Biotechnology in North Carolina Today
Author: | Cinnamon Frame |
Level: | Middle School |
Content Area: | Biotechnology |
Author: | Cinnamon Frame |
Level: | Middle School |
Content Area: | Biotechnology |
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.
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.
Goal 7.05 NCSCOS: Investigate aspects of biotechnology including: Specific genetic information available. Careers. Economic benefits to North Carolina. Ethical issues. Impact for agriculture.
Reading of articles or video viewing and discussion in small groups = 30 minutes
Class discussion categorizing and re‐categorizing = 60 minutes
Printed articles or computer to view web‐based video. Chart paper or whiteboard. Post‐It notes.
Internet connected computer to play web‐based video.
Students may have completed the “Technology Jobs in Today’s Economy” game.
Students come up with reasonable, well‐defended categories and generalizations in discussion and in writing.
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.
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.
Articles to print:
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.