Unit Rationale
Modern Technology (in all of its varied applications) is considered by many to be the driving force of the continuing evolution of our species: there are few aspects of our lives that are not impacted by some sort of technological innovation. This is especially true of biological technologies, as us increasing abilities to manipulate genomes has given mankind unprecedented control of the biochemistry of many organisms on our planet. And although our technological prowess can provide a wide range of benefits, they have the potential to cause great harm to other living organisms, to our planet’s ecosystem, and to many less privileged members of the human family.
I feel that it is critically important that we remain aware of this fact because it is our responsibility (as stewards of our environment) to use our technology in ways that do not endanger other organisms, exacerbate structural inequalities, or threaten the sustainability of our ecosphere.
Understanding the risks associated with biotechnological technologies is even more crucial at this moment in history because new bioengineering processes (such as CRISPR-Cas 9) have made gene editing an inexpensive, highly efficient, and versatile way to edit genetic structures. Although the process is still in the early stages of development, it may soon become a widely used means of manipulating the genome of a vast number of organisms (including the human germ line). The impacts of these new technologies have, however, yet to be adequately evaluated. As a science educator I feel that is my duty to inform my students of the benefits, perils and unintended consequences of emerging biotechnologies, as they will very likely affect their lives in the not too distant future. It is important that our students understand their responsibility as stewards of our planet, to become informed citizens who will add their voice to the public discourse on these issues.
Demographics
I teach in the Philadelphia High School for Girl’s which is located in North Philadelphia. Our school population is composed of African-American (66%), Asian (16%), Hispanic (10%), Caucasian students (4%), and approximately (6%) mixture of other ethnic groups. Girl’s High is a special admission school which means that in order to be accepted students must have scored proficient or advanced on mathematics and science standardized tests. I mention this because although most of my students are able to understand the science content, few are able to fully connect their science learning to their everyday lives. As a result, most are unable to engage in substantive discussions on the role of science in society or how they will respond to the various ways in which science and technological innovation will impact their future. This unit will address these issues by providing my students a forum in which to explore the benefits, risks, and consequences of our developing biotechnologies.
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