Lesson 2: Explore — The Facets of Hope — the Need for Biotechnology

Introduction

Many human diseases today are not as simple to define or treat as many people believe. As opposed to disease caused by pathogens‐ bacteria, viruses, fungi, protists or prions; there are no “magic bullet” chemicals that can simply prevent or treat diseases that involve a malfunction of the body’s own mechanisms of action. Autoimmune diseases like lupus, Crohn’s disease and multiple sclerosis erode a person’s quality of life as their own body attacks their cells. In cancers, the mechanisms of the cells themselves malfunction, causing the cells to grow out of control and monopolize the body’s resources. How can you protect your body against itself? The keys lie in understanding what is happening within your body, within your cells themselves – at a molecular level.

The treatments that can interfere with these mechanisms are not simple chemicals, with a simple chemical structure. They are proteins, enormously long chains of amino acids that are created within the cells of a living organism. Coded for by DNA, translated by ribosomes, ornamented in the Golgi apparatus – these molecules cannot be produced in any other way. Some of them are enzymes, some of them are hormones, and some of them are antibodies. They can only be produced by a living cell.

Biomanufacturing involves growing these living cells to produce these proteins. People have been doing this for thousands of years in the production of foods like cheeses, breads and even tofu. But biomanufacturing to produce specific actions within the body is a relatively recent industry that needed a deep understanding of genetics and cellular metabolism. It is a costly process, involving expensive equipment, laborious research and much trial and error. But the benefits of this process are profound. This lesson allows students to hear the stories of some of the people who have been the beneficiaries of this work.

Learning Outcomes

Students will compare, contrast and summarize ways in which biotechnology has helped people. Students will use 21st century skills of: empathy, collaboration, health and wellness literacy, and critical thinking.

Curriculum Alignment

Goal 7.05 NCSCOS: Investigate aspects of biotechnology including: Specific genetic information available. Careers. Economic benefits to North Carolina. Ethical issues. Impact for agriculture.

Classroom Time Required

Reading of articles or video viewing and discussion in small groups = 30 minutes

Class discussion categorizing and re‐categorizing = 60 minutes

Materials Needed

Printed articles or computer to view web‐based video. Chart paper or whiteboard. Post‐It notes.

Technology Resources

Internet connected computer to play web‐based video.

Pre‐Activities

Students may have completed the “Technology Jobs in Today’s Economy” game.

Activities

1. Students will divide into groups of 4‐6 and read articles about how people have been helped by biotechnology. This can include those suffering from different diseases like multiple sclerosis, lupus, crohn’s disease or cancer and how they have been helped by a biopharmaceutical. A farmer and how they have been helped by an engineered crop, or other beneficiaries. Alternatively, students could watch video testimonials on the web from those who have benefitted from these technologies.
   
   1. www.tysabri.com for multiple sclerosis.
2. Once reading is complete, students will brainstorm ways people benefit from biotechnology. The teacher will ask open‐ended questions to encourage students to develop a diverse list.
   
   1. How do people benefit from biotechnology?
   2. How do people indirectly benefit?
   3. How might this benefit affect others?
   4. How does this benefit help people?
   5. How can we elaborate on this idea?
3. Once the list is generated, the teacher will ask students in small groups to place all of the possible benefits into four un‐named categories or groups.
   
   1. In your group, arrange ideas that seem to go together into four groups.
4. Students must then name each category or group they have developed using a one‐word name.
   
   1. Come up with a one word description for each one of the groups of ideas you created.
5. The class will discuss their categories and placement of each item in those categories. The class will discuss whether each item “fits” and why. The teacher, or a student from each group will display their categories on a sheet of chart paper or on the board.
   
   1. What items are in your group?
   2. Why does this item belong in that group?
   3. What items may fit better in another group? Why?
6. Students will then break back up into their smaller groups and be challenged to come up with at least 2 new groups that are distinct from the categories decided upon before.
   
   1. Now you and your group need to come up with at least 2 brand‐new categories. You can use ideas that were your old categories, but the groups have to be completely new.
7. They will then share out as a class, deciding whether items “fit” within their new categories and whether the new categories are really different from the ones they developed initially.
   
   1. What items are in your group?
   2. Why does this item belong in that group?
   3. What items may fit better in another group? Why?
   4. How is this group different than the groups we decided upon in the first place?
8. Independent assignment: Writing Prompt: What generalization can you make about the benefits of biotechnology?
9. Follow Up: Discuss generalizations.
   
   1. What can we say in general about the benefits of biotechnology?
10. For more information on this type of lesson: Research Hilda Taba Concept Development.

Assessment

Students come up with reasonable, well‐defended categories and generalizations in discussion and in writing.

Modifications

Students should be placed in heterogeneous groups. All students should be encouraged to participate in the discussion. LEP students or students with writing modifications can be encouraged to share graphic ideas or complete an illustration or a collage instead of an independent writing assignment.

Alternative Assessments

Students could write and illustrate a brochure promoting the benefits of biotechnology using Microsoft Publisher or other publishing software.

Students could create a foldable with their categories of benefits on each flap and a specific example on the inside of the flap. These could be arranged to center around the generalization that the class develops.

Students could create a hallway bulletin board on the theme “Biotechnology and its Benefits” to be viewed by other students and teachers.

Supplemental Information

Articles to print:

• “A Profile of a Person with Multiple Sclerosis” by Cinnamon Frame
• “Fighting Multiple Sclerosis in the Vail Valley” Sarah Mausolf
• “Biodiesel Must Be Sustainable” Novozymes Press Room
• “Agriculture Biotechnology Takes Root Statewide” NC Biotechnology Center BioBrief
• “Lab Spins Artificial Spider Silk, Paving the Way to New Materials” Bijal P. Trivedi
• “Biotechnology Provides Solutions to a Wide Range of Marine Pollutants” Richard O. Aichele
• Online video for non‐readers www.tysabri.com Testimonies by people diagnosed with MS

Critical Vocabulary

• Biotechnology‐

Websites

• www.ncbiotechcenter.org

Comments

Students can be somewhat resistant to the final two steps because it pushes them to take their thinking to the next level. These steps are important for a good generalization about the concept to be formed and internalized. Try to avoid closed questions and inserting the teacher’s ideas during the discussion. Do not rephrase student responses, ask questions to get clarification.

Permission has been given by the above article authors for educational use, save the marine pollutants article, to which there was no response to my query. Of course, I give permission for the educational, non‐profit use of the profile that I authored.