BIOTECHNOLOG Y: Monster or Miracle? Nancy Kellogg Brawley Union High School.
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Transcript of BIOTECHNOLOG Y: Monster or Miracle? Nancy Kellogg Brawley Union High School.
BIOTECHNOLOGY: Monster or
Miracle?Nancy
KelloggBrawley Union
High School
BIOTECHNOLOGY:Monster or Miracle?
This is a web quest for high school biology students, introducing them to the concepts and controversies concerning biotechnology.
Students research this topic from the perspective of a farmer, a research scientist or a consumer, then share their findings with classmates.
I teach biology and anatomy & physiology at Brawley Union High School in Brawley, southeastern California. I can be contacted at: [email protected]
Expectations
I was hoping to: Learn PowerPoint for
classroom and presentation applications
Learn how to develop and maintain web pages
Develop skills at manipulating text and graphics
Learn how to create a web quest
Become more adept at using the internet as a teaching resource
Technology skills I learned through participation in the CTAP program:
I learned how to: Make PowerPoint
presentations Create and maintain
web pages Use a digital camera Manipulate (to a small
degree) images used in any computer file
Print photographs Use a scanner
Insert scanned images into documents or presentations
Create a web quest Enhance materials I prepare
and/or present to students with color and graphics
Further integrate and enhance my teaching with the addition of student driven technology-based activities
I also improved my internet search and retrieval skills
The Activity
Students took a survey as a pre-test to determine what they knew and thought of biotechnology.
Students were provided instructions and information to conduct a webquest about biotechnology from the perspective of a farmer, a scientist or a consumer.
Using the rubric at right, they were to make a group presentation to the class while classmates took notes on each others’ presentations.
GENETIC ENGINEERING GROUP DISPLAY RUBRIC
EXEMPLARY (25 points)
All Proficient category criteria have been met
Additional work is included, for example, group members each research more than 2 areas, or 2 or more of the following are included: additional benefits, concerns, examples of application, &/or safeguards
PROFICIENT (20 points)
Display is neat, all work is legible; color and creativity are applied
Each group member was entirely responsible for at least 2 research areas
Each group member participates in display preparation and presentation
Presentation describes 3 benefits and 3 concerns/fears about GE in group’s field of study
Presentation lists 3 examples or products (5 for farmers) of how GE is being used
Presentation explains 3 safeguards against abuses of GE products
Assigned vocabulary is defined so that it is understandable to the audience of peers
The process of GE shown includes a labeled diagram that is complete and understandable to the audience of peers
DEVELOPING (15 points)
All of one or parts of two of the Proficient category criteria are not done
DOES NOT MEET STANDARDS (no score, must be re-done and presented again)
Two or more than parts of two of the Proficient category criteria are not done
The Activity, continued
Students used their notes to write an essay about labeling and/or regulating genetically-engineered products (see rubric at right).
Finally, the survey was re-administered as a post-test.
GENETIC ENGINEERING STUDENT ESSAY RUBRICEssay question: To what extent, if any, should genetically-engineered products
be regulated and/or labeled? EXEMPLARY (15 points) All Proficient category criteria have been met Additional work is included, for example: there are NO errors in language
conventions/grammar, more than 2 arguments given in favor of or opposed to regulating/labeling GE products, examples from all 3 areas of study are used
PROFICIENT (12 points) All work is neat and legible Essay is typed, double spaced, between 1 and 2 pages in length Language conventions are adhered to with few, if any, grammatical errors Student presents at least two arguments with examples in favor of
regulating/labeling GE products Student presents at least two arguments with examples opposed to
regulating/labeling GE products Student states own opinion with valid justification Student uses examples from 2 of the 3 areas of study (farmer, scientist,
consumer) DEVELOPING (10 points) All of one or parts of two of the Proficient category criteria are not done DOES NOT MEET STANDARDS (no score, must be re-done and turned in
again) Legitimate effort made to complete assignment timely for original due
date Two or more than parts of two of the Proficient category criteria are not
done EXTRA CREDIT (5 points) Easy-to-understand mindmap notes from other group presentations
attached
Student Presentations
Student presentations included a variety of technology applications: PowerPoint, video, word processing and clip art were among those used
Student Work Samples
Genetic Genetic EngineeringEngineering
Impact On FarmersImpact On Farmers
BIOTECHNOLOGY
Environmentally Concerned Consumer
Biotech:
A Scientific ViewA Scientific View
Although the format was left up to the students, 5 of 7 groups chose to present their web quest findings in PowerPoint productions. 3 are included here:
Student Essays
Student Data
Biotech Pre- and Post-test survey results
0102030405060708090
100
1 3 5 7 9
11
13
Test Question number
Pe
rce
nt
stu
de
nts
mis
sin
g
PRE-TEST% missed
POST-TEST% missed
Biotech Survey, Percent Change Between Pre- and Post-tests
-40
-20
0
20
40
60
80
1 2 3 4 5 6 7 8 9 10 11 12 13
Test Question Number
Pe
rce
nt
ch
an
ge
in s
tud
en
t re
sp
on
se
fro
m p
re-t
es
t to
p
os
t-te
st
Student Opinion of GE Foods in General
010
2030
4050
6070
8090
in favor of in favor ofundercertain
conditions
opposed to don't know
Student Response
Pe
rce
nt
Stu
de
nt
Re
spo
nse
Student opinion of GE foods:pre %
Student opinion of GE foods:post %
• The graph below shows students’ general opinion of biotechnology/genetic engeineering (GE) before and after the activity
• The graphs to the right show percentages of pre- and post-test questions answered correctly (top) and the change from pre- to post-test (bottom)
Successes
• Learned both sides of controversial issues related to biotechnology and drew their own opinions
• Learned technical concepts related to biotechnology
• Worked well cooperatively and on task
Students: Enjoyed the activity
and became engrossed in their web quest, YEA!!!
Enjoyed the creative opportunity their presentation allowed• Learned or
improved their technology skills
Shortcomings
Time! The activity was postponed on several occasions, then students were not given adequate time in consecutive classes to work on it
Vocabulary concepts were not well understood by all students
Several misconceptions in the subject of biotechnology were not adequately addressed
• Some scientific processes were difficult for students to grasp
• Computer access was limited at times• Not all pre-/post-survey items were learned during the activity
Lesson Revisions
Pre-teach vocabulary and basic genetic engineering processes prior to introducing the web quest
Allow more time -- 2-3 class periods (consecutively) -- for students to research their web quest assignment
Explicitly discuss misconceptions to guide students to appropriate understandings where they have been misled
Revise the pre-/post-survey to better reflect the content learned from the teacher, web quests and student presentations
Summary and Concluding Statement
My use of technology continues to be applied daily and expand as well. My use of technology in teaching includes:
Insertion of graphics into student documents“Mind map” notes made in Word, including graphics and colorSchool web page with current information (including graphics) about course outlines, rules and grading policies, homework assignments and a swim team page (see Nancy Kellogg’s web page at www.brawleyhigh.org)Student assignments using computers to research, conduct image analysis, and create PowerPoint presentations
Next year, I will expand my technology applications as follows:PowerPoint presentations will replace or augment some other presentation forms previously usedStudents will use computers to record and display data as well as for presentations
Summary andConcluding Statement, continued
I learned more than I expected! My most surprising discoveries have come from using my new digital camera and scanner to insert and manipulate images
All of my original expectations were met or exceeded
My confidence in handling both hardware and software issues has greatly improved as a result of participating in this program
I highly recommend this program to all educators, because it allows everyone to work at their own levels and choose their own areas for growth.Han
THANK YOU for the opportunities and support you have provided me!