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IN THE NEWS: Genetically Modified Organisims

from Nina Mason Pulliam EcoLab at Marian University

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Through this link we will begin to have a better understand why scientists have developed techniques to modify organisms, how they are being used in the world today, and the effects on our daily lives. Students will be introduced to the science and then discuss and debate the ethics of the issues.

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About This Program


Multipoint: $125.00
Point to Point: $125.00
By Request: $125.00


45 minutes

Target Audience

Education: Grade(s) 9, 10, 11, 12

Minimum participants:

No Minimum

Maximum participants:

There is no maximum, but for optimum interactivity, we suggest no more than 30 students.

Primary Disciplines


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)

Booking Information

Policies and Procedures To schedule a program, please contact an educator at 317.524.7701 or We recommend that programs be scheduled at least 2 weeks in advance. All programs are subject to availability. Due to the nature of scheduling, any cancellation or program change must be received within 48 hours of the program; otherwise you will be charged 100% of the program fee.

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For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

The full fee will be charged to sites canceling without 48 hours notice. Some exceptions apply.

About This Provider

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Nina Mason Pulliam EcoLab at Marian University

Indianapolis, IN
United States

We provide quality experiences that promote science learning for students, educators, and the general public. The Nina Mason Pulliam EcoLab at Marian University provides participants with lively demonstrations, experiments, and hands-on life science discovery based on Indiana State Education and National Science Education standards.

Janice Slaughter

Program Details


1. Discussion and activities to understand the science behind genetically modified products.
2. Debate of the ethical issues surrounding these techniques using a moderated format to facilitate discussion.


1. Participants will better understand that genetic modification of foods occurs in nature.
2. Participants will outline two or more specific ways in which people can genetically modify foods.
3. Participants will identify two ethical concerns regarding genetic modification of foods.

Standards Alignment

National Standards

NS.9-12.1 Science as Inquiry
As a result of activities in grades 9-12, all students should develop
Abilities necessary to do scientific inquiry
Understanding about scientific inquiry

NS.9-12.3 Life Science
As a result of their activities in grades 9-12, all students should develop understanding of
The cell

NS.9-12.5 Science and Technology
As a result of activities in grades 9-12, all students should develop
Abilities of technological design
Understandings about science and technology

NS.9-12.6 Science in Personal and Social Perspectives
As a result of activities in grades 9-12, all students should develop understanding of
Personal and community health
Population growth
Natural resources
Environmental quality
Natural and human-induced hazards
Science and technology in local, national, and global challenges

NS.9-12.7 History and Nature of Science
As a result of activities in grades 9-12, all students should develop
Science as a human endeavor
Nature of scientific knowledge
Historical perspectives

State Standards

Biology 1 Standards
1.7 Explain that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activities, such as growth and division. Note that cell behavior can also be affected by molecules from other parts of the organism, such as hormones.
1.8 Understand and describe that all growth and development is a consequence of an increase in cell number, cell size, and/or cell products. Explain that cellular differentiation results from gene expression and/or environmental influence. Differentiate between mitosis and meiosis.
1.11 Describe that through biogenesis all organisms begin their life cycles as a single cell and that in multicellular organisms, successive generations of embryonic cells form by cell division.
1.21 Understand and explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules.
1.23 Understand that and describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that develops from it, and that the resulting features may help, harm, or have little or no effect on the offspring's success in its environment.
1.29 Understand that and explain how the actions of genes, patterns of inheritance, and the reproduction of cells and organisms account for the continuity of life, and give examples of how inherited characteristics can be observed at molecular and whole-organism levels - in structure, chemistry, or behavior.
1.38 Understand and explain the significance of the introduction of species, such as zebra mussels, into American waterways, and describe the consequent harm to native species and the environment in general.
1.40 Understand and explain that like many complex systems, ecosystems tend to have cyclic fluctuations around a state of rough equilibrium. However, also understand that ecosystems can always change with climate changes or when one or more new species appear as a result of migration or local evolution.
1.41 Recognize that and describe how human beings are part of Earth's ecosystems. Note that human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems.
1.46 Recognize and describe that a great diversity of species increases the chance that at least some living things will survive in the face of large changes in the environment.
Environmental Science
1.4 Understand and explain that human beings are part of Earth's ecosystems and give examples of how human activities can, deliberately or inadvertently, alter ecosystems.
1.6 Describe and give examples about how the decisions of one generation both provide and limit the range of possibilities open to the next generation.
1.20 Demonstrate how resources, such as food supply, influence populations.
1.26 Identify specific tools and technologies used to adapt and alter environments and natural resources in order to meet human physical and cultural needs.
1.30 Describe how agricultural technology requires trade-offs between increased production and environmental harm and between efficient production and social values.
1.35 Compare and contrast the beneficial and harmful effects of an environmental stressor, such as herbicides and pesticides, on plants and animals. Give examples of secondary effects on other environmental components.
Listening and Speaking
9.7.1 Summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.
9.7.7 Make judgments about the ideas under discussion and support those judgments with convincing evidence.
10.7.7 Make judgments about the ideas under discussion and support those judgments with convincing evidence.