• Quick retrieval from earlier learning (Prokaryotic and eukaryotic cells; DNA, genes and chromosomes). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Where is this found: cytoplasm? (prokaryotic cells only / eukaryotic cells only / both types of cell) → both types of cellPrompt: “Pro-karyote” means “before nucleus”.
2. What shape is a DNA molecule? (a ring of six atoms / a single straight line / a double helix / a cube) → a double helixPrompt: It looks like a twisted ladder.
3. Scientists put a human insulin gene into bacteria. Which bacterial structure is used to carry the gene? (the nucleus / a chloroplast / a plasmid / a mitochondrion) → a plasmidPrompt: Bacteria have small extra rings of DNA.

• Show a microscope image of cells and ask what students think they are looking at.
• Share the objective: Selective breeding, genetic engineering and gene editing. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: What does CRISPR-Cas9 allow scientists to do?
• Step 1: CRISPR uses guide RNA to direct Cas9 to a target sequence, where the DNA is cut and edited.
• Step 2: So the answer is: cut DNA at a chosen place to edit a gene precisely
• Answer: cut DNA at a chosen place to edit a gene precisely
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Golden rice was genetically modified to make a substance the body turns into vitamin A. What problem does it aim to reduce? (obesity / lack of protein / vitamin A deficiency, which can cause blindness / antibiotic resistance) → vitamin A deficiency, which can cause blindnessPrompt: It targets places where rice is the main food.
2. Evaluate this claim: “Insect-resistant GM crops mean farmers never need to manage pests again.” Which response is best supported by evidence? (They can reduce insecticide spraying, but insects can evolve resistance, so careful management is still needed. / Pests disappear forever after one season. / The crops kill every animal that touches them. / Insects cannot evolve.) → They can reduce insecticide spraying, but insects can evolve resistance, so careful management is still needed.Prompt: Be wary of answers that use “never”, “every” or “always”.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 7 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Evaluate this claim: “Gene therapy can cure every inherited disease.” Which response is best supported by evidence? (It has never helped anyone. / Some gene therapies are approved for specific conditions, but many diseases are still being researched. / It only works on plants. / It changes the genes of every person on Earth.) → Some gene therapies are approved for specific conditions, but many diseases are still being researched.Prompt: Be wary of answers that use “never”, “every” or “always”.
2. Golden rice was genetically modified to make a substance the body turns into vitamin A. What problem does it aim to reduce? (lack of protein / vitamin A deficiency, which can cause blindness / obesity / antibiotic resistance) → vitamin A deficiency, which can cause blindnessPrompt: It targets places where rice is the main food.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-11.