Rationale
Although the basic mechanism of how evolution works has not changed very much in the past century since Darwin, the field of genetics has exploded. What we understand about how genes work and are regulated is growing every day, and with this new knowledge comes new technologies. Just like electronic technology developing at a rapid pace, the implications and regulations about using genetic technology are lagging behind. Middle school students are not known for their impulse control and long-range planning and often make questionable decisions at the spur of the moment. Students love all the new gadgets and toys and are often the early adopters of whatever new device that comes out on the market. They find new ways to use these devices but never question if they should. It is like they have found new powers, but with them should come new responsibilities. Putting limitations on new technology is marginally discussed and even if parents/teachers try to put controls, the students always seem to find a way to work around them. The same can be said for these new advances in genetic engineering, but instead of students, it is the scientists who are using these technologies without always considering the consequences. The discussions about whether we should do certain things are happening after the fact. I want to expose my students to what these new technologies in genetics are and to show them the great potential to ease suffering and make life more convenient for humans while getting them to understand the implications for the future. Following the Common Core and Next Generation Science Standards, I want students to be able to grapple with the ethical ramifications and to make an argument for how the technology should be used or not. They will be the generation that could potentially benefit from these technologies but will also have to help shape the policies around their usage. My students often struggle with writing and having academic discussions, and through this unit, the students will gain the skills to do both.
Some states and school districts may have different standards around teaching evolution than the NGSS, and it may even be controversial. In my state and district, this is not the case, but I will sometimes have students who question or say they do not believe in evolution. I tell them that I am not trying to change their beliefs; I am just presenting the science, and they can make their own choices. I also mention that faith does not require evidence but science does; all I am doing is presenting the evidence that science has validated for accepting evolution.
One other note, because the technology discussed in this unit is so new, things are changing rapidly and may be different by the time you view this unit; some federal laws and regulations may be in place by 2017.
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