Evaluating the effects of genetic engineering
through popular fiction
Kristin Cook, Donna Keller, and Alyce Myers
S
tudents are immensely interested in the acclaimed science fiction
trilogy, The Hunger Games (Collins 2008), which was made into a
popular movie in 2012. In the story, Panem, a post-apocalyptic version of North America, uses genetically engineered organisms, such as
jabberjays and tracker jackers, to frighten citizens to keep them in line.
Students often wonder about our real-life abilities to create hybrid species. In fact, cross-species gene splicing is becoming increasingly common.
Recent examples include the Enviropig that incorporates mouse DNA to
improve digestion of phosphorus, jellyfish genes being used to make pigs
glow, and experimental mice being given a “humanized” version of a gene
linked to speech.
January 2014
31
So, if hybrids are possible in real life, what are the implications for society? Are there bioethical issues to consider regarding the possible effects of these new technologies on people as well as on the organisms themselves?
Investigating questions like these through popular fiction
allows students to achieve many of the literacy goals outlined in the Common Core State Standards (NGAC and
CCSSO 2010) and the Next Generation Science Standards
(NGSS Lead States 2013). (Note: While this activity centers on the The Hunger Games, it could easily be adapted
for other books or films. For example, the classic 1997
film Gattaca explores similar issues involving genetic
modification in humans.)
FI G U R E 1
Scaffolded assessment prompts
according to Bloom’s Taxonomy
(1956).
Remembering
Define genetic engineering, natural and artificial
selection, and transgenic species. List current ways
we use genetically engineered organisms in society.
Understanding
Describe the pros and cons of genetic engineering.
Describe why bioethical issues need to be
considered when engaging in genetic engineering.
Applying
Interpret how bioethics is considered or not
considered in both The Hunger Games and in
contemporary society.
Analyzing
Compare and contrast Panem to the United States
in terms of bioethics and genetic engineering.
Evaluating
Consider how responsible Panem was in genetically
engineering the “jabberjays” and “tracker jackers,”
as well as how responsible real-life scientists have
been in engineering organisms. Defend and argue
your position on genetic engineering with regard to
bioethics.
Creating
Formulate a plan the United States should have in
place to make sure the genetic engineering being
done or contemplated is ethical.
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The Science Teacher
Literary connection
In the first book of The Hunger Games trilogy, mockingjays
are described as descendants of engineered jabberjays who
were manipulated so they could recall and repeat what they
heard people say, similarly to parrots. Mockingjays developed
unintentionally: The officials at Panem high command created genetically modified male jabberjays that could eavesdrop
on rebel conversations and repeat them to the authorities.
The rebels caught on and started feeding the jabberjays false
information. That led authorities to abandon the jabberjays
in the wild, hoping they would die off. Instead, the jabberjays
mated with female mockingbirds, spawning mockingjays
that could learn and repeat musical notes but not memorize
words. The inability of the government to control these animals made them a symbol for the rebellion.
Panem’s Capitol city commanders used the tracker jackers—genetically engineered wasps—to attack anything that
disturbed their nests, serving as cruel reminders of the commanders’ power over the inhabitants.
The Hunger Games
by Suzanne Collins
Bioethics in The Hunger Games
FI G U R E 2
Connections to the NGSS and Common Core State Standards.
NEXT GENERATION SCIENCE STANDARDS (NGSS Lead States 2013)
HS-LS4 Biological Evolution: Unity and Diversity
Performance Expectations
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors:
(1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species
due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those
organisms that are better able to survive and reproduce in the environment.
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases
in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of
other species.
Scientific and Engineering Practice
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and
designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific
ideas, principles, and theories.
Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’
own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that
describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS4-2)
u
Disciplinary Core Ideas
LS4.B: Natural Selection
Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a
population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to
differences in performance among individuals. (HS-LS4-2)
u
LS4.C: Adaptation
Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number,
(2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an
environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the
ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS
4-2)
u
Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the
expansion of some species, the emergence of new distinct species as populations diverge under different conditions,
and the decline—and sometimes the extinction—of some species. (HS-LS4-5)
u
COMMON CORE STATE STANDARDS (NGAC and CCSSO 2010)
ELA/Literacy:
WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-2)
SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence,
sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
(HS-LS4-2)
January 2014
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FI G U R E 3
Roundtable presentation instructions and rubric.
One way that scientists communicate—an essential part of scientific inquiry—is by holding roundtable sessions.
Scientists present their findings, then other scientists ask questions and offer suggestions for future research.
Our class roundtable discussion will cover the theme: “Bioethics in The Hunger Games: Evaluating the Effects of
Genetic Engineering Through Popular Fiction.” Guidelines:
1.
Divide into groups of three.
2. Individuals take turns giving five-minute presentations of their topic, addressing scaffolded assessment
prompts (Figure 1, p. 32), discussing sources, describing connections to data-driven research, and offering a
clear conclusion or recommendation. You may use one index card with bulleted points, but you may not read
the presentation from printed text.
3. Next, the presenter answers questions from other students at the table for about five minutes. The other
students should also make suggestions and provide feedback. Note: This should be done in a critical but
collegial way. The focus should be on helping people to see connections in a different way, not attacking what
they think.
4. The instructor moves from group to group asking questions as well. In this way, each student is assessed
individually on the ability to present, discuss, and answer questions about the topic.
RUBRIC
Name of student:____________________________________________________________________________
Discussion of issue (addressing prompts, discussion of sources, connections to data-driven research, and clear
conclusion/recommendation): 0
5
10
15 20
15
20
Ability to answer related questions posed by peers: 0
5
10
Contribution to overall discussion/asking others questions, offering suggestions/feedback:
0
5
10
15
20
Overall professionalism (clarity, enunciation, eye contact, listening to others)
0
5
Comments:
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The Science Teacher
10
15
20
Bioethics in The Hunger Games
This part of the story raises questions about real life:
Should hybrid species be regulated? What are the possible
effects of hybrids mating with native species? In this vein,
students can research the effects of real-life cases of hybrid
species affecting native populations. Then they can form
guidelines for determining the ethical treatment and humane
protection of both native and hybrid populations. A striking
example of this issue is the Glofish, considered the first genetically modified pet and often used in science classrooms
as a bio indicator to test for pollution and other chemicals.
Glofish released into the wild are thought to be threatening
native fish populations (Mueller and Zeidler 2010).
F IGUR E 4
Determining the credibility
of a source.
Authorship
Who is the author(s)? Note: If the author is
not known, is it clearly issued by a respected
university, government program or department,
or well-known non-governmental organization?
u
Do the authors cite their sources?
u
Project description
In this guided inquiry, students investigate advantages and
disadvantages of genetic engineering by integrating popular
fiction into their study of bioethics. What are the effects of artificially created hybrid creatures on characters in The Hunger
Games and in our society? What are the effects on and basic
rights of the organisms themselves given their unnatural entry into the world? What impact might these hybrids have on
native species? To consider the consequences of genetically
engineered organisms in our own society, students must research current practices and policies, as well as contemporary
case studies of genetically engineered organisms. Centered
on a cognitively scaffolded set of guiding assessment prompts
(Figure 1, p. 32), the curriculum presented here frames the
exploration of bioethics in genetic engineering through collective exploration and articulation of varying viewpoints
based on evidence. Connections to cross-curricular standards
are shown in Figure 2 (p. 33).
This project would fit well in a biology curriculum, perhaps to conclude a unit on genetic engineering. The driving question is, “If hybrids like those we see in The Hunger
Games are possible, what are the bioethical implications of
such endeavors in our society?” The project culminates in
roundtable presentations addressing all aspects of the scaffolded assessment prompts. The project should take about
one week (five 45-minute class periods).
How recent is the source (and the sources
referenced in it)?
u
Purpose
What is the author’s purpose?
u
Is more than one view presented? Note: A
source written from a particular point of
view may be credible; however, you need to
be careful that your sources don’t limit your
coverage of a topic to one side of a debate.
u
Who is funding this source?
u
Audience
For whom is this article being written?
u
What type of sources does this author value
(e.g., peer-reviewed, popular media, etc.)?
u
What type of readership would one expect for
this source?
u
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35
Activities
On the first day, students read an excerpt from The Hunger
Games about mockingjays: “They’re funny birds and something of a slap in the face to the Capitol. The jabberjays mated with female mockingbirds, creating a whole new species
that could replicate both bird whistles and human melodies”
(Collins 2008, pp. 42–43). Teachers may include a short video
clip from the movie as well. The teacher invokes students’
prior knowledge by posing the following questions that students should answer in their science notebooks:
◆◆
◆◆
◆◆
◆◆
What is genetic engineering (GE)?
How does the biology in this book relate to our lives in
America?
Why did the leaders in Panem create only male
jabberjays? How did this plan backfire? Do you see any
parallels with actual genetically modified organisms?
In what fields and for what purposes do you think GE
is used today?
The teacher moves around the room, briefly discussing
ideas with students individually to informally assess how
well students understand the process and contemporary applications of GE. After students have had time to answer the
questions, the teacher forms groups of three students to discuss their answers. Groups’ ideas will be shared on whiteboards and discussed as a class. Students should record group
discussion points in their science notebooks to help them with
subsequent research. Note: For other activities and terms relevant to genetic engineering, see Genetically Modified Crops:
Resources for Environmental Literacy (NSTA 2007).
In the next phase of the project (taking about two days),
students conduct internet-based research to address the next
subset of questions (see assessment prompts in Figure 1, p. 32):
◆◆
◆◆
◆◆
36
Describe the pros and cons of genetic engineering.
Describe why bioethical issues need to be considered
when engaging in genetic engineering. (Assessment
prompt: Understanding)
Interpret how bioethics is considered or not considered
in The Hunger Games.(Assessment prompt: Applying)
Compare and contrast Panem to the United States in
terms of bioethics and genetic engineering. (Assessment
prompt: Analyzing)
The Science Teacher
Recommended websites (see “On the web”) will help students address the scaffolded assessment prompts for which
they need to collect data. Teachers should encourage students
to use outside resources as well, such as library resources or
other media referencing similar topics (e.g., Brave New World
[Huxley 2006], Gattaca). While students view the recommended resources, the teacher should assist them in defining
what constitutes ethical or unethical GE, using the guidelines
on the Presidential Commission for the Study of Bioethical Issues
(see “On the web”).
Students often find engaging viewpoints by perusing environmental websites and corporate food distributor websites
that present one-sided arguments for or against genetic engineering. To critically evaluate these sites, teachers should
direct students to answer questions about source credibility
(Figure 4, p. 35). This will help students think critically about
the multiple viewpoints represented in the GE debate. Students should record the data from their research in their science notebooks for reference during the activity’s culminating event: roundtable discussions.
Roundtable discussions
In the final phase of the project (estimated two days), students present their final arguments in a roundtable format
addressing the following prompts (Figure 1, p. 32):
◆◆
◆◆
Consider how responsible Panem was in genetically
engineering the jabberjays and tracker jackers. Defend
and argue your position on genetic engineering with
regard to bioethics.
Formulate a plan the United States should have in place
to make sure the genetic engineering done here is ethical.
During the roundtable, students will present their research in groups of three (see student instructions in Figure
3, p. 34). This small-group format allows students to readily
share and critically dissect ideas and requires students to succinctly synthesize the information they’ve gathered during
the week. Students often report they enjoy the personalized
feedback of roundtable presentations. At the end of the presentations, the teacher can lead a whole-class discussion of
the various approaches to bioethics in genetic engineering
that arose from the roundtable presentations.
Bioethics in The Hunger Games
Conclusion
Educators trying to develop a scientifically literate
citizenry should pay attention to the intersection of
science and literature. The project presented in this
article engages students in learning to articulate wellinformed decisions about complex socio-scientific
issues. This addresses multiple components of scientific literacy (Sadler, Barab, and Scott 2007) and allows
learners to explore the most meaningful connections
of science to their lives through topics that require
dialogue, discussion, and deliberation. This inquirybased unit engages high school students in considering
the role of bioethics in America’s increasing fascination with genetic modification. Illuminating content
standards of both biological science and Common Core
literacy standards, students will be engaged with developing arguments from evidence and important
21st-century skills such as gathering and assessing
information, thinking critically, and communicating
among multiple perspectives. n
Kristin Cook ([email protected]) is an assistant professor at Bellarmine University in Louisville, Kentucky.
Donna Keller (dok [email protected]) is a biology teacher at North Judson-San Pierre High in North Judson, Indiana, and Alyce Myers ([email protected]) is a life
science teacher at North Montgomery High School in
Crawfordsville, Indiana.
On the web
Exploring bioethics. Presidential Commission for the Study
of Bioethical Issues: www.bioethics.gov
Exploring policy. U.S. Food and Drug Administration:
http://1.usa.gov/5BWpG; http://1.usa.gov/ovdqm
Exploring positions and current applications. Iowa Public
Television (students should click on all side tabs to
explore different perspectives on genetically engineered
organisms): http://bit.ly/1e3YUJI
Genetic Engineering and Farm Animals: http://bit.ly/
GDI20z
Genetic Engineering in Crops: http://bit.ly/19vqudy
Glofish: http://bit.ly/1hwIQjB
Transgenic pigs: http://bit.ly/GIBGNd
References
Aken, J., and E. Hammond. 2003. Genetic engineering
and biological weapons. Science and Society 4 (1): S57–
S60.
Bloom, B., and D. Krathwohl. 1956. Taxonomy of
educational objectives: The classification of educational
goals, by a committee of college and university examiners.
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Collins, S. 2008. The hunger games. New York: Scholastic
Press.
Collins, S. 2009. Catching fire. New York: Scholastic Press.
Collins, S. 2010. Mockingjay. New York: Scholastic Press.
Huxley, A. 2006. Brave new world. New York: Harper
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Mueller, M., and D. Zeidler. 2010. Moral-ethical character
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Education 3: 105–128.
National Governors Association Center for Best Practices
and Council of Chief State School Officers (NGAC
and CCSSO). 2010. Common core state standards.
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Genetically modified crops: Resources for environmental
literacy. www.enviroliteracy.org/nsfmod/GM-Crops.pdf
NGSS Lead States. 2013. Next Generation Science
Standards: For states, by states. Washington, DC:
National Academies Press.
Sadler, T., S. Barab, and B. Scott. 2007. What do students
gain by engaging in socioscientific inquiry? Research in
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