For a Google doc version of this lesson, click here. You will be prompted to make a copy.

Overview

This lesson teaches students about the science of gene editing and the ways gene modification can be used to solve problems. Students will watch a video and read an article featuring recent scientific breakthroughs and then use the invention process to think up their own super-powered animals.

Grade level: 6-8

Time: 50-minutes

Objectives

Students will be able:

• Define gene editing and understand how it is used by scientists to solve problems.
• Use steps of the invention process to generate their own ideas.

Materials

• Slideshow presentation
• Pencil and paper for brainstorming ideas

Vocabulary

Genes — Genes are like tiny instructions inside your body that determine what you look like and how you function. They're passed down from your parents and control things like eye color, hair type, and even how tall you are. Think of them as recipes for making you, with each recipe contributing to a specific trait.

Gene editing — DNA is like a recipe: Imagine DNA as a long recipe book for building and running a living thing. Genes are like individual recipes in that book, each telling the body how to do something specific.

Modification — to change something

Introduction

Genetic modification is like giving a plant or animal a superpower! Scientists can take a tiny bit of DNA, like a recipe, from one organism and put it into another to change its traits. For example, they might give a plant a gene from a bacteria that helps it resist bugs, making it stronger. Some scientists have dreamed up a way to create animals with new superpowers to help solve a problem.

Warm-up activity

1. Watch the following video and answer the discussion questions.

Could genetically engineered mice reduce Lyme disease?

Discussion questions

• What are scientists trying to edit?
• Why are they doing so?
• What do they hope to accomplish?

1. Read the following article and answer the discussion questions.

“Scientists genetically engineer mice with thick hair like the extinct woolly mammoth”

Discussion questions

• What are scientists trying to edit?
• Why are they doing so?
• What do they hope to accomplish?

Main activity

Tell students, “Today we are going to focus on the first four steps of the inventing process. We are going to INVENT an animal that would help solve a problem.”

The Invention Process Involves 6 Steps

1. Brainstorming Problems and Solutions
2. Research and Exploration
3. Design and Planning
4. Prototyping and Building
5. Testing and Iterating
6. Presentation and Communication

Student task: Imagine you are able to modify any two animals to create an animal that can solve your problem. You obviously can’t create that animal, but you can make a prototype. What would the animal look like? What could that animal do?

What is a prototype: A prototype is like a "rough draft" or an early version of something you want to make. Imagine you want to create a new kind of toy. Before you make the final toy, you might create a prototype—a simple version of it—to see how it works. It doesn’t have to be perfect. It's just to help you figure out if your idea will work or if you need to make changes.

For example, if you're designing a new video game controller, you might build a prototype using cardboard and some buttons just to see how it feels in your hands before you make the real thing.

Step 1: Think of a problem…it can be a small personal problem like “My room is always dirty” or a really big problem like “winter storms are making it harder for kids to get to school.”

Step 2: Imagine you are able to modify any two animals to create a new animal that can solve your problem. We obviously can’t create that animal, but make a prototype. What would the animal look like? What could that animal do? Your prototype can be a drawing or a model of that animal. Be sure to point out the special features that your hybrid animal will have.

Follow up activities: After everyone completes their animal, have a gallery walk where students can examine other student’s prototypes. Invite students to make helpful comments and suggestions about everyone else's designs.

Follow up questions: Have a class discussion about genetic modifications with your students. Some questions your might ask:

1. What are some ethical concerns about genetically modifying animals?
2. Sometimes genetically modified animals can solve some problems, but the new animals might create new challenges for the ecosystem. Can you think of any ways your new animal might disrupt nature?

Extension

Discuss the ethics of bioengineering with your students. What concerns do the public and scientists have with creating new or modified organisms with genetic modification?

Watch the following video from PBS News Hour from 2017 when genetic engineering breakthroughs allowed for scientists to edit specific genes in humans. Do you think there are the same or different concerns in editing the genes of humans and other organisms?

This gene-editing milestone raises big ethical questions

Standards

MS-LS4-5. Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.

About the author

Carolyn Walling graduated from Grinnell College with degrees in Chemistry and Spanish and received her master’s degree in teaching at Drake University. Carolyn has been teaching chemistry since 1994 in both Missouri and Iowa. In addition to her teaching assignments, she leads her school’s National Honor Society and science fair team.

Fill out this form to sign up for our weekly newsletter or share your thoughts on Classroom’s resources.