Genetically Modified Organisms Webquest



This lesson is geared toward high school biology students ranging from advanced 10th grade students to all 12th grade students. It involves a heavy aspect of reading and writing along with a minor aspect of philosophy or social morality. Before beginning this webquest, students will need a basic understanding of genetic inheritance and the relationship between physical characteristics and their genetic source.

Introduction

Genetic modifications are a relatively new advancement in science. These new technologies allow for almost limitless possibilities in the manipulation of living organisms. However, the field is surrounded by as many debates as the scientific advances within. Some people think that any such modification is immoral; others think that the potential for medical advancement is worth any risk. Using the following WebQuest, you will learn about several (though not nearly all) genetic modifications being used today, along with several of the debates pertaining to these technologies. At the end, you will take a stance on the subject of genetic modification based on your readings and personal beliefs.

For Teachers:
Illinois State Standards applicable:
 12.A.4a  Explain how genetic combinations produce visible effects and variations among physical features and cellular functions of organisms.
12.A.5b  Analyze the transmission of genetic traits, diseases and defects.
Steps 1-3 are applicable to all students, giving them a review of genetics content.  Depending on the class level, step 4 or step 5 directs the students to write a paper defending their personal position on the latest uses of biotechnology.

Student's Task
Your task is to read each of given links and complete all of the associated mini-assignments in Steps 1-3.   You will keep a running document of all the questions written in bold, followed by your answer to each question.  
At the end, you will hopefully have formed an informed opinion on the subject of genetic modification.
In Step 4 you will then need to state and defend your position in a well composed paper.
For higher level classes you may substitute step 5  for step 4.  Step 5 is designed to introduce you to primary research.

Step 1
Step 2
Step 3
Step 4
Step 5
Rubric for steps 1-3



Step 1 - Review selective breeding and gene modification
1) Click on the following links and browse through the information:
a) http://www.biology-online.org/2/12_selective_breeding.htm
b) http://www.direwolfproject.com/selective-breeding.html
c) http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/living/genesrev1.shtml
2) Answer the following questions:
a) When two organisms are selectively breed together are the parents homozygous recessive, heterozygous, or homozygous dominant for the traits being selected for?
b) Draw a punnett square representing this cross.
c) List two pos of selective breeding.
d) List two cons of selective breeding.
e) How long have humans been selectively breeding animals and plants?

Step 2- Research GMO technology
While there is GMO technology across many avenues of science, one of the more heavily debated issues is GMO’s in our agriculture. This is because these have a tremendous impact on our health, and also our environment.
1) Click on the following links:
a) http://www.monsanto.com/improvingagriculture/Pages/field-to-market.aspx?WT.mc=id1_ftm
b) http://www.monsanto.com/improvingagriculture/Pages/why-does-agriculture-need-to-be-improved.aspx
2) Answer the following questions in at least one wells structured paragraph:
a) After reading these pages, what is your position on meeting the food demands of an ever increasing global population?
b) Were there any statistics that seemed shocking to you?

3) Click on the following link to read about the effects that a GMO Round Up Ready bean was intended to have on the environment, and what is becoming an emerging problem with this technology.
a) http://www.nytimes.com/2010/05/04/business/energy-environment/04weed.html?pagewanted=all&_r=0
4) Write a summary of the article.

Step 3 - Investigate the development of GMOs through selective breeding or through gene manipulation in the laboratory
1) Click on the following link:
a) http://www.pbs.org/wgbh/harvest/engineer/
b) Try going through both the Selective Breeding and the Gene Manipulation tutorials located on the right side of the page.
2) Write notes on the steps you take through the tutorials.
3) Answer the following questions:
a) For selective Breeding:
i) How many generations did it take before you got to the optimum crop?
ii) What are the negatives for this type of plant breeding?
b) For Gene Manipulation:
i) What is a vector?
ii) What gene besides Bt has been added to the vector?
iii) Why might there need to be two different growth medias?
iv) What is the purpose of “spraying” the plant growth media with herbicide? Why will herbicide determine which plants contain the correct gene?

4) Click on the following link. This link will take you through a brief review of 12 different cases for GMO crops, and ask whether you think we should grow them.
a) http://www.pbs.org/wgbh/harvest/exist/
b) After reading each case, click on your answer basing your opinion off of each case alone. At the end record how many yes and no answers you gave.
5) Write a three paragraph statement telling how you answered for at least 3 cases. Explain your reasoning behind each case.

6) Click on the What’s for Dinner link:
a) http://www.pbs.org/wgbh/harvest/coming/
b) Click on the various parts of this diagram and read the descriptions of new technologies arising for GMO’s.
7) Write a paragraph statement on your opinion about food vs. non-food items (cotton, flowers) being developed for further use by GMO technology.

8) For further reading about scientists’ viewpoints on GMO crop technology, click on the following link:
a) http://www.pbs.org/wgbh/harvest/viewpoints/
b) Read through the statements made by scientists in all five categories. This may provide useful information to support your position in your paper.

Steps 1 through 3 answers will be graded according to the rubric at the bottom of the page. Click here to review rubric.

Step 4 - Writing a position paper!
Based on what you have learned about genetically modified organisms write a position paper stating whether genetically modified organisms should be grown for crops world wide.  You may be completely for growing GMOs, completely against growing GMOs, or partially for growing some GMOs, perhaps under only specific regulations or guidelines.  Whatever your opinion and position provide referenced elaboration for each of your points supporting your position.  The paper should include a minimum of 4 well developed supporting points (each worth 20 points).  Grammar, mechanics, organization (thesis/position clearly stated, introduction, conclusion), creativity, originality, and references will also be graded (20 points).   



Optional Step 5 – Taking a stand  (geared for 12th Graders)
1) Read the following article on the controversies surrounding GMO technology:
a) http://www.nature.com/scitable/topicpage/genetically-modified-organisms-gmos-transgenic-crops-and-732
2) Choose 2 ethical dilemmas pertaining to genetic technology and write a one page paper defending your position.

Step 5 – Primary Literature
1) Type www.jstor.org into your browser URL.
a) Find the search bar and click on "Advanced Search" below it.
b) Enter "Genetic Modification" into the first search field and "Debate" into the second search field.
i) Make sure each field is followed by the "Full Text" option.
c) Beneath those fields, make sure the option "Include only content I can access" is checked and the option "Include links to external content" is unchecked.
d) Select item type "Articles" and limit the date range to the past 5 years.
e) Finally click search.
2) Choose 1 of the following search results from the above search:
a) The Loci of Evolution: How Predictable Is Genetic Evolution?
b) Genetic Contributions to Agricultural Sustainability
c) A Unified Approach to the Evolutionary Consequences of Genetic and Nongenetic Inheritance.
d) Targeting Capital: A Cultural Economy Approach to Understanding the Efficacy of Two Anti–Genetic Engineering Movements
3) Open the Full Text version of the article you chose.
a) Browse through the article to see how a scientific article looks.
i) Pay attention to the section formatting, the writing style, the charts and graphs, and the works cited page (bibliography).
4) Read the abstract and describe in your own words what you think the research was about and what the scientists found from their study.



Now that you have completed this WebQuest, we hope that you are more informed and aware of the controversies surrounding emerging fields in biotechnology. As you approach voting age, you will be able to have a direct impact on many of these debates. Hopefully you will now be more knowledgeable and choose to make well-informed decisions in the future.

STEPS 1 - 3 RUBRIC

 Exceptional

All points earned		 Admirable

-3 points		 Developing

-6 points		 Needs Improvement
-10 points
Use of Internet
(links provided)		 Successfully uses
suggested Internet
links to find
information and
navigates within
these sites easily
without
assistance.
 Usually able to
use suggested
Internet links to
find information
and navigates
within these sites
easily without
assistance.
 Occasionally able to
use suggested
Internet links to find
information and
navigates within these
sites easily without
assistance.
 Needs assistance or
supervision to use
suggested Internet
links and/or to
navigate within these
sites.
WebQuest Tasks Completed All areas of the
project were
addressed and
handled with a
high degree of
sophistication.
Project is
interesting and
completed.
 The project is only
partially
completed. The
project submitted
demonstrates a
great deal of
thought. (Between
75% and 100%
complete)
 The project is only
partially completed.
The project submitted
demonstrates a
moderate level of
thought. (Between
50% and 75%
complete)
 The project is
incomplete, and/or it
is apparent that little
effort went into the
development of the
project, and/or project
is less than 50%
complete.
Use of Time Classroom time
was used to work
on the project.
Conversations
were not disruptive
and focused on
the work.
 Classroom time
was used to work
on the project the
majority of the
time.
Conversations
were not disruptive
and focused on
the work.
 Classroom time was
used to work on the
project the majority of
the time, but
conversations often
were disruptive or did
not focus on the work.
 The Student did not
use classroom time
to work on the project
the majority of the
time and/or was
highly disruptive.
Grammar, Format, Spelling The final body of
work was free of
grammar, spelling,
and formatting
errors.
 The final body of
work had 1-2
errors related to
grammar, spelling,
and formatting
errors.
The final body of work
had 3-5 grammar,
spelling, and
formatting errors.
 The final body of
work had major
grammar, spelling,
and formatting errors.