This lesson will be used to help students explore the bioethics of biotechnology. With a team, students choose a renewable alternative energy source such as cloning, stem cell research, DNA fingerprinting, or others and research the pros and cons of that biotechnology.

The team then splits into debate teams and draws straws to determine whether they are on the "pro" or "con" side. They will debate in front of the class allowing others in the class to learn about both sides.

Learn about DNA. Deoxyribonucleic acid is the blueprint for all living things, but it is so small we can’t usually see it. The role of DNA is to provide our cells information on building proteins; these proteins lead to our individual traits such as eye color, height, dimples, and so much more. The structure of DNA is a double helix and we can model this structure at home. This model is based on the work of Rosalind Franklin, a British Chemist who created an X-ray photograph that provided evidence of the double-helix structure of DNA molecules. We can also extract DNA from a living thing, such as a strawberry, at home. The components of this DNA are so small that it does not look like our model; however, with technology scientists can both see the structure and manipulate the structure to change proteins in organisms. The key concepts and terms explored in this episode include DNA, nucleotides, genes, and genetically modified organisms (GMO's).

Lesson length: 2-4 hoursGrade level: 6-8Students learn about DNA and genetics through an exploration of corn genetics and soil types. The activities are grounded in engineering design thinking and relate to nutrient impacts of soil on the productive growing of corn with specific genetic characteristics. Students will consider genetic modification to address deficiencies as well as the consequences of these options.This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.