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Teaching Guide Earth and Life Sciences Prepared by

This teaching guide provides lesson plans for teaching students about genetic engineering. The lesson plans include objectives, standards, and activities. Students will learn about the process of genetic engineering and evaluate the advantages and disadvantages of genetically modified organisms (GMOs). Activities include dividing students into groups to analyze pictures of GMOs, discuss how they are produced and their risks/benefits. Students will also participate in a debate about GMOs and conduct a survey about genetic engineering products. The lesson aims to help students understand and critically analyze this topic.

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Lily Rosemary
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72 views

Teaching Guide Earth and Life Sciences Prepared by

This teaching guide provides lesson plans for teaching students about genetic engineering. The lesson plans include objectives, standards, and activities. Students will learn about the process of genetic engineering and evaluate the advantages and disadvantages of genetically modified organisms (GMOs). Activities include dividing students into groups to analyze pictures of GMOs, discuss how they are produced and their risks/benefits. Students will also participate in a debate about GMOs and conduct a survey about genetic engineering products. The lesson aims to help students understand and critically analyze this topic.

Uploaded by

Lily Rosemary
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teaching Guide

Earth and Life Sciences

Prepared by:

Mr. Benigno Borbon

Ms. Liza Marie Magtanong

Ms. Christine Salve Sena

Mr. Rex Ryan Patrimonio

PEAC Seminar Pampanga – Holy Angel University

Topic: GENETIC ENGINEERING

Objectives:

After the lesson, the students should be able to:

 Discuss the process of genetic engineering


 Determine the advantages and disadvantages of genetic engineering
 Evaluate the cited products of genetic engineering whether they are beneficial or
unfavourable to the environment and to human life.

Performance Standard Learning Competency

Minimum Beyond Minimum Minimum Beyond Minimum

The learner shall be The learner shall be The learners:


able to: able to: The learners:
1. Describe the 1. Explain how
1. Conduct a survey of Creating an action plan biotechnology
process of genetic
products containing that takes into modifies the
engineering.
substances that can consideration the natural traits of an
trigger genetic following: areas or organism and its
2. Evaluate the
disorders. communities that have effect to the
benefits and risks
a history of environment
of using GMO’s.
experiencing 2. Evaluate the
environmental products of genetic
problems, the impact engineering
of man’s different whether they are
beneficial or
activities on the
unfavorable to the
environment which the
environment and to
students will present human life
to a panel of experts.

Introduction (The students will recall their past lesson relating to the present lesson)

Review: Heredity

Ask the question:


1. How is it possible that you look like your parents?
2. What are the traits you inherited from your parents?
3. Are you the product of the combination of your parents?

Motivation The teacher will show a video regarding the process of fusion in the T.V. show Dragon
Ball Z, where two persons fused together forming a new individual with enhanced
characteristics.

Afterwards, the teacher will ask:

1. What are your observations about the video?


2. What are your insights about the video presentation?
3. Is it possible that this process occurs in real life particularly to living
organisms?
4. What will happen if traits of two different organisms are combined?

Instruction

1. The class will be divided into 5-6 groups and each group will be given a picture of
a genetically modified organism (GMO)
2. Students in the group will describe the traits of the GMO
3. Students will brainstorm ideas regarding on how the GMO’s are produced
4. Student will suggest benefits and risks of the GMO’s.
5. Students will then evaluate whether the GMO is beneficial or unfavourable to the
environment
6. Let the students explain their work to the class
7. After, the teacher will clarify the misleading ideas in the presentation of the
students. The teacher will discuss the process of genetic engineering thoroughly.

Practice Activity: Taking sides

After understanding the concept of genetic engineering. The class will be divided into
two groups: Pro-GMO’s and Anti-GMO’s. In this activity, they will take sides and
explain their insights and opinion regarding the products of genetic engineering.

Enrichment Assignment:

1. Conduct a survey in different place such as groceries and public markets. This
survey will be passed as a checklist and should be supported by a thorough
research about genetic engineering and the production of various products
out of it.

Evaluation

Written Work: (Reflection Paper)

In a whole sheet of paper, write the things that you learned in genetic engineering.
React on the insight of the class regarding GMO’s.

Rubrics:

1. 50% -
2. 25% -
3. 15% -
4. 10% -

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