BSC 307 Cognitive Adaptation Lesson Plan Form


Oct 23, 2013 (3 years and 7 months ago)


Kira Hedrich

BSC 307

Cognitive Adaptation

Lesson Plan Form


Design your Own Genes: Genetic Engineering


Grade Level:


(or honors



To review genetic principles, including DNA, DNA replication, Genetic Inheritance

(Knowledge Level


To have students know what biotechnology is
. (Knowing Level)


To have students know that genetic engineering is a branch of biotechnology,
what genetic engineering is, and its history.
Knowing Level)


To have students understand how genetic eng
ineering is done.
Understanding level)


To have students know how genetic engineering is used in real world applications.
(Knowledge/Understanding level)


To have students compare the difference between natural selection, artificial
selection, and

genetic engineering
(Understanding Level)


To have students apply the knowledge that they have learned about genetic
engineering to create their own genetically modified organism.
(Application Level)


After watching the video, “The Future of Food” students
should be able to discuss
the pros and cons of genetic engineering in agriculture, and its implications affect
the world around them.

(Analyze/Evaluation Level)


Students should be able to write an essay about their opinion of genetic
modification as it app
lies to agriculture

(Analyze/Evaluation Level)

Illinois State Learning Standards:


Stage G3;
Stage J2;
Stage J3;
Stage J5
. 12B

Stage I1.

Goals: 13

4d, 5d 4e, 5e

Kira Hedrich


This topic would be covered in a 1
to 2 week long unit. It would be
done right after discussing DNA, and genetics in terms of the timeline. The first day
would consist of reviewing what we had learned about in the DNA and Genetics units.
The information covered during the review would be re
levant to the information needed
for Genetic engineering. A review worksheet would be done in class. (Obj. 1)

On day two, we would introduce the topic of genetic engineering by defining what
biotechnology is, how genetic engineering falls under biotechnolo
gy and its definition,
how genetic engineering is done (literally and through a comparison model), and how it
applies to real world applications. This may take more than one day to accomplish, so an
extra day would be added just in case. Students would tak
e notes in class and have a
homework assignment where they would compare the differences between natural
selection, artificial selection, and
genetic engineering; as well as questions about what
they had learned that day.

(Obj 2

Day 3 would be an extra

day for notes if needed, if it is not, we would skip ahead to Day

Day 4 would start the beginning of a 1
2 day in class activity. I would groups of 2
students an envelope containing the “Design Your Own Genes” Activity worksheet, and
certain material
s. In each envelope, they would be given a certain organism (corn,
tomato, etc) that they would have to modify, and what parameters (need to make it cold
resistant, etc).

Each group would have a booklet of all the genetic material available with a descrip
of what they did. The booklet would also have what bacteria/yeast

are available to use
as “factories”. They would then have to obtain the materials from the designated
folders/bins, and attach the new DNA segment to the
old DNA strand. After they mak
the DNA Strand, they would have to demonstrate putting it in the bacteria/yeast for
replication, and then eventually into the cell of their organism.

This activity would be done with the worksheet.

Students would have to create a poster about their gene
tically modified organism and
what they did, which they would have to present to the class. (Obj. 7)

Day 5 would be an extra day for the activity if needed or an extra day to work on the

Day 6 would be a presentation day for their projects.

Day 7 W
atch the video, “The Future of Food” with a guided worksheet. This would take
3 days depending on class period length. The entire video is needed to express what
needs to be learned.

Day 10/11: A full day of discussion about the video. First we would se
parate students
into groups to discuss on their own, and discuss the

video and the

and cons of
genetic engineering and its implication on agriculture. Then a full classroom discussion
with students. Their assignment would be to write a 2 page minimum
essay on their
opinions on genetic engineering in regards to agriculture based on what they had
learned the past two weeks.

Kira Hedrich


By doing a full unit that covers almost all of blooms taxonomy is so students
what biotechnology is, how it is done, a
nd how it impacts their world. This will help them
be able to make an informed decision on an controversial issue. It will also help them
learn the process system.


Works Cited

Genetic Engineering Animation
. Dir. Tfbooker.

dcast Yourself.

Atlas Foundation. Web.
12 Sept. 2011. <

"Genetic Engineering."
U S Food and Drug Administration Home Page
. Web. 12 Sept. 2011.

"[GTPS] Ochrobactrum Anthropi ATCC 49188 Chromosome 1 Genome Viewer."
Gene Trek in
Prokaryote Space (GTPS)
. Web. 12 Sept. 2011.

"Overview and Brief History."
ess Excellence @ the National Health Museum
. Web. 12 Sept. 2011.

"The Story of Corn

Quick Facts."
Welcome to the CampSilos Home Page
. Web. 12 Sept. 2011.

Topography of the Chromosome Set

An Introduction to Genetic Analysis

NCBI Bookshelf
. Digital
image. Web. 12 Sept. 2011.

* Please attach any and

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