Lesson Plan: B2.4.05


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 B2.4.05
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
Is genetic engineering a good thing?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Students should be able to describe genetic engineering as a process which involves modifying the genome of an organism by introducing a gene from another organism to give a desired characteristic
  2. An example of genetic engineering is plant crops have been genetically engineered to be resistant to diseases or to produce bigger better fruits.
  3. Bacterial cells have been genetically engineered to produce useful substances such as human insulin to treat diabetes. There are links with this content to role of biotechnology. (biology only).
  4. Students should be able to explain the potential benefits and risks of genetic engineering in agriculture and in medicine and that some people have objections
  5. In genetic engineering, genes from the chromosomes of humans and other organisms can be ?cut out? and transferred to cells of other organisms.
  6. Crops that have had their genes modified in this way are called genetically modified (GM) crops.
  7. GM crops include ones that are resistant to insect attack or to herbicides.
  8. GM crops generally show increased yields.
  9. Concerns about GM crops include the effect on populations of wild flowers and insects. Some people feel the effects of eating GM crops on human health have not been fully explored.
  10. Modern medical research is exploring the possibility of genetic modification to overcome some inherited disorders
  11. (HT only) Students should be able to describe the main steps in the process of genetic engineering.
  12. (HT only) In genetic engineering: - enzymes are used to isolate the required gene; this gene is inserted into a vector, usually a bacterial plasmid or a virus - the vector is used to insert the gene into the required cells - genes are transferred to the cells of animals, plants or microorganisms at an early stage in their development so that they develop with desired characteristics. Interpret information about genetic engineering techniques and to make informed judgements about issues concerning cloning and genetic engineering, including OM crops.
Think about how you can match the needs of ALL students
Keywords:
  • Modification: changes or adaptations made to something. (1)
  • Risks: Things that could bring about harm or damage. (1)
  • Benefits: advantages or profits made from something. (1)
  • Genetic engineering: the deliberate modification of the characteristics of an organism by manipulating its genetic material. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What is genetic engineering?
    Genetic engineering is the process of modifying the genome of an organism by introducing a gene from another organism to give a desired characteristic.
  2. What examples are there of genetic engineering in plant crops?
    An example of genetic engineering is plant crops have been genetically engineered to be resistant to diseases or to produce bigger better fruits.
  3. (Biology only) What examples in medicine uses genetically engineered bacteria?
    (Biology only) Bacterial cells have been genetically engineered to produce useful substances such as human insulin to treat diabetes.
  4. What are the potential benefits and risks of genetic engineering in agriculture and medicine?
    Some potential benefits of genetic engineering are improving yeild and productivity in crops for growing in harsher climates, giving rise to new potential medicines for hard to cure diseases and the potenital elimination of life threating genetic diseases. Some potential risks of genetic engineering are the introduction of resistant strains of detrimental micro-organism, lowering variation and therefore risking evolution and objections due to organisms becoming unatural and humans having too much power.
  5. What occurs within the chromosomes during genetic engineering?
    Genes from the chromosomes of humans and other organisms can be ?cut out? and transferred to cells of other organisms.
  6. What do we call crops that have genes from other organisms in them?
    Crops that have had their genes modified in this way are called genetically modified (GM) crops.
  7. How does genetic modification increase the longevity of crops?
    GM crops include ones that are resistant to insect attack or to herbicides.
  8. How does genetic modification increase the yield of a crop?
    GM crops generally show increased yields.
  9. What concerns are there about GM crops?
    Concerns about GM crops include the effect on populations of wild flowers and insects. Some people feel the effects of eating GM crops on human health have not been fully explored.
  10. How is genetic modification important in medicine?
    Modern medical research is exploring the possibility of genetic modification to overcome some inherited disorders.
  11. (HT only) What are the steps involved in genetic engineering?
    (HT only) 1. enzymes are used to isolate the required gene; this gene is inserted into a vector, usually a bacterial plasmid or a virus 2. the vector is used to insert the gene into the required cells 3. genes are transferred to the cells of animals, plants or microorganisms at an early stage in their development so that they develop with desired characteristics.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task