using the eden project as a resource for science at key...

Using the Eden Project as a resource for Science at Key Stage 4

This teaching resource explores how a visit to the

Eden Project may be used to tackle controversial

issues in Science. Focusing on the multi-media

show in The Mechanical Theatre, students are

challenged to make use of narrative to develop their

understanding of the complexities and ethics of

genetic patenting.

In particular there were three elements of pedagogical understanding that we wanted to pick up on and use in these materials.

Speaking and listeningWhen a student (or, indeed, anyone) comes across an idea that is new to them, how do they ‘take it on board’? This is an important question and one that we feel that we as teachers should have clear answers to. One way is that they want to talk about it, probably to their peers. This is an essential part of learning in that it gives an opportunity to ‘rehearse an argument’, practising the use of key words and trying out this new way of thinking.

These materials use speaking and listening as a key learning strategy, because if teachers can structure this they can scaffold learning. The learning outcomes are better than if students are expected to produce a piece of writing at an earlier stage before having had the opportunity to articulate and discuss their ideas.

WritingStudents spend a significant part of their time in Science lessons writing. Having made a large investment of time in this learning strategy it is obviously important that teachers make sure it is as effective as possible.

To use writing functionally is a key life skill and we can use Science as a very effective context to support this. These activities require students to write when there is a clear purpose for doing so, but not for its own sake.

We have also tried to avoid the assumption that students’ writing should, wherever possible, be in the form of extended prose. This may be appropriate for some, but for others the notes on ‘post-its’ and the writing frame will be a more effective way of setting down ideas on paper.

Using a narrative accountIt is a widely held belief that we are losing our ability to relay stories in the oral tradition from one generation to another and that mass media is taking over that function. It is certainly the case that there is something very compelling about a story or a narrative account and people are often keen to ‘find out what happens’.

It is probably the case that we don’t use stories in Science as much as we could. Science is a subject not only with a huge fund of stories to be told that will engage, inspire and get messages across, but is also a subject in which the telling of stories can be a learning process. These materials aim to exploit that fact.

Introduction

Ed Walsh Science Adviser, Cornwall Education Development Service

When these materials were produced by a group of teachers and advisors Science education was, as is often the case, in a state of flux. The programme of study and specifications for Key Stage 4 were changing and ideas developing about what constitutes effective teaching and learning in Science. The group was keen not only to respond to these changes, but also to use the opportunity to challenge some existing views about how students will interact with scientific ideas.

2 Eden Project: Nature PLC Teachers’ notes

Contents

Aims and objectives

Setting the context and prior knowledge 4

How to use this pack – flow diagram 5

Planning a visit to the Eden Project 6

Session 1: Plants, right and rules

Before your visit to the Eden Project 7

Teachers’ notes

Patents true/false Teachers’ Notes 8

Genes true/false Teachers’ Notes 10

Patents and licensing Student Resource 11

Patents true/false Student Resource 12

Genes true/false Student Resource 15

Edison and the light bulb story Student Resource 18

Edison and the light bulb pictures Student Resource 19

Session 2: Plants, people and patents

At the Eden Project 20

Teachers’ notes

Plants, people and patents Student Resource 21

Explorers’ map Student Resource 25

Evidence recording sheet from The Mechanical Theatre Student Resource 26

Session 3: Telling tales

After your visit to the Eden Project 27

Teachers’ notes

Telling tales Student Resource 28

References for wider reading 29

Copyright and reproduction statement 30

AcknowledgmentsThis resource has been produced and evaluated by a team of education professionals in Cornwall, including Teachers, Advanced Skills Teachers, the Eden Project’s education staff and members of the Advisory Service.Illustration: Sarah Turner. Design: Gendall.Many thanks from the Eden Project to Engineered Arts, Ed Walsh, Ed Wright, Bec Hockley, Jo Foster, Sara Scaife, Sarah Turner and Jason Salisbury for their creative input and support.

Aims and objectives

This pack of resources aims to support KS3 and 4 teachers and students with ideas and resources that will help enhance the learning potential of a visit to the Eden Project.

The Mechanical Theatre of Ideas, one of the key exhibits at the Eden Project, provides the inspiration for this resource. Through the theatre show and supporting activities, issues associated with genetic patenting provide the focus for exploring an ethical and controversial issue in science.

Aim: To develop the ability of students to tell the story of events that are significant both socially and scientifically.

The objectives are to develop students’:

• understanding of the process of patenting

• understanding of the significance of plants having a genetic structure

• ability to identify the key points in a story

• ability to recount that story in a way that conveys meaning and engages the listener

The outcome is:

• A piece of writing or some other piece of work which incorporates the students’ understanding of the issues associated with the genetic patenting of plants.


National curriculum context

From the National curriculum for Science at KS4, taking effect from 2006:

4. Pupils should be taught:

(a) about the use of contemporary scientific and technological developments and their benefits, drawbacks and risks.

(b) to consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions.

5. In their study of science, the following should be covered:

(c) the ways in which organisms function are related to the genes in their cells.

Prior knowledgeStudents will need to have knowledge and understanding of various processes before being able to learn effectively from these materials. Much of this is in the Programme of Study for KS3.

This will include:

• knowing that all living things have a cellular structure, that most cells contain a nucleus and that the nucleus contains, amongst other things, genetic information carried in a substance called DNA

• understanding that reproduction involves the transfer of genetic information to determine the features and characteristics of the offspring, and that sexual reproduction leads to offspring inheriting characteristics from both parents

How to use this pack – flow diagram

The resource is designed to be used in three parts: before, during and after a visit to the Eden Project.


Session 1: Plants, right and rulesPre-visit lessonWhat is patenting?What are plant genetics?Arguments for and against patentingGroup work

Session 2: Plants, people and patentsAt the Eden ProjectIdentifying plant featuresDrawing and extracting information from Eden’s exhibitsExtracting and recording information from theatre show

Session 3: Telling talesPost-visit lessonRevisit and share information collected at EdenWriting activity (frame provided)Narrative account produced

Planning a visit to the Eden Project

Visiting the Eden Project is a unique experience which excites the mind and the senses, and provides much food for thought.

The Eden Project is:

• Home to three Biomes showcasing plants from the Humid Tropics (rainforest), Warm Temperate (Mediterranean), and Cool Temperate regions of the world.

• An education centre, with the aim of engaging with visitors about humans’ relationship with nature, about the challenges facing our environment, the things that are being done to deal with those challenges, and how we as individuals can make a difference.

• A visitor attraction, aiming to provide a world class tourist destination and unforgettable visitor experience.

This resource provides a means to focus students during their visit, a useful mechanism for exploring controversial issues, and a way of integrating learning from the visit into the curriculum.

However, there is much of educational value to explore at the Eden Project in addition to the Mechanical Theatre of Ideas – the exhibit which provides the inspiration for this pack. In planning your visit to Eden, it is worth allowing time for students to explore the site thoroughly and experience its unique nature.

Preparing your staff and studentsTo get the most out of a visit to the Eden Project, students and supporting staff need to be carefully briefed beforehand. Eden is an inspirational environment, but one which can be a busy and distracting place in which to work – ill prepared students may find it difficult to focus.

Make sure that they are clear about:

• The purpose of the visit

• Exactly what they are expected to do, where and when (particularly if they are organised into groups)

• How much time they have for each activity

• Meeting times and places

• What use will be made of the visit back at school.

Booking a visit

To discuss and book your visit, contact the Schools Team on 01726 811913.

6 Eden Project: Hot potato, hot science Teachers’ notes

Session 1: Plants, rights and rulesBefore your visit to the Eden Project. In the classroom or laboratory.

DescriptionThe purpose of this session is to prepare the students for the visit by giving them an insight into two areas of knowledge and understanding – patenting and plant genetics. The session consists of teacher input on patents and/or genetics followed by an exploration of the story of Edison and the lightbulb. This allows a deeper look at some of the issues associated with patenting.

Objectives 1. For students to understand the form and function of

genes in plants.

2. For students to be familiar with some of the arguments used to support or oppose the concept of patents.

3. For students to understand how they are going to gather ideas and evidence to tell the story of the attempt to patent the genetic structure of basmati rice and other plants.

Starter activitiesEitherTeacher input on what a patent is.

Use the patents true/false cards and work in groups to decide which ones are true and which are false.

Work collectively to discuss and check.

Teacher input on licensing.

Or

Teacher input on plants and reproduction.

True/false cards on plants and genes – as above.

Work collectively to discuss and check.

Main activityThis is to tell the story of Edison and the light bulb. First the teacher tells the story (or the students can read it). Then they are given a set of pictures. They have to put the pictures into the correct sequence to tell the story of Edison and the bulb, and then to write a sentence next to each as a caption.

Alternatively, students could:

• Retell the stories in pairs

• Or tell the story a sentence at a time around the class

• Or make human tableaux of significant moments in the story

DevelopmentStudents should now be asked to think about the patenting of the light bulb. Working in small groups they should come up with:

1. Reasons why Edison might have felt cheated by the way the court cases went on the patenting of the light bulb – he did, after all, turn a partly developed idea into a practical product.

2. Reasons why he shouldn’t have been granted the patent for the light bulb – it was actually someone else’s idea.

All ideas should be recorded on post it notes.

PlenaryStudents display their post-its from 1 and 2 above in two different areas of the classroom. They should then be given the opportunity to read and discuss other group’s ideas. In a final feedback they are asked to give what they consider to be the most compelling reasons.


TrueUnemployed Peter Hodgson bought the rights to ‘Nutty Putty’ for $147 in 1949. He promptly renamed it ‘Silly Putty’ and marketed it as a children’s toy. He died in 1976 with an estate worth $140 million. In fact it was General Electric he bought it from. Their scientists had discovered it in the process of trying to develop cheap synthetic rubber by adding boric acid to silicone oil, but couldn’t think of a use for it.

‘What’s Up Doc?’ was trademark registered in 1988. In fact Bugs Bunny had first said the line in 1940 in ‘A Wild Hare’ and won an Oscar (for animation) in 1958, but it didn’t become a protected trademark until 1988.

The ‘Monopoly’ board game was registered in 1933. Charles Darrow became the first millionaire game designer after he sold his patent to Parker Brothers. Darrow was an unemployed salesman who designed a game to amuse himself and his friends. Parker Brothers originally turned it down until the President’s wife told her husband how good it was. There was, in fact, some legal wrangling following this over the extent to which the idea was his to sell.

Hedy Markey received a patent for a secret communication system in 1942. Her acting name was Hedy Lamarr and she was well known for romantic scenes in films. In fact this is one of the technological developments that made mobile phone systems possible. She patented it under her then married name but made no money from it, because she regarded it as part of her contribution to the war effort.

A method for packaging frozen foods was patented by Clarence Birdseye in 1930. He later invented an infrared lamp, a whale harpoon and shop window spotlights. Birdseye was a professional taxidermist and a keen amateur chef. He had spent $7 on an electric fan, buckets of salt water and cakes of ice; he sold the patents for $22 million.

The melody for ‘Happy Birthday To You’ (originally published as ‘Good Morning To All’ in ‘Song Stories for the Kindergarten’) was copyright registered in 1893. The composers were Mildred J. & Patty S. Hill.

Jim Henson’s ‘Kermit the Frog’ the first of the Muppets, was copyright registered in 1955. The first Kermit was made from a green ladies’ coat that Jim’s mother had thrown out and had ping-pong balls for eyes. It was more like a lizard and didn’t really become a frog until 1969. Kermit’s rendition of ‘The Rainbow Connection’ won the only Academy Award nomination for a song sung by a frog.

A patent was granted to King C. Gillette in 1904 for a safety ‘razor’. He had the idea for a disposable razor in 1895, but it took eight years to develop a blade that was sufficiently hard, thin and cheap. When Gillette was 16, the family home in Chicago was destroyed by fire and he became a travelling salesman to support the family.

Mattel’s Barbie doll was registered in 1958. The Barbie doll was invented by Ruth Handler, whose own daughter was called Barbara. If Barbie were real her statistics would be an impossible 36-18-38. Ruth fought off breast cancer and underwent a mastectomy in 1970. Disappointed by the prosthetic breasts available, she designed the ‘Nearly Me’, patented in 1975.

J.S. Pemberton’s Coca-Cola label was registered in 1887. A doctor in Atlanta, he concocted it in a three legged brass kettle in his backyard. In the first year sales totalled $50 and manufacturing costs totalled $70. Sold as a tonic, it contained traces of cocaine.

True/False statements Patents


True/False statements Patents


FalseJohn Kipling registered the name ‘Mr Kipling’ for cakes in 1964; it was his wife who designed the recipes, but she felt her husband’s name would be a better trademark. Mr Kipling was registered as a trademark by Rank Hovis McDougal in 1967; the rest is fiction.

Jonas Kirk patented the ‘Slinky’ spring in 1912. He claimed it was watching his wife walking downstairs that inspired the name. The Slinky wasn’t invented until 1943 by Richard James and was named by his wife. It is still made in Hollidaysburg Pennsylvania on the original equipment. Over 300 million have been sold and the company is called Poof-Slinky.

Ernest Bay established his auction house in the Attercliffe Road, Sheffield in 1928, but it wasn’t until he opened another branch in 1934 that he registered the name E.Bay. It was his grandson that hit on the idea of running auctions on the Internet, still using the family name. EBay was registered in 1997 after Echo Bay Technology Group, owned by eBay founder Pierre Omidyar.

Hungarian Josef Filo invented and registered the world famous Filofax loose-leaf notebook system in 1924. He died in poverty in 1941 but the brand was re-launched in the 1980s and is now worth $180m. Filofax was registered in 1930, but the name is based on a ‘file of facts’. Secretary Grace Scurr stored vital information about Filofax in her Filofax; when the offices were destroyed in the Blitz in 1940 the business was rebuilt from her notes.

Dr Pepper, a doctor in the American Mid-West, designed a drink to aid recovery from illness, and patented it as ‘Dr Pepper’ in 1885. He soon noticed that people kept drinking it long after they had regained their health and gave up medicine to promote it. Charles Alderton registered the name in 1885, but there was no Dr. Pepper (a dozen different stories circulate as to how the name came about) and Alderton designed it to taste good rather than do good.

Mary Reebok, the South African who came second in the Women’s 200m race in the 1964 Tokyo Olympics, designed her own footwear. A local shoe manufacturer wanted to use her design – and her name – and patented both the year after. A reebok is a type of African antelope. The company started in 1895 but didn’t use that name.


TrueAlteration of the number or arrangement of the genes in an organism can result in mutation. This is why we need to be so careful with x-rays and other ionizing radiations.

A gene is a segment of DNA. DNA is the actual chemical that genes are made of. The DNA is in long coils, and each section is a gene.

One baby in every 33 born in the UK is affected by a genetic disorder or birth defect.

There are over 4,000 recognised genetic disorders

Ref: www.jeansforgenes.com

Human DNA is 98 percent identical to chimpanzee DNA.

If two different people started reciting their individual genetic code at a rate of one letter per second, it would take almost eight and a half minutes before they reached a difference.

Ref: http://www.pbs.org/wgbh/nova/genome/facts.html

DNA is a very large molecule shaped like a twisted ladder – a ‘double helix’. It was the understanding of this structure that led Watson and Crick to their breakthrough discovery about DNA.

DNA can replicate itself. The ‘double helix’ ‘unzips’ and each of the two strands then combines with chemicals that replicate the part that has been removed. This means that whenever cells divide, each one ends up with a full set of the genetic information.

A clone is an organism which is genetically identical to its parent. If all the genetic information is copied from one adult then that means that the offspring will have an identical set of genes and will be a copy of the adult in all ways that are determined by genes.

Around 50% of the DNA of a human is identical to that of a banana. This doesn’t really mean that bananas and humans are particularly similar, but rather emphasizes how much difference the other 50% makes.

FalseOnly animals have DNA, not plants. Plants also inherit characteristics from parents. If they reproduce asexually (e.g. strawberry runners) the offspring will have an identical genetic structure; they will be clones.

If children have the same parents, they must have the same set of genes as each other. They will only have identical genes if they are identical twins. Otherwise it is largely random as to which ‘partial set’ of genetic information is received from which parent.

If the father can roll his tongue and the mother can’t, it’s a 50:50 chance for each of their children as to whether they can. Inherited characteristics are determined in a way that is more complex than sheer chance. If tongue rolling is a dominant characteristic (and the inability is recessive) then offspring receiving one characteristic from one parent and the other from the other parent will be tongue rollers. However, Dad may be carrying the (recessive) non-tongue rolling gene as well as the dominant one and could as easily pass that on. As Mum only has recessive non-rolling genes that is what she will pass on. In this case there is a 50:50 chance of children being tongue rollers. However if Dad is only carrying (dominant) rolling genes, all the children will inherit that and will be tongue rollers.

Organisms may evolve, but their genetic structure stays the same. Evolved characteristics can only be transmitted genetically; if the genetic structure stayed the same there would be no evolution.

If the mother has brown hair and the father has blonde hair, each of their children is bound to have either brown or blonde hair. Parents carry (and can pass on) recessive characteristics from previous generations which may then show in later generations.

The person’s genes change as they get older and their body changes. Although the nature of ageing is influenced by our genes, the genes themselves don’t change.

Our genes decide everything that we do. Our environment has a big influence upon us – the way we are raised is a powerful force – as well as inherited characteristics. Genes haven’t replaced the power of education or the principle of free choice.

True/False statements Genes

http://www.jeansforgenes.com

http://www.pbs.org/wgbh/nova/genome/facts.html

What is a patent?A patent is a legal document which recognises that a particular person has invented or developed something which is unique, and should therefore benefit from other people’s use of it.

In order to be granted a patent, the inventor has to show that they have something unique, and significant. A patent lasts for a certain period of time, and only in the country in which it is granted.

Part of the idea of a patent is to encourage investment. It may cost a large sum of money to develop something, and people are unlikely to make that investment if others may come along and use the idea without having contributed anything to it. On the other hand, patents have been used in the past to prevent certain ideas being used by other people.

If the item being protected is a piece of writing then instead of a patent it is a copyright that is used, and if it is a trademark, such as Coca Cola, it is said to be registered.

What is licensing?Licensing means giving permission for somebody to do something, such as drive a car or use a television. In the case of a patent it means permission being given to somebody else to make use of the ideas that have been patented, usually in return for money.

This is the way an inventor can gain a return for their investment and derive an income, even though they may not have the means to develop it into something suitable themselves.

11 Eden Project: Nature PLC Student resource

Patents and licensing Student briefing

True/false – patentsThese statement cards are designed to be reproduced, cut into cards and used as a student resource.

Page one of six.

Unemployed Peter Hodgson bought the rights to Nutty Putty for $147 in 1949. He promptly renamed it Silly Putty and marketed it as a children’s toy. He died in 1976 with an estate worth $140 million.

What’s Up Doc? was trademark registered in 1988.

Jonas Kirk patented the Slinky spring in 1912. He claimed it was watching his wife walking downstairs that inspired the name.

The Monopoly board game was registered in 1933. Charles Darrow, became the first millionaire game designer after he sold his patent to Parker Brothers.

Dr Pepper, a doctor in the American Mid-West, designed a drink to aid recovery from illness, and patented it as Dr Pepper in 1885. He soon noticed that people kept drinking it long after they had regained their health and gave up medicine to promote it.


Hedy Markey received a patent for a secret communication system in 1942. Her acting name was Hedy Lamarr and she was well known for romantic scenes in films.

Hungarian Josef Filo invented and registered the world famous Filofax loose-leaf notebook system in 1924. He died in poverty in 1941 but the brand was re-launched in the 1980s and is now worth $180m.

A method for packaging frozen foods was patented by Clarence Birdseye in 1930. He later invented an infrared lamp, a whale harpoon and shop window spotlights.

Jim Henson’s Kermit the Frog the first of the Muppets, was copyright registered in 1955. The first Kermit was made from a green ladies coat that Jim’s mother had thrown out and had ping-pong balls for eyes.

The melody for Happy Birthday To You (originally published as ‘Good Morning To All’ in Song Stories for the Kindergarten) was copyright registered in 1893.

13 Eden Project: Hot potato, hot science Student resource

Mary Reebok, the South African who came second in the Women’s 200m race in the 1964 Tokyo Olympics, designed her own footwear. A local shoe manufacturer wanted to use her design – and her name – and patented both the year after.

14 Eden Project: Nature PLC Student resourceStudent resource

True/false – patentsThese statement cards are designed to be reproduced, cut into cards and used as a student resource.

Page three of six.

A patent was granted to King C. Gillette in 1904 for a safety razor. He had the idea for a disposable razor in 1895, but it took eight years to develop a blade that was sufficiently hard, thin and cheap.

Mattel’s Barbie doll was registered in 1958. The Barbie doll was invented by Ruth Handler, whose own daughter was called Barbara.

Ernest Bay established his auction house in the Attercliffe Road, Sheffield in 1928, but it wasn’t until he opened another branch in 1934 that he registered the name EBay. It was his grandson that hit on the idea of running auctions on the Internet, still using the family name.

John Kipling registered the name Mr Kipling for cakes in 1964; it was his wife who designed the recipes, but she felt her husband’s name would be a better trademark.

J.S. Pemberton’s Coca-Cola label was registered in 1887. A doctor in Atlanta, he concocted it in a three legged brass kettle in his backyard.


Around 50% of the DNA of a human is identical to that of a banana.

A gene is a segment of DNA.Alteration of the number or arrangement of the genes in an organism can result in mutation.

The person’s genes change as they get older and their body changes.

Only animals have DNA, not plants.

True/false – genesThese statement cards are designed to be reproduced, cut into cards and used as a student resource.

Page four of six.

16 Eden Project: Nature PLC Student resourceStudent resource

If children have the same parents, they must have the same set of genes as each other.

There are over 4,000 recognised genetic disorders.

If the father can roll his tongue and the mother can’t, it’s a 50:50 chance for each of their children as to whether they can.

If two different people started reciting their individual genetic code at a rate of one letter per second, it would take almost eight and a half minutes before they reached a difference.

Human DNA is 98% identical to chimpanzee DNA.

One baby in every 33 born in the UK is affected by a genetic disorder or birth defect.


DNA is a very large molecule shaped like a twisted ladder – a double helix.

If the mother has brown hair and the father has blonde hair, each of their children is bound to have either brown or blonde hair.

DNA can replicate itself.

Our genes decide everything that we do.

A clone is an organism which is genetically identical to its parent.

Organisms may evolve from generation to generation, but their genetic structure stays the same.

Thomas Alva Edison was an American and one of the most prolific inventors that ever lived. He was born in 1847 and realised from an early age that there was money to be made from technological innovation. People just loved new fangled gadgets, he felt, and he was the person to supply them. The list of developments he was involved in, either in the invention or the development included:

• The electric train

• The phonograph (a way of playing recorded music)

• The light bulb

• Mains electricity

• The electric chair

• The telephone (he found a more successful method than Alexander Graham Bell’s)

Over 1,000 patents were taken out by him.

He was so excited by the possibilities of these and other innovations that he was prepared to spend money to develop them. Sometimes the money was his, and sometimes it wasn’t. Edison was good at persuading people to invest their money in his schemes. He needed to do this as some of his plans were so ambitious that he couldn’t have funded them himself. What he had realised though was the power of the patent.

A patent is a legal device that shows that something was your invention. If someone else wants to use that idea, they have to clear it with you. This means that either you can stop someone else copying your ideas (so that you get all the money to be made from making and selling your invention) or you can allow them to make it if they pay you a license fee. Either way you can make money from good ideas.

Edison and the light bulbor a beginner’s guide to patents

The electric light bulb was a great idea. At that time lighting in people’s homes was either done by oil lamps (smelly, had to be cleaned, not very bright and dangerous), candles (dim and dangerous) or gas lighting. Gas lighting was the most advanced of these but dangerous (especially in wooden houses) but several people realised that an electric light would be unbeatable. The idea is quite straightforward – pass an electric current through a thin filament, the filament glows and everything around is illuminated. The problem is – what to make the filament from? It has to glow, but then it burns out. Several inventors were hard at work to find something that would work, including Edison and the English inventor Joseph Swan.

Testing hundreds of materials, Edison was sure he would find something that would work. Think of the rewards! Patent a light bulb and you would make money from something that everyone would want in every room of their house.

Edison eventually hit on Tungsten for his filament material. Pass current through it and it glowed. He surrounded it in glass and filled the glass with an inert gas to stop the tungsten from reacting with oxygen in the atmosphere. He completed a patent application and readied himself to receive the rewards.

Then… disaster! The court rejected his application, saying that Swan had already patented a light bulb. Edison objected – and lost! He now had to negotiate with Swan and give him part of his light bulb company.

Owning a patent is a powerful move, both for controlling the product and for making money. Edison went on to make more inventions – and more money. His power stations supplied electricity to thousands of light bulbs, but they were Edison-Swan light bulbs.



Edison and the light bulb These statement cards are designed to be reproduced, cut into cards and used as a student resource.

Page one of one.

Session 2: Plants, people and patentsAt the Eden Project

DescriptionThis part has two elements, which can be done either way round:

• A 'Plants, people and patents' trail in which various crop plants are tracked down around the site. Students sketch each plant and note key facts and figures using the recording sheet provided.

and

• Visiting The Mechanical Theatre (or the film of the Theatre), students watch the presentation on genetic patenting and note key points to tell the story.

ObjectivesFor students to look at a variety of plants that are grown for food, medicine or sale.

For students to extract key points from the story of the patenting of basmati rice from The Mechanical Theatre.

Main activity 1: Eden’s three BiomesStudents, working in small groups, are given an Eden Explorers’ map and collecting sheet.

In the Humid Tropics Biome students use grid references provided to find six plants that have been involved in genetic patenting issues. Information on each of these, when found, is recorded on the sheet supplied including:

• Sketch of the plant

• Plant use

• Key facts and figures

In the other Biomes (Warm Temperate and Outdoor) the activity is more open ended looking at key plants for food and medicine.

Students are invited to explore more detailed information relevant to this topic using the Resource Files and Biodiversity Cabinet in The Core ground floor exhibit space.

Main activity 2: Mechanical TheatreStudents should watch the Nature PLC show in The Mechanical Theatre and record key points on the evidence recording sheet provided.

Some students may find it easier to watch the show first without taking notes. Immediately afterwards, they should form small groups to recap and gather ideas before writing.



SKETCH

MADAGASCAR PERIWINKLE

(CATHARANTHUS ROSEUS)

MAP CO-ORDINATEF: 177 508

PLANT USES, FACTS AND FIGURES

SEYCHELLES BUSY LIZZIE

(IMPATIENS GORDONII)

MAP CO-ORDINATE: 173 512


Plants, people and patentsHumid Tropics Biome

These plants have been involved in genetic patenting issues. Use the map and code to find them. Make a sketch and record key facts and figures.

SKETCH

NEEM (AZADIRACHTA INDICA)

MAP CO-ORDINATE: 166 505PLANT USES, FACTS AND FIGURES

SKETCH


SKETCH

RICE (ORYZA SATIVA)



SKETCH

COCOA (THEOBROMA CACAO)



SKETCH

PINEAPPLE (ANANAS COMOSUS)




Plants, people and patentsWarm Temperate Biome, Outdoor Biome and The Core

Find at least six more plants grown for food and medicine. Make a sketch and some notes. Be sure to include:

• Plant name • Where it grows • Important uses

Some good places to start… Plants that feed the world 2045 and Crops for Health 2243Find out more by visiting The Core and checking out the Resource Files and the Biodiversity Cabinet.


SKETCH

NAME: GROWS WHERE? WHAT’S IT USED FOR?:

SKETCH


SKETCH


24 Eden Project: Nature PLC Student resource24 Eden Project: Nature PLC Student resource

SKETCH

NAME:

SKETCH

NAME:

SKETCH

NAME:

GROWS WHERE? WHAT’S IT USED FOR?:




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Nature PLCEvidence recording sheet from The Mechanical Theatre

Watch the show on genetic patenting. Try to think about the work you have done before on this and listen out for the key ideas in the story.


Session 3: Telling talesAfter your visit to the Eden Project. In the classroom/laboratory.

DescriptionThis involves students preparing a re-telling of the story of the attempt to patent the genetic structure of basmati rice.

ObjectivesFor students to:

• Identify and use the key points from the story.

• Turn the key points into a narrative account.

• Use creative techniques to present the story in an effective way.

Starter activityStudents work in small groups. Referring to their Mechanical Theatre notes they produce a series of bullet points about the key features of the story. They then share their list with another group to compare points and modify accordingly. With some classes the teacher may then want to combine those groups to form larger ones to share ideas.

Students can work in groups to create human tableaux of their most memorable moment in the story.

Main activityTelling the taleStudents continue to work in small groups to identify a way of re-telling the story. Possibilities will depend upon the group, the teacher and the facilities, but might include:

• A newspaper report (tabloid or broadsheet)

• A children’s story

• A teenage magazine

• A powerpoint presentation

• A strip cartoon

• A video of a TV report

• A rap

• Other ideas the students may come up with

It is important the students understand the text conventions of whatever style they select. For example the news report should read like a news report (not just be laid out in columns!) so if students are not clear, this will need some small group directed teaching with examples of good stories in that style. This may well influence the number of different styles that should be on the go at once.

The Student Resource sheet provided can be used for planning, or to support less able students.

DevelopmentHaving identified the style and its conventions, each group then proceeds to produce its story.

PlenaryEither

The teacher to select two or three groups to share their story.

Or

The teacher asks each group to share one aspect of their story that they are really proud of. This might be the opening sentence, or an illustration, or some other aspect.

It may well be that one lesson is not sufficient time to do this activity justice. If more time is available it would be good to devote some of it to sharing completed work. This would give a good opportunity for peer mentoring, especially if success criteria can be shared. As always the objectives give a good starting point for these, although they could be broken down further to facilitate students’ understanding.


28 Eden Project: Nature PLC Student resourceStudent resource28 Eden Project: Nature PLC

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References for wider reading

We hope that some of the things you’ve found out about and the discussions you’ve joined in have inspired you to find out more about genetic patenting. There’s plenty of information on the Internet; you could, of course, just enter ‘genetic patenting’ in a search engine and take it from there, but these are some of the links we’ve found to be more useful.

Genes:

Yahoo’s on-line encyclopaedia gives a good general introduction to ideas about genes and genetics:http://education.yahoo.com/reference/encyclopedia/entry/gene-ent

Jeans for Genes is a national fundraising project that raises money for people with genetic disorders. The website contains a range of useful background information:http://www.jeansforgenes.com/11_news/1128_facts_16062006.php

Bioinformatics Web microsite on the Human Genome Project:http://www.geocities.com/bioinformaticsweb/hgp.html

America’s Public Broadcasting Service microsite on the Human Genome Project, called ‘Cracking the Code of Life’ and with loads of useful links:http://www.pbs.org/wgbh/nova/genome/

BBC Bitesize’s site on Variation & Inheritance with information, animated graphics and tests to assess how well you’ve understood the ideas:http://www.bbc.co.uk/schools/gcsebitesize/biology/variationandinheritance/

Edison and the light bulb:

Good biography of Edison with easily read storyline:http://www.thomasedison.com/

Another good biography – ‘Edison’s Miracle of Light’:http://www.pbs.org/wgbh/amex/edison/ Website designed to explain to American school students that it wasn’t the American Thomas Edison that invented the Light Bulb but the Briton Joseph Swan:http://www.coolquiz.com/trivia/explain/docs/edison.asp

Another rather similar (but briefer) site:http://www.maxmon.com/1878ad.htm

Wikipedia’s page on Edison is at:http://en.wikipedia.org/wiki/Thomas_Edison

More about:

Eden Project:www.edenproject.com


http://education.yahoo.com/reference/encyclopedia/entry/gene-ent

http://education.yahoo.com/reference/encyclopedia/entry/gene-ent

http://www.jeansforgenes.com/11_news/1128_facts_16062006.php

http://www.jeansforgenes.com/11_news/1128_facts_16062006.php

http://www.geocities.com/bioinformaticsweb/hgp.html

http://www.geocities.com/bioinformaticsweb/hgp.html

http://www.pbs.org/wgbh/nova/genome/

http://www.bbc.co.uk/schools/gcsebitesize/biology/variationandinheritance/

http://www.bbc.co.uk/schools/gcsebitesize/biology/variationandinheritance/

http://www.thomasedison.com/

http://www.pbs.org/wgbh/amex/edison/

http://www.coolquiz.com/trivia/explain/docs/edison.asp

http://www.coolquiz.com/trivia/explain/docs/edison.asp

http://www.maxmon.com/1878ad.htm

http://en.wikipedia.org/wiki/Thomas_Edison

http://www.edenproject.com

Copyright and reproduction

This teaching resource has been developed by Ed Walsh in association with the Eden Project. It is the copyright of the Eden Project. The original exhibits to which this resource responds can be found at the Eden Project; they are the copyright of Engineered Arts and are the property of the Eden Project.

30 Eden Project: Hot Potato, Hot Science

The teaching resource is free to download from the Eden Project website for use in educational activities. Any further use, reproduction or publication of the full resource, any parts of the resource, or photographic reproductions of the exhibits, must be with written permission from the Eden Project.

This work has been kindly funded by the ReDiscover programme of the Millennium Commission, Wellcome Foundation and Wolfson Trust.

using the eden project as a resource for science at key...

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