In this guided inquiry, students investigate advantages and disadvantages of genetic engineering by integrating popular fiction into their study of bioethics. What are the effects of artificially created hybrid creatures on characters in "The Hunger Games" and in our society? What are the effects on and basic rights of the organisms themselves given their unnatural entry into the world? What impact might these hybrids have on native species? To consider the consequences of genetically engineered organisms in our own society, students must research current practices and policies, as well as contemporary case studies of genetically engineered organisms. This project would fit well in a biology curriculum, perhaps to conclude a unit on genetic engineering. The driving question is, "If hybrids like those we see in 'The Hunger Games' are possible, what are the bioethical implications of such endeavors in our society?" The project culminates in roundtable presentations addressing all aspects of the scaffolded assessment prompts. The project should take about one week (five 45-minute class periods). The project engages students in learning to articulate well-informed decisions about complex socio-scientific issues. This addresses multiple components of scientific literacy (Sadler, Barab, and Scott 2007) and allows learners to explore the most meaningful connections of science to their lives through topics that require dialogue, discussion, and deliberation. This inquiry-based unit engages high school students in considering the role of bioethics in America's increasing fascination with genetic modification. Illuminating content standards of both biological science and Common Core literacy standards, students will be engaged with developing arguments from evidence and important 21st-century skills such as gathering and assessing information, thinking critically, and communicating among multiple perspectives.