Overview

In the movie “The Hunger Games,” the Capitol (a term used to refer to what we would call the government) produced genetically enhanced birds called jabberjays to spy on rebels. Unexpectedly, these birds bred with mockingbirds, creating a new hybrid bird called the mockingjay. The Capitol did not intend for this to happen, and the bird became a symbol of rebellion.

Essential Questions

Pre-Lesson Activity - assessing prior knowledge (Due 01/09/2014)

Take a moment to ponder the following questions.  Now, in the course discussion forum, write a thoughtful response to each.  There is no right or wrong here, so the expectation is that your answers are clear, concise, and most importantly thoughtful.

1. What lessons can we draw about genetic engineering from the examples in the overview above?

2. Could a scenario like this, where a genetically engineered organism hybridizes with a wild animal or plant, happen in the real world?  Why or why not?

Your Tasks

Background Reading / Discussion (DUE 01/14/2014)

Read the article “Do-It-Yourself Biology, on the Wings of the Mockingjay,” where James Gorman reports on the growing availability of tools to modify organisms, and the possibility that a creature like the bird imagined in the “Hunger Games” series could someday exist.

In the above article, the author states, “The tools needed to modify organisms are already widely dispersed in industry and beyond.” That could mean the development of an animal like a jabberjay might not be so far-fetched. In fact, a growing “do-it-yourself” biology movement raises concerns about how easy it might be for people outside research laboratories to create harmful micro-organisms.  Read Carl Zimmer’s article summarizing concerns held by some scientists about the possibility that “garage scientists” might inadvertently create and release harmful viruses, like avian flu.

Now, answer the following questions:

Test your knowledge & comprehension (click here for the quiz)

1. What is a genetically modified organism?

2. What is a jabberjay? A mockingjay?

3. What roles do these organisms play in the book series “The Hunger Games”?

4. What is the value of creating genetically modified organisms?

5. What are some of the concerns surrounding G.M.O.’s?

Analysis/Evaluation (submit your answer in our Discussion Forum or Facebook Group)

1. Based on the readings and questions above, what predictions can you make for what might happen if the tools of biotechnology spread to everyone, and lead to “an explosion of diversity of new living creatures”?

Group Project (DUE 01/19/2014)

You will be assigned to one of the following three groups to develop a presentation for the National Institutes of Health’s National Scientific Advisory Board for Biosecurity regarding D.I.Y. biology and current research into the avian flu virus.  Since there are 24 of us in this course, we will have 2 teams in each group.  This means that you will be assigned to either the A or B team for each group.  Click here for a list of groups.

D.I.Y. Biologists:

Students in this group will describe the “do-it-yourself” biology movement.  You should address concerns about the safety of D.I.Y. biology and discuss whether this type of activity should be regulated.  You should also be prepared to talk about whether increased accessibility to the tools of biotechnology presents any biosecurity risks. Note: You may find some valuable insights in the readers’ comments section of this article.

Scientists Who Support the Publication of Research That May Make It Easier for the Avian Flu Virus to Spread Among Mammals:

Students in this group should convince the board of the importance of a better understanding of how the avian flu virus works, and present the evidence for it. You should be able to explain why some scientists believe that in the interests of public safety, this research needs to proceed and be made publicly available.

Researchers Opposed to This Research and Its Publication:  

Students in this group should convince the board that research that alters the avian flu virus in a way making it contagious to mammals should be limited.  You should first explain how avian flu in its unaltered form can be transmitted to mammals from birds.  You should also explain why scientists involved in the research voluntarily stopped their work last winter.

Creating Your Presentation

Use VoiceThread to develop your presentation collaboratively with your group.  Click on this page to learn how to create and share a VoiceThread presentation with your group.  *Each member should contribute at least two slides and two comments to the presentation.

Posting/Presenting Your Work

Click here to post a link to your completed VoiceThread project.  Remember, only one link should be posted per team.

Peer-Evaluation (DUE 01/22/2014)

Now, imagine you are a member of the National Scientific Advisory Board for Biosecurity.  Explore the arguments for and against research into avian flu contagion. In addition, identify arguments both for and against limiting or regulating the availability of biotechnology to D.I.Y. researchers.  

Review each group’s VoiceThread presentation.  Click here to see the list of presentation links.

Using the arguments you have explored for and against research into avian flu and limiting or regulating the availability of biotechnology to D.I.Y. researchers, leave at least one comment and one question on each presentation.

Upon completion of all VoiceThread commentary please go to the discussion forum and tell us which presentation you found most convincing and why.  

Pre-Lesson Activity Revisited - Assessing Your Learning (Due 01/25/2014)

Take a moment to ponder the following questions again.  Now, in the course discussion forum, write a thoughtful response to each.  There is no right or wrong here, so the expectation is that your answers are clear, concise, and most importantly thoughtful.

1. What lessons can we draw about genetic engineering from the lesson you just completed?

2. Could a scenario like this, where a genetically engineered organism hybridizes with a wild animal or plant, happen in the real world?  Why or why not?

Now, under your response, write a brief summary comparing your response from the beginning of the lesson to the one you have just written.  How are they alike?  Different?  What else did you learn in this lesson?

Extension Activity: Cool Creatures (DUE 01/26/2014)

Dream up you own genetically modified organisms that could be used by governments. They might find inspiration in this summary of some of the ways government intelligence agencies have sought to use animals in various spy missions, or the potential to use glowing bacteria to encrypt secret messages.  Invite them to create and display illustrations or prototypes of their organisms, along with information about the origins and special characteristics of each.