Darcy Church
EDU 511
Constructivist Lesson Plan: Bioengineered foods?
http://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.lp_bioengfood/bioeng
ineered-foods/
Overview
In this lesson, students compare the processes of selective breeding and transgenic
manipulation of plants. They consider the pros and cons of growing genetically
modified crops. Then they explore the possible future consequences of genetically
modified organisms. Finally, they analyze public opinion data about the use of
genetically modified foods. As an optional activity, students explore geneticsinspired art and create their own artistic expressions about genetically modified
foods.
Teaching and Learning Outcomes
Compare the processes of selective breeding and transgenic manipulation of plants .
Discuss the arguments for and against genetic modification of foods. Investigate
the process of transgenic manipulation and discuss the possible future impact of
genetically modified foods. Analyze public opinion about the use and safety of
genetically modified foods.
Suggested Time
Five periods.
Multimedia Resources/Materials
 Classical vs. Transgenic Breeding QuickTime Video
 Bt Corn QuickTime Video
 Engineer a Crop: Transgenic Manipulation Flash Interactive
 Should We Grow GM Crops? HTML Interactive
 Guess What's Coming to Dinner? Flash Interactive
 Super Salmon QuickTime Video
 Viewpoints: Harvest of Fear HTML Document
 Harvest of Fear Web site Discussion
area(http://www.pbs.org/wgbh/harvest/talk/)
 Genetic Art PDF Document
Before the lesson
Set up the classroom computers with online videos, interactive exercises, and
documents. Make copies of all the viewers' comments in the Harvest of Fear
Web site Discussion area. (http://www.pbs.org/wgbh/harvest/talk/) Place the
copies at an activity station 8 with the seed catalogues.
The Lesson
Introduce the topic of bioengineered foods as the lesson plan. Outline the material
available in the classroom. There are 4 videos, two web activities, and documents
available. Advise the students that they have three periods to explore all the
material before the presentations and class discussion at which time they will be
graded on their presentation, participation and knowledge over the material
available.
Part I
Days 1-3
Divide the students into small groups and ask them to go to each stations 1-4.
They can stay in the same groups for the other stations if they want to. Watch the
video presentations, as a group, take some notes on what you feel is important or
new to you. You may discuss what you have seen at any time as long as you do
not disturb the other groups. We will discuss the material at the end of parts 1 &2.
Station 1. The Classical vs. Transgenic Breeding video.
Station 2. Bt Corn video.
Station 3. Super Salmon video. Questions you should consider when watching the
video:
 What allows transgenic salmon to grow in winter?
 What are some possible consequences if transgenic salmon escape from their
pens into the ocean population?
 How might transgenic salmon affect the evolution of other salmon
populations?
 Do you think the FDA should give Aquabounty permission to grow and sell
transgenic salmon? Why or why not?
Station 4. Viewpoints: Harvest of Fear. Questions the kids should consider when
watching the video:
 What concerns do you have about the issues raised?
 How can all these experts be right?
This part of the lesson can be done individually or in small groups
Station 5. Engineer a Crop: Transgenic Manipulation Web activities, including
both "Selective Breeding" and "Transgenic Manipulation." (Note: In order to go
from one activity to the other, students must click on the "Engineer a Crop" title at
the bottom of the page.)
Station 6. Should We Grow GM Crops? Web activity.
Station 7. Guess What's Coming to Dinner? Web activity.
Station 8. Copies of all the viewers' comments in the Harvest of Fear Web site
Discussion area. (http://www.pbs.org/wgbh/harvest/talk/) When finished reading
the arguments, please outline the following for the discussion at the end of the
lecture (day 5):
 What are the results?
 How have viewers' comments influenced students' opinions?
 How reliable is this method of sampling public opinion?
 What are some ways in which more random data might be collected?
Part II
Day 4
For the presentation part of the exercise, tell the students that they are going to
present their (assigned) position on bioengineered foods (pro/con). They can make
their presentation as though it was a sales pitch for their company’s crops, or they
can present what they have learned as a group. The format is up to their decision,
but everyone must contribute to the project and presentation. Each presentation
will need to be no more than 5 minutes.
Day 5
We will discuss what they have learned. The implications for bioengineering food
and other crops.
Optional: (instead of the presentation) Have students review the Genetic Art
document. Then ask them to either make a collage or express in some other
medium (painting, photograph, cartoon, etc.) their response to what they have
learned about the genetic engineering of foods.
Grading
Presentation and Discussion.