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Artificial
Selection: Friend or Foe?
 A WebQuest for 9th Grade Biology One
Designed by
Jasmina Hrsto
Lake Forest College
hrstojd@lfc.edu
Introduction | Task | Process | Evaluation
| Conclusion | Credits
Introduction
 Genetically
modified food products are already available in the world market. Within the next
few years, the number of products manufactured with genetically modified
components will only continue to rise. It is very important for people to be
knowledgeable about the advantages and disadvantages of using genetic
modification technology, also known as genetic engineering technology. This
technology is an example of artificial selection, which is the selective
breeding of plants and animals with phenotypic characteristics that humans
value.
Humans have been using artificial selection to breed and create new types of
organisms for centuries.
The BIG
Question:
 How does artificial selection influence the evolution of
specific organisms?
The Essential Question:
Should genetically modified foods be manufactured for human
consumption?
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The Task
The genetic modification of food has
been a controversial debate around the world for quite some time. Individuals
on both sides of the debate argue that genetically modified (GM) foods serve
advantageous and disadvantageous roles in our society. You will be
assigned into groups of four and each of you will be responsible for
researching different areas surrounding the debate
of genetically engineered (GE) food. Once you have conducted extensive
research on the PROS and CONS of GM food, your group must collaborate to
outline arguments supporting both the PROS, and CONS associated with the use
of genetically engineered foods. Your debate outline should answer both the
“big” question and the "essential” question posed at the beginning of
the activity. On the day of the debate, your team will be given a position
you must defend using sound evidence you collected from your research.
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The Process
1. You will be assigned into groups of four.
2. Each member of the group will then choose a role
as outlined below.
3. Research information using the links provided and
the Note-taking Guide to answer the
specific questions for your role. Remember to keep the “big” and “essential”
questions in mind. You may use additional resources
to further develop your arguments for the debate.
4. Once each member of the group has collected
extensive information for their individual role, come together as a group to
organize all of your ideas.
5. Outline the information that you have collected
using the debate criteria.
6. The following day of class will be a debate
between assigned groups that support the use of genetically modified foods
and assigned groups that oppose the use of GM foods.
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Role
1: Scientist
What is genetically engineered (GE) or genetically
modified (GM) food?
What is the process
of making
genetically modified food (GMF)?
Your role is to research background
information on how artificial
selection plays a role in the genetic modification of food.
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Role 2: Researcher
What are the potential
risks involved with genetically engineered food?
Your role is to research the CONS
associated with genetically engineered food.
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Role 3: Researcher
What are the potential benefits/advantages
of genetically engineered food?
Your role is to research the PROS
associated with genetically engineered food.
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Role 4: Government
Official
What
kind of restrictions
should be placed on the genetic engineering of food?
How
does the United
States regulate GM foods?
Your role is to research the role the
government plays in the funding and restrictions placed on companies that
genetically engineer food.
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Evaluation
You will receive an individual grade as
well as a group grade. Each student will be evaluated based on the completion
of the note-taking guide. Your
group will be evaluated based on the outline that you make and the
credibility of the sources that you use.
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Beginning
1
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Accomplished
3
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Exemplary
4
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Score
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Individual Work: Note-taking
Guide
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Student
conducted research using the minimum number of resources. Student answered
the questions for their role in the note-taking guide; however they did not
appropriately cite the information.
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Student
conducted adequate research using the links provided. Student answered the
questions for their role in the note-taking guide and appropriately cited
information obtained for the resources provided.
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Student
conducted research using links provided as well as numerous additional
resources. Student adequately answered questions for their role in the
note-taking guide and cited all information obtained from links provided as
well as additional resources.
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10 Points
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Individual Work:
Note cards
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Student’s
note cards were incomplete.
The information on the note cards was not properly cited.
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Student
handed in 30 completed note cards. All 30 note cards were appropriately
cited using APA style.
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Student handed
in more than the required 30 note cards. All of the information on the note cards was
appropriately cited using APA style.
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10 Points
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Group Work: Outline
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Group’s
outline inadequately addressed both sides of the GM food debate. The
information in the outline was not appropriately cited.
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Group’s
outline balanced the arguments on both sides of the GM food debate. The information in the outline was
appropriately cited using APA style.
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Group’s
outline contained arguments that supported and opposed the use of GM
foods. These arguments were
appropriately cited using APA style.
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10 Points
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Group Work:
Debate
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Group
presented arguments that supported their position. Members did not equally participate
during the debate. Only select statements were appropriately referenced.
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Group
displayed good presentation skills.
Each member of the group equally participated. Each statement made
during the debate was appropriately referenced.
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Group
displayed exceptional presentation skills. Each member of the group equally
participated during the debate. Each student maintained eye contact with the
audience throughout the debate.
Each statement was appropriately referenced.
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30 Points
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TOTAL POINTS
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60 Points
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Conclusion
Your team has conducted extensive
research about the advantages and disadvantages associated with the genetic
modification of food. Even though genetically engineered food is a good
example of artificial selection, what other examples could you think of that
would illustrate this phenomenon? Here are some links to websites that
will further your knowledge about artificial selection and the genetic
modification of food:
Additional Resources:
Supporting arguments for genetically
modified foods
Pharm and Industrial Crops
Environmental
impacts of genetically modified foods
Monarch
Butterflies
Dog
breeding
Pesticide Use
Pesticide
Resistance
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Credits
& References
Graphics:
http://www.chemicalgraphics.com/paul/DNA.html
Text:
1Campbell, N., Williamson, B., & Heyden, R.
(2004).Biology: Exploring Life. UpperSaddle River, NJ: Prentice Hall,
Inc.
I would like to thank my fellow peers
for their assistance with this WebQuest project.
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Last updated on
August 15, 1999. Based on a
template from The WebQuest
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