Back to STEM PBL Units
PBL Unit Name: Feeding the World or Ruining It
Facilitator Name: Miriam Mawi
School Practicum Location: Southport High School-Indianapolis, IN
Grade: 9th
Subject(s): Biology
Course Name: Biology
PBL Unit Description & Content Topics Addressed: The class is divided into 7 groups; there are 3 or 4 students per group. The 7 groups are given 7 different crops. Students are going to research about the genetic engineering of their crop and come up with the benefits and potential dangers to educate others at Chin Community of Indianapolis. Topics include DNA, overview of protein synthesis and genetic engineering.
A. Learning Goals: Content Knowledge & Skills Addressed (Standards)
B.4.1 Develop and revise a model that clarifies the relationship between DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
B.4.2 Construct an explanation for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
B.4.3 Construct a model to explain that the unique shape and function of each protein is determined by the sequence of its amino acids, and thus is determined by the sequence of the DNA that codes for this protein.
The 21st century skills addressed and assessed are collaboration and presentation.
B. Authenticity & Relevance (Real-World Connections) : Students may be consuming GMO products on a daily basis. It is important to know what’s going in our body and aware of the potential benefits and dangers. Not only that, students can use their knowledge to inform others about GMOs so that others can make conscious choices.
C. Driving Question: How can we, as knowledgeable consumers, educate others about genetically modified organisms (GMOs)?
D. Entry Event: The entry event was a letter from a community member. I also added a video from another community member.
E. Benchmarks & Scaffolding: At the beginning of the unit, students read the entry event letter from a community member. Students filled out a paper that assess their understanding of the letter. Students did an inquiry lesson on DNA. Then, they were given a DNA quiz. Then students researched. After the presentation, students had a summative test on the content.
F. End Products: Students can choose either posters, infographics or handouts for their products.
G. Formative & Summative Assessment Activities: Below are the assessments used in this project.
H. Rubric: Feeding the World or Ruining It Rubric
I. Employability (21st Century) Skills Addressed: Collaboration and presentation skills are assessed.
J. Community Partners:
Dr. Stemke-Microbiologist University of Indianapolis | Contact: stemked@uindy.edu
He wrote the entry letter to the students. He served as an expert regarding the process of genetic engineering.
Danielle Grehn-Director of Chin Community of Indiana | Contact: danielle@indychins.org
She requested the students to provide educational materials for GMO to educate and display at CCI.
K. Inquiry: We started the first lesson of DNA with as an inquiry method. Students also explored the uses of their crop and the process of genetic engineering. Students researched about the potential benefits and dangers of genetically modifying organisms.
L. Student Voice & Choice: Students came up with rules for their group contracts. They could choose the format of their final products (infographic, posters, newspaper, handouts). In their group, they could choose their favorite roles.
M. Required Materials and/or Tools: Computers to research, printer, books, posters, papers, models for DNA.
N. Examples of Student Work:
O. Facilitator Comments: There are several things that needed to adjust. First, students needed to understand the process of protein synthesis (transcription and translation) well before they start the PBL unit. It is also important that you have an authentic community member such as a scientist who's researching about GMO or a farmer who planted GMO crops.