Topic: Human and Applied Genetic

Subject: Biotechnology
Year Level: III- yr- St. Therese
Duration: Second Quarter
Date of Implementation: September to October

Context Standard
The learners demonstrate understanding about the possible use of the acquired knowledge
for living problems related to current issues in genetic engineering.

Performance standard
Learners should organize activity to enlighten others regarding the negative effects of
genetic engineering.

Transfer Goal
I want my student to learn about breeding selective control of mating in plants and animals
so that in the long run they could be responsible in producing organisms that better serve human
needs for food, work, sport or aesthetics.

Enduring Understanding
1. Modern animal- breeding practices today are still based largely on mass selection
supplemented by three other methods: pidegree selection, family selection, and progeny
selection.
2. Plant breeding is similar in principle to animal breeding. Various forms of selection are
combined with in breeding and outbreeding. However, there are certain differences due to
the unique aspects of plant reproduction. Unlike animals, many plants have the ability to
self-fertilize or self-pollinate – that is, the pollen of one flower fertilizes the eggs within
the same flower or the eggs of other flowers on the same plant.

Skills
Students will be able to:
 Critically evaluate the meaning and nature of applied genetics.
 Predict possible use of the acquired knowledge for solving problems related to current
issues in genetic engineering.
 Concern for the possible inability of the product / result of genetic engineering to adopt to
the demands of society / environment.
 Make a poster depicting the reasons why it is against the will of God to clone / create a
human.
 Express / explain in written and oral the negative effects of genetic engineering and how it
contradicts the will of God.
 Organize activity to enlighten others regarding the negative effects of genetic engineering.
 Be a good Christian who obeys the will of God.

Stage 2: Assessment Evidence

Differentiated Instruction

Performance Task
 Goal – to be able to product organisms that better server human needs for food, work, sport
or aesthetics.
 Role – A responsible one that could product organisms that better server human needs for
food, work, sport or aesthetics.
 Audience – Third Year students
 Situation – Breeding, selective control of mating in plants and animals.
 Performance
- Group 1, 3 and 5 will organize activity to enlighten others regarding the negative effects
of genetic engineering.
- Group 2 and 4 will make a poster depicting the reasons why it is against the will of God
to clone or create a human.
Standard Criteria – Rubrics
Other Evidences – researches / laboratory activities

Stage 3 – Learning Activities

Day 1
I. Introduction
A. Bible Reading
 Instruct the students to read, the bible text,
Deuteronomy 4:16 – God’s consciousness: “In case you corrupt yourselves, and make
you a grown image, the similarity of any figure, the likeness of make or female.”

Processing Questions:
a. Explain, “God created man according to His image and likeness.”
b. What can you do everyday as a way of expressing your gratefulness to God for creating
you?
c. Humans are the most diverse form of animal. Each human being holds thousand of genes
in common with all other humans, 2000 genes account for the wide spectrum of physical
differences among races. Many genetic variations have been helpful to humans. Do you
believe that some variations are quite dangerous and may create lethal handicaps? Give
example.
d. What can you say about the newest technique in genetic variations? Give its advantages
and disadvantages.
e. Do you believe that working in the newest trend of breeding contradicts God’s law? Justify
your answer.

II. Interaction
 After understanding the bible, let the students observe the picture on the board and ask
them what they have observed with their partner using think-pair share. (Picture – cow
with two heads)
 With their partner, let them answer the following questions and to exchange their views
with their partner.

Ask:
a. What does the picture show?
b. What do you think is the reason for scenario?
c. Does this abnormality happen to humans? How?

III. Integration
After the think-pair share, call 2 to 5 students to explain their output.

IV. Closure
To end up today’s lesson allow the students to answer the following questions”
1. How is the bible passage related to the lesson on applied genetics system?
2. Is applied genetics harmful of helpful to organisms? Why?

Day 2
I. Introduction
 Review on the lesson that we had yesterday.
 Discuss briefly the nature and concepts of Applied Genetics.
II. Interaction
 Let the students work on Activity: Concept of Definition Map.
 Allow them to express their insights and ideas behind applied genetics.
 Instruct the students to do the different activities.
 Divide the class into four (4) small groups
Group 1 : News Patrol on the Advantages and Disadvantages of Genetic Engineering
 Group 2 : Short animation on the Cause and Effect of some genetically modified
products.
Group 3 : Research and Discussion about the Latest Genetically Modified food.
Group 4 : Debate, whether they are pro or anti genetic engineering.

III. Integration
 After the activity, let the students brainstorm on the advantages and disadvantages of
applied genetics.
 After the discussion, instruct the students to finish Activity 2: Poster Making.

IV. Closure
The desire to make domestic plants and animals more suitable for human needs has been
the motive for the intensive study of genetics, and this resulted in wonderful improvements.

Day 3
I. Introduction
- Review on the past lesson.

II. Interaction
 Small group discussion about
 This activity will help the students to become aware of some issues concerning the possible
inability of the products / result of genetic engineering to adapt to the demands of society
/ environment.
 Allow the group to discuss their output in front.

III. Integration
For the concluding activity, allow the student to finish Activity 3: Creating Your Stand
Let the students to explain their output in front.

IV. Closure
 To end up today’s lesson, allow the students to answer the following questions:
1. What have you learned in the article you have read?
2. Do you believe that not all products of genetic engineering are able to adapt to the
demands of the environment? Why?
 Let the students further reflect on the following?
1. Are you in favor of exercising genetic engineering in humans? Why or why not?
2. Do you believe that genetic engineering contradicts the will of God in creating an
organism? Why or why not?
3. Knowing the negative effects of genetic engineering, how can you show to others that
you are a Christian who follows and obeys the will of God?

Evaluation
Let the students finish Activity 5: Essay Writing

Assignment
Instruct the students to find the latest article in the newspaper or magazine on the latest
issue and development in applied genetics.