DATE/S

MODULE 3 SPECIFIC ISSUES IN STS AUTHORS

Unit 4 Genetic Engineering

A. Genetically Modified Organisms

(GMOs)

B. Gene Therapy

Myrna Lyn C. Castillo

MAEd Bio

Ma. Arlyn S. Rebogio

MS Biology

1. Discuss the ethics and implications of GMOs and potential future

impacts
2. Describe gene therapy and its various forms.
3. Assess the issue’s potential benefits and detriments to global health
LEARNING

OUTCOMES
 Genetically Modified Organisms (GMOs)

Activity: What is a GMO?

ENGAGE Time Allotted: 15 mins.

Instructions: Click the given links below and watch the videos on
the basics of genetic modification. As you watch, focus on the
steps in making a GMO.
https://www.youtube.com/watch?v=vribRyVQ6G8
https://www.youtube.com/watch?v=rx953M-tpp4

Time Allotted: 1 hour 15 mins

Instructions: Search examples of genetically modified products in

agriculture and medicine. Then, identify and take notes of various
EXPLORE arguments for and against genetic modification.

Activity: Graphic Organizer

Total No. of Points: 16

Time Allotment: 1 hour

ELABORATE
Instruction: Based on your previous readings, evaluate the
two opposing perspectives on GMOs and come up with a graphic
organizer summarizing the benefits and potential risks/ethical
concerns of genetic modification. You may look for templates of
graphic organizers from this link
https://www.edrawsoft.com/share-graphic-organizer.php.
Your output can be handwritten or generated through any
graphic design tools.
 Scoring: Refer to rubric for checking graphic organizer
(see Appendix A) .

Turn in completed output in the submission bin ”Graphic

Organizer”.

Gene Therapy

ENGAGE Activity: What is gene therapy?

Time Allotted: 15 mins.

Watch the video clip about the basics of gene therapy for you
to have a background about this breakthrough in genetic
engineering by clicking this link
https://www.asgct.org/education/gene-therapy-basics.

Activity: How gene therapy works?

Time Allotted: 45 mins

EXPLORE Instructions: Open the ppt presentation on Gene Therapy in our

Google classroom. Read carefully and understand the basic
concepts presented. Then, open the link and watch the video by
TEDx Talks
https://www.youtube.com/watch?v=grf3RxryRto&feature=emb_r
el_pause to have a grasp on one of the applications or main
benefit of this form of treatment.

Activity: Infogene
Time Allotted: 1 hour 30 mins.
Total No of Points: 30

ELABORATE
Instructions:
1. Create an infographic about Gene Therapy using an
infographic maker app or any digital tool. Present The good
and The bad side of Gene Therapy. Use the salient information
 from the materials uploaded in this lesson.
2. In another sheet, explain your infographics using 250 words.
Attach grammarly result .
3. Turn in the two outputs in the submission bin Infogene.

Refer to Appendix B and C for the scoring rubric.

The salient information about the unit lesson are as follows:

1. Gene therapy is an experimental treatment that involves the

insertion of a gene to correct the effects of a defective
KEY POINTS gene.
2. A functional gene is delivered into the cell by using a vector.
Typically, viruses are used as vectors.
3. There are 2 types of Gene Therapy, Somatic and Germline
gene therapy.
4. Gene augmentation therapy is when the functional gene is
inserted to produce that required protein.
5. Gene inhibition therapy is when a new gene is inserted to
either block the defective gene or the activity of the protein
product
6. Killing of specific cells targets diseased cells for death.

Important note: The key points for GMOs will be uploaded in the
Google classroom by your instructor.
 CHEd Recommendations
 Article: “The politics of golden Rice” (Dubock, Adrian GM Crops
& Food. Jul-Sep2014, Vol5 Issue 3 p 210-222 13p.)
 Article: “Ethics in Research with Vulnerable Populations and
Emerging Countries: The Golden Rice Case.” (Duguet, Anne
REFERENCES Marie et. al., Journal of International Law and Commercial
Regulations.
 Macnamara,Daniel Joseph et .al, Science Technology and
Society,2018.
 Quinto, Edward Jay et .al, Science ,Technology and Society,
2018.
 Summer 2013, Vol. 38 Issue 4, p979-1013, 35p) Agro-ecology:
What it is and what it has to offer? Is this the future of farming?
 https://www.nature.com/articles/d41586-019-01257-9.
 https://www.researchgate.net/publication/329250849_Gene_t
herapy_A_comprehensive_review
 APPENDIX A
Rubric for Graphic Organizer

Criteria 4 3 2 1

Content Covers topic Includes Includes Content is

in-depth with essential essential minimal or
details and knowledge knowledge there are
examples. about the about the several
topic. topic but there factual errors.
are 1-2 factual
errors.
Scientific Scientific Scientific Scientific
understanding understanding understanding understanding
of concept is of concept is of concept of concept
clear and adequate. shows one or shows more
excellent. two miscon- than two
ceptions. misconcept-
ions.

Presenta- All writing/text, Majority of the Writing/text, Writing/text

tion boxes, lines writing/text, boxes, lines boxes, lines
are legible boxes, lines are are somewhat are not legible
and picture is legible and legible and and pictures
neat. most of the the assignment are untidy.
pictures are is a bit untidy.
neat.
Color is added Shows some Pictures are Pictures are
and picture color and not colorful missing.
shows detail. understand- and lack
ing. detail.

Organiza- Order and Order and Order and Order and

tion structure of structure of structure of structure of
information is information is information is information is
extremely organized and somewhat poorly
organized. allows reader organized. The organized. A
to move sequence is clear sign of
through hard to follow direction is not
content at times. evident.
without
confusion.
 Grammar/ There are no There are 1-2 There are 3-4 There are
Mechanics grammatical grammatical grammatical more than 4
and/or and/or and/or grammatical
mechanical mechanical mechanical and/or
mistakes. mistakes. mistakes. mechanical
mistakes.

APPENDIX B
Rubric for Infographic
Criteria 4 3 2 1

Message The topic and Topic and Topic is given Topic and/or
Clarity messages of the main ideas are but main ideas main ideas
infographic are clear. are unclear or are absent or
clear and easily lacking. very unclear.
understood;
Intended to
inform or
convince the
viewer.

Content - Appropriate One or two Not enough Lacking

Accuracy terms, terms, jargons terms, jargons appropriate
vocabulary, and definition and definition is terminology.
jargon and is incorrect or used.
definition is used. without
explanation.

Accurate At least 4 Three accurate Fewer than

facts/data are accurate facts are two accurate
displayed in the facts/concepts displayed. facts are
whole are displayed displayed.
infographic. in the
infographic.

Graphics - The graphics Most graphics All graphics Graphics do

Relevance used represent represent the relate to the not relate to
information information topic but do the topic.
appropriately. appropriately. not represent
appropriately.

Graphics - Color, shape, Color, shape, Color, shape, Color, shape,

Visual size, and size, and size, and size, and
arrangement of arrangement arrangement arrangement
graphics are eye are present but are distracting
contribute catching and or misleading.
contribute
 meaning to the some do not add to
overall message. meaning. the information.

Design/ The Generally Layout could Layout is

design/layout is good layout. use disorganized.
layout organized and improvement.
Has minor Has random
uses consistent
inconsistency Has two or elements,
style.
or one more colors and
Text are legible distracting inconsistent texts.
and consistent. element. elements.

APPENDIX C
Rubric for Essay

Distribution of points

1. Content 10 7 4

Addresses each Question was The question

question and all its addressed but and its parts
parts thoroughly; the answer does were not
incorporates relevant not totally suffice addressed. No
course content into the information or very little
responses; uses required for the relevant course
specific question. content is
information/keywords added.
from course content.

2. Understanding/ 7 5 3
Application/
Originality Demonstrates deep Demonstrate Does not
understanding of understanding demonstrate
course concepts, of some course understanding
theories and ideas concepts, of the course
theories and or concepts,
Answers written using ideas theories and or
own words. ideas
3. Structure/ 3 2 1
Grammar/
mechanics Response to each Some parts of Response is
question is well the response are scattered.
organized and unorganized.
clearly written.
Few
No grammatical and grammatical Grammatical
spelling errors. and spelling errors weaken
errors but does the quality of
not weaken the communication.
quality of
communication.