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.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Students read about and explain the process of transgenic manipulation to produce crops resistant to herbicides and pests. Afterwards students evaluate the pros and cons. Next, students read various pro/neutral/con articles about genetically modified foods and evaluate the perspective of the author. Finally, students use evidence from the reading to write a CER stating their opinion on GMOs.

In this GRASP model performance task, students are asked to step into the role of a genetic researcher and apply their knowledge of transcription and translation to discover the cause, treatment, and possible cure for Sickle Cell Anemia. This task is designed for a high school biology course, but could be modified for other Life Science courses.