Professional Documents
Culture Documents
Subject:Biology
Grade:9th/10th
CaliforniaContentStandards:
NexGenScienceStandardsadoptedbyCA:
HSLS3Heredity:InheritanceandVariationofTraits
HSLS31.AskquestionstoclarifyrelationshipsabouttheroleofDNAandchromosomesincodingthe
instructionsforcharacteristictraitspassedfromparentstooffspring.
ScienceandEngineeringPractices
EngaginginArgumentfromEvidence
Engaginginargumentfromevidencein912buildsonK8experiencesandprogressestousingappropriateand
sufficientevidenceandscientificreasoningtodefendandcritiqueclaimsandexplanationsaboutthenaturaland
designedworld(s).Argumentsmayalsocomefromcurrentscientificorhistoricalepisodesinscience.
CrossCuttingConcepts:
ScienceisaHumanEndeavor
Technologicaladvanceshaveinfluencedtheprogressofscienceandsciencehasinfluencedadvancesintechnology.(HS
LS33)
Scienceandengineeringareinfluencedbysocietyandsocietyisinfluencedbyscienceandengineering.(HSLS33)
Big Ideas:
BigIdeas&EssentialQuestions:
StudentsapplywhattheyhavelearnedaboutDNA,geneexpressionandproteinsynthesistoarealworld
problem.
Whatarethepossiblepositiveandnegativeconsequencesofmanipulatingthegeneticsoforganisms?
Shouldhumanneeds(e.g.money,food)bemoreimportantthanenvironmentalimpacts?
DoyouthinkthattheUSgovernmentshouldrequirelabelsongeneticallymodifiedfood?
Unit Goals and Objectives:
StudentLearningObjectives:
Studentswillbeabletoexplainhowscientistscangeneticallyengineerorganismsusingcontentspecificterms,suchasDNA,plasmid,
restrictionenzymeandgeneticallymodifiedorganism.
Studentswillbeabletoexplainwhyscientistsgeneticallymodifyorganismsandhowitisalreadybeingdoneformedicalandagricultural
purposes.
Studentswillbeabletogatherevidenceforallsidesofanargument.
Studentswillbeabletousetechnologytopresentanargumentwithtext,relevantgraphicsanddatainaneasytoreadformat(e.g.table,chart,
graph).
Unit Summary:
ThisunitplanencompassestheapplicationofknowledgeaboutDNAreplication,proteinsynthesis(includingtranscriptionand
translation),bacteria,virusesandvectors.Wewillexplorehowgeneticengineeringisdone,thebenefitsandrisksandtheethicsof
alteringtheDNAoforganisms.Iwillpresentyouwithabackgroundofwhatthestudiesareusedtoinvestigate.Wewillexplorerich
resourcestoprovideuswithastrongfoundationfromwhichtoforanopinionaboutgeneticengineering.Wewilluseourknowledge,
skills,andhigherlevelcognitivefunctionslikelogic,reasonandargumentationtoexplorethefacetsofgeneticengineering.
Assessment Plan:
Entry-Level:
Think-Pair-Share Activity
Discussion
Formative:
Video Answer Sheet: The Eyes of Nye
Webquest Activity
Genetic Engineering Quiz
Mid-Research Report to Teacher
Research Proposal
Summative:
Presentation of opinion of type of crops town
should plant
Final Whole Class Discussion
Lesson 1
Student Learning
Acceptable Evidence:
Objective:
In notes summary,
1. Students will be able to students answer teacher
explain how scientists created questions about
can genetically engineer how genetic engineering
organisms using
is done and must use the
content-specific terms, related vocabulary to
such as DNA, plasmid, describe the process.
restriction enzyme and Students explain, in
genetically modified
paragraph on video
organism.
worksheet and in notes
2. Students will be able
summary, how genetic
to explain why
engineering is applied in
scientists genetically
the medical field and in
modify organisms and agriculture.
how it is already being
done for medical and
agricultural purposes.
3. Students will be able
to gather evidence for
all sides of an
argument
Lesson 2
Student Learning
Objective:
1.Students will be able to
explain how scientists
Acceptable Evidence:
Students complete
worksheet with correct
answers based on the
Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction
Lesson Activities:
Instructional
Strategies:
Communication
Collection
Lesson Activities:
can genetically
information collected
engineer organisms
from the websites in the
using content-specific
web quest.
terms, such as DNA,
plasmid, restriction
enzyme and genetically
modified organism.
2. Students will be able
to explain why scientists
genetically modify
organisms and how it is
already being done for
medical and agricultural
purposes.
Lesson 3
Student Learning
Objective:
1. Students will be able to
explain how scientists
can genetically engineer
organisms using contentspecific terms, such as
DNA, plasmid, restriction
enzyme and genetically
modified organism.
2. Students will be able to
explain why scientists
genetically modify
organisms and how it is
already being done for
medical and agricultural
purposes.
Acceptable Evidence:
Student responses
should be thoughtful.
Students will know my
expectations from the
rubric provided as they
complete the activity.
Collaboration
Presentation
Organization
Interaction
Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction
Lesson Activities:
Unit Resources: (note- the Unit Resources are hyperlinked to the corresponding websites)
PBSVideo:GeneticengineeringandDNA
WebQuestSites:
1. PBSHarvestSite(1stWebQuestSite)
2. LearnGeneticsSite(2ndWebQuestSite)
3. WhoWantstoBeaGeneticEngineer(3rdWebQuestSite)
Useful Websites:
Article Sites:
1. Smithsonian Magazine Article: Sorry Hipsters, Organic Kale is Genetically Modified
2. NewsELA: GMO search articles
Other Sites:
1. Discovery: Genetic Engineering Lesson Plan Resources
2. ABPI: Genetic Engineering Lesson Plan Resources