Getting into Genes Unit Plan - Zoe-s-wiki

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Getting into Genes

Unit Plan



Getting into Genes






Social Studies Online









TEACHER

Jacquetta McGonagle


YEAR

11

LEVEL

6

NCEA LEVEL

1

DURATION

5 weeks


Strand Achievement Objectives to be
Assessed


Learning Outcomes





Students will:

Resources and Economic Activities

How and why individuals and groups make
decisions about the use of resources, goods and
services

-

explain how and why people make
decisions about using genetically
engineered resources, goods and services.

Processes


Learning Outcomes


Values Explorati
on

Students will:

-

explain, with depth of understanding,
why people hold differing values
positions on GE

-

be able to describe a range of
consequences of people holding differing
values positions on GE and the
significance of these.

Achievement Standa
rd Externally
Assessed


Learning Outcomes


1.2 Examine people's participation in society.

Students will

-

explain, in depth, reasons for people's
participation in society and the effects of
this

-

use information and examples that
reflect varying perspectives

Achievement Standard Internally
Learning Outcomes


Assessed


1.4 Examine differing values positions

Students will

-
explain why people hold differing value
positions about genetic
engineering

-
describe a range of consequences of
people holding different value positions
about genetic engineering.

-
describe the significance of these
consequences

Requirements


Settings:

New Zealand; Global

Perspectives:

Current Issues

Essential
Learning About New Zealand Society
(ELANZS):

-

Development of NZ's identity and ways
this is expressed

-

Changing patterns of economic activity
and trade

Achievement Standards being assessed


1.2 Examine people's participation in society (formative)

1.2
Assessment Schedule


1.4 Examine differing values positions (summative)

1.4 Assessment Schedule


TEACHING AND LEARNING ACTIVITIES

Select and adapt these learning activities to best meet the needs of your students,
and to fit the time available:

1.

Starter Activity
-

Defining Terms

a.

Genetic Engineering or Genetic Modification? Are you muddled about
these terms? Most organizations use the terms genetic engineering and
genetic modification without making a clear distinction between them.
For the course of this unit we will take these te
rms as being
interchangeable. Check them out for your self on



Definition of Genetic Modification

(pdf
-

requires
Adobe
Acrobat Reader
)



What is Genetic Engineering?


b.

Create a
concept map

to identify some of the key concepts and ideas
underlying genetic

engineering.

c.

Set up a
Definition map
.

d.

Match Up Definitions


e.

What are the
two sides

to the issue?

f.

What do cartoons tell us about the issue?

i.

Biotech illustration for Environment Hawaii


ii.

GE Cartoon


iii.

GE Cartoon


iv.

Of Cabbages and Kings Sample
Cartoons


2.

Activity
-

The
Royal Commission

of Inquiry into Genetic Modification

Use
5 Ws and 1 H

and record information about the Royal Commission of
Inquiry.

For example:



What was the Royal Commission?



Why was it set up?

etc.

3.

Getting your head
around the GE debate



.

Draw up a
PMI table
. The PMI stands for
P
lus
M
inus
I
nteresting

a.

Skim read the following web sites and note down points about the GE
debate th
at are a plus, a minus or interesting.



The Shifting Sands Of the GE Debate




GE Debate: Line Drawn In The Sand


4.

Fact or Myth?

Put
these statements

into the correct columns MYTHS and FACTS.

Use it to survey your friends and family. Compare your results and file them
for reference later.

5.

Examining viewpoints for and against genetic engineering



.

Check out these sites:

Pro GE sites




Monsanto Bioteechnology

(NB: biotechnology is synonymous with g
enetic
engineering/modification)



Food Biotechnology: Talking Points




Greenpeace Founder Supports Biotechnology


Anti GE sites




Monsanto
--

a major player in GE Technology




GE Free NZ
-

News




P.S.R.G.= Physicians and scien
tists for responsible genetics




PSRAST
-

Physicians and Scientists for Responsible Application
of Science and Technology




Greenpeace




Friends of the Earth


a.

Set up a continuum with "For GE" at one and "against GE" at the other.
Choose 2 individuals or groups that are against GE and choose 2
groups that are for GE and plot w
here they are located on the
continuum. NOTE: Try and reflect just how strongly the person/group
feels by their position on the line.

b.

Give a reason for why each of the four groups feels this way.

c.

Place yourself on the line. Write a sentence to explain wh
y you chose
that location.

6.

Consequences



.

To examine the consequences of GE in society, complete the
template
.
Use all the websites you have examined so far.

a.

Use a highlighter or a colour pencil and highlight the consequences that
are
positive

for society.

b.

Highlight in another colour consequences that are
negative

for people.

7.

People's Participation in Society
1.2
-

formative assessment

How and why do people make decisions about GE food? People feel very
strongly on this issue and are prepared to take a stand, which includes social
action. Have a look at
one action taken by an anti GE group
.

Choose an anti GE person/group, eg. either
Jeanette Fitzsimons

or
Sue Kedgely

and a pro GE person or group such as
Norman Borlaug

or
C.S. Prakash

or
Monsanto

and work through the following activities:


.

Complete the
structured overview diagram
.

a.

As a representative of your group/individual, write an
informative
article for a newspaper

explaining what you feel about GE. Make your
article easy to understand and relate to for everyday people. Include
any diagrams or sketches if you wish.

Assessment Schedule

You can see an
example

of a 1.2 assessment format

8.

Close to Home
-

Supermarket Survey of GE Foods

F
ind out the following:



What is
ERMA
?



What is
Food Standards Australia New Zealand
?



What is
HNSO
?

Group work:

Divide into groups of 3
-
5

Survey:

Gather information as to the current GE foods on the shelves and
labeling. Students could record whether or not the food has been genetically
modified from the label. For a list of.. To see how we know we are
buying GE
products, check out:
GE Foods on the market


List as many GE foods as you can find and categorise them into like products
(eg. Soy products). Indicate any that are labeled as a GE product wi
th a star.

Combine your info as a class and draw some conclusions about GE foods in
our supermarkets (ie. how much and the type).

9.

Not in My Back Yard
-

1.4 Values Exploration Summative Assessment

Summative Assessment

Assessment Schedule

See also a sample 1.4 assessmen
t "
The Mighty Mall
"

10.

Wrap up

Create your own political cartoon (See
this English Online unit

for more on
political cartoons) representing a point of view on genetic engineering from
what you have learnt.

11.

Have your say by contributing to the
forum


RESOURCES


Print




Anderson, B. Ph D
Exploding the Myth of Genetic Engineering

2nd Edition
Publisher enquiries roberta@clear.net.nz

Electronic




PSRG




Royal Commission




Monsanto




ERMA




GE Free NZ





This material has been produced by
UNITEC Institute of Technology

under contract to the Ministry of Education.


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