Download Biotechnology Trait Exchange

Debrief Activity
Use the following sample questions to debrief the experience with your students.
• How do we genetically alter an organism? (Listen for answers about changing DNA.)
• Why would we want to genetically modify an organism? (Listen for any consumer/producer
benefits.)
• What does the potential of genetically modified organisms mean to us?
Lesson 1: The Benefits of Biotechnology - Optional Extension
Biotechnology Trait Exchange
Lesson Vitals - What must I know to facilitate this lesson?
Objectives
Bring Closure - How do I conclude the lesson?
Review Activity: Sketch Work and Class Discussion
1.
Have students create a sketch that shows the trait exchange process demonstrated
in the activity. Space is provided on the back of Activity Sheet 2 - DNA Scenario.
2. Ask students to correctly list the steps taken in the trait exchange process.
Assess Learning - How do I assess student learning in the lesson?
Assessment Questions
1.
Number the following steps from start (1) to finish (5) of genetically modifying an
organism.
_____
Ligase (tape) glues DNA together.
_____
The restriction enzyme (scissors) cuts DNA apart at known sequences.
_____
The desired trait is moved into its new germplasm.
_____
A desired germplasm and a desired trait are found.
_____
DNA will replicate - with the new trait included - in the germplasm.
2. How does the restriction enzyme work? What sequence does it need to find?
3. How is DNA put back together?
4. The four letters that represent the nitrogen basis which makes up DNA are A, T, C,
and G. How do these nitrogen bases always pair up?
Students will be able to:
• Diagram the basic process for inserting a new gene trait into an existing germplasm (a
seed’s DNA).
Lesson Snapshot
Interest Approach: A Day in the Life of a Biotechnologist
Activity: The Trait Exchange
Review Activity: Sketch Work and Class Discussion
5 min
30 min
10 min
Total Time: 45 minutes
Materials Used - What do I need to complete this lesson?
•
•
•
•
•
•
Activity Sheet 1 - DNA (1 per student)
Activity Sheet 2 - DNA Scenario (1 per student)
Answer key for The Trait Exchange
Scissors (1 per student)
Clear tape (2 rolls per class)
Photos documenting the trait exchange process
Special Notes about Preparing for the Lesson
• Read and review lesson plans and materials.
• Make copies of activity sheets.
Answers
1. The list order is 4, 2, 3, 1, 5.
2. A known restriction enzyme cuts DNA every time it runs across the following
sequence:
Entry Points - How do I prime my students for learning today?
Interest Approach: A Day in the Life of a Biotechnologist
1.
Ask students the following question:
What does a biotechnologist do?
2. Collect students’ thoughts. Prompt the discussion further, as necessary.
3. Conclude the discussion by saying:
Today we are all going to try our skills as biotechnologists.
A-T
G-C
T-A
T-A
C-G
G-C
A-T
3. Ligase is another enzyme that will glue DNA back together only if DNA pairs back
up correctly as A - T or T - A and C - G or G - C.
4. DNA always pairs up A to T (A - T or T - A) and C to G (C - G or G - C).
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Sample of Activity Sheet 2
Entry Points - cont’d
Lesson Objectives Preview
• Diagram the basic process for inserting a new gene trait into an existing germplasm (a
Biotechnology Trait Exchange - Activity Sheet 2
DNA Scenario
seed’s DNA).
Name:
Core Instruction - How do I facilitate instruction on the core topics?
Scenario
A seed company would like to create a corn variety that is heat-tolerant to be grown in desert
conditions. A local biotech company has identified a heat-tolerant gene in a small desert plant.
You have been hired by both companies to figure out a way to insert this heat-tolerant gene
into the corn germplasm, the genetic material or DNA of the corn seed. Your knowledge of
biotechnology is listed below.
Activity: Student Scenario - The Trait Exchange
Activity Directions
First, here are some helpful notes for facilitating the completion of the tasks on Activity
Sheet 2 - DNA Scenario. (Refer to available photographs for step-by-step visuals.)
• You may need to review the basic DNA structure with students:
• DNA, a nucleic acid, carries genetic information and helps in the development
and functioning of all living organisms.
• The bases of DNA include: Adenine (A), Thymine (T), Cytosine (C), and
Guanine (G).
• Adenine works in cellular respiration and protein synthesis.
• Thymine stabilizes the nucleic acid structures.
• Cytosine is a hydrogen donor.
• Guanine is a hydrogen acceptor.
• DNA always pairs up (or sequences) A to T (A - T or T - A) and
C to G (C - G or G - C).
• When students find the desired trait in the desert plant, they should mark it with a
pencil/pen/highlighter.
• The desert plant germplasm (italics) will have three restriction enzyme cuts in it;
however, only one will be used to add to the corn germplasm (bold).
• Students are successful biotechnologists once the trait has been moved and added
to the corn germplasm, but as all great scientists do, they need to record what they
did by creating a sketch of the process and listing the steps taken to make the trait
exchange.
Vocabulary
• DNA: The hereditary material containing the instructions for development and function in
living organisms; it is double-stranded and made of nucleic acids, including nitrogen bases
A, T, C, and G
• A always pairs with T
• C always pairs with G
• Gene: A particular sequence or piece of DNA that codes for a trait
• Germplasm: The genes inside the seed of the plant that are made up of long strands of
DNA
• Restriction Enzyme: A protein that cuts strands of DNA along certain sequences
• For your purposes, a SCISSORS will act as the restriction enzyme.
• Ligase: A protein that acts like glue to paste pieces of DNA together correctly
• For your purposes, TAPE will act as the ligase.
Getting Started
• Keep in mind:
• You must use all of the CORN germplasm in the end product.
• You will only need a small piece of the DESERT PLANT germplasm (the part with
the trait). It is okay to add extra as long as the desired gene is included.
• Mark the known DNA sequence shown below each time it appears in both the corn and
desert plant germplasms. The restriction enzyme will cut the DNA every time it runs across
this sequence.
• For this scenario, the restriction enzyme (scissors) will only cut at the first identified sequence in the corn. Make all three cuts in the desert plant for the identified sequence.
(Make a total of four cuts.)
A–T
G–C
T–A
T–A
C-G
G–C
A-T
• The heat-tolerant gene from the desert plant that you want to insert into the corn
germplasm is the sequence shown below. Using a different color, mark this sequence found
in the desert plant.
G–C
A–T
G–C
• Ligase (tape) can only glue the DNA back together if the correct pairs match up (A-T, T-A,
C-G, and G-C).
1.
Distribute Activity Sheet 1 - DNA and have students put together their piece of
germplasm.
2. Distribute Activity Sheet 2 - DNA Scenario.
Sample of Activity Sheet 1
Biotechnology Trait Exchange
Activity Sheet 1 - DNA
Construct two germplasms (a seed’s DNA), one representing corn and one representing the desert plant.
1. Cut out each column.
2. Tape together the ends with the matching symbols.
CORN GERMPLASM
A–T
C–G
G–C
T–A
T–A
C–G
C–G
G–C
A–T
T–A
G–C
C–G
A–T
T–A
T–A
A–T
G–C
T–A
2
C–G
C–G
G–C
A–T
C–G
A–T
T–A
T–A
A–T
C–G
G–C
T–A
A–T
G–C
T–A
C–G
C–G
G–C
A–T
G–C
T–A
A–T
G–C
T–A
T–A
C–G
G–C
A–T
A–T
C–G
T–A
T–A
C–G
T–A
G–C
T-A
A–T
T–A
T–A
A–T
G–C
T–A
T–A
C–G
C–G
A–T
G–C
C–G
A–T
T–A
T–A
A–T
G–C
T–A
G–C
T–A
A–T
G–C
T–A
T–A
C–G
G–C
A–T
A–T
C–G
T–A
T–A
A–T
C–G
G–C
T–A
C-G
DESERT PLANT GERMPLASM
T–A
C–G
A–T
C–G
A–T
A–T
G–C
T–A
T–A
C–G
G–C
A–T
C–G
G–C
A–T
G–C
G–C
C–G
A–T
C–G
G–C
A–T
C–G
A–T
T–A
T–A
A–T
C–G
G–C
T–A
A–T
T–A
A–T
A–T
G–C
T-A
G–C
A–T
T–A
C–G
G–C
A–T
A–T
C–G
T–A
C–G
G–C
A–T
A–T
G–C
T–A
T–A
C–G
G–C
Conclusion
Once you have completed the trait exchange, sketch the process you used to exchange the
trait on the back of this page, listing out the specific steps you took.
©2009. Monsanto/Relevant Classroom. All Rights Reserved.
Complete Activity
1. Allow the students time to work.
2. Monitor the room and answer questions, as needed.
©2009. Monsanto/Relevant Classroom. All Rights Reserved.
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