This short documentary describes the impact of the cloning of an adult mammal in 1997. Featuring archive footage and interviews from individuals who were apart of biotechnology history. The video explores the friction between science and politics, and what happens when a breakthrough is so tangible and profound that it provokes both our society’s highest hopes and greatest fears.

Students use role playing to explore different stakeholders' perspectives on the issue of using transgenic cows to make medicines to treat human diseases.

Students investigate sickle cell anemia to teach the principles of inheritance, genetic diagnostics, and bioethics.

In this lesson, students investigate both sides of the stem-cell research controversy. A set of discussion questions is provided. In an associated activity, students will review the United States's policy options on embryonic stem-cell research, then choose one of the policy options and prepare a defense of it based on the information in the reading.

In this lesson, students will become better informed about the safety of genetically engineered products and will investigate public opinion about these products. Students will learn the basic facts and issues related to crop biotechnology and food safety and develop a survey to measure the knowledge and opinions of the public about this issue.

These stories – from patients, family members, and career professionals – form the heart of this resource, providing an opportunity for you to ‘step into the world’ of the storyteller and appreciate the implications of genetics for individuals, families and health professionals. These are interesting, powerful and often moving accounts of the implications of genetics for the daily lives of ordinary people, and the extraordinary way in which they often cope with this.

This activity will require students to research GMO and to form an opinion on the use and advancement of GMO in their own town. Students will develop a presentation to either encourage or discourage the selling of land to a company that wants to farm GM crops in their town. Students are then required to present their finding to an actual council such as a town council, a civic organization or at a community meeting, or if this is not possible, create a media presentation- video/prezzi that can be sent to the council organization. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

Past gene therapy techniques seem promising but are highly complex, problematic, and controversial. The newest technology, called CRISPR, seems more promising than other techniques.

What evidence do scientists have that you can use CRISPR to repair function of tissues in an organism like people?

CRISPR comes from bacteria, where it was part of the bacteria's immune system. It helps "defuse the bomb" of a virus that's invading really quickly. It is part of a system with a protein called CAS9 and guide RNA to cut and then replace specific parts of a DNA sequence.

There are different criteria proposed for ethical use of CRISPR, because uts use could have unintended consequences.

We research different applications of the CRISPR CAS9 gene editing technology and submit our proposals for the World Cafe Debrief.

In this lesson, students will be able to identify some ethical, moral, and legal issues surrounding genetic engineering.