotechnology

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Impacts of Biotechnology Science Math Masters Summer 2014 Gale Crowe Cheryl Reve Rachel Nicholson

  2. Objective: • Evaluate the impact of biotechnology on the individual, society, and the environment, including medical and ethical issues.

  3. Next Generation Sunshine State 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.

  4. 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.

  5. Next Generation Sunshine State 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). • 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.

  6. 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

  7. Teacher Materials/EquipmentAdditional 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) • Biotechnology:Principles, Applications,and Social ImplicationsPowerpoint

  8. 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

  9. 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.

  10. Exploration • Watch Video “Food, Inc”. • Students complete video worksheet/discuss.

  11. 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?”

  12. 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).

  13. Explanation • Biotechnology and Its Uses Powerpoint

  14. Elaboration • Lab: The E.coli Insulin Factory

  15. 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.

More Related