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AOHS Biotechnology

Lesson 7Recombinant DNA

In this lesson, students are introduced to genetic engineering by learning how recombinant DNA technology is used to make insulin and other proteins for therapeutic and research uses. Students deepen their knowledge of DNA structure and acquire biotechnology laboratory skills by carrying out a restriction digest and separation of DNA fragments with gel electrophoresis.

Advance Preparation This activity requires staining electrophoresis gels and visualizing the stains. Review the

Restriction Enzyme and DNA Kit with CarolinaBLU™ Material Safety Data Sheet at http://www.carolina.com/pdf/msds/LOADINGDYE.pdf for recommendations on personal protection equipment. Review your school policy on allowable stains and disposal requirements.

Prior to Class Period 1, make several copies of Teacher Resource 7.1, True or False: Recombinant DNA Technology. Cut out the true or false statements and glue them onto index cards. Place one statement on each card and make one card per student pair.

Prior to Class Period 2, gather the materials listed in Teacher Resource 7.3, Simulation: Recombinant DNA Technology with Pop Beads, and prepare a cup of materials for each student. Construct a model of the three structures for students to refer to as they work.

Gather all equipment and materials for the lab in this lesson according to Lab Resource 7.1, Procedure: Restriction Digest Experiment. The lab occurs in Class Periods 3, 4, and 5.

Class Periods 3, 4, and 5 need to be held on consecutive days (no weekend break) because the electrophoresis gels need to be used the day after they are made and the correct amount of time needs to be allowed for destaining the gels.

Prior to Class Period 5, prepare a standards curve graph with the units marked on it to show to students.

In Class Periods 6 and 7, students will need access to computers with word processing software (one computer per pair of students) and a printer.

This lesson is expected to take 7 class periods.

Copyright © 2014‒2016 NAF. All rights reserved.

http://www.carolina.com/pdf/msds/LOADINGDYE.pdf

AOHS BiotechnologyLesson 7 Recombinant DNA

Lesson FrameworkLearning ObjectivesEach student will:

Explain the relevance of DNA isolation and gene identification to the development of genetic engineering

Describe how plasmids, restriction enzymes, and ligases are used in genetic engineering* Demonstrate the ability to perform a restriction digest and confirm results using gel electrophoresis

*This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course.

Academic Standards Apply the fundamentals of biochemistry, cell biology, genetics, mathematical concepts,

microbiology, molecular biology, organic chemistry and statistics to conduct effective biotechnology research and development of products (CCTC Standards HL-BRD, 2)

Demonstrate basic knowledge of recombinant DNA, genetic engineering, bioprocessing, monoclonal antibody production, nanotechnology, bioinformatics, genomics, proteomics and transcriptomics to conduct biotechnology research and development (CCTC Standards HL-BRD, 3)

Demonstrate the principles of solution preparation, sterile techniques, contamination control, and measurement and calibration of instruments used in biotechnology research (CCTC Standards HL-BRD, 4)

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring (Next Generation Science Standards 2013), HS-LS3-1, Heredity: Inheritance and Variation of Traits)

Apply personal safety procedures based on Occupational Safety and Health Administration (OSHA) and Centers for Disease Control (CDC) regulations (National Health Science Standards 2015, 7.21)

Apply safety techniques in the work environment (National Health Science Standards 2015, 7.31) Observe all safety standards related to the Occupational Exposure to Hazardous Chemicals

Standard (Safety Date Sheets [SDSs] (National Health Science Standards 2015, 7.41) Comply with safety signs, symbols, and labels (National Health Science Standards 2015, 7.42) Evaluate roles and responsibilities of team members (National Health Science Standards 2015,

8.11) Identify characteristics of effective teams (National Health Science Standards 2015, 8.12) Recognize methods for building positive team relationships (National Health Science Standards

2015, 8.21)

Copyright © 2014‒2016 NAF. All rights reserved. 2


AssessmentAssessment Product Means of Assessment

Lab notebook (Student Resource 7.5) Assessment Criteria: Lab Notebook (Teacher Resource 7.7)

Restriction digest experiment conclusion (Student Resource 7.9)

Rubric: Restriction Digest Experiment Conclusion (Teacher Resource 7.6)

Prerequisites Ability to measure accurately using micropipets Ability to use gel electrophoresis techniques to separate and visualize linear pieces of DNA Knowledge of sterile technique Facility with graphing

Instructional Materials Lab Resource

Lab Resource 7.1, Procedure: Restriction Digest Experiment

Teacher Resources Teacher Resource 7.1, True or False: Recombinant DNA Technology Teacher Resource 7.2, Presentation 1 and Notes: Recombinant DNA Technology (includes

separate PowerPoint file) Teacher Resource 7.3, Simulation: Recombinant DNA Technology with Pop Beads Teacher Resource 7.4, Presentation 2 and Notes: Restriction Digest Experiment Overview

(includes separate PowerPoint file) Teacher Resource 7.5, Supplement: Restriction Digest Experiment Teacher Resource 7.6, Rubric: Restriction Digest Experiment Conclusion Teacher Resource 7.7, Assessment Criteria: Lab Notebook Teacher Resource 7.8, Key Vocabulary: Recombinant DNA Teacher Resource 7.9, Bibliography: Recombinant DNA

Student Resources Student Resource 7.1, Notes: Recombinant DNA Technology Student Resource 7.2, Reading: Recombinant DNA Technology Student Resource 7.3, Simulation: Recombinant DNA Technology with Pop Beads Student Resource 7.4, Reading: Restriction Digest Experiment Overview



Student Resource 7.5, Assessment Criteria: Lab Notebook Student Resource 7.6, Reading: Recombinant DNA Technology and Diabetes Student Resource 7.7, Reading: Recombinant DNA Technology and Transgenic Animals Student Resource 7.8, Simulation: Which Restriction Enzyme to Use? Student Resource 7.9, Lab Conclusion: Restriction Digest Experiment Student Resource 7.10, Peer Review: Restriction Digest Experiment Conclusion

Equipment and Supplies LCD projector and computer for PowerPoint presentations Computers with word processing software (one for each pair of students) and a printer Whiteboard, blackboard, or flip chart Index card, one per student pair Clear tape Equipment and materials for the pop bead restriction enzyme simulation (see Teacher Resource

7.3, Simulation: Recombinant DNA Technology with Pop Beads) Equipment and materials for the restriction digest experiment as listed in Lab Resource 7.1,

Procedure: Restriction Digest Experiment A camera, smartphone, or tablet computer to take photographs of students’ lab results Semilog graph paper with logarithmic vertical axis and linear horizontal axis, one sheet per student Ruler, one per group Sticky notes, four per student

Lesson StepsStep Min. Activity

CLASS PERIOD 1

1 15 True or False: Recombinant DNA TechnologyStudents examine their conceptions about recombinant DNA technology.

Before class, make several copies of Teacher Resource 7.1, True or False: Recombinant DNA Technology. Cut out the true or false statements and glue them onto index cards. Place one statement on each card and make one card per student pair.

When class begins, divide the class into pairs and give each pair an index card. Tell



Step Min. Activity

students to hold a preliminary one-minute conversation about whether they think the statement is true or false.

Instruct the pairs to walk around the classroom for five minutes, asking at least three other student pairs what they think about their question while also offering their own opinions on other pairs’ statements.

Call time after five minutes and ask students to stop talking to other pairs. Give students one more minute to discuss their question with their partner, and then tell them to write true or false on the other side of their index card, along with an explanation of their reasoning.

Finish the activity by asking each pair to read their statement and explanation of their reasoning. Do not correct misconceptions at this time.

2 25 Presentation: Recombinant DNA TechnologyThis activity gives students an in-depth look at recombinant DNA technology. It also develops students’ listening and note-taking skills.

To prepare, make notes to guide class discussion using Teacher Resource 7.2, Presentation 1 Notes: Recombinant DNA Technology. Have Teacher Resource 7.2, Presentation 1: Recombinant DNA Technology (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector.

Refer students to Student Resource 7.1: Notes: Recombinant DNA Technology. The resource poses three questions for the students to answer in their notes during the presentation. If needed, review the comprehension questions before the presentation so that students know what information to anticipate.

How does recombinant DNA technology help address genetic disease? What four biological tools and mechanisms are used in recombinant DNA

technology? What is the role of each? What are the steps of recombinant DNA technology?

Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion.

This presentation is duplicated as Student Resource 7.2, Reading: Recombinant DNA Technology. Students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review.

After the presentation, divide the class into pairs or groups of three and have them compare their notes for completeness and accuracy.

Create a list of the four biological tools and mechanisms and the steps of the recombinant DNA technology process on the board by asking different groups to contribute.

Close the discussion by explaining that genetic engineering is a revolutionary branch of biotechnology that has pioneered new ways to make useful products by gene manipulation. The technology and protocols for making recombinant DNA that students just reviewed make genetic engineering possible.



Step Min. Activity

3 10 Review: True or False: Recombinant DNA TechnologyStudents reevaluate their answers to the true or false statements based on what they have just learned about recombinant DNA technology.

To begin, draw two columns on the board and title them True and False. Ask pairs to reconsider their statements from the true or false activity in light of what they learned during the presentation on recombinant DNA technology. Pairs must now make their final decisions about the accuracy of the statements they were given and tape their statement to the board in either the True or False column.

Once the statements are taped to the board, read each statement aloud to the class and validate its placement or relocate it as appropriate and explain why, so that students leave class knowing the correct answers. Refer to Teacher Resource 7.1, True or False: Recombinant DNA Technology, as needed.

Conclude by explaining that when a complex topic like recombinant DNA technology is presented in the media, the presentation can be simplified in such a way that it becomes biased or slanted. It is important for students to learn as many facts as they can about recombinant DNA technology and genetic engineering so that they can draw their own conclusions about benefits and risks and make informed decisions about oversight and use.

CLASS PERIOD 2

4 30 Simulation: Genetic Engineering with Pop BeadsStudents use color-coded pop beads to model DNA and simulate the process of making a recombinant plasmid that contains the insulin gene. This simulation will help students better understand the restriction digest experiment. This activity also focuses on the following college and career skills:

Utilizing time efficiently when managing highly complex tasks Adapting to varied roles and responsibilities Demonstrating teamwork and collaboration

Prior to class, gather the materials listed in Teacher Resource 7.3, Simulation: Recombinant DNA Technology with Pop Beads, and prepare a cup of materials for each student. Before you carry out the simulation, prepare your own model of the three structures according to Teacher Resource 7.3 to show students as they work.

Then set up several stations with all the materials for the pop bead restriction enzyme simulation. Refer students to Student Resource 7.3, Simulation: Recombinant DNA Technology with Pop Beads, and review the information in the Introduction.

When you have finished reviewing the Introduction, have students collect their plastic cup with the pop beads that you have prepared ahead of time and follow the instructions in Student Resource 7.3. A summary of the instructions follows:

Students work individually to create single-strand DNA with the EcoRI restriction site sequence.

Students work in pairs to combine the single strands into a double strand DNA with



Step Min. Activity

the EcoRI restriction site sequence. Three pairs of students work to build a gene with two EcoRI restriction sites and a

plasmid with one EcoRI restriction site. Students cut out the gene and the plasmid in the same way the EcoRI restriction enzyme would. Students join two fragments using “sticky ends” and then ligate them to create a recombinant plasmid.

At the end of the activity, ask students to describe similarities and differences between the pop bead model of DNA undergoing a restriction digest and actual DNA undergoing a restriction digest. Students might list the following:

The steps carried out in the restriction digest are the same. The materials used are different. The identity of atoms, the number of atoms, and the connections between the

atoms are the same. The size and properties of the atoms are different. The specific action of the enzymes is different. The number of nucleotides in the gene is different.

Tell students that in science a model represents a phenomenon in one or more of its aspects and is used for a specific purpose, such as to explain or predict.

5 15 Presentation: Overview of Restriction Digest ExperimentThis activity gives students an in-depth look at the restriction digest experiment. This will prepare students to carry out the experiment in the laboratory.

To prepare, make notes to guide class discussion using Teacher Resource 7.4, Presentation 2 Notes: Restriction Digest Experiment Overview. Have Teacher Resource 7.4, Presentation 2: Restriction Digest Experiment Overview (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector.

Tell students to write a short summary of the experiment in their lab notebook during the presentation.

Present the slideshow. This presentation is also duplicated as Student Resource 7.4, Reading: Restriction Digest Experiment Overview, to use according to your preferences.

After the presentation, divide the class into pairs or groups of three and have them compare their summaries for completeness and accuracy. Invite each pair or triad to share their thoughts and questions.

Refer students to Student Resource 7.5, Assessment Criteria: Lab Notebook, and review the criteria. Explain that lab notebooks will be assessed using these criteria after they have completed all the parts of for the restriction digest experiment.

Explain that the restriction digest experiment students will carry out is rarely done in high school classrooms and that they will have an opportunity to work with industry-grade reagents and equipment.

6 5 Homework: Recombinant DNA Technology and Diabetes



Step Min. Activity

Students use what they learned in the last class period about recombinant DNA technology to make predictions about how this technology plays a role in the manufacture of insulin for diabetes treatment.

Ask students to raise their hand if they know someone with diabetes. Tell students that more than 350 million people worldwide have diabetes and that diabetes is the seventh leading cause of death in the United States.

Explain that students will be learning more about diabetes and how recombinant DNA technology is used to manufacture insulin. Explain that insulin is used to treat many people with diabetes.

Refer students to Student Resource 7.6, Reading: Recombinant DNA Technology and Diabetes. This reading includes information about type 1 and type 2 diabetes, symptoms, risk factors, treatments, and complications of the disease. The reading explains how recombinant DNA technology is used to create genetically modified bacteria that produce human insulin to treat diabetics.

Ensure that students read the directions at the top of the reading. Tell them to complete the reading and accompanying tasks for homework; they will be discussing the reading in the next class period.

CLASS PERIOD 3

7 10 Reading Review: Recombinant DNA Technology and DiabetesStudents discuss the reading they completed for homework and clear up any confusion about key concepts.

Ask students to form pairs and swap Student Resource 7.6, Reading: Recombinant DNA Technology and Diabetes. Instruct them to do the following, which may be written on the board:

Compare what facts and knowledge you already knew about diabetes Discuss any questions your partner asked or flagged for class discussion

Remind students that they can see where their prior knowledge is the same by noting which sections are underlined. After a few minutes, begin a brief class discussion that focuses on unanswered questions. Encourage students to note answers on their reading.

Explain that this kind of close reading will help them to retain more information than if they just read it without thinking about it in different ways. Tell them to use this approach any time they must read something that has a lot of new content that they need to remember.

You may want to gauge student understanding by assessing Student Resource 7.6, Reading: Recombinant DNA Technology and Diabetes, on a credit/no-credit basis.

8 25 Lab: Restriction Digest, Part 1Students carry out restriction digests and pour an electrophoresis gel. This activity



Step Min. Activity

focuses on the following college and career skill:

Effectively using technology relevant to a profession

Before class, prepare for the lab by following the instructions in Teacher Resource 7.5 Supplement: Restriction Digest Experiment. The equipment list and instructions for each part of experiment are located in Lab Resource 7.1, Procedure: Restriction Digest Experiment. Assign student pairs a number and tell them they will use that number to label their microcentrifuge tubes.

Refer student pairs to Lab Resource 7.1, Procedure: Restriction Digest Experiment, Part 1, of the instructions. Review the steps in the instructions and how to use the micropipet.

When students begin to work on the experiment, walk around the room and monitor their progress on the restriction digest.

Once the restriction digests are complete and are incubating in the 37°C water bath, have students pour their gels using the agarose you prepared before class.

After the students have finished the lab activity, point out that they have just learned an important lab skill in biotechnology: how to carry out a restriction digest.

9 15 Reading and Discussion: Genetically Modified OrganismsStudents learn about new initiatives in genetic engineering and then discuss their opinions of genetic engineering with their peers. This activity focuses on the following college and career skill:

Demonstrating the ability to speak and listen effectively

Refer students to Student Resource 7.7, Reading: Recombinant DNA Technology and Transgenic Animals. Give students a limited amount of time to read the resource.

Explain that they will share their opinions with each other and that you will act as a facilitator. Pose the following questions:

What concerns do you have about genetically modified food or organisms (GMOs)? What is your reaction to the fact that genetic engineering can make combinations of

genes never before seen in nature?

During the discussion, facilitate as needed by asking for clarification, restating a response, and calling on students who have not given an opinion. If students are engaged and enthusiastic about the conversation, consider finding additional class time to delve into this topic more deeply.

Conclude by explaining that when a new technology like genetic engineering becomes widespread, people have questions about how to best use the technology and concerns about ethics and how safe it is. Debates about how to use new technology are important in a technological society.

CLASS PERIOD 4



Step Min. Activity

10 35 Lab: Restriction Digest, Part 2Students practice an important method for separating pieces of DNA―gel electrophoresis. They separate the restriction fragments created in the restriction digest. This activity focuses on the following college and career skill:

Effectively using technology relevant to a profession

Group students and refer them to Lab Resource 7.1, Procedure: Restriction Digest Experiment, Part 2, of the instructions. Review the steps in the instructions and how to set up the electrophoresis apparatus.

When the electrophoresis is complete, supervise as students transfer the gels to trays for staining.

Explain that using gel electrophoresis is a common activity in biology and biotechnology. A restriction digest of a piece of DNA is like a fingerprint, and this technique can be used to determine if DNA is from a specific person.

11 15 Simulation: Which Restriction Enzyme to Use?Students determine which restriction enzyme to use to cut a gene and a plasmid in preparation for making recombinant DNA.

While the gels are running, refer students to Student Resource 7.8, Simulation: Which Restriction Enzyme to Use? Review the resource with students and answer any questions students have about the assignment.

Once students have finished, have them meet in their groups to compare their work and discuss any differences in their answers.

To conclude this activity, explain that more than 3,000 restriction enzymes have been identified, and more than 600 of these can be purchased for use in genetic engineering commercially. These tools give scientists the ability to easily isolate almost any gene.

CLASS PERIOD 5

12 50 Analysis: Restriction Digest LabStudents analyze data from their experiment and form conclusions about whether the experiment was successful.

Prior to the beginning of class, prepare a graph that uses the units marked on it to show to students.

Refer students to Student Resource 7.9, Lab Conclusion: Restriction Digest Experiment. Review the steps in the instructions and how to take photographs of the gel. Have groups retrieve their stained gels and take turns photographing them.

Once the photographs have been taken, tell student groups to determine if their restriction digests were successful. Ask students to share their conclusions and then address common errors that can lead to inaccurate or missing results, such as errors in labeling, pipetting, making the gels, loading the gels, and running the gels.



Step Min. Activity

Distribute the semilog graph paper and rulers to students. Have students work with their groups to construct standard curves from their HIndIII fragments and to then use the standard curve to determine the DNA fragment sizes generated by BamHI and EcoRI. If a group does not have readable data, have them obtain data from another group that had better results.

With the graph you prepared prior to class, review conventions for making graphs with students. They should label the graph, label and mark the units on each axis, and make use of as much space as possible on the graph.

Finally, instruct students to work individually to answer the remaining questions in Student Resource 7.9 and to make notes for the results and conclusion sections for the experiment, which they will write in the next class period. Remind students to refer to the rubric at the end of Student Resource 7.9 for guidance.

To conclude, explain that many lab procedures use standard curves as way to measure data and that making and using these curves are important lab skills.

CLASS PERIOD 6

13 40 Writing: Restriction Digest Lab ConclusionStudents complete the restriction digest experiment by writing their conclusion section. This activity focuses on the following college and career skill:

Demonstrating the ability to write effectively

Students need access to a computer with word processing software for this activity (one computer per pair of students). Have pairs of students work together to type their lab report on the computer. Remind them to use their notes and the rubric in Student Resource 7.9, Lab Conclusion: Restriction Digest Experiment.

Students can alternate typing and reviewing sections. Walk around the room while students work to help answer any questions and ensure students are following directions. Make sure that students print out their lab report for use in the peer review activity in the following class period.

Finish the activity by asking students to talk about whether the process of writing a conclusion section has gotten easier with practice.

14 10 Self-Assessment: Notebook CheckThe purpose of this activity is for students to assess their own progress on maintaining a complete scientific notebook. This activity focuses on the following college and career skill:

Developing awareness of one’s own abilities and performance

Refer students to Student Resource 7.5, Assessment Criteria: Lab Notebook, which they reviewed in Class Period 4. Explain that they can work on completing their lab notebook as homework before turning it in during the next class period for final assessment.



Step Min. Activity

To conclude, explain that being able to assess your own work and then improving it is another important workplace skill.

CLASS PERIOD 7

15 20 Peer Review: Notebook CheckThe purpose of this activity is for students to assess the notebook of a peer in order to provide a comparison for seeing the strengths and weaknesses of their own notebook. This activity focuses on the following college and career skill:

Developing awareness of one’s own abilities and performance

Refer students to Student Resource 7.5, Assessment Criteria: Lab Notebook. Explain that they will use it to review the notebook of another student. Facilitate trading notebooks as needed. Provide each student with several sticky notes and explain that as they read the other student’s notebook they should note at least two strengths and two weaknesses. Ask them to write the strength or weakness on a sticky note and place it on the appropriate page in their partner’s notebook.

When five minutes remain, have students return the notebooks. Allow several minutes for students to read the sticky notes in and ask questions if necessary.

16 30 Peer Review: Restriction Digest Experiment ConclusionStudents use a rubric to evaluate the work of their peers and provide constructive feedback to the authors.

Ask students to return to their partners from the last class period. Refer them to Student Resource 7.10, Peer Review: Restriction Digest Experiment Conclusion. Have each pair trade conclusions with another pair, preferably a pair from their original group. Allow three to five minutes for students to read the conclusions and fill out the table with their assessment before sharing their feedback. Students then use the computer to correct and complete their typed conclusion. If necessary, pairs of students can complete their revisions for homework and turn them in during the next class period.

When students are finished, collect the conclusions and assess using Teacher Resource 7.6 Rubric: Restriction Digest Experiment Conclusion. Also collect students’ lab books at this time and assess them using Teacher Resource 7.7, Assessment Criteria: Lab Notebook.

Explain to students how reviewing written documents and giving constructive feedback is such an important workplace skill.



ExtensionsContent Enrichment

There are many new initiatives in genetic engineering. Have students research one of these initiatives, gene therapy. Have students write a short overview explaining what gene therapy entails, what successful experiments have been carried out using gene therapy, and projected uses of this technique.

There is significant controversy over the use of genetically modified plants for food. Create a list of pros and cons for this topic and then have students study the list and debate whether they would eat genetically modified foods.

Learning how to create a professional portfolio is a valuable career skill. Talk to students about the importance of a portfolio and what might go into a portfolio for someone pursuing a career in biotechnology. Have students photograph their experiments and create a short summary of the experiments to add to a portfolio.

STEM Integration Science: As a connection to Bioethics, have students use the internet to view the TED Talk

entitled: “We Can Now Edit Our DNA. But Let’s Do it Wisely” by Jennifer Doudna, co-inventor of the new DNA technology for editing genes, called CRISPR-Cas9 (https://www.youtube.com/watch?v=TdBAHexVYzc&ebc=ANyPxKphedTY-gMGYWylaTkmAAw_nsdIltHrujh1_0DGwfOFQfBf5xcTbnqqff_UpmG80xfyLOyt50fJaXj3VRje6UX8oZ8odg. Prepare a list of potential stakeholders if the CRISPR-Cas9 technology were to be used to alter human genetic material. Assign pairs of students to each stakeholder. Ask pairs to research the issue and write a couple of paragraphs addressing the bioethical concerns of using this new tool to alter humans from the perspective of their stakeholder. Hold a “townhall meeting” to hear from each group. If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see keepvid.com) or a similar program.

Science: Have students view Episode 2 of Playing God from the PBS documentary DNA (http://www.youtube.com/watch?v=tE2geb4KbUs ) . Prepare questions ahead of time to go with the video or use the materials on the PBS website. At times 7:27 and 23:30 in the film, pause briefly and ask several students to share answers to some of the questions.If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see keepvid.com) or a similar program.

Additional Cross-Curricular Ideas English Language Arts: Author Kazuo Ishiguro published Never Let Me Go in 2005. The book

depicts a dystopia that uses genetic engineering to improve the lives of some people at the expense of other people. The book explores the intersection of science and society and shows how society has the power to define morality. Have students read this book and discuss the basis of the friendship among Kathy, Ruth, and Tommy, why they accept their fate, and why society turns a blind eye to their suffering. Have students draw parallels among the society described in the book and other societies in history.

Social Studies: Some countries are banning or limiting the sales of genetically modified foods. Have students research the question: How have these bans affected trade and other economic agreements among countries? Students should report back to the class on what they have learned.


http://www.keepvid.com/

http://www.youtube.com/watch?v=tE2geb4KbUs

http://www.keepvid.com/

https://www.youtube.com/watch?v=TdBAHexVYzc&ebc=ANyPxKphedTY-gMGYWylaTkmAAw_nsdIltHrujh1_0DGwfOFQfBf5xcTbnqqff_UpmG80xfyLOyt50fJaXj3VRje6UX8oZ8odg



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