Students locate and read multiple sources of information about a topic related to genetic engineering. Students listen to a lecture by a genetic engineer employed by a local seed corn company about implications of genetic engineering on corn. Then they develop hypotheses and a plan to prove or disprove a hypothesis using research. Students write an evaluative, annotated bibliography and research paper assessing hypotheses and posing proposals for refined research.

Students research national and world nutrition/food problems in collaborative groups. Students predict potential crises and pose solutions to these problems that could occur through genetic engineering of food products. Students present research information, hypothesis, and solutions through a multi-media presentation to a knowledgeable and critical audience. Students defend their proposals through answering questions posed by audience members.

Students read a chapter from a biology textbook about genetics and genetic engineering and write a five-sentence summary of what they've read. The teacher identifies key vocabulary words in the text and students use context clues or other resources to write definitions of the words.

After reading a chapter from a biology textbook about genetics and genetic engineering, students examine varieties of ears of corn from the Farmer's Market. Students group samples into categories and define the characteristics of the categories. Students interpret differences in corn samples based on information from the textbook.