Phenomena: Genetically Modified Organisms

Contributor
i. Imgur
Type Category
Instructional Materials
Types
Image/Image Set , Phenomenon
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be "fully aligned," the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

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Most Recent Review

3 Good intro topic and phenomena for genetics.

Reviewed by: Andrea (Logan, UT) on 2/18/2019 5:27:50 PM

These images and dialogue could create misconceptions. Be sure students understand the difference between transgenics and selective breeding. The term "genetically modified organism" is used most with transgenics (using science to move a gene/trait from one organism to another). The muscling characteristics in the white cow is the result of a mutation that is expressed by the presence of myostatin in the muscle. To learn more about the double muscling trait found in some breeds of cattle, see the "Background Agricultural Connections" section of this lesson plan: https://www.agclassroom.org/teacher/matrix/lessonplan.cfm?lpid=495. You will also find classroom activities to put it in context of genetics.

Description

This image shows the comparison of a normal cow and a genetically modified cow through selective breeding.

Background:

The genetic modification may be either through manipulation of genes (genetic engineering) or as a result of traditional animal and plant breeding methods like selective breeding or cross-breeding between organisms within the same species.

This phenomenon could stimulate the following driving questions:

1. How are these two cows different? How are these two cows the same?

2. What are possible causes of these differences?

3. What would be the benefits of the cow on the right?

4. What is the impact of modifying a cow or any other organism?

Additional information can be found in the article, “Genetically Modified Animals Will Be on Your Plate in No Time”: https://www.wired.com/2015/07/eating-genetically-modified-animals/

Intended Audience

Learner
Educational Level
  • High School
  • Middle School
Language
English
Access Restrictions

Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers.

Performance Expectations

MS-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.

Assessment Boundary: none

This resource was not designed to build towards this performance expectation, but can be used to build towards it using the suggestions provided below.

Comments about Including the Performance Expectation
These images could be used to help students make sense of the influences of humans on desired traits in livestock. Observations of both cows will open up discussions on genetic modification and the ethics of such genetic modifications, in this case, selective breeding, so these images could be used in the middle or end of a unit to elicit student knowledge and application of genetic technologies.

Science and Engineering Practices

This resource was not designed to build towards this science and engineering practice, but can be used to build towards it using the suggestions provided below.

Comments about Including the Science and Engineering Practice
Similarly to Page Keeley’s formative assessment probes, this can be used to begin the conversation of humans’ use of technologies on genetic modification of an organism or as a culminating debate on the pros and cons of genetic technologies.

Disciplinary Core Ideas

This resource was not designed to build towards this disciplinary core idea, but can be used to build towards it using the suggestions provided below.

Comments about Including the Disciplinary Core Idea
To build towards this core idea, the images can guide the questioning to the implications of artificial selection technology. It can also guide students to investigate the advantages and disadvantages of genetic modification as part of a Claim, Evidence, and Reasoning (CER) activity.

Crosscutting Concepts

This resource was not designed to build towards this crosscutting concept, but can be used to build towards it using the suggestions provided below.

Comments about Including the Crosscutting Concept
As students observe this phenomenon they can be encouraged to look for the causes and effects of genetic manipulation in these cows. The pros and cons of such genetic modifications can also be explored.

Resource Quality

  • Alignment to the Dimensions of the NGSS: - none -

  • Instructional Supports: - none -

  • Monitoring Student Progress: - none -

  • Quality of Technological Interactivity: - none -