Creating a Transgenic Plant Pamphlet
This student project involves the creation of an information pamphlet
which clearly explains the history and use of a food plant. The plant may be
used by humans or animals, and must have genetically manipulated by human
beings. It is common for students to believe that this genetic manipulation has
only occurred in the past 20-40 years, but they will find that genetic control of
some variety has been used for almost as long as humans have practiced
agriculture. Examples of this are saving seed from the most successful plants
or cross-pollinating desirable strains (planting in close proximity or mechanically
cross-pollinating). A mix of older and newer methods is optimal for the
classroom discussions.
Students should sign up for the plant they have selected to avoid
duplication and allow for the greatest range of plant species within the class. If
the class is large, grouping of students to work on this project may be desirable.
When the pamphlets are complete, a short presentation of the material compiled
is made to the rest of the class in order to capitalize on the diversity of plants
researched.
Having students put material into pamphlet form is more challenging than
it initially appears. This requires the distillation of the most important ideas from
the students research on the topic and consideration of vocabulary. The
addition of graphics for clarification further reinforces concept comprehension. A
bibliography of 5-10 resources is submitted on a separate sheet, with some of
the sources cited being books/articles as well as electronic. The students may
need some assistance in determining what is likely to be a credible electronic
source.
This project is useful as initial inquiry, but perhaps more useful as an
assessment. A semester of high school genetics should provide all the concepts
needed to understand the material commonly available on transgenic plants used
as foodstuffs as well as the background for making informed decisions regarding
these issues. Heavy emphasis on what the science is behind biotech foods, as
opposed to the emotional issues, is important.
The two sheets included in this lesson are the Criteria for Transgenic
Plant Project and a Grading Rubric. This particular criteria reflects the thinking
of a high school genetics class and its teacher, and the rubric is a direct reflection
of that. These may be used by the classroom teacher as they are, or as an
example to be modified for use in a specific classroom.