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Bringing Biotechnology to Life an Educational Resource

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Bringing Biotechnology to Life an Educational Resource FOR GRADES 7–10 VERSION 3.0 BRINGING BIOTECHNOLOGY TO LIFE AN EDUCATIONAL RESOURCE Brought to you by the American Farm Bureau Foundation® for Agriculture www.agfoundation.org in partnership with the International Food Information Council Foundation www.foodinsight.org. WELCOME “Bringing Biotechnology to Life” is a resource for science educators and others interested in learning more about biotechnology and its role in food production. This unit of instruction addresses national learning standards for 7th–10th grade, yet the interest level may be much broader. Eight sequential lessons guide the learner through the process of understanding DNA, selective breeding over time and agricultural biotechnology today, including foods produced through biotechnology (often referred to by consumers as genetically modified organisms or “GMOs”). Students are also presented with tools to evaluate the reliability of information they see and hear. The unit culminates with a relevant research paper and presentation to people beyond the students’ classmates and teacher. This unit follows the principles of Project Based Learning by engaging students with a driving question, encouraging voice and choice, incorporating critique and revision and including a public audience for the final project. Table of Contents: LESSON 1 Driving Question: What is DNA? ______________________________ 1 LESSON 2 Driving Question: How can we examine DNA? __________________ 7 LESSON 3 Driving Question: What is selective breeding? __________________ 13 LESSON 4 Driving Question: What is biotechnology? ______________________ 22 LESSON 5 Driving Question: How is biotechnology used? __________________ 28 LESSON 6 Driving Question: How do researchers compare DNA? ___________ 34 LESSON 7 Driving Question: Where would we be without “GMOs”? ________ 41 LESSON 8 Driving Question: Where is biotechnology headed? ______________ 49 FINAL PROJECT Research and Public Presentation ________________________ 54 The American Farm Bureau Foundation The International Food Information Council (IFIC) for Agriculture® is building awareness, Foundation is dedicated to the mission of effectively understanding and a positive public communicating science-based information on health, perception of agriculture through education. nutrition and food safety for the public good. 800-443-8456 | www.agfoundation.org 202-296-6540 | www.foodinsight.org Bringing Biotechnology to Life • Educator’s Guide LESSON 1 DRIVING QUESTION: WHAT IS DNA? WELCOME LENGTH: 1 hour Suggested Video: Students will be able to: OBJECTIVES: “The Double Helix” by BioInteractive • identify the primary components in a DNA structure http://www.hhmi.org/biointeractive/double-helix (16:53) • describe the role of DNA in trait inheritance Note: Due to the length of this video, you may wish to show only a portion of the history of DNA research. Standards: Next Generation Science Standards Addressed Lesson Context This section provides guidance for teachers for how lessons Disciplinary Core Ideas build on each other. LS1.B Growth and Development of Organisms “Bringing Biotechnology to Life” provides students a journey through the understanding of biotechnology with an emphasis LS3.A Inheritance of Traits on food production. Lesson one presents the foundational knowledge to build upon in regard to DNA’s role in the LS3.B Variation of Traits inheritance of traits and variations of these traits over time. It all starts with the DNA structure discovery, as explained in the suggested video link, and how models played a vital role in the double helix discovery. Students will build their own Practices DNA model during this lesson and get to eat it too! Asking Questions KEY CONCEPTS: Before we can jump into a discussion about biotechnology, we must know how genetic information is passed from generation to generation. In eukaryotic organisms chromosomes are found in the nucleus of the cell. Cross-Cutting Concepts Chromosomes are made up of DNA. Genes on the double helix Structure and Function: Complex and microscopic DNA structure contain genetic information, which will provide structures and systems can be visualized, modeled a blueprint for the characteristics/traits of the offspring. During and used to describe how their function depends on meiosis, this information is passed from parent to offspring. the relationships among its parts, therefore complex Set out lab supplies and prepare copies of the student natural structures/systems can be analyzed to SETUP: handout. determine how they function. Outline: 1. Draw three boxes on a whiteboard. Above the first box, Materials: draw a large pair of eyes. Above the second box, draw a • Copies of Lesson 1 Student Handout: Delicious DNA movie slate board clapper. Above the third box, draw a (1 per group of 2–3 students) question mark. • Paper towels (1 per group of 2–3 students) 2. Ask students to think about what they already know about DNA. Help them “unpack” this knowledge by sorting • *Licorice vines (2 per group of 2–3 students) concepts into three categories: what DNA looks like (eyes), • Toothpicks (20 per group of 2–3 students) what it does (clapper) and why we should care/significance of it (question mark). Solicit responses and capture • *Gummy candy in four colors (20 per group of 2–3 students) information in each box. • Optional: Student science textbook for additional information on DNA (1 per group of 2–3 students) * You may wish to substitute fruit and/or vegetables for the candy options in the DNA model. The materials list suggests using licorice vines for the sugar phosphate backbone; gummy candies such as gummy bears, jellybeans or colored marshmallows for the bases; and toothpicks to connect components. © Copyright 2019 American Farm Bureau Foundation for Agriculture® 1 1 LESSON Bringing Biotechnology to Life • Educator’s Guide 6. Clarify expectations: By the end of the class period, students should have assembled a 3D DNA model and completed LISTEN FOR THE FOLLOWING! the student handout. • double helix, ladder, found in nucleus 7. Distribute lab supplies and one paper towel to each group. • made up of genes that code for traits like eye color, hair Monitor student progress and address questions. color, height, etc. 8. After all students have completed the activity, prompt • all living things have DNA; studying DNA helps us students to clean work areas. understand plants and animals; studying DNA helps 9. Refer back to the boxes of information drawn on the us identify desirable traits like taste, nutritional value and whiteboard at the beginning of class. Ask students to productivity in crops re-evaluate this information, taking into consideration the • Invite students to ask questions to clarify relationships knowledge they now have. Ask students what statements about the role of DNA and genes in coding the instructions they would modify or add to the list. Share additional for characteristic traits passed from parents to offspring. information as needed. Encourage students to think of What?, Why?, How? and 10. As a take-home challenge, ask students to think of a Where? questions. Capture questions on the whiteboard fruit or vegetable that can be found in different varieties or poster paper for review throughout the unit. (e.g., apples), and consider the role genetics plays in the traits we observe about that food item. 3. Preview the activity by sharing with students that they’ll have Additional Content Support a chance to build their own DNA structure and eat it too! • Just like our DNA, DNA in plants and animals contain Pre/Post Assessment what we refer to as the genetics of that organism. Each This section provides a suggested assessment tool that may strand of DNA consists of four nitrogen bases: adenine be used before and after a lesson to assess student readiness. (A), cytosine (C), thymine (T)and guanine (G). It does not See the Pre/Post Assessment file for a ready-to-distribute copy matter if the DNA is from an animal, insect or a human, for your students. we all share the same four bases. In different organisms, the bases are just arranged to code for different 1. What is DNA? Deoxyribonucleic acid proteins.i 2. Where is DNA found? In the cell nucleus of eukaryotic cells • Nitrogen bases follow a base pairing rule: adenine and in the cytoplasm of prokaryotic cells always pairs with thymine. Guanine always pairs with 3. What does DNA look like? A double helix cytosine. 4. What components make up DNA? Cytosine, Guanine, • Gene is the root word of “genetics.” Understanding Adenine, Thymine, Sugar-phosphate backbone genetics is the basis for understanding food production. 5. Why is DNA important in trait inheritance? DNA carries • Genes make up an organism’s “genotype.” The the genetic information from parent to offspring from genotype of an organism is expressed outwardly as the generation to generation organism’s “phenotype.” The phenotype is typically what we see or notice. Suggested Accommodations 4. Distribute student handout Delicious DNA. Pre-read the handout with the students. In this activity, students will This section provides optional tools to enrich learning and meet create a DNA structure using a variety of food items and students where they are. toothpicks. Students must be able to clearly describe the 1. For students struggling to meet performance expectations: components of the DNA structure and create a logical legend using the candies provided. a. Unpacking students’ prior knowledge during the questioning activity will be key to determine level of • Note: Students may elect to use food items for different understanding about the DNA structure. components of the structure. Part of the learning process is giving students the opportunity to make b. If students do not know the primary components of the logical connections and create their own roadmap of DNA structure, the suggested video goes over not only understanding. the history of the DNA structure discovery, but also the components of DNA and the critical use of modeling for 5. Break students into collaborative working groups of two this discovery.
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