Lesson Plan: Genetic Engineering and Stem Cells

Lesson Plan

Before Exploring

Lead a discussion with the students to relay the following information: Genetic engineering allows scientists to transfer genes from one cell to another. All organisms are closely related through our common genetic ancestry. For example, human and chimpanzee DNA is 98% to 99% identical. Mouse and human DNA is 60% identical. More distantly related organisms have less DNA in common. Almost all living things use the same genes for their most basic structures, such as mitochondria. All organisms use the same basic genetic material (DNA) and manipulate it in the same fashion. The result of this common heritage is that genes from one species can function when inserted into a different species. This is called "recombinant DNA technology." Organisms that carry genes from other organisms are called "transgenics."

Outline the Opportunity

On the topic Canada Enters the Clone Age on the CBC Digital Archives website, have students view the clips titled "What is cloning?", "First human embryo cloned", "Starbuck II and the spider goats" and  "Author Lee Silver on 'Cloning and Beyond.'"

Ask students to imagine a series of gene insertions that would lead to changes in the human genome. The changes may be rational, such as resistance to breast cancer, or fanciful, such as photosynthesis, but they must be genes we can find in other living organisms. For example, phosphorescence is displayed in some jellyfish, so it would be possible, while no known organism can breathe fire, so we would have no source for that gene. Radical changes, such as wings or eight legs, are probably not possible, but a single insertion could result in increased height, modified personality, longevity, disease resistance, claws, or opposable toes.

Remind students that these genetic changes would be passed on to descendants and that they will accumulate over successive generations. Students will develop a long-range plan, covering 15 generations, or 300-400 years, outlining which changes would be made in each generation and the rationale behind the change. Students can include artwork that shows their "new and improved" human.

Revisit and Reflect

Have students share their long-range plans with the class while you keep a master list on the board or chart paper. After all students have presented their plan, ask the class which changes they would implement if they had the opportunity. Ask:

Are the new humans still human?

If parents could change the genetic structure of their children, which changes or enhancements do you think they would make?

Is it fair, or moral, or democratic, to have some parents who can afford "designed" babies and others who can't afford changes or enhancements?

What effect would these changes have on society?

Extension

Using the ideas of recombinant DNA technology, students can image an animal that will produce something people will buy, like the spider silk currently being produced in goats' milk in Quebec. The silk may, some day, be used to produce bulletproof vests.

Material

Drawing material