Genetic Engineering and Conservation

Should We Use Biotechnology to Save Endangered and Extinct Species?

Genetic Engineering and Conservation

Should We Use Biotechnology to Save Endangered and Extinct Species?

Lesson Overview
Grades:
  • 9-12
Key Concepts:

Biotechnology in Conservation, Evolution and Genetic Variation, Evidence-Based Reasoning

Activities:

Claim-Evidence-Reasoning (CER); Creating Case Study Posters; Gallery Walk

Time Needed:

90

minutes

In this two-day high school lesson, students explore how biotechnology and genetic engineering can be used in species conservation through real-world case studies like the restoration of the American Chestnut tree. Using videos, group discussions, and evidence-based activities, students evaluate the pros and cons of using biotechnology to save endangered or extinct species. The lesson aligns with NGSS standards and encourages critical thinking about the role of science in sustaining ecosystems.

We look to the story of the American Chestnut as an example of how scientists are trying to bring a once-abundant tree back from near extinction through genetic engineering. We also consider the budding genome-editing technology CRISPR Cas-9 as a more precise tool with great promise but also great uncertainty.

View Video Details

This case study on genetic engineering explores biotechnology through the lens of Interdependent Relationships in Ecosystems and Natural Selection and Evolution. Students will assess the use of biotechnology in several cases, then they will determine if biotechnology is a viable solution for reintroduction of an extinct species.

Subject Areas:

  • Life Science
  • General Biology
  • Environmental Science

Prior Knowledge:

Biotechnology, biodiversity, evolution, genetic variation, genes, traits, base pairing, extinction, heredity, competition, limiting resources, survival of the fittest, and Claim, Evidence, and Reasoning (CER) writing

Learning Objectives: By the end of the lesson, students will be able to:

  • Explain what biotechnology is and describe the different methods used in species conservation, including crossbreeding, genetic engineering, and CRISPR.
  • Analyze the role of biotechnology in real-world conservation case studies, such as the American Chestnut and the dire wolf project.
  • Evaluate the pros and cons of using biotechnology to save endangered or extinct species.
  • Collaborate in expert and home groups to gather, share, and synthesize evidence from multiple case studies.
  • Optional, depending on activities chosen: Construct a well-supported argument in CER (Claim, Evidence, Reasoning) format in response to the driving question: “Should biotechnology be used to help save endangered or extinct species?”

Materials Needed:

  • Students’ computers
  • Large poster paper
  • Poster boards (or alternative)
  • Student handouts & worksheets (download below)
  • Sticky notes and markers

Lesson Activities: Download Lesson

For baseline data, ask students these questions before beginning the lesson. You will ask students these questions again at the end of the project. Students can be asked to answer these questions on their computers or papers, or in Think-Pair-Share activities. These questions can also be used for evaluating the lesson. To do that, ask students to submit the answer to the question before and after completing the lesson. 

  • Is biotechnology natural?
  • Should we use biotechnology in nature?
  • How do you determine if an ecosystem is healthy? What would you measure and why?

Introduce the topics by showing the first 30 seconds of this TIME clip about the dire wolf project. Use this clip to initiate a class discussion about genetic engineering and biotechnology. 

Optional: For additional questions, access the TIME Clip Discussion Questions document. You could convert this document into a worksheet for students to answer after watching the clip.

Show students the Saving the American Chestnut video. Ask your students, “Should biotechnology be used to save the American Chestnut?” This question can be used in a Think-Pair-Share, reflection question, or to spark discussion as you move to the case study activity.

Optional: You can pause the video and ask questions. Spend a few minutes reviewing the differences in the 3 methods presented in the video: crossbreeding, genetic engineering, and CRISPR. Optional questions are included in the Saving the American Chestnut: Discussion Questions document.

The Case Study Link document contains a list of case studies related to this topic that you can use for this activity. Read and choose one case study. Each case study has two documents. Assign 4 students to a group. Two students in the group are going to read document 1, and two students will read document 2. While reading the documents, ask them to document important details. 

Optional: Educators can provide students with paper copies of the two documents to facilitate annotations and make this process faster. 

Ask your students: Is the Appalachian forest healthy with or without the American Chestnut? Explain.

Provide students with a large poster paper and place it in the middle of the table, or ask students to place the poster paper on a wall. Allow students time to finish reading their case study documents and finalizing their annotations. After 10 minutes, ask students to record important information on their poster. The Students' Poster Examples document contains examples of posters created by my students. 

Suggestion: Have students list the PROS and the CONS for using biotechnology.

Note: If you have the capacity to store the poster papers, you could provide students with the poster paper on Day 1 as they read and annotate the case studies.

Ask students to place the poster papers around the room (if they haven’t done it already) or in the hallway. Ask students to move around the room and read other groups’ posters. As students read the posters, they can use sticky notes to ask questions, emphasize points, etc

Ask students to return to their original groups, read the sticky note comments, and make any adjustments to their posters for final submission.

Optional: Take a photo of the poster and submit it to the teacher for assessment.

For post-assessment data, ask students the same questions from the beginning of the lesson:

  • Is biotechnology natural?
  • Should we use biotechnology in nature?
  • How do you determine if an ecosystem is healthy? What would you measure and why?

The following activities can be used with students as homework or in-class activities.

  • "Choose a species you believe should be saved. Develop a plan to protect or reintroduce it using your preferred method (biotechnology or traditional conservation). Justify your approach based on what you’ve learned."
  • "Imagine you are part of a conservation team. Design a strategy to reintroduce a species using or avoiding biotechnology. Explain your rationale and the potential impact on the ecosystem."
  • "If you had the resources to bring back or save one species, what would you do? Would you use biotechnology? Explain your choice and outline a step-by-step plan for your approach."

This Lesson Plan was originally created to be implemented over five days. If you have additional time and you would like to implement it in a CER format, please see the Five Day CER Lesson Plan.

In order for the jigsaw groups to work, the HOME group must have at least 4 students. EXPERT groups should have around 4 students also. In larger classes, this means you might need to split your EXPERT group into smaller groups for good individual participation.

More Info:

Post-assessment (optional) and CER poster

Lesson Plan by Renee Haines, NBCT, PAEMST

A special thank you to my fellow SCL ambassadors and team for providing feedback during the lesson development.

NGSS:

  • HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

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