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From Genes to Jeans

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From Genes to Jeans Lesson #407 From Genes to Jeans Grades 7-9 Authors John Vogt & Mary Yale Editor Pamela Emery 2300 River Plaza Drive Sacramento, CA 95833 916-561-5625 ï 800-700-2482 E-Mail: [email protected] ï Web Site: www.cfaitc.org Table of Contents Acknowledgements ...................................................................... 2 Getting Started Introduction ...................................................................... 3 Unit Overview .................................................................. 4 Background Information on Biotechnology ........................ 7 Lessons Just Like Me ..................................................................13 Letís Get Square ............................................................22 Bird Land .......................................................................30 Design Yer Genes ...........................................................38 Snappy Products, Inc. ....................................................61 Teacher Resources Teacher Resources and References .................................73 Biotechnology and Related Web Sites .............................76 Related Literature ...........................................................77 Content Standard Details ................................................78 Glossary .........................................................................91 www.cfaitc.org 1 California Foundation for Agriculture in the Classroom ï 2001 Acknowledgements Writers The California Foundation for Agriculture in the Classroom is dedicated to fostering a greater public knowledge of the agricultural John Vogt industry. The Foundation works with K-12 teachers, community Mary Yale leaders, media representatives, and government executives to enhance education using agricultural examples. It offers school children the knowledge to make informed choices. Editor This unit was funded in 1995 by Calgene, Incorporated and the California Farm Bureau Federation. To meet the needs of California Pamela Emery educators, From Genes to Jeans was revised to support the Curriculum Content Standards for California Public Schools. Funding from the California Farm Bureau Federation and private donations was used to Illustrators make this revision possible. Karin Bakotich The California Farm Bureau Federation actively represents, protects, Pat Houk and advances the social, economic and educational interests of the Sergei Vizitiu farmers in California. Calgene is an agricultural biotechnology company developing Layout & Design improved varieties of plants and plant products for the fresh tomato, cotton seed and industrial and edible plant oils markets. Nina Danner The Foundation would like to thank the people who helped create, write, revise, and edit this unit. Their comments and recommendations contributed significantly to the development of this unit. However, their participation does not necessarily imply endorsement of all statements in the document. Curriculum Advisory & Review Committee Margaret Anderson Catherine Houck, Ph.D. Jan Oaks Carol Bastiani Andy Kennedy Jeffery OíNeal Joanne Borovoy Jean Kennedy Wynette Sills Beth Brookhart Judith Kjelstrom, Ph.D. Roger Sitkin Lucas Calpouzos, Ph.D. Jean Landeen Barbara Soots Judy Culbertson Dona Mast Nancy Stevens Jerry Delsol Martina McGloughlin Theresa Thorne Richard Engel Craig McNamara KarenBeth Traiger David Hammond Donna Mitten Denise Van Horn Carolyn Hayworth Robyn Moore Gil Walker Karen Holtman Pam Mossman Sarah Yourd www.cfaitc.org 2 California Foundation for Agriculture in the Classroom ï 2001 Introduction The Science Framework for California Public Schools emphasizes the need to make science education more meaningful to students so they can apply what they learn in the classroom to their daily lives. Since all students eat food and wear clothing, one natural connection between science and the real world is agriculture. Advances in agricultural technology, especially in biotechnology, are continually making headlines and are an excellent way for educators to connect current trends and issues in science to the lives of every student. Agriculture is an important industry in the United States, especially in California. As more rural areas become urbanized and more challenges exist to maintain and improve the quality of the planet and feed the people of the world, it is extremely important to educate students about their environment, agriculture and the current technologies and research that continue to make the earth a viable planet. From Genes to Jeans, a seventh through ninth grade unit, introduces the students to the world of agriculture and the genetic research and technologies associated with agriculture. This self-contained unit teaches students the basic concepts of genetics and provides activities that relate the concepts to current trends of genetics including genetic engineering. Students are provided with the scientific principles and tools associated with genetics and are encouraged to use their knowledge to think critically, creatively and freely about the viability and ethics associated with biotechnology, genetically modified organisms and agriculture. Students work independently and collaboratively with classmates and family members and ultimately design a genetically altered product. This unit can be used to teach or reinforce specific subject matter Content Standards for California Public Schools. Those standards which are taught are mentioned by number in each lesson. A content What the future holds for standard matrix for the entire unit is located on pages 78-90. agriculture will determine the quality of life for all . ïfarmers and ranchers ïsuppliers ïfood processors ïwholesalers ïretailers ïconsumers! www.cfaitc.org 3 California Foundation for Agriculture in the Classroom ï 2001 Unit Overview Unit Length Brief Description 20-22 class periods, This self-contained science unit allows students to move from the past, approximately 4-5 weeks. through the present, and toward the future with biotechnology. The students start with the basics of heredity by examining personal and Objectives family traits; they then use Punnett squares to predict possible phenotypic outcomes for a variety of plant breedings. The terms of dominance, co-dominance, and recessiveness are discussed. In the third The students will: lesson, students act as birds to demonstrate ìsurvival of the fittestî in a changing environment. This activity illustrates that changes in a species ! Compare observable may occur over time in ìnaturalî circumstances. The fourth lesson has genetic traits to the traits of the students build a model of a portion of a DNA molecule and then classmates and family genetically alter it to produce a trait change. Finally, working in teams, members, and interpret the the students act as genetic engineers. They design and market a differences in the two sets genetically improved product. In doing so, they address the viability and of data. ethics of genetic engineering. Agricultural examples are used throughout the unit. ! Use Punnett squares as tools to predict potential offspring genotypes and Curriculum Content Standards for phenotypes of parental California Public Schools crosses. A concerted effort to improve student achievement in all academic ! Examine the relationships areas has impacted education throughout California. The California between mutations and/or Foundation for Agriculture in the Classroom provides educators with environmental changes and numerous resource materials and lessons that can be used to teach and the viability of a species. reinforce the Curriculum Content Standards for California Public Schools. The goal of educators is to encourage students to think for ! Construct a three-gene themselves, ask questions, and learn problem-solving skills while DNA model and learning the specific content needed to better understand the world in genetically modify a which they live. hypothetical trait change. This unit, From Genes to Jeans, includes lessons that teach or ! Design and defend a reinforce many of the educational content standards covered in grades hypothetical genetically seven through nine. It can be used as a self-contained unit, to enhance improved agricultural the lessons already in use, or provide technical information in the areas product to secure findings of genetics and agriculture. to market the new product. The specific subject matter content standards covered in the lessons ! Conceptualize the com- are listed on the sidebars of each lesson. A matrix chart showing how plexity of the genetic make the entire unit is aligned with the Curriculum Content Standards for up of living organisms and California Public Schools can be found on pages 78-90. This unit works appreciate the benefits and well to teach genetics and evolution concepts in the seventh grade; challenges associated with investigation and experimentation concepts in grades seven and nine; the modifications of an and mathematical reasoning, technical reading, and oral reading and organismís genome. writing skills in grades seven through nine. www.cfaitc.org 4 California Foundation for Agriculture in the Classroom ï 2001 Unit Overview Key Vocabulary Sequence of Events Appropriate vocabulary is ! Review the enclosed background information, lessons, and student discussed in each lesson. A worksheets. Make appropriate changes to the unit to meet the needs glossary is located on pages of your students, facilities, time frame, and teaching style. 91-95. ! Gather appropriate supplies and resource
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