Culminating Task - Molecular Genetics.docx - Senior Biology - home

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Culminating Task
-

Molecular Genetics

Genetically Modified Organisms






by: Hina T, Jacqueline C, Zarah A


Big Ideas

D1
.a
nalyse

some of the social, ethical, and legal issues associated with gen
etic research and
biotechnology


Specific Expectations

D1.1

analyse, on the basis of research, some of the social, ethical, and legal implications of
biotechnology

(e.g., the bioengineering of animal species,

especially those intended for human
consumption;

the cultivation of transgenic crops; the patenting

of
life forms; cloning) [IP, PR,
AI, C]


D1.2

analyse, on the basis of research, some key

aspects of Canadian regulations pertaining to

biotechnology (e.g., current or potential legislation

for mandatory DNA fingerprinting, human

cloning, ownership of a genom
e, patenting of

genetically modified organisms), and compare

them to regulations from another jurisdiction

[IP, PR, AI, C]









Teacher Notes


This culminating task focuses on developing students awareness about GMOs
and recent advances in it.

It provides students with the opportunity to
familiarize oneself with online research and referencing. In addition, it helps
students to write a short opinion piece on GMOs thus enabling them to develop
their own opinions and beliefs on current topics. Fu
rthermore, students are
expected to work collaboratively, cooperatively, and respectfully with their
group members. Finally, this assignment helps to
extend

their presentation
skills

by delivering their topic in a professional but engaging manner
.


Geneti
cally Modified Organisms


Introduction

Genetically modified foods or GMOs (genetically modified organisms) are organisms that have
had their DNA altered through genetic engineering. These organisms are created by combining
genes from different organisms through a process call recombinant DNA te
chnology. The
resulting product or organism is called a "genetically modified", "genetically engineered" or
"transgenic" organism. Typically, GMOs refer to crop plants but recent advances in technology
have
broaden the scope of GMOs to all forms of life. F
or example, pets that glow under UV light
to goats that produce spiders milk.

This assignment will provide you with the opportunity to dive
into the world of GMOs, the process resulting in these organisms and the ethical issues
surrounding it.



Your task

In groups of 4
-
5, you will
research

on
e

of the following GMOs
. Through your investigation of
the topic, you will be asked to
communicate

your
final product to the class at the end of the unit.



Task 1
-

Due: ____________________________

In groups, you
will choose a topic from the list provided but you may also choose a sub
-
topic or
alternative topic not on the list. Once chosen, the topic must be approved by the teacher.



golden rice












Bt corn



long
-
lasting tomatoes



cotton



tobacco



banana vaccines



manufacturing
-

example: spider’s silk from goat’s milk



pharmaceuticals
-

example: chickens

Task 2

To help with the organization

and communication

within the group,
the work
can

be divided
into
roles. These roles do not mean that, that particular indivi
dual has to do all the work but rather
that they oversee that section of the culminating task.

a) lead planner
-

facilitates the planning of meetings

b) lead researcher
-

co
-
ordinates the research, ensures a variety of resources are used

c) lead presenter

-

outlines the presentation and ensures technology

d) other: ___________________________________________










Task 3
-

Due
:

______________________________________

In groups, you will deliver
a
30 minute

presentation

in a creative manner
.
These presentations
are meant to inform your peers so you will have to make them interesting to grab their attention.
Remember at the way you present the information is up to you.
You can use P
owerPoint, B
ristol
boards, role play activity, concept
/
mind map
s
, poems, songs,

a game

etc

or a combination

of
some of these
.
Please include the following requirements in your final product.



What are GMOs?




How was your GMO genetically engineered? (show the process but explain it briefly)



How common are GM foods?



What are the benefits and drawbacks of your GMO?



Are there any environmental hazards? economic hazards?



Are there any human health risks?



Compare and contrast GMO vs. non
-
GMO



Take a stance on whether you are for or against GM
Os.


**Remember to site your
sources. Use the MLA format you've learned.



Here are a few websites to get you started.

http://www.bioteach.ubc.ca/Journal/V01I01/index.htm

http://www.scq.ubc.ca/?p=333

http://www.bioteach.ubc.ca/Journal/V01I01/1926bioluminescence.pdf

http://www.bioteach.ubc.ca/TeachingResources/ApplicationsSociety.html#GMO




Self Assessment
(helps to build upon assessment
as learning)


Each
individual in the group is expected to hand in a one page journal reflection on their topic

due the day after t
hey present
. The first half the journal is to be a summary of their presentation
.
The second half is to be a position paragraph as to your stance on GMO (i.e. for or against). This
reflection should be double spaced, size 12 Times New Roman.


**Note: if
you are using any sources make sure you reference it.


You
r journal entry

will be graded by the following rubric.



Journal Reflection
-

Rubric



Level 1

Level 2

Level 3

Level 4

Format

Proper format
was not followed

Proper format
was somewhat
followed

Proper format
was almost
followed

Proper format
was followed

Flow of thought

Ideas are not
written in a
coherent and
logical manner

Ideas are
somewhat
written in a
coherent and
logical manner

Ideas are mostly
written in a
coherent and
logical manner

Ideas

are written
in a coherent and
logical manner

Grammar

Entry does not
use correct
spelling and
grammar

Entry somewhat
uses correct
spelling and
grammar

Entry mostly
uses correct
spelling and
grammar

Entry uses
correct spelling
and grammar

Application

A po
sition is
taken but is not
supported with
an argument

A position is
taken and is
somewhat
supported with
an argument

A position is
taken and is
mostly supported
with a strong
argument

A position is
taken and is
supported with a
strong argument







Peer
Assessment (helps to build upon assessment

as learning)


Name:
______________________________________
__________________



Group Members: ________________________________________________



Participation

Was each group member

actively participating and on task? Explain.



Leadership

Did each individual assume their leadership role in an appropriate manner which helping the
group to stay on track? Explain. (i.e. were they encouraging, proposed solutions to problems,
etc.)



Cooperation

Did all members treat each other with respect? Was the workload shared equally?







Feedback

Did each member listen to each
other's

ideas and provide constructive feedback.






Do
-
over

If you were to do this assignment again, what would you

do differently.


Rubric
-

Presentation

Assessment (helps to build up assessment as learning

-

done by the teacher
)

Categories

Level 1

(50
-
59%)

Level 2

(60
-
69%)

Level 3

(70
-
79%)

Level 4

(80
-
100%)

Knowledge and Understanding

Knowledge of
content
(terminology, definitions)



Information presented
is mostly incorrect and
lacks depth



Displays little
knowledge of content



Information presented
is somewhat correct,
though limited



Displays some
knowledge of content



Information presented
is mostly
correct and
sufficient



Displays adequate
knowledge of content



Information presented
is correct and extensive



Displays thorough
knowledge of content

Understanding of content
(concepts, ideas, theories)



Little understanding of
content is displayed
and
little effort is
made connect ideas



Some understanding of
content is displayed in
attempts to make
connections between
ideas



Adequate
understanding of
content is apparent in
good connections
made between ideas



Deep understanding of
content is apparent in
the insightful
connections made
between ideas

Thinking and Investigation

Use of initiating/planning
skills and strategies
(formulating questions,
selecting resources,
developing plans)



Very little planning of
investigation is shown



References were not
provided



Solutions were limited
in content and
innovation



More planning of
investigation is needed



References were
limited, showing little
variety in sources



A few solutions were
provided



Adequate planning of
investigation is evident



References were
suffic
ient, showing a
variety of sources



A variety of solutions
were provided



Effective planning of
investigation is evident



References were
extensive, showing a
variety of sources



Innovative and feasible
solutions were provided

Communication

Expression and
organization of ideas and
information



Ideas and connections
were not organized or
cohesive and did not
communicate the
information



Ideas and connections
were occasionally
expressed in a
organized and cohesive
manner that attempted
to communicate the
inform
ation



Ideas and connections
were expressed in an
organized and cohesive
manner that
sufficiently
communicated the
information



Ideas and connections
were expressed in a
highly organized and
cohesive manner that
effectively
communicated the
information

Communication of
information and
connections in visual and
written forms



Information was
presented poorly with
little appeal



Information was
presented well but a bit
dry and formulaic



Information was
presented in a
somewhat engaging
and appealing manner



Information was
presented in and
engaging and appealing
manner

References


G
enetically Modified
Foods: Harmful or Helpful?

http://www.csa.com/discoveryguides/gmfood/overview.php


Organic Trade Association "Modified" By GMO Interests

http://www.naturalnews.com/032665_GMOs_Organic_Trade_Association.html


Phillips,

T.

(2008)

Genetically modified organisms (GMOs): Transgenic crops and recombinant
DNA technology.

Nature Education

1(1)


Examples of genetically modified crops.

http://www.bio
netonline.org/english/content/ff_cont3.htm