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Weekly plan 22
Genetic engineering
Student book links
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Specification links
2.2.11
2.2.12
2.2.13
2.2.14
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5.2.3 (c)–(e); (i)–(o)
Link to GCSE/AS specification
Suggested time allowed (includes contact and non-contact time):
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6 hours
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GCSE DNA, genes and chromosomes
Genetic modification
Microbes
Cell structure
Enzymes
Diet
Diabetes
AS 1.1.1 Cell structure
1.1.3 Cell division
2.1.1 Biological molecules
2.1.2 Nucleic acids
2.2.1 Food production
Suggested teaching order
1.
2.
3.
4.
5.
6.
What is engineering?
How to do genetic engineering
Why do genetic engineering?
Why use bacteria?
Example 1 – insulin
Example 2 – Golden RiceTM
Weekly learning outcomes
Students should be able to:
 Define the term: recombinant DNA.
 Explain that genetic engineering involves the extraction of genes from one organism or the
manufacture of genes, in order to place them into another organism such that the receiving organism
expresses the gene.
 Describe how sections of DNA containing a desired gene can be extracted, from a donor organism,
using restriction enzymes.
 Explain how isolated DNA fragments can be placed in plasmids – with reference to the role of ligase.
 State other vectors into which fragments of DNA may be incorporated.
 Explain how plasmids may be taken up by bacterial cells in order to produce a transgenic
microorganism that can express a desired gene.
 Describe the advantage to microorganisms of the capacity to take up plasmid DNA from the
environment.
 Outline the process involved in the genetic engineering of bacteria to produce human insulin.
 Outline how genetic markers in plasmids can be used to identify the bacteria that have taken up a
recombinant plasmid.
 Outline the process involved in the genetic engineering of Golden RiceTM.
The web links referred to here are some that the author has found personally helpful but are not intended to be a comprehensive list, many other
good resources exist.
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Weekly plan 22
Key words
Vector
DNA ligase
Precursor
Golden RiceTM
Plasmid
How Science Works
Restriction enzyme
Restriction site
Biofortified
Genetic marker
DNA fragments
Sticky end
Recombinant DNA technology
Transformed Recombinant DNA
Transgenic
Recombinant plasmid
Replica plating Genetic engineering
Vector
Human insulin
 HSW 6a Explain that genetic engineering involves the
extraction of genes from one organism or the manufacture
of genes, in order to place them into another organism such
that the receiving organism expresses the gene.
 HSW Outline the work involved in discovering DNA
transformation in bacteria.
 HSW 6a Outline the process involved in the genetic
engineering of Golden RiceTM.
 HSW 4, 6a, 6b & 7c Discuss the ethical concerns raised by
the production of Golden RiceTM.
Learning styles (S = Starter activities, M = Main activities, P = Plenary activities)
ICT activities
Kinaesthetic
Activities S2–3
Activities M1–3
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Interpersonal
Activities S1–3
Activities M1–3
Activities P1–3
Auditory
Activities S1–3
Activities M1–3
Activities P1–3
Visual
Activities S1–3
Activities M1–3
Activities P1–2
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See Activities S1, P1 and P2 below – use of a data
projector and of animation or PowerPoint.
See Activity M1 below – using a word processor to writeup practical work.
See Activity P3 below – using an interactive response
system for a quiz.
Suggested starter activities
Equipment
Teacher notes
1. Using a projector, unveil one of the images from the student
textbook.
A3 paper, computer, projector, textbook
images
Each group has 20 seconds to remember it – cover the
image; the students try to recall and draw it on a sheet of A3
paper.
2. Give each group of students five statements about genetic
engineering on pieces of card.
Cards with statements about genetic
engineering written on them
They need to decide which three statements are correct and
hold these ones up. If they get them wrong, only tell each
group how many they have wrong, so they have to rethink
their cards.
3. Play Charades using the Key words above.
Suggested main activities
Since students can do this using sounds like, it does work
and provides a basis for further discussion.
Equipment
Teacher notes
1. Visit the National Centre for Biotechnology Education
website for the DNA transformation practical.
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Weekly plan 22
2. See Activity M1 for a debate.
3. Use the Democs game on genetically modified (GM) food to
explore the issues involved in the genetic modification of food.
Go online to download Democs card games.
Suggested plenary activities
Equipment
Teacher notes
1. Online animation: How to genetically engineer bacteria to
produce insulin – the animation is deliberately simple so you
can explore your students’ understanding of the process.
Internet access, computer, projector,
textbook images
Either: (i) get each group to write out a series of bullet points
to describe the process they see happening (drawing on
their additional learning); or (ii) frequently pause the
animation and ask students to explain what’s happening.
2. Use a PowerPoint reveal to gradually uncover each of the
textbook pictures. As a class, students have to guess what’s
happening in each picture as it is revealed.
Computer, projector, prepared
presentation
You can prepare a reveal by obscuring the image itself with
boxes – copy the slide a number of times (i.e. the number of
boxes) removing one box per slide, the image will gradually
reveal itself as you click through the slides.
3. Devise a quiz that tests the students’ understanding of the
Key words above.
Homework suggestions
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Create a research poster for a conference, reporting the work of Griffiths and Avery, McCarty and MacLeod on bacterial transformation.
Develop an interactive PowerPoint presentation, which enables the user to navigate through the stages in the engineering process, clicking on different steps and
approaches to find out more about them.
Write a rap about one of the genetic engineering case studies in the textbook.
Produce a flicker book to represent bacterial conjugation.
Write a story in the first person from the perspective of a gene that is being transferred into a bacterium for large-scale production of a product.
Using a desktop publishing programme, create a campaign leaflet against the use of Golden RiceTM.
Create a table to compare and contrast selective breeding and genetic modification.
Cross-curriculum links
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PSHE – ethics of genetic manipulation, world food production
Geography – world food production
Religious studies – ethics of genetic manipulation
Stretch and Challenge
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The links to the AS specification stated on page 1 are a good opportunity to develop Stretch and Challenge skills.
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Weekly plan 22
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Encourage students to develop links between their understanding of protein synthesis, genetic engineering and transformation to research and explain the way in
which antiviral drugs operate. Create a poster for a doctors’ surgery wall, which summarises your findings.
Potential misconceptions
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Students may have a pre-existing negative view of genetic technologies.
There is a large amount of technical vocabulary associated with genetic engineering – present this in context and recap at regular points in the teaching sequence.
Understanding genetic engineering requires a basic understanding of DNA, enzyme action, cell structure and gene regulation – relate back to these areas when and
where appropriate and review any potential difficulties students may have.
This area is very technical and depends on ideas being presented as part of a clear, ordered, pictorial and piece-by-piece approach – engage students using clear and
structured diagrams to develop their understanding.
Without direct experience, much of this topic can appear abstract – give students practical experience to provide a framework for understanding the process.
Notes
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This document may have been altered from the original
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