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\n\"Altered\n\n
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\nCurated OER\n
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\nAltered Genes\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents describe the economic relationship between farmers, consumers, and food companies. They examine the issues regarding the reactions of consumers in this country and other countries to the use of gene-altered crops in food...\n
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\n\"Creating\n\n
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\nCurated OER\n
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\nCreating New Forms of Life\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers are asked to use their imaginations to take the idea of biotechnology one step further. Before beginning this activity learners read and complete a report on the book \"Jurassic Park,\" which deals with the use of...\n
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\n\"DNA\n\n
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\nCurated OER\n
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\nDNA Fingerprinting for High School Biology\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents work with tools and techniques used in genetic engineering. They dissect a sample into fragments of DNA using restriction enzymes, sometimes called \"molecular scissors\". They sort these fragments, measure and analyze them according\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Story of Corn\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nStudents use primary sources to compare the early development of corn with current techniques of biotechnology and genetically engineered seeds, and identify plants natural to the Americas and those natural to Europe that were part of...\n
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\n\"Biotechnology:\n\n
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\nCurated OER\n
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\nBiotechnology: Monster or Miracle\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore biotechnology. In this scenario-based lesson, students take a survey on what they know about genetic engineering, view a PowerPoint, and conduct a web quest. Students will then be placed in groups, and produce one of the...\n
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\n\"Cracking\n\n
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\nCurated OER\n
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\nCracking the Code - Cloning Paper Plasmid\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nStudents explore the \"genetic code.\" They observe how genes may be manipulated for genetic research, gene cloning, and genetic engineering. In a lab setting, students examine the mechanics involved in cutting and ligating DNAs into a...\n
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Instructional Video17:25
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\n\"Are\n\n
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\nTED-Ed\n
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\nAre We Ready for Neo-Evolution\n

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\n\nFor Students\n\n10th - Higher Ed\n
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\nAs technology and medicine continue to make huge leaps, the days of choosing our own genes or the genetic traits of our offspring are right around the corner. Harvey Fineberg takes a look at some of the potential pathways humans may take...\n
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\n\"Transformation\n\n
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\nTowson University\n
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\nTransformation Lab\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nTransform your class' understanding of genes and antibiotic resistance with the Transformation Lab. Junior geneticists create and observe their own resistant strains of E. coli through research, discussion, and experimentation. The...\n
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Activity
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\n\"Things\n\n
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\nNovelinks\n
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\nThings Fall Apart: Problematic Situation\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nIf you could pick characteristics you would want your child to possess, what would they be? To better understand Okonkwo, one of the key characters in Things Fall Apart, class groups engage in an activity that asks them to consider this...\n
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\n\"Genes:\n\n
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\nCurated OER\n
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\nGenes: The Building Blocks of Life\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents examine various topics on genetics. Students explore the Internet to gather information on genetic testing, genetically engineered food, forensics, DNA and cloning. They research and determine the best way to fund each of the...\n
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Color is Your Colony?\n

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\n\nFor Teachers\n\n9th - Higher Ed\n
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\nPupils conduct an experiment to change the color of E. coli bacteria using genetic engineering. They work in small groups to add a plasmid containing a gene for red pigment to the bacteria and culture the bacteria to see if it ...\n
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\n\"Peanut\n\n
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\nCurated OER\n
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\nPeanut Butter Broccoli\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders explore food production by viewing DNA presentations. In this genetic engineering lesson, 5th graders discuss the foods they typically eat at home and how many common foods are engineered in a way that can produce a bigger...\n
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\n\"Catch\n\n
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\nCurated OER\n
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\nCatch Up On Tomato Technology\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nStudents explore the ways in which technological advances have benefited tomatoes as a commodity. In a small group, students review information related to the selective breeding and genetic engineering of tomatoes. Groups compose a...\n
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\n\"Peanut\n\n
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\nCurated OER\n
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\nPeanut Butter Broccoli\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents explore selective breeding and genetic engineering. They illustrate that produce items have a wide variety of traits that can potentially be combined to produce a new food by creating a class graph.\n
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\n\"Rennet\n\n
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\nCurated OER\n
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\nRennet Cultured Cheese\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders make cheese using two different methods. In this cheese making lesson, 5th graders make rennet cultured cheese following the step by step directions. They also make cheese using a genetically engineered bacteria that makes...\n
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\n\"DNA\n\n
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\nCurated OER\n
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\nDNA Sequencing Model Lab\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents pretend they are each genetic engineers with a test tube of unknown DNA (PCR'd) possibly taken from blood cells of someone with a genetic condition.\n
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\n\"Foods\n\n
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\nCurated OER\n
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\nFoods for Better Health\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents define biotechnology and discuss the economic impact of biotechnology. They also describe what a 1015 onion and a slow-softening tomato are and how they are produced. They examine the safety of genetically-engineered or altered...\n
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\n\"Teaching\n\n
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\nCurated OER\n
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\nTeaching Biotechnology by Analogies and Models\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine analogies and create models to help visualize the concept and technique of basic biotechnology. Common scenarios are used to explain the complex procedures of genetic engineering.\n
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\n\"DESIGNER\n\n
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\nCurated OER\n
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\nDESIGNER GENES: ONE SIE FITS ALL?\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nStudents explore genetic engineering and issues related to risks and benefits of altering agricultural products.\n
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\n\"Designer\n\n
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\nCurated OER\n
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\nDesigner Agriculture\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nYoung scholars investigate the controversial issue of genetic engineering. They research the pros and cons of such technology and apply it to creating new plants or crops for the area of Alaska. Students think of new types of animals and...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Giver\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents read and analyze the novel, 'The Giver.' They classify activities in an activity regarding freedom of choice, create a list of rules, conduct a debate, write a skit, and write an essay on genetic engineering or utopian societies.\n
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\n\"Edible\n\n
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\nCurated OER\n
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\nEdible GMOs?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nThe debate over genetically modified organisms is on! Young biologists imagine that they have been asked to choose which corn chips will be sold for a fundraiser, one made with GMOs or one without. This four-day lesson plan requires...\n
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\n\"Food,\n\n
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\nCurated OER\n
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\nFood, Glorious Food?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nHow are the reactions between American and European consumers different when it comes to genetically modified foods? Use the New York Times article \"Consumers in Europe Resist Gene-Altered Foods\" to inform your middle schoolers...\n
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Instructional Video12:55
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\n\"Why\n\n
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\nCrash Course\n
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\nWhy We Can't Invent a Perfect Engine: Crash Course Engineering #10\n

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\n\nFor Students\n\n9th - 12th\n
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\nYour car's engine is likely to be only 20 percent thermally efficient. Why so inefficient? Viewers of the 10th video in an engineering series learn how the second law of thermodynamics and entropy limit the efficiency of a car engine....\n
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