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EDST 201 | ASSESSMENT TASK 1Anthea Nooy, Elise Nooy, Erin Smith, Michaela Pollard & Chloe Bourke

UNIT PLANNER.

Overarching Science Idea: Order,

Organisation & Patterns.

Level 3/4. Sessions: 3. Dates: TBA.

Overall aims of the unit: Bioethics approach:

At the end of this unit students will be able to:

Understanding that ‘DNA is life’.● Understanding that DNA patterns

can be changed. naturally over time and through human techniques and technologies.

● Making informed decisions about food selection and sourcing, and the effects these have on the environment.

● Reflecting on their attitudes, beliefs and values about genetically modified foods.

● Justifying the actions they would take in various scenarios.

Bioethics is the discussion of controversial social issues that enable individuals to differ in views and opinions.

Bioethical issues relate to our responsibility as citizens within society to uphold our values and beliefs. These concepts allow individuals to make informed decisions that may impact the world around us.

Key Australian Science curriculum Standards:

Cross Curriculum Links:

Nature and development of science:Level 3:

Science involves making predictions and describing patterns and relationships (ACSHE050).

Earth and space sciences: Level 4:

Humanities – Geography:Investigate some of the significant natural processes that operate across Australia.

English:Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502).

Civics & Citizenship:


Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075).

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709).

Key vocabulary:

DNA, Characteristics, Traits, Values, Bioethics, Reflection, Justification, Investigation, Action, Sustainability, Genetically Modified Organisms, Conventional, Growing, Genetically Engineered, Organic.

Key equipment / Resources:

Session 1:Name tags.

Experiment: Salt-water solution, rubbing alcohol, detergent, clear plastic cups (see appendix 2). Lesson resources: Sticky notes, laptop, organic and non-organic varieties of fruits, and vegetables, handout (see appendix 3), poster of six characteristics of living things (see appendix 4), category cards (see appendix 5).

Session 2:Video clip: http://www.abc.net.au/catalyst/stories/2544893.htmLesson resources: Butcher paper, books and information printouts about GMO.

Session 3:Lesson resources: Scenarios, lunchbox template, variety of images of foods. To seed or not to seed? Different varieties of seeded and seedless grapes, plastic

knives, paper plates.

SESSION 1.

Learning outcomes:


Students will...● Understand that all living things have DNA● Recognise that the appearance of food is determined by genetic make up (DNA).● Recognise that DNA can evolve overtime.

Tuning In: Icebreaker: (see appendix 1).

· Organic vs Non-Organic Blindfold Test Students are paired up and blindfolded. One of the pair is given an organic and the

other is given a non-organic variety of the same fruit or vegetable. Using their sense of smell, touch and taste, students must describe the food they have, without naming it, and decide whether they think it is the same as their partner.

● Based on each other’s description of the food, which one sounds more appealing?

Try and name the fruit or vegetable.Re Remove blindfold.

● Can you now notice any other differences or similarities?● Now you can actually see the food, which variety appeals most to you?

· What could be the cause for the differences? Ask students to record their main idea on a sticky note. Put the sticky notes up on the wall and share with each other.

· Collect the students’ notes to refer back to in later lessons.

Body:Extract your own DNA:

· Without giving explicit information about the aim, outline the method of the ‘extract your own DNA’ experiment. (See appendix 2).

· Students will conduct experiment and record their observations on the handout. (See appendix 3). By deliberately limiting explicit guidance, students are free to formulate their own hypotheses, questions, meanings and purposes of the experiment.

· · Discuss that DNA is ‘life’. Six Characteristics of all Living Things: (See appendix 4).

● Can DNA be found in other things besides humans?


● How could we categorise things that do have DNA and things that don’t?● What features do living things have in common?

· Introduce the six characteristics.

Bringing it together:Categorise This: (See appendix 5).

● Based on the six characteristics of living things, students will group the cards into living and non-living categories.

Ponder This:● Can DNA change? Share ideas as a group.● Ask students to continue to ponder this question until next week’s lesson.

SESSION 2.

Learning outcomes: Students will...

● Understand how Genetically Modified Organisms can impact the environment and humanity.

● Understand that humans impact plant growth patterns through technology and artificial selection.

● Understand that there are many arguments to support multiple sides of the issue.

Tuning In:Human Traits:

● Select three boys or three girls to stand up the front.● Ask students to identify the similarities between them all eg hair colour, eye

colour, height.● Ask the three students if they can roll their tongue, lick your elbow, etc. ● Discuss with students how we all have unique traits due to differences in our

DNA.● This is the case for all living things. Re-introduce the concept of the organic and

non-organic fruits and vegetables from lesson one and explain that fruits and vegetables have different traits according to their DNA as well.

Ponder This- Revisited:● Re-ask students if DNA can change? How can it change? Students discuss in

pairs and then as whole class group. ● Ask students if humans can change DNA of living things? How?


Body:Catalyst video:

· Watch ‘GM Bananas’ (See Appendix 1).

Jigsaw activity:● Break up into groups of four.● Members of the group separate to different information stations.● Record a summary of the information in any style they choose to come back and

share with their original group.● Using the information each group member gathered, collaboratively create a

graffiti wall about the main ideas, what you learned, any questions you have and anything else you found interesting.

Bringing it together:Ghost Walk:

· Students will go on a ghost walk to view other groups’ graffiti walls.Discussion:

· What did you find interesting about the other groups’ graffiti walls?· How did the other graffiti walls make you feel? (Did they evoke any emotions?)

SESSION 3.

Learning outcomes: Students will...

● Use their prior and new knowledge to make informed ethical decisions in regards to various scenarios and food selection.

Tuning In:To Seed or Not to Seed?

● Without explicit instruction, students will dissect a range of grape varieties. Discuss their observations.

● Discuss possible reasons for any differences and/or similarities.● Are there any consequences of producing ‘seedless’ varieties?

○ Refer back to the six characteristics of living things.

Body:Scenarios:


● Read the following scenario as a class. Ask students to stand along the spectrum between strongly agree to strongly disagree. Discuss some students’ justification for the area they positioned themselves in. Students are free to move along the spectrum throughout the discussion. Students are encouraged to use their prior knowledge, as well new ideas discussed throughout the unit to make informed responses to the scenario.

o Scenario: You are a green grocer and have noticed that recently your fresh, organic produce has been rotting at a fast rate, which is costing you money in loss of sales and unappealing to customers. Would you consider substituting organic produce with genetically modified foods to prolong the shelf life and physical appeal to customers?

o If you continue losing food due to rotting at this rate, soon you will no longer be able to afford keep your doors open. Would this change your decision?

o Research has shown that some genetically modified foods cause health problems, such as allergies, heart disease and some cancers. Would this alter your decision?

Healthy Lunchbox:● Students are given a template of a lunchbox and asked to select from a range of

different foods. (see appendix 3)

Bringing it together:Share Time

● Compare lunchbox selections with others and justify reasons of food choice.Taking it Back

● Refer back to students’ main ideas they recorded on sticky notes in session one.O Have your thoughts/opinions/attitudes changed? Why/why not?


Lesson 1 Appendices:

Appendix 1: Ice Breakers. Game 1:The students all sit in a circle and one by one they take in turns adding something to the shopping basket. For example:Person 1: I went to the supermarket and I bought cherries.Person 2: I went to the supermarket and I bought cherries and tomatoes.Person 3: I went to the supermarket and I bought cherries, tomatoes and cucumber.After a while it is hard to remember and as a group they can see how many items they can remember.

Game 2: The students all sit in a circle and as a group they need to think of a food item for each letter of the alphabet. As each player says a new letter and word in order of the alphabet before they repeat what the group has accomplished so far.Person 1: A is for apple.Person 2: A is for apple and B is for banana.Person 3: A is for apple and B is for banana and C is for cherries.As a group they can try and see if they can make it all the way to Z.


Appendix 2: Extracting DNA experiment.

Extract your own DNA:

What you need:● 500ml bottled water● 3 x clear plastic cups or glasses● Clear washing up liquid● 1 tbsp table salt● 100 ml isopropyl alcohol● Blue food colouring● You!

How to:Ask an adult for help when using isopropyl alcohol.

1. Mix the bottled water with the salt in a cup. Stir until salt is dissolved.2. Transfer 3 tbsp of the salt water into a separate cup.3. Gargle the salt water for 1 minute. Don't swallow it!4. Spit the water back into the cup.5. Add one drop of washing up liquid to the salt water. Stir gently. Try not to create any

bubbles.6. In a separate cup, mix the isopropyl alcohol and 3 drops food colouring.7. Gently pour the alcohol and food colouring mixture into the salt water cup. Tilt the

salt water cup as you pour, so the alcohol mixture forms a layer on top of the salt water.

8. Wait for 2.5 minutes. You should see white clumps and strings forming.The white clumps and strings are your DNA!What's happening?When you gargle the salt water and spit it back out, some of your cheek cells become suspended in the salt water. The more vigorously you gargle, the more cheek cells will collect in the salt water.The washing up liquid breaks down your cheek cell membranes. This causes the DNA to be released into the salt water.DNA is not soluble in alcohol, so it forms a solid where the alcohol and salt water layers meet. Most other substances from your cheek cells stay dissolved in the salt water layer. The white strings and clumps you see are thousands of DNA molecules clumped together. Single DNA molecules are far too small to see with the naked eye.When you gargle the salt water, you are also collecting some bacterial cells from the inside of your mouth, so the DNA you see is a mixture of your DNA and bacterial DNA!


Appendix 3: DNA experiment question handout.

Let’s get experimenting!

1) Draw and label a diagram of what you observed.

2) Is everybody's solution be the same? Why/why not?


Appendix 4: Characteristics of all living things (poster).

Six Characteristics of Life:

All living things:

Are made of one or more cells.

Sense and respond to change

Reproduce.

Have DNA.

Use energy to function.

Grow and develop.


Appendix 5: ‘Categorise this’ cards. (Living and non-living objects).


Lesson 2 appendices:

Appendix 1: Youtube video. Catalyst: GM Bananashttp://www.abc.net.au/catalyst/stories/2544893.htm0:00-2:33, 4:12- 4:40, 6:17- 6:59


Appendix 2: Information Brochures on GMO

http://www.kidsrighttoknow.com/wp-content/uploads/2010/05/What-is-a-GMO.jpg

http://responsibletechnology.org/media/docs/Health-RisksBrochure-Spring2013-1.pdf


http://www.nongmoproject.org/wp-content/uploads/2013/08/NonGMO_Pocket_TriFold_CAN.pdf


http://sbc.ucdavis.edu/files/201176.pdf


Appendix 3: Lunch box activity template and food images.


References:

Victorian Curriculum and Assessment Authority. (2014). Science: The Overarching Ideas.

Retrieved from http://ausvels.vcaa.vic.edu.au/Science/Overview/The-overarching-ideas

Planet Science. (n.d.). Extract your own DNA. Retrieved from http://www.planet-

science.com/categories/experiments/biology/2012/03/extract-your-own-dna.aspx

Quizlet. (2015). 6 characteristics of all living things flashcards. Retrieved from

http://quizlet.com/17521953/6-characteristics-of-all-living-things-flash-cards/

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