Gale Schools - Lesson Plans - Secondary - Science

Technology

Title: Technology

Grade Level: 9-12

Subject/Content: Science / Biology

Summary of Lesson: Discover the meaning of biotechnology and understand a form of biotechnology well enough to defend or refute its potential.

Focus Question: What is biotechnology and how is it part of our everyday lives?

Databases(s): Science Resource Center

Procedures:

Steps/Activities by teacher:
*Students should have prior knowledge of the cell and DNA before starting this activity.

Lead a class discussion introducing the word biotechnology
Direct students to Science Resource Center to learn more about the history of biotechnology:
Meyer, Ralph R. "Biotechnology and Genetic Engineering, History of." Genetics. Ed. Richard Robinson. New York: Macmillan Reference USA, 2003.
Discuss the above resource and clarify terminology to increase student comprehension.
Assign the students several different types of biotechnology (cloning, stem cells, genetically modified foods, etc.).
Allow the students to access Gale's Science Resource Center database to search for information about the biotechnology topics you give them.
Have the students fill-in a table with general information about each biotechnology topic including: name of technology, purpose, pros and cons and new vocabulary they encounter.
Lead class share time to increase general student knowledge and address new vocabulary terms and ideas about each topic.
Divide the students into pairs and randomly assign them a biotechnology topic. Assign each topic twice, making one team the affirmative team and one the negative team.
See possible English tie
Guide students as they research their particular topic, helping them to formulate arguments for and against the topic they were given.
Explain to students the structure of the debate they will be having against the opposing team. Each pair will have three minutes to stand up, introduce their topic and provide at least three detailed arguments supporting their side of the issue. After both sides have presented, each side can then refute the others statements. When combining an English tie, format may vary.
During the presentations all students should be taking notes on the arguments being made for each topic.

Steps/Activities by student(s):

Access the Gale Science Resource Center database and search for the types of biotechnology defined by your teacher (cloning, stem cells, genetically modified foods, etc.).
Create and fill in a table with the following information about each biotechnology topic you have been given: name, purpose, pros and cons and new vocabulary they encounter.
During class discussion ask about any new vocabulary terms and ideas about each topic you filled in on your table.
Choose a partner to share your biotechnology topic. You will be assigned to either the affirmative team or the negative team for your topic.
Continue to research your specific topic in the Gale Science Resource Center, formulating arguments for and against your topic as you go.
Present your findings during the debate. Be sure to make at least 3 distinct arguments to support your side being sure to state your resources out loud during the presentation. While the other team is making their arguments take notes so that you can refute their arguments when it's time.
During the other presentations take notes on the arguments being made for each topic.

Outcome: Students will have a basic understanding of the topics and issues surrounding current biotechnological processes and will be able to make logical arguments using their knowledge of the topics.

Related Activities: This activity is easily integrated with:

English can be incorporating additionally in the following way:
A more detailed debate format may be required in addition to developing skills in note taking, note card format, bibliography structure, presentation skills
The book Jurassic Park can be read concurrently with the study of biotechnology. Ideas of real-world implications and the realities of the type of park could be investigated
Global Studies can be incorporating by:
A historical perspective can examine the technological trends of the past and present, economics and profits for greed
Math can be incorporating by:
Examining fractals and iterations
Discussing the chaos theory and the implications of biotechnology on society and the future

Standard Date: December 1994

Content Standard(s): NS.9-12.1(A) Understands about scientific inquiry; NS.9-12.3(C) The cell, Molecular basis of heredity; NS.9-12.4(E) Abilities of technological design, Understanding about science and technology; NS.9-12.4(F) Personal and community health, Natural and human induced hazards, Science and technology in local, national and global challenges; NS.9-12.7(G) Science as human endeavor

Learning Expectation: As a result of activities, students should be able to recognize descriptions of different types of biotechnology currently being used and be able to form persuasive arguments for or against that particular type of biotechnology.

Performance Indicators:

At Level 1, the student is able to: Define terms relevant to biotechnology; discuss historical perspectives surrounding biotechnology
At Level 2, the student is able to:
- Explain why controversy surrounds topics of biotechnology
- Identify biotechnological advances and discuss their significance in terms of living species
At Level 3, the student is able to: Formulate persuasive arguments for and against a given biotechnology topic while showing understanding for the underlying content

Computer Literacy and Usage Standards 9-12:

The student will demonstrate proficiency in the care and use of computer-based technology
The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications.
The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations.

ISTE NETS for Students

A1 Communicate and defend a scientific argument
A2 Scientists conduct investigations for a wide variety of reasons
C1 The cell
E1 Identify a problem or design an opportunity, Evaluate a solution and its consequences, communicate the problem, process and solution
E2 Scientists in different disciplines ask different questions, use different methods of investigation and accept different types of evidence to support their explanations; Science often advances with the introduction of new technologies; Science and technology are pursued for different purposes
F1 Personal and community health

Information Power; Information Literacy Standard 7:

The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.