Course Profile   Biology, Grade 11, University Preparation, Catholic

 

Unit 1:  Diversity of Living Things

Time:  18 hours

 

Activity 1 | Activity 2 | Activity 3 | Activity 4

Unit Description

Students investigate the diversity of living organisms. The activities are arranged as a scaffolding of skills and knowledge that will allow students to learn and apply the principles of phylogeny and taxonomy. The importance of biodiversity in maintaining natural ecosystems is studied. Students explore the growing field of biotechnology and its growing impact on our daily lives. Students integrate scripture and Church teaching in the critical analysis of the role of biotechnology in human society and natural ecosystems. Areas of development in this unit emphasize research and communication skills. The skills involved in proper lab procedures will be done in later units.

Students produce a Book of Life, which is the key assessment task for the Unit. It incorporates materials from several activities done in the unit. Teachers may choose to use it as a summative task for Activities 1 and 2 only or may continue its use in Activity 4.

The first activity clusters expectations that assist students in developing an understanding of the fundamentals of classification. The second activity clusters expectations related to the skills needed to collect and classify specimens observed on the field trip. This unit includes a mandatory field study. Therefore, this unit would be most appropriately done when the weather is suitable and students would find the greatest diversity of organisms in a local habitat. The third activity focuses on the role of sexual reproduction in maintaining variability within populations and explains the use of micro-organisms in biotechnology. In the fourth activity students research and then participate in a symposium focusing on the connection between biodiversity and species survival.

Students develop a respect for and understanding of the diversity of life on Earth within a faith-filled context that reflects the sacramental nature of God’s creation. Students also explore their role as stewards in maintaining the biodiversity of life.

Unit Synopsis Chart

Activity

Time

Expectations

Assessment

Tasks

1. Classification and Dichotomous Keys

360 min

DLV.01,02; DL1.01,1.02,
1.03,1.04; DL2.01,2.02

CGE2a,2b,2e,3e,7d,7i

SIS.04

K

I

C

MC

- develop a dichotomous key and classify unknown figures

- create a Book of Life

- classify organisms

2. Field Study: The Organisms in an Aquatic Ecosystem

240 min

DLV.01,.02; DL2.03; DL3.02

CGE2c,2d,3e,4a,4b,4f,
5a,5e,5f,7a

SIS.01,.02,.04,.06,.07

I

C

Field Trip: participate and complete a report on an Aquatic study

3. How Different are They?

240 min

DLV.01,.03; DL1.05; DL3.01

CGE1e,2b,2c,2d,2e,3d,3f,
4f,5a,5e

SIS.05,.10

K

C

MC

- complete worksheets on population variability

- critique articles/video

- create a job ad

4. Symposium: Who Let the Genie Out of the Bottle?

240 min

DLV.03; DL3.01; 3.02

CGE2b,2c,2d,4a,4f,5a,5e,5g

SIS.05, .06

K

C

MC

- participate in a symposium on the use of biotechnology

Activity 1:  Classification and Dichotomous Keys

Time:  360 minutes

Description

This activity clusters expectations assisting students to develop an understanding of the fundamental principles and concepts involved in taxonomy and phylogeny. A series of lab-based activities take students through a progression of steps that build the skills necessary to develop and use dichotomous keys. Students develop their own Book of Life in which they record a representative organism from each of the major groups, phyla, divisions, or sections of the five kingdoms.

Strand(s) & Learning Expectations

Strand(s):  Diversity of Living Things

Ontario Catholic School Graduate Expectations

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3e - adopts a holistic approach to life by integrating learning from various subject area and experience;

CGE7d - promotes the sacredness of life;

CGE7i - respects the environment and uses resources wisely.

Overall Expectations

DLV.01 - demonstrate an understanding of the diversity of living organisms through applying the concepts of phylogeny and taxonomy to the kingdoms of life (including Eubacteria and Archaebacteria) and viruses;

DLV.02 - use techniques of sampling and classification to illustrate the fundamental principles of taxonomy.

Specific Expectations

DL1.01 - define the fundamental principles of taxonomy and phylogeny;

DL1.02 - compare and contrast the structure and function of different types of prokaryotic and eukaryotic cells;

DL1.03 - describe selected anatomical and physiological characteristics of representative organisms from each life kingdom and a representative virus;

DL1.04 - compare and contrast the life cycles of representative organisms from each life kingdom and a representative virus;

DL2.01 - demonstrate, through applying classification techniques and terminology, the usefulness of the system of scientific nomenclature in the field of taxonomy;

DL2.02 - classify representative organisms from each of the kingdoms;

Scientific Investigation Skills

SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of interpretation to communicate scientific ideas, plans, and experimental results.

Planning Notes

·         The Book of Life is the central assessment activity for this unit and is introduced in Activity 1.3. Students insert work from Activities 1.3, 1.4 and 1.5 as well as work from Activities 2 and 4 into the Book. Refer to Appendix 3 for a detailed description of the Book of Life. Note that Classification Data Sheets (CDSs) are referred to and used in activities 1.3, 1.4, 1.5, and 2 (refer to Appendix 4).

·         Prepare 12 (or one bag per pair of students) classification “grab bags.” Each “grab bag” is to contain 20 items (identical items for each bag) that the students will sort and classify (e.g., paper clip, pencil, eraser, ribbon, button, etc.), (Activity 1.1).

·         Create a sample dichotomous key illustrating the classification of a number of items selected by the teacher. This will serve as a model for students in classifying the figures and creating their own dichotomous keys. There should be space to list the criteria that students use at each fork in the key. (See Appendix 1 and 2), (Activity 1.1).

·         Prepare a separate sheet of 5-10 unknown figures to be classified by the students using their dichotomous keys. The teacher may wish to introduce a heterogeneous figure (consisting of two or more different shapes) to initiate discussion about how keys need to be modified in the light of new information. (See Appendix 1 and 2), (Activity 1.1).

·         Book the computer lab or the library for Activity 1.3. If access to the Internet or a Library/Resource Centre with adequate resources is not available then either students or the teacher need to collect the resources prior to class. See Appendix 3 for teacher notes on The Book of Life (Activity 1.2).

·         The students need to have available the names of the domains, kingdoms, groups, phyla and divisions that they will be searching for a representative organism. This will avoid problems on the Internet of logging onto an unsuitable site using the common names of organisms.(Activity 1.2).

·         Duplicate copies of the Classification Data Sheet (see Appendix 4) or provide students with access to a disc copy of it. (Activity 1.2, Activity1.3).

·         Provide students with criteria for the size and structure of the Book of Life to be constructed. Provide a list of the major domains, kingdoms, groups, phyla, divisions, and sections, as well as a virus, from which a representative organism (for each group, phyla, division, section or virus) must be selected. Provide an outline of information to be gathered about each organism (e.g., cell  type, nutritional patterns, metabolism, reproduction and life cycle, life style, general structures and functions and habitat), key search words (i.e., scientific names of major phyla, etc.).

·         Create an assessment rubric or marking scheme for the Book of Life for Activity 1.2.

·         When designing an introduction to the fundamental principles of taxonomy and phylogeny it is recommended that the three domain, five kingdom system be used (Activity 1.2). Note that Monerans are split between two domains and yet comprise one kingdom. The teacher could address the diversity of Monerans and the difficulty when classifying them.

·         Prepare a chart to compare and contrast representative organisms from each kingdom and domain. The chart could be divided in the following way: across the top list the domains - Domain Archaea, Domain Eubacteria, Domain Eukarya, Kingdom Monera, etc.… and down the side: (1) cell type (eukaryote/prokaryote); and (2) life cycles (drawing & description) - use the Classification Data sheets as a model. (Activity 1.3).

·         Assemble a collection of preserved insects (or plants) from various orders (or divisions) for classification purposes (20 - 30 organisms are recommended). Obtain classification keys for these organisms.(e.g., http://pc65.frontier.osrhe.edu/hs/science/binsect.htm), (Activity 1.4).

·         Gather pictures, microslides, preserved or living organisms that represent a variety of taxa for students to observe (Activity 1.2).

Prior Knowledge & Skills

Grade 9, Science, Academic: Classification of Matter

Teaching/Learning Strategies

Activity 1.1:  The classification “grab bag” (70 minutes)

The teacher:

·         introduces the activity and assigns students to work in groups of two. Provides each group with a classification bag. Students are instructed to group the items in the bag into two to five groups and to record the criteria used;

·         allows students to report on the criteria they used and as a class discuss which criteria was most commonly used and why;

·         discusses how society uses various classification systems;

·         discusses the need for scientists to classify organisms and instructs students to make a web diagram based on the question “What does a modern taxonomist use for characterizing organisms?” (e.g., morphology, physiology, reproduction, behaviour, habitat, etc.);

·         introduces the concept of a dichotomous key and demonstrate its use;

·         distributes copies of Appendix 1 and Appendix 2;

·         provides students with a worksheet containing new figures (five or more, containing ones that are composites, see Planning Notes) and instructs students to use the keys developed to classify these new figures;

·         assigns students to groups to compare their dichotomous keys and how well they worked for the new figure set. The teacher allows students time to share findings with the class - what is necessary for a “good” key? Students can do a self-assessment of their keys;

·         discusses what scientists would do if they discovered an organism that couldn’t be classified using the known keys.

Students:

·         carry out the grab-bag activity and share with the class the criteria that they used for establishing their groups;

·         brainstorm and make a web diagram suggesting the characteristics used by modern taxonomists;

·         develop a dichotomous key given a template and worksheet (Appendix 1 and 2) then use their key to classify a different set of figures - ones containing composites of shapes found in the original worksheet;

·         in groups, compare their keys then share their conclusions with the class - what is necessary for a key to work well? Complete a self-assessment of their keys.

Activity 1.2:  The Book of Life (150 minutes)

The teacher:

·         introduces the fundamental principles of taxonomy and phylogeny using a phylogenetic tree for a group of organisms (e.g., Darwin’s finches - see Campbell). Describes how scientists determine common ancestors;

·         outlines a ‘tree of life’ using the three domains and five kingdoms used by scientists to classify living organisms;

·         outlines the ‘Book of Life’ assignment providing an assessment rubric and blank Classification Data Sheets (CDSs). (See Appendix 3);

·         makes available pictures, microslides, preserved or living organisms from various taxa for students to observe (see Internet Resources);

·         instructs students how and where to begin researching one representative organism from each of the domains and kingdoms discussed and instructs students on how to complete the CDSs. (One sheet for each organism researched). The teacher may provide a resource list for students to use for the Internet. (see Resources);

·         instructs class to arrange their CDSs in their Book of Life according to the principles of phylogeny. (Simple to complex - Archaea, Eubacteria ...);

·         invites students to reflect on the creative power and wisdom of God. (e.g., Ps104: Praise of God the Creator could be used).

Students:

·         prepare a Book of Life (See Appendix 3);

·         research a representative organism from each of the major groups, phyla, divisions, and sections provided by the teacher and complete a Classification Data Sheet (CDS) for each organism researched;

·         observe organisms, pictures, etc. provided by the teacher;

·         arrange the CDS in their Book of Life according to the principles of phylogeny (as described by the teacher).

Activity 1.3:  Comparing Organisms (75 minutes)

The teacher:

·         assists the class in preparing a chart comparing and contrasting representative organisms from each of the domains and kingdoms discussed in Activity 1.2. Names of the domains and kingdoms appear across the top with their characteristics down the side. Students should be instructed to use the CDSs they completed in Activity 1.2 for this activity;

·         makes available the pictures/microslides etc. from Activity 1.3 for student observation, if necessary;

·         divides class into small groups (three or four students/group) to discuss the findings. (Note: students are likely to choose different representative organisms for each domain/kingdom and therefore identify a variety of characteristics). Discuss with the class what increasing complexity means and the importance of increased complexity for survival. Poses the question (or similar one): “Does it follow that the most successful biological organisms are the most complex?”

·         collects and assesses student charts.

Students:

·         prepare a chart comparing and contrasting various organisms;

·         complete the chart using their individual CDSs from Activity 1.2;

·         share, in small groups their individual charts, discussing their findings and noting the differences within kingdoms and domains;

·         discuss the significance of increasing complexity of organisms within domains and kingdoms and realize that it does not follow that the most complex biological organisms are the most successful;

·         submit individual charts for assessment.

Activity 1.4:  Classification Of Insects (Plants) to Orders (75 minutes)

The teacher:

·         arranges specimens of insects or plants at stations in the room and instructs students to make observations at each station and monitors student movement and assists where necessary. Obtains a classification key for identification of insects (plants) by Order and introduces new terminology and provides a glossary of terms used on the specific key. Students might make an individual glossary of terms and add this to their Book of Life; (http://pc65.frontier.osrhe.edu/hs/science/binsect.htm) for insects;

·         provides blank Classification Data Sheets, one for each specimen;

·         collects and assesses individual CDSs;

·         returns CDSs to students and instructs them to insert them in the proper location within their Book of Life (using principles of phylogeny).

Students:

·         make observations at each station and use a dichotomous key provided to classify the specimens. Each student completes as much of the CDSs as possible based on their observations;

·         research for the remaining information necessary to complete each CDS and submit them for assessment;

·         insert the corrected CDSs in the proper location in their Book of Life using the principles of phylogeny.

Assessment & Evaluation of Student Achievement

·         roving conferences as a formative assessment of the student’s knowledge and teamwork learning skills (Activity 1.1)

·         self assessment of the dichotomous key is assessed formatively for knowledge (Activity 1.1) (DLV.02)

·         “Book of Life” is assessed for Knowledge/Understanding and Communication using a rubric (Activity 1.2) (DLV.01; DL 1.02; DL 1.03)

·         Classification Data Sheets are assessed for Knowledge/Understanding using a checklist (Activity 1.3, 1.4) (DLV.01; DVL1.01,1.04, 2.01, 2.02; SIS.04)

·         Compare & Contrast chart can be assessed for Knowledge/Understanding using a marking scheme (Activity 1.3) (DL1.02, DL1.04).

Accommodations

·         Provide a key with pictures for students with reading disabilities.

·         Reduce the number of steps in developing a dichotomous key by reducing the number of specimens to be classified for some students.

·         Provide a key that is partially complete (first step or two done), and ask the student to complete the key with the items left.

·         Use an observational checklist to record performance criteria.

·         Pair students with visual disabilities with a student of vision in the normal range.

·         Make sure that stations are accessible by wheelchair. Otherwise, have the students remain seated and move the specimens in a clockwise fashion at the end of each interval.

·         Use the virtual lesson “Classifying Insects Via the Internet.” http://ericir.syr.edu/Virtual/Lessons/Science/Biological/BIO0113.html

·         Enrichment activities could include: alternative organisms to classify (from another kingdom); classify a select number of insects to the species level; students develop a key for a variety of leaves from various trees. Students can review Stephen Jay Gould’s book on baseball and evolutionary success, Full House: The Spread of Excellence from Plato to Darwin, 1996.

Resources

Text

Campbell, Neil. Biology. Don Mills, Ontario: The Benjamin/Cummings Publishing Company, Inc., 1987.
ISBN: 0-8053-1840-2

Catechism of the Catholic Church. Ottawa, Ontario: Publications Service, Canadian Catholic Conference of Bishops, 1994. ISBN: 0-88997-281-8

The Holy Bible

Internet

The Phylogeny of Life - http://www.ucmp.berkeley.edu/exhibit/phylogeny.html

Biological Diversity: Classification -
http://gened.emc.maricopa.edu/bio/bio181/BIOBK/BioBookDivers_class.html

Phylogeny Exercise - http://www.utm.edu/~rirwin/b120lab.htm

Classification - wysiwyg://100/http://natureriche.tripod.com/class.html

A System of Scientific Classification -
http://www.caosclub.org/nsw/nature/teachdata/path/birdpgs/sciname.html

Cladistics and Early Hominid Phylogeny - http://www.encyclopedia.com/articles/02793.html

Kingdoms of Living Things - http://daphne.palomar.edu/animal/kingdoms.htm

Classification of Organisms -
http://www.fc.peachnet.edu/floyd/academ...ogy/1c/261/261classificationoutline.htm

Classifying Insects via Internet - http://ericir.syr.edu/Virtual/Lessons/Science/Biological/BIO0113.html

Comparing Procaryotic and Eucaryotic Cells -
http://heg-school.awl.com/be/companion/tfc6e/study/ol/olch04.html

Classification and Phylogeny - http://www.bact.wisc.edu/Bact303/Phylogeny

Classifying Bacteria - http://www.bact.wisc.edu/Bact303/TheProcaryotes
http://phylogeny.arizona.edu/tree/life.html

Classification Lab - wysiwyg://26/http://www.sidwell.edu/us/...ssification_Lab/classification_lab.html

Tree of Life - http://www.sidwell.edu/us/science/vlb5/Labs/Classification_Lab/tree2.html

Kingdoms - for example: http://www.sidwell.edu/us/science/vlb5/Labs/Classification_Lab/monera.html

Introduction to Taxonomy - http://www.phage.org/black09.htm

Dichotomous Keys

Key to the Insect Orders and dichotomous keys - http://pc65.frontier.osrhe.edu/hs/science/binsect.htm

Dichotomous Key for the Identification of Insects by Order -
http://ckwww.nothville.k12.us/insect/dkey1.html

Dichotomous Tree Key - http://www.dnr.state.wi.us/org/caer/ce/eek/nature/treekey/treeindex.htm

Fruit Key - http://130.17.2.215/key/key.html

Constructing a Dichotomous Key - http://www.lit.edu/~smile/bi8699.html

How to Construct and Use a Dichotomous Key -
http://www.zoo.utoronto.ca/able/volumes/vol-12/7-timme/7-timme.htm

Dichotomous Key - http:www.orst.edu/insturct/for241/dk/

 

Activity 2:  Field Study: The Organisms in an Aquatic Ecosystem

Time:  240 minutes

Description

Students apply their knowledge of invertebrate taxonomy to classify organisms collected in an aquatic ecosystem (or other suitable ecosystem). Students record information about the organisms’ habitat and the concept of biodiversity and species survival is explored through the analysis of a food web representative of the site.

Strand(s) & Learning Expectations

Strand(s):  Diversity of Living Things

Ontario Catholic School Graduate Expectations

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b - demonstrates flexibility and adaptability;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities and contributions of self and others;

CGE5f - exercises Christian leadership in the achievement of individual and group goals;

CGE7a - acts morally and legally as a person formed in Catholic traditions.

Overall Expectations

DLV.01 - demonstrate an understanding of the diversity of living organisms through applying the concepts of phylogeny and taxonomy to the kingdoms of life (including Eubacteria and Archaebacteria) and viruses;

DLV.02 - use techniques of sampling and classification to illustrate fundamental principles of taxonomy.

Specific Expectations

DL2.03 - use appropriate sampling procedures to collect various organisms in a marsh, pond or other ecosystem, and classify them following the principles of taxonomy;

DL3.02 - demonstrate an understanding of the connection of biodiversity and species survival.

Scientific Investigation Skills

SIS.01 - demonstrate an understanding of safety practices consistent with Workplace Hazardous Materials Information System legislation by selecting and applying appropriate techniques for handling, storing and disposing of laboratory materials;

SIS.02 - select appropriate instruments and use them effectively and accurately in collecting observations and data;

SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results;

SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flowcharts, graphs, and diagrams;

SIS.07 - communicate the procedures and results of investigations and research for specific purposes using data tables and laboratory reports.

Planning Notes

Administrative

This activity will require advance planning for the selection of an appropriate site for a field study. A local pond, stream or creek may be used.

·         Check with the local land owners for permission or local conservation authorities for programs.

·         Book transportation and complete the appropriate Board permission forms.

·         Prepare a rubric to assess student field work and their final field report. The final report might include: an introduction (description of the site, principles of classification, and sampling techniques), materials, procedures, observations (Classification Data Sheets, (CDSs) and other observation sheets), discussion and reflection, and works cited.

·         Canvass parents/guardians of students to assist in supervision.

Classroom

·         Students will either have to develop their own observation sheets or become familiar with those provided.

·         The teacher provides Classification Data Sheets.

·         Equipment includes: hip or chest waders, fine sieve or net, sample tray, specimen bottles, field guides (common trees of the region, common weeds/wild flowers of the region, insects), clipboards, magnifying glasses, classification keys, gloves, and forceps, and emergency medical kit.

·         The teacher develops appropriate checklists for the assessment and evaluation of this field study, including sampling techniques.

·         Students should be organized into groups of three or four.

Field Preparation

·         The teacher should be familiar with the chosen site and assign groups to different locations at the site. In addition, familiarity will help to identify potential hazards such as fast or deep water that must be factored into preparations for the field study.

·         The teacher should review student health information, noting possible allergic reactions and the appropriate response.

Prior Knowledge and Skills

Grade 10, Science, Academic: The Sustainability of Ecosystems and Food Webs

Teaching/Learning Strategies

Activity 2.1:  Planning for the Field Study (75 minutes)

The teacher:

·         assigns students to groups and outlines both individual and group responsibilities. Each student must participate in the collection and classification of the organisms and complete CDSs for each organism observed;

·         provides the rubric outlining the evaluation criteria (see Planning Notes for suggestions);

·         reviews taxonomic principles from Activity 1.3-1.5;

·         instructs on the appropriate methods of collecting and safe handling of live specimens;

·         cautions students about respect for the environment;

·         facilitates group organization process and assigns each group to a particular section of the stream, pond, creek, etc.;

·         provides blank Collection Data Sheets (see Appendix 4) and additional observation sheets;

·         provides classification equipment, e.g., classification keys and field guides;

·         discusses appropriate clothing and supplies needed for field work.

Students:

·         identify individual responsibilities within the group (e.g., describing the habitat, who will go into the water, etc.) (Note: all students must be involved in the collection and classification of the organisms);

·         gather and organize the materials being taken to the field (suggest each group use a plastic grocery bag);

·         become familiar with a variety of sampling techniques (insects, plants, etc.) and keys for aquatic organisms, insects and plants.

Activity 2.2:  Field Work (1/2 day in the field)

The teacher assists students in the field by aiding them with identification and ensuring proper sampling and safety techniques are followed.

Students:

·         carry out the field study by making general observations of the area (size of creek, dominant species, types of trees, etc.) and collecting and classifying organisms found using appropriate tools (nets, taxonomic keys, etc.);

·         record observation and complete as much of the CDSs information as possible.

Activity 2.3:  Post-Lab − Compilation of Results and Preparation of Report (75 minutes)

The teacher:

·         assists students in the classification of the organisms observed;

·         explains how to make inferences between biodiversity and species survival using first the food web from the site and then generalizing to predict the impact of loss of biodiversity when organisms become extinct;

·         discusses how human activity has impacted the site visited and how we must act as guardians of the Earth and thus take responsibility for our actions in polluting the watershed, or creating weirs, and take action against further destruction on this habitat.

·         collects and evaluates their final reports and their individual Book of Life - Section 1 (CDSs).

Students:

·         in their groups complete all observation sheets and CDSs;

·         create a food web for the site and use it in a discussion of biodiversity and species survival;

·         discuss the numbers and types of species found and record their inferences about the relationship between biodiversity and species survival;

·         consider and discuss the impact humans have on ecosystems and include in their report reflections on their role as stewards in the maintenance/recovery of the watershed studied;

·         add CDSs to appropriate location in their Book of Life (see Activity 1.3) and submit Section 1 of the Book of Life for evaluation;

·         prepare individual final field reports.

Assessment & Evaluation of Student Achievement

·         Sampling techniques (in the field) assesses Inquiry using a checklist; (DLV.02, DL2.03, SIS.01, SIS.02).

·         Student reports evaluate Knowledge/Understanding, Inquiry, Communication, and Making Connections using a checklist (SIS.04, SIS.06, SIS.07, DL2.03, DL3.02).

·         Book of Life - Section 1 evaluates Knowledge/Understanding using a rubric or marking scheme (DLV.01).

Accommodations

·         Students with physical limitations should be considered when choosing a site. Ensure accessibility to the site.

·         For enrichment refer to Appendix 3 – Section 3: Endangered Species. Students could research the development of the region and suggest ways this has contributed to the observed diversity of species seen. In addition, they should be encouraged to forecast future changes based on the history researched and on their collected results. Students could write a letter to the local newspaper outlining their report and suggesting ways the community could work to improve the site. Students could do water analysis of the test site and assess the body of water with respect to its health using a biotic index suitable for the area.

Resources

Internet

http://www.rst2.edu/masters1999/ECOSYS/bioticindex.html

http://dnr.state.il.us/orep/inrin/ctap/bugs/

http://zebu.uoregon.edu/energy.html

http://www.yorku.ca/faculty/academic/cblanche/nats1760/n17links.html

http://www.mesc.usgs.gov/pubs/online/ifim-chron/ind_biotic_integ.html

http://www.wavcc.org/wvc/cadre/WaterQuality/macroinvertebrates.htm

http://www.usu.edu/~buglab/

http://www.ncsu.edu/sciencejunction/depot/experiments/water/lessons/macro/macrolesson1.html

http://google.yahoo.com/bin/query_ca?p=Biotic+Index

 

Activity 3:  How different are they?

Time:  240 minutes

Description

Students study the importance of sexual reproduction to variability within a population. The affect of biotechnology on natural populations will be introduced and the role of viruses and bacteria in the field of biotechnology is explored. By collecting and critiquing articles on biotechnology and its applications, students become aware of both the widespread use of biotechnology in today’s world and its moral and ethical implications.

Strand(s) & Learning Expectations

Strand(s):  Diversity of Living Things

Ontario Catholic School Graduate Expectations

CGE1e - speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith);

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3d - makes decisions in light of gospel values with an informed moral conscience;

CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical);

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities and contributions of self and others.

Overall Expectations

DLV.01 - demonstrate an understanding of the diversity of living organisms through applying the concepts of phylogeny and taxonomy to the kingdoms of life and viruses;

DLV.03 - relate the role of common characteristics and diversity within the kingdom of life to the importance of maintaining biodiversity within natural ecosystems and explain the use of micro-organisms in biotechnology.

Specific Expectations

DL1.05 - explain the importance of sexual reproduction (including the process of meiosis) to variability within a population;

DL3.01 - explain the relevance of current studies of viruses and bacteria to the field of biotechnology.

Scientific Investigation Skills

SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;

SIS.10 - identify and describe science and technology based careers related to the subject area under study.

Planning Notes

·         Students to begin a collection of newspaper/magazine articles on the current uses of biotechnology. One article collected might be summarized and critiqued, and then presented to a small group of students (three to four) (Activity 3.2).

·         The graphing of data on a single characteristic (e.g., student height) will, if the class is large enough, be an example of a standard curve for variability within a population (Activity 3.1). (Teachers must be sensitive to the fact that some students may feel “below average” and the language used in this activity should be chosen carefully).

·         Locate and preview a video on population variability (see resource section for suggestions).

·         Prepare a diagnostic quiz on mitosis and meiosis (Activity 3.1) and be prepared to address misconceptions surrounding the processes of mitosis and meiosis, e.g., differentiate between the roles of mitosis and meiosis in eukaryotic cells.

·         Prepare an outline on how to summarize and critique an article/video. Possible questions could include the following: What is biotechnology? Who does it? What role do bacteria/viruses have in biotechnology? What characteristics of bacteria/viruses make them valuable in the field of biotechnology? How does this technology benefit individuals? society? corporations? Could biotechnology ever pose a threat to a species? If so which one? Give examples. Predict the ethical implications of the widespread use of biotechnology in this century. (Activity 3.2).

·         Locate a sample article(s)/videos on the use of viruses or bacteria in the field of biotechnology (Activity 3.2).

·         Teachers must become familiar with the Church’s teaching on biotechnology (see Resources and Appendix 5) and/or invite a religion teacher for a class discussion.

·         Collect and make available job ads from newspapers or magazines (e.g., New Scientist magazine) for students to review while doing Activity 3.2.

Prior Knowledge & Skills

Grade 9, Science, Academic – Biology Strand sexual and asexual reproduction: mitosis, and biotechnology

Teaching/Learning Strategies

Activity 3.1:  How do changes occur within a population? (75-90 minutes)

The teacher:

·         reviews the types of cellular reproduction verbally and with a diagnostic quiz. (Note: students may be confused about the differences between meiosis and mitosis and their roles in cell and organism reproduction. Remedial work sheets or computer programs/videos should be made available, if necessary);

·         gathers data on the height of all students in the class and calculates an average height for this group. Discusses why few individuals are the average height and graph the number of individuals of each height. Discusses the significance of the shape of this curve (Note: for a standard curve the class size must be large and a heterogeneous group of students present);

·         explains that this phenotypic variation (height variances observed) is produced by a combination of genetic instructions and environmental influences and discusses the role of meiosis and sexual reproduction in variations within populations;

·         leads a brainstorming session where students identify other examples where organisms show variation within populations (e.g., stripes on a zebra);

·         asks students to suggest reasons why, in nature, variation is common and what factors might affect variability within populations;

·         shows a video on population variability and provides students with a work sheet to accompany it.

Students:

·         review the types of cellular reproduction by completing a diagnostic quiz. Students requiring remediation should complete remedial worksheets or computer program provided and may be allowed to attempt the quiz again;

·         discuss variability within a population (their class) with respect to one characteristic (height);

·         recognize the role of meiosis and sexual reproduction in variations within populations;

·         participate in a brainstorming session to identify examples in nature where organisms show variation within populations and make a list of factors that affect population variability;

·         view the video and complete the worksheet given.

Activity 3.2:  The Biotech World We Live In (50-75 minutes)

The teacher:

·         leads a discussion on how biotechnology affects natural populations with specific reference to agricultural applications, (Connects with Activity 4), e.g., “There is a concern that genetically altered crops may pass genes on to natural populations and change them - super weeds which are resistant to most conventional pesticides may affect biodiversity by producing organisms which can outperform natural populations and therefore eradicate them;

·         introduces either a video or newspaper article on the role of bacteria or viruses in biotechnology. Attempts should be made to use Canadian examples of biotechnology (see Internet Resources);

·         provides an outline on how to summarize and critique a newspaper article or other media source (e.g. video) (See Planning Notes for suggestions.);

·         assigns article(s) or video on biotechnology for students to read/watch and as a class leads them through the process of how to summarize and critique it;

·         instructs each student to choose one article from those they have gathered to summarize and critique;

·         organizes the class into groups of three students. In these groups each student presents their article summary and critique;

·         collects and assesses student work;

·         discusses, if necessary, with the aid of article(s) from Catholic Journals, the Church’s teachings on the use of biotechnology (see Resources for related articles/texts). Appendix 5 is written as a teacher resource and could be modified for student use. A religion teacher could be invited as a guest speaker.

Students:

·         using the outline provided, as a class summarize and critique the newspaper article/video provided by the teacher on the role of bacteria and viruses in the field of biotechnology;

·         choose from those they collected one article/media to individually summarize and critique. In a small group (three students), each student presents their summary and critique;

·         participate in a class discussion on the Catholic Church’s view on biotechnology and the importance of biotechnology to society, and then each student makes a personal reflection in their Book of Life.

Activity 3.3:  Looking for a Career? (50 minutes)

The teacher:

·         discusses possible career opportunities in research and biotechnology and assigns students to research the education and training needed for one of the careers discussed. Each student chooses a specific job relating to scientific research and biotechnology and creates a job ad for it using the information gathered;

·         collects and assesses the job ads.

Each student researches the education and training needed for a job related to research and biotechnology and compiles a “job ad” for such a position. The ad must specify the nature of the position, location (hospital, research centre, etc.), salary range, education requirement, and any other relevant information/requirements.

Assessment & Evaluation of Student Achievement

·         completion of video worksheets assess Knowledge/Understanding using an appropriate marking scheme (DL1.05);

·         the summary and critique assesses Knowledge/Understanding, Communications, and Making Connections using a rubric (DL3.01, SIS.05);

·         the job ad assesses Knowledge and Communication using a checklist (SIS.10).

Accommodations

·         students with physical and learning impairments are encouraged to use the computer. Peer assistance should be encouraged;

·         for enrichment: Students could interview either in person or online a researcher at an industry, university, or college on the use of micro-organisms in biotechnology. Students with computer expertise could develop a simulation activity on population variability within a species not considered in this unit. Students could write an essay on the ethical use of biotechnology. Students could review the references to biotechnology found in literature by reading a book, for example Brave New World, and critique it in light of our current knowledge of biotechnology.

Resources

Internet

Biotechnology for the 21st Century - http://www.nalusda.gov/bic/bio21

Catholic World News - http://www.cwnews.com

Catholic Information Network - http://www.cin.org

Microbes: Building blocks for biotechnology - http://www.agwest.sk.ca

Plant biosafety - http://www.cfia-acia.ca

The Centre for the Study of Technology and Society - Biotechnology -
http://www.tecsoc.org/biotech.htm

The Catholic Times - http://www.ctonline.org/currentissue.html

Video

The Meiotic Mix. Films for the Humanities and Sciences, Fort Erie, On. DMJ3694

Sexual Reproduction. Films for the Humanities and Sciences, Fort Erie, On. DMJ6113

Careers in Science. Films for the Humanities and Sciences, Fort Erie, On. DMJ8243

Technoscience: blurring the Line between man and machine. Films for the Humanities and Sciences, Fort Erie, On. DMJ10464

The Genetic Takeover. National Film Board of Canada. 1999.

Biotechnology: Issues and answers. Films for the Humanities and Sciences, Fort Erie, On. DMJ6201

Science and Ethics. Films for the Humanities and Sciences, Fort Erie, On. DMJ5625

Overview of Biotechnology. Films for the Humanities and Sciences, Fort Erie, On. DMJ10889

 

Activity 4:  Symposium: Who Let the Genie Out of the Bottle?

Time:  240 minutes

Description

Through their participation in a symposium students investigate the use of micro-organisms in biotechnology. Students reflect on the ethical issues resulting from the application of biotechnology in today’s society.

Strand(s) & Learning Expectations

Strand(s):  Diversity of Living Things

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities and contributions of self and others;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

Overall Expectations

DLV.03 - relate the role of common characteristics and diversity within the kingdoms of life (including Eubacteria and Archaebacteria), to the importance of maintaining biodiversity within natural ecosystems, and explain the use of micro-organisms in biotechnology.

Specific Expectations

DL3.01 - explain the relevance of current studies of viruses and bacteria to the field of biotechnology;

DL3.02 - demonstrate an understanding of the connection between biodiversity and species survival.

Scientific Investigation Skills

SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;

SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs and diagrams.

Planning Notes

·         Arrange for access to resource centre and the Internet and encourage a multimedia presentation where possible.

·         choose a case study involving an application of biotechnology, e.g. genetically engineered corn seed activity for details, gather background information in it and/or provide the students with specific Internet sites for referencing.

·         Prepare a rubric to evaluate individual student’s contribution to the Symposium.

·         Because more than one student will have the same role/position, it is recommended that students discuss before the date of the symposium which points each student will present to avoid repetition. Note that each student must submit a complete report but they should be encouraged to work as a team during the presentation. The teacher may include peer assessment as a formative assessment for knowledge and communication during the presentations. The Book of Life - Section 3 may be used as a journal/organizer for this activity.

·         The symposium could run on a jigsaw format where the 10 roles are done by three groups simultaneously. The teacher could rove and listen to each group using a checklist to assess student’s success. Alternatively, each group could videotape themselves and show it to the class.

Teaching/Learning Strategies

The teacher:

·         identifies and provides some background information on the issue to be researched: the use of micro-organisms to produce genetically engineered foods like corn;

·         reviews the ethical use of the Internet for research purposes;

·         outlines the activity: what a symposium is, what role each student will play, the rubric that will be used to evaluate individual students. The following example and format could be used: “The situation that is being discussed involves a company which has researched and developed a gene that codes for a toxic pesticide which they inserted into a micro-organism and then transferred to a food plant (corn).” Students are now assigned a role and position which they research for the class symposium on Genetically Altered Foods.

The possible roles and positions might include:

·         CEO of the company;

·         a farmer who uses the newly modified seed and is concerned about the effects of traditional pesticide use on the family;

·         an organic farmer whose corn crop has been cross pollinated by the new seed;

·         an etymologist who is an expert on the effects of pesticides on arthropods;

·         an ecologist concerned about the effects of the genetically modified corn on local food webs;

·         a botanist who is an expert on cross-pollination within the grass plant families of which corn is a member;

·         the chair of a local citizens group concerned about ‘genetic pollution,’ the possibility of the gametes cross-pollinating with other species.

·         gives students time to research the issue from their perspective;

·         students may choose to work individually or in small groups to do the research portion of this assignment. Each student must prepare a summary of their research which includes documented facts supporting their position;

·         organizes the symposium allowing each student time to present their information. Students will need time to organize themselves and should be instructed to, within each expert group, divide up the points/facts so repetition of information is minimal during the symposium;

·         instructs students to summarize how each individual/group portrayed would be affected by this product-genetically engineered corn. Students include a statement about the impact biotechnology has on the survival of some species over others;

·         invites students to participate in a further discussion and question period if necessary to clarify information;

·         gives time for individual reflection on the future of biotechnology. Can there ever be anything “all natural” again?

Students:

·         become informed about the nature of the activity and the issue being discussed;

·         conduct research on the issue from their assigned role and position. Individually, they produce a summary report which includes facts and a works cited. The following are a list of questions that should be investigated. What are genetically engineered foods? What is the advantage for the species to have this “new” gene? What is the role of micro-organisms in the production of genetically engineered corn? How can you tell if the corn is genetically engineered? What effects does this corn have on the person who eats it? What are the effects on animals and insects that eat it? Other crops that are cross pollinated with it? What are the cost advantages of genetically engineered corn? How do GMFs affect biodiversity, and why is this important?;

·         participate in a Symposium as part of a Panel of Experts. The presentation is to be computer based and multi-media wherever possible. Submit an individual report for evaluation, which includes documented facts and a works cited;

·         may add a summary of the positions described, including their own into their Book of Life;

·         write a personal position paper stating their own opinion on the use of the biotechnology discussed (i.e., students might choose a position other than the one assigned), and include a statement about the impact biotechnology has on species survival. Students may choose to include this in their Book of Life - Section 3;

·         if new work has been added to the Book of Life, submit it for final evaluation.

Assessment & Evaluation of Student Achievement

·         Individual presentations evaluate Knowledge/Understanding, Communication and Making Connections using an appropriate rubric. (SIS.05, SIS.06, DL3.01);

·         Summary paper evaluates for Knowledge/Understanding, Communication, Inquiry and Making Connections using a rubric or rating scale. (SIS.05, DL3.01, 3.02);

·         Personal Position paper evaluates for Communication and Making Connections using a rubric. (SIS.05, DL3.01, 3.02);

·         The Book of Life - Section 3 is evaluated for Knowledge/Understanding, Communication, and Making Connections using a rubric or rating scale. (SIS.05, SIS.06, DLV.03. DL3.01, 3.02).

Accommodations

·         Students with physical and learning impairments are encouraged to use the computer. Peer assistance should be encouraged, if necessary.

·         Students may video tape their position statements for their presentations.

·         For enrichment, students may design, conduct, and evaluate a peer poll designed to determine the opinions of the school’s general population on the effects of biotechnology and its related ethical issues.

Resources

Video

High-Tech Foods: Is Genetically Engineered Food Safe? Films for the Humanities and Sciences, Fort Erie, ON. DMJ10873

Transgenesis: Agricultural Biotechnology. Films for the Humanities and Sciences, Fort Erie, On. DMJ17158

 

 

Appendix 3

Teacher’s Notes:  The Book of Life

 

Purpose

The Book of Life is an ongoing assignment for this unit and becomes a major part of the culminating task found in Activity 4. It is the body of evidence that the students present at the end of the unit for evaluation of their achievement of the expectations listed in the Unit Synopsis Chart.

 

Structure

The Book of Life should be a folder, binder, or duotang that permits students to add items as they are created throughout the unit. The teacher provides the students with blank Classification Data Sheets (CDS) which will be inserted into the Book of Life and used throughout this unit. The Book itself is divided into 4 sections: (1) Survey of The Living World; (2) Reflections; (3) Symposium on Biotechnology; (4) OPTIONAL: Endangered Species. Each student will complete their own individual Book of Life.

(1) The first section is the Survey of the Living World. The students insert the CDS in this section after they have completed Activities 1.3, 1.4, and 2. The students organize the order of the sheets according to the three domains and five kingdoms of classification. The teacher should note that kingdom Monera spans two of the domains, which allows for discussion of the evolutionary nature of the classification system. Please note that viruses are also to be included in the Book of Life. This will also allow for discussion as to the appropriateness of including viruses with living organisms. Within each domain the students are to organize the order of their CDS according to the principles of phylogeny, and the teacher assesses their understanding of these principles.

(2) The second section of the Book is simply called Reflections. In this section the students reflect on the meaning of creation and the importance of diversity as part of God’s plan of life. A few samples of reflective prompts are included and may be changed to suit the class.

(3) The third section of the Book is for the Symposium. In this section students explore various aspects of biotechnology, including a one minute position statement to be made during a class Symposium
(Activity 4) on a specific application of biotechnology, e.g., the use of a particular genetic modification technology. The students assume a role that is assigned to them by the teacher. This section also includes a personal statement of position on the technology after the Symposium is finished. This can be used for student self-assessment.

(4) The final section of the Book is an optional section called Endangered Species and extends from Activity 2 and focuses on the negative effect of extinction of species on species diversity. In this section students profile several endangered species, two of which should reside in Canada for some part of their life cycle. The profile includes a description of the living range, breeding or reproductive habits, niche, and the reason for its being on the endangered list. The students select one organism (Canadian) and prepare an impact statement for the organism. The impact statement would be composed as if it were the organism itself, speaking on behalf of its species, to a judiciary body composed of representative organisms from the world’s living organisms who are trying to assess the culpability of the human species.

Appendix 3  (Continued)

 

Methodology: Section 1

During Activity 1.3, students record the relevant information on their CDS for the Survey of the Living World. It is suggested that a representative organism from each of the following taxa be used. (Note the strong bias toward the animal kingdom, a balanced approach may be used or another kingdom may be emphasized as reflected by local needs):

Domain Archaea: Kingdom Monera: one of the three main groups: Domain Eubacteria: Kingdom Monera: one of the phyla: Domain Eukarya: Kingdom Animalia: Phyla: Annelida, Arthropoda, Chordata, Cnidaria, Echinodermata, Mollusca, Nematoda, Platyhelminthes, Porifera; Kingdom Plantae: one of the Divisions; Kingdom Fungi: one of the Divisions; Kingdom Protoctista: one of the Sections; a Virus.

During Activity 1.4, students use a key to classify the organisms and record as much of the relevant information as they can on the CDS. (Make sure to include the number of the organism for later identification). Some information will require access to other resources such as the Internet or text materials. These CDS are assessed by the teacher and returned to the students who insert them in the proper location (as determined by their criteria) in The Book of Life.

During Activity 2, students use the CDS to classify the organisms they identified during the field study. The students use either the Internet or field guides to complete the CDS. These sheets are submitted for assessment with the field study report and are then placed in the appropriate section of The Book of Life.

 

Section 2

Section 2 contains student reflections on the religious/spiritual dimensions of the diversity of life. Listed below are some suggestions for reflection. Teachers are free to add, delete, or create their own.

Reflection 1. (De-creation) Many cultures in the world revere nature as being sacred. Our culture has desecrated (removed any sense of the sacredness of creation) nature and subjugated it to the whims of our desire for material wealth. In this sense, modern man and woman have become alienated (emotionally detached) from the rest of creation in the same way that Adam and Eve became alienated from the Garden of Eden. Do you agree with this analysis? Why or Why not?

Reflection 2. (De-creation) The first creation story in the Bible reveals how God was driven by goodness to create the universe. Humankind has been responsible for much of the destruction (de-creation) of the natural world. Write a myth (story) of the 7 nights of de-creation.

Reflection 3. (Re-creation) You are Moses and have just climbed the mountain of spiritual enlightenment and communed with God. God has asked you to record the 10 commandments for the protection of the diversity of life on the planet. Write out the 10 commandments.

Reflection 4. (Re-creation) You are Noah, and God has asked you to create an ark to protect one pair of animals that are endangered in Canada. Which pair of animals will you select, and what will your ark look like?

Reflection 5. (Re-creation) On the seventh day God rested and looked at all that was created with wonder and awe. Describe your own personal experience of the wonder and awe of creation.

Appendix 3  (Continued)

 

Section 3

This section may be used as a student journal or organizer for the preparatory and the summary statements for Activity 4, the Symposium. It is in this activity that the knowledge gained throughout the unit is applied and students are given opportunity to reflect on the future of living organisms. See Activity 4 for an example that could be used as the topic for the Symposium.

 

Section 4  (Optional)

The goal of this section is for students to link biodiversity to stability. Students create a profile of several endangered species in this section (two of which should be Canadian). Students create an impact statement for one of the species. This activity will require access to the Internet or other resources listing endangered species. The teacher may assign this early in the unit and have students collect newspaper or magazine articles to form the basis of the profile. The purpose of the task is for students to link biodiversity to stability using Canadian examples.

Appendix 4

Classification Data Sheet

Domain

Kingdom

Phylum/Division

Sub-phylum

Class

Order

Family

Genus

Species

 

Illustration of the organism

Source (Internet address, text, lab., magazine)

 

 

Cell Type (Procaryotic or Eukaryotic)

Description of cellular characteristics:

 

 

 

Characteristic Structures

Nutrition (absorptive, photosynthetic, chemosynthetic, ingestive)

Description:

 

 

 

Oxygen Metabolism (poisonous, tolerated, required)

Description:

 

 

 

 

Type of Reproduction/Life Cycle Diagram

Lifestyle/Habitat (solitary, unicellular,

filamentous, colonial, mycelial, motile, non-

motile, multicellular)

Description:

 

 

 

 

 

Appendix 5

Teacher Resource:  Identity and Integrity

 

A Catholic perspective of biotechnology, transgenic manipulation, and evolution.

Many of the connections and logical extensions of expectations covered in this course profile raise ethical questions and moral dilemmas. The discussion that follows is intended to identify some of the issues that are raised in the course and outline some reflections based on the Catechism of the Catholic Church (CCC).

The biotechnology of transgenic manipulation (i.e., transplanting genes from one species to another) raises a number of ethical issues. One is that of the fundamental relationship of the human person to the rest of creation. Does creation exist simply to serve the insatiable appetite of modern ‘economic man’? Are there legitimate uses of transgenic technologies? Who ‘owns’ the genes that are being transferred? What access will the poor or disadvantaged have to these new technologies?

While the Church has many clear and specific teachings on the artificial manipulation of human life, its teachings on the manipulation of other species are less clear. Wisdom dictates that we use our understanding of God’s Providential action to assess the legitimacy of the biotechnology of transgenic manipulation.

Identity, integrity, and idolatry are three important factors to be considered when analyzing transgenic ethical issues. Identity is of paramount importance. In the process of creation, every species developed its own unique genetic identity in accordance with the Divine plan of God. Do we as human beings have the right to alter the identity of an organism? How many genes would have to be altered/transferred before the fundamental identity of the organism would be altered?

Integrity is another factor in analysing transgenic ethical issues. While the genetic identity of a species may continue to change over time, the rate of change is intimately linked with constraints that are built into all of nature. Evolution is a slow process and the success of any genetic change is determined by its interactions with the rest of its environment. In such a scheme, the time frame for change in a species is linked to the time frame for change in the environment. As such, the rest of creation can adapt to the changes that the new organism introduces into the environment. Biotechnology threatens the integrity of creation by accelerating the time frame for change. Other organisms may not be able to adapt to the accelerated time frame for change, and the balance of entire ecosystems may be disrupted. How extensive should the testing process be, before a genetic change is determined to be safe? Who will do the risk- benefit analysis? In a global economy, will the same rules safeguard creation in all countries?

In secular society the power of science and technology have taken on quasi-religious and mythical proportions. Many people believe that science offers humankind the only real form of salvation. Science does not occur in a value-free context. As a consequence, Catholics, have a responsibility to insure that the applications of science occur within the context of a value system that seeks to build up the Kingdom of God. This occurs through the formation of political, social and economic policies that seek the good of all of creation.

 

 

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