Bio Patent:

A Genetic Technologies Unit

Created by: Jessica Reeves

Overview: In this problem-based unit, students will be investigating technologies that have changed
the way humans influence the inheritance of desired traits in organisms. Students will be introduced to
the concept of designer babies and asked to consider their own opinions on the ethics of using
technology to manipulate genetic material. Research teams will focus on a specific genetic technology
to learn about its development, current use, impact on society, and ethical considerations. They will
compile their research findings into a final multimedia presentation. This unit was developed with
constructivist teaching strategies, meaning the activities are very heavily centered on students. The role
of the teacher in this unit is to provide support and structure to the activities but allow students
freedom to investigate and formulate conclusions on their own.
Grade level: 7
Next Generation Science Standard:
MS-LS4-5 Gather and synthesize information about the technologies that have changed the way
humans influence the inheritance of desired traits in organisms
[Clarification Statement: Emphasis is on synthesizing information from reliable sources about the
influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal
husbandry, gene therapy); and, on the impacts these technologies have on society as well as the
technologies leading to these scientific discoveries.]

Objectives:
Research and describe a genetic technology
Analyze ethical considerations in manipulation of genetic material
Predict consequences of utilizing genetic technology
Synthesize a multimedia presentation to summarize research
Materials:
Case Study 1
Case Study 2
Case Study 3
Note-taking guide
Collaborative Planning
Page
Assessment Rubric

Activities:
Activities
Day 1: Engagement Activity: Designer Babies?
To begin this unit, the teacher will show students the Designer Babies video from:
https://www.youtube.com/watch?v=oZHfPAugWAE

After students have completed the video they will record their thoughts to the following
questions:
What is your initial reaction to the ideas expressed in the video?
Would you personally design your child in this way?
What questions would have to be considered before utilizing this technology? (For
example: Would it be free and available to everyone?)

Discuss the answers in small group and large group settings.

Introduction to the unit:
As you can see, this is a very controversial issue. While it is exciting that technology has
advanced to this level, there are concerns about the ethics of manipulating genetics. In
this unit, you will be investigating how technologies have changed the way humans
influence the inheritance of desired traits in organisms. You will also think about how
these technologies influence society.

Allow students time to look over the introduction, objectives, and assessment
requirements.

Building Background Knowledge: Ethics
Before students begin to research genetic technologies, it is important that they
understand that most opinions on the use of such technologies will be divided and to
responsibly present opinions on both sides of the issue to create a balanced presentation.

Introduce the term ethics.
Definition from dictionary.com:
Ethics - values relating to human conduct, with respect to the rightness and wrongness of certain actions
and to the goodness and badness of the motives and ends of such actions.

Students will read about three case studies (located under materials) and respond via
blog entry, keeping in mind the ethics involved in each situation.

Day 2 Group assignments
Students will be placed in small groups of 3-4 students. Each group will be presented with
a topic for research. The topics include: gene therapy, genetically modified food, and
cloning. Review the note-taking guide with students. After reviewing the information,
hand out the collaboration planning guide (located under materials). Students will be
responsible for splitting up the workload between themselves and recording their
responsibilities on the worksheet. This is to ensure that each student feels ownership over
the project and builds independent decision-making skills. At the end of the unit, each
group member will assess their own performance as well as the performance of their
peers.

Each student will then log in to their laptops and navigate to their subject page. They will
use the links provided to begin the research process. At this time, the teacher should
circulate around the room and assist students as needed.


Day 3-4 Research
Students will use classroom laptops, links provided on each subject page, and Google
Docs to research and record information on their designated topic. The teacher will
circulate the room and help students as needed.
Day 5-7 Project Creation
Students are responsible for creating a Prezi to summarize their findings. Each group will
follow the assessment rubric and note-taking guide (located under materials) to plan and
create their presentation.

Students will begin their final projects using the classroom laptops. The teacher will
monitor student progress and encourage students to review the assessment rubric.
Day 8 Presentation and self-assessment
Groups of students will present their final projects to the class. After each presentation,
students will share their feedback. Each group will then complete the final column of
their group collaboration planning guide.

Wrap-Up
Self-Reflection Questions:
What were you most surprised to learn in this unit?
What questions do you still have?
Why is the information we learned here important?



Credits:
The case studies used in lesson one were modified from:
Designer babies. (n.d.). Retrieved from
https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/vtc/ngfl/science/designer_babies/inde
x_eng_ks3.html