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| At a Glance |
Grade Level: Years 2 nd-3 rd
Subjects: Genetics
Topics: Economics, Science in Society
Time Needed: Two to three weeks. (50 minute periods)
Key Learnings: Research & Analysis, Persuasion, Genetic Engineering
Background: From the Classroom in Oregon, United States
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You and your fellow biologists have been asked to serve
as expert advisors to the district council of Ixtapa, Mexico.
Corn weevils have infested the corn of Ixtapa, severely reducing
the major food source in this agrarian district. Malnutrition
is a real concern. Additionally, employment and the related
economy are also suffering. A promising strain of weevil-resistant
corn, called Wvbgone Corn is in development in the US. Should
this research be pursued? Should Wvbgone Corn be planted in
Ixtapa?
Unit Summary
Students study genetic engineering and issues related to risks
and benefits of altering agricultural products. Student biology
teams conduct research to answer the questions raised in the
Wvbgone scenario and prepare a presentation for the town council
defending a position on the issues.
Curriculum Framing Questions
 | Essential Question
Just because we can,
should we? |
| Unit Questions
Should genetic engineering be permitted in our society?
Do the benefits of genetically
engineered foods outweigh the risks? |
| Sample Content Questions
What is genetic engineering?
How are the traits of an organism passed from generation to generation? |
Instructional Procedures
- Introduce the project using a slide
presentation
- Students brainstorm the topic, and develop guiding questions
for research. The teacher can guide the discussion to encourage
questions for research such as the Unit Questions.
- Students complete research.
- Students submit proof of research (notes).
- Students prepare a report for the council.
- Students create a presentation enhanced with multimedia,
a Web page or newsletter.
- Student "experts" present their findings to the "council"
(the class).
Prerequisite Skills
| Students completed a two-week course of study in genetic
science |
| Basic research skills (both text and electronic) |
| Ability to create either a slideshow presentation, a newsletter,
or Web site |
| Speaking using multimedia enhancement |
Differentiated Instruction
| Resource Student
Frequent consultation to check understanding and progress.
A more basic research report about genetic disorders may
be in order for students with limited reading, writing or
research skills |
| Gifted Student
More able students will be encouraged to study fiscal and
ethical issues in depth and be responsible for these parts
of the report and presentation |
Assessment
Student "district council" reports and presentations will
be the basis for assessment using a student
assessment tool.
Credits
Nancy Floerke
participated in the
Intel® Teach to the Future program, which resulted in this
idea for a classroom project. A team of teachers expanded the
plan into the example you see here.
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