Students will discover ethical issues surrounding the practice of genetic engineering in reproductive medicine and understand key terms and concepts related to the science of genetic engineering. Students will also read the novel Brave New World by Aldous Huxley and write a paper comparing and contrasting the ethical and societal conflicts in Huxley's society with our society's use of biotechnology.

In this lesson, students will examine potential benefits and risks of genetically modified (GM) foods. Students conduct an interview at a biotech company, analyze nutritional information on food labels, design enhanced GM food products, and participate in a class debate on the topic. This lesson includes several literacy components, including reading a scientific article, conducting basic research, and writing assignments.

In this instructional module, students use a bioethical decision-making model to consider the ethical, legal and social implications of actual gene therapy trials.

This resource is packed with information on the Human Genome Project and how it affects society.

With this resource, students learn how to calculate the probabilities of passing on certain genetic disorders and then evaluate case studies involving genetic testing.

With this interactive resource, students read arguments for and against growing GM crops. Each time they are asked the question, "Based on what you now know, do you think we should grow GM crops?". The next argument students read is chosen for them based on their answer.

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Students explore the issues of ethics in medical research and, in particular, the issue of informed consent, in the context of Henrietta Lacks and the HeLa cells. This lesson uses the book The Immortal Life of Henrietta Lacks written by Rebecca Skloot.

This lesson explores the age-old discussion of nature vs. nurture: how much of our individuality is based on inheritance and how much is shaped by our environment? Students explore different traits as genetic or environmental and then discuss issues of accountability for genetically-determined personality traits.

Students will explore the concept of genetic disease through the lenses of inheritance, natural selection, and genetic modification and gene therapy. Students will develop an understanding of connections between these concepts and be able to explain these connections. Finally, students will create a "Ted Talk" style video that other students will watch to learn about a specific genetic disease.

This resource is a part of the Join the Debate: Should Humans Be Cloned? lesson plan. This resource includes links to student resources for the lesson.

In this lesson students will answer the questions: Should the cloning of humans be permitted? For what reasons would a clone be acceptable and for what reasons not? Is it ethical, or otherwise questionable, to create a clone if a person could not reproduce in any other way? Should cloned cells be "harvested" and grown in the laboratory into specific organs for use in life-saving transplant surgery? With information they have collected and analyzed, students will develop and write persuasive essays, presenting their views on the topic of cloning.

This resource is a part of the Join the Debate: Should Humans Be Cloned? lesson plan. This resource provides step by step ways for teachers to implement the lesson.

This multimedia resource, part of the NC Science Now series, describes how researchers at a biotech start-up at UNC-Charlotte are inserting key DNA codons into the protein-rich seeds of soybeans. This could revolutionize how we take medicines. Components of this resource include a video and a related blog article. Links to these components are provided on the page under the heading "UNC-TV Media."

In this exercise, students complete a simulation of human karyotyping using digital images of chromosomes from actual human genetic studies. They will arrange chromosomes into a completed karyotype, and interpret their findings just as if they were working in a genetic analysis program at a hospital or clinic.

Students take the role of stakeholders and town council members at a meeting to decide whether a stem cell research company will be granted a business license.

This activity uses drama and debate to encourage students to discuss genetics and what genetic technologies mean for all humans.

With this resource, NOVA chronicles the history of the Human Genome Project. This two-hour special, hosted by ABC "Nightline" correspondent Robert Krulwich, chronicles the fiercely competitive race to capture one of the biggest scientific prizes ever: the complete letter-by-letter sequence of genetic information that defines human life—the human genome. NOVA: Cracking the Code of Life tells the story of the success of the Human Genome Project and its profound implications for medicine and human health.

This multimedia resource, part of the NC Science Now series, describes how the work of Mary-Dell Chilton in the genetic modification of plants and animals launched a new field of research. Supporters say these techniques could help feed the world. Opponents claim that there are safety and environmental issues with the use and consumption of genetically modified foods. Components of this resource include a video and a related blog article. Links to these components are provided on the page under the heading "UNC-TV Media."

The goal of this chapter is to help students understand the science concepts involved in immune response and in new technologies for manufacturing vaccines, as well as the exciting career opportunities available in this field. This chapter also is intended to provide a snapshot of some of the leading vaccine research and manufacturing efforts in North Carolina.