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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)
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.
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.
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.
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
TEACHER MATERIALS/EQUIPMENT
ADDITIONAL 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
Implications Powerpoint
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
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.
EXPLORATION
Watch Video “Food, Inc”.
Students complete video worksheet/discuss.
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?”
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).
EXPLANATION
Biotechnology and Its Uses Powerpoint
ELABORATION
Lab: The E.coli Insulin Factory
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.