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Suggested Schedule

 

For Biology 30, this Webquest is best suited as a summary activity for Unit C, Cell Division, Genetics and Molecular Biology. Many of the issues surrounding genetically engineered crops circulate on the impact this DNA alteration will have on humans and other living things. This topic creates a great real life link to the outcomes listed below.

 

Unit D, Population and Community Dynamics is a great follow-up for this Webquest. The GMO debate has many environmental impacts as well as highlights the striking influence humans have over the natural environment. Having this Webquest as a pre-activity for this unit will create a common background knowledge for you and your students to link with this new topic.

 

This Webquest fosters critical thinking, group work and a real life application of the curricular material. It also allows students to understand that while an issue may seem mundane and straight forward on the surface it actually often has far reaching effects. GMO's provide an excellent example of the pervasive effect of human activity on the environment.

 

I would suggest allowing 3-4 80 min. blocks to complete the Webquest. One for presentations, you may wish to hold a few forums in class provided you have a fairly equal number of pro and anti labeling groups. I would allow 1-2 classes for research and one class to compile research into a forum and PSA. For the letter writing portion I would have students write the letter on their own time either as additional preparation for the forums or as a reflective exercise following the forums.

 

Biology 30 Learner Outcomes

 

Unit C

 

General Outcome 2: Students will explain the basic rules and processes associated with the transmission of genetic characteristics.

 

30–C2.1k describe the evidence for dominance, segregation and the independent assortment of genes on different chromosomes, as investigated by Mendel

30–C2.4k explain the relationship between variability and the number of genes controlling a trait; e.g., one pair of genes, as for Rh factor, versus two or more pairs of genes, as for skin colour and height

30–C2.1sts explain that decisions regarding the application of scientific and technological

development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations.

  • • evaluate the needs and interests of society and the role of genetic counselling and technology in the identification and treatment of potentially disabling genetic disorders (phenylketonuria, cystic fibrosis, germ-cell modification)

  • • discuss the contributions of Aboriginal peoples in the development of early plant hybrids

  • • discuss the application of genetic crosses in the development of specific breeds or hybrids (wheat and corn).

30–C2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results • work cooperatively with team members to investigate a monohybrid cross (tongue rolling, attached earlobes) and solve problems as they arise

 

General Outcome 3: Students will explain classical genetics at the molecular level.

 

30–C3.3k describe, in general, how genetic information is transcribed into sequences of bases in RNA molecules and is finally translated into sequences of amino acids in proteins

30–C3.4k explain, in general, how restriction enzymes cut DNA molecules into smaller fragments and how ligases reassemble them

30–C3.5k explain, in general, how cells may be transformed by inserting new DNA sequences into their genomes

30–C3.1sts explain that science and technology have both intended and unintended consequences for humans and the environment (SEC3) [ICT F3–4.1]

  • • discuss the implications for society of corporations being able to patent genes, such as the gene for herbicide resistance in canola

  • • assess the concerns and benefits of genetically modified organisms, such as transgenic food organisms or tree cloning for reforestation

30–C3.2sts explain that scientific research and technological development help achieve a sustainable society, economy and environment

  • • discuss the Human Genome Project and the potential of proteomic technologies, in terms of the needs, interests and financial support of society

  • discuss biotechnology and gene replacement therapy in the treatment of human genetic disorders

  • assess the impact and value of DNA sequencing on the study of genetic relationships and variations in population ecology

  • • explore the application of nanotechnology and its implications for clinical diagnostics, pharmacology, biological research or proteomic programs.

30–C3.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions

  • • analyze, from published data, relationships between human activities and changes in genetic information that lead to heritable mutations and cancer

  • • analyze DNA fingerprints

  • • compare and contrast homologous DNA sequences to infer ancestry of various species

30–C3.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results•

  • work cooperatively with team members to investigate the impact of an environmental factor on the  expression of a gene and to solve problems as they arise •

  • debate the advantages and disadvantages of corporate funding and patenting of genetic research results, including Aboriginal and other perspectives of ownership

 

Unit D

 

General Outcome 1: Students will describe a community as a composite of populations in which individuals contribute to a gene pool that can change over time.

 

30–D1.1sts explain that science and technology have both intended and unintended consequences for

humans and the environment

  • • discuss the introduction of exotic species into new ecosystems

  • • discuss the development of ecological reserves to preserve gene-pool diversity

  • • assess the bottleneck effect characteristic of small populations, such as in whooping crane and swift fox populations, and suggest strategies to counteract it

  • • investigate the role of gene banks in the preservation of endangered species and genotypes, particularly of plants and animals used in agriculture

  • • assess habitat loss and the responsibility of society to protect the environment for future generations

30–D1.4k describe the molecular basis of gene-pool change and the significance of these changes

over time; i.e., mutations and natural selection (e.g., drug-resistant bacteria, herbicide resistant

plants).

30–D1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

  • • identify a question about the resistance of bacteria to specific antibiotics or about the resistance of plants to specific herbicides

​

 

Differentiated Instruction

 

Many of the links provided in the Webquest offer a listening function for those students who may have trouble with printed text. Groups may also be organized by the instructor to create a positive learning environment for weaker students. Finally, below is a link with debate graphic organizers at varying levels should you wish to provide them to your students.

 

http://www.learnquebec.ca/en/content/curriculum/social_sciences/features/debate/students/process

 

More Resources

 

 

 

 

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