Set-up Directions:
Ideally, each group should have access to a computer with internet access and Real Player and Shockwave Player. If this is not possible, a computer with a projector can be set up for the whole class, or small groups can view the video on a rotating basis. Handouts from the websites can be copied and distributed if each group does not have access to a computer with internet access.
If the Easter Egg genetics activity is done:
plastic easter eggs (about 5/group) and matching colored jelly beans, gumballs, or the like.
PLANT BREEDING handout for each student
BUILDING BETTER DOUGH hand out for each student.
CREATING A GENETICALLY MODIFIED PLANT--this can be handed out or used on a projector to show the class the method of gene transfer using Agrobacterium.
If Harvest of Fear website is used:
GMO HANDOUT and HARVEST OF FEAR WORKSHEET can be given to each student or group.
If students are asked to make a food label, they should receive a copy of the FOOD LABEL RUBRIC.
There are a variety of lab activities that can be done in conjunction with this lesson. They are not explicitly included, but some are described in the Teacher's Guide of Your World magazine.
Teacher Presentation & Motivation:
The lesson as presented here is a brief review of the role of genes in organisms and an explanation of how agricultural has historically taken advantage of genetics to improve crops . The second part explains how biotechnology has been used to create "genetically modified organisms". As stated above, it is possible to expand this part of the lesson in a number of ways if appropriate for the time, curriculum and level of your class. The video they are to see is very kid-friendly, but runs through the technology quite quickly. It can be shown as an introduction, and then again at the end of the lesson when they better understand all the concepts discussed. In any case, parts of the video will need to be shown more than once to allow students to absorb the material. There are also two instances in the video where the narrator "misspeaks". These are mentioned in the viewing activities, and you can point them out to the students or challenge the students to find them.
Students will then look at the diagram of how genes are inserted in plants using Agrobacterium. These bacteria naturally infect plants by inserting pieces of their DNA in the plant DNA. Scientists have exploited this and inserted genes they want the plant to have in Agrobacterium, so those genes are transferred instead of the bacterium's own. The biotechnology websites in the Resources section have more information about this technique.
An excellent source of information about conventional and genetic engineering techniques is the Harvest of Fear website. Students can work through selectively breed corn and genetically engineering a tomato. They can then find examples of foods that are genetically modified and begin to explore the pros and cons of the technology.
Activity 1 - Building better Plants
In this portion of the lesson it is important to review what genes are, what they do and how they are passed from generation to generation. There are two good internet sites to review these concepts:
Mendel's Genetics: This is an excellent intro to genes and Mendels role and has a quiz, and pronounces words!! It is maintained by a professor at Palomar College.
http://anthro.palomar.edu/mendel/mendel_1.htm
Easter Egg Genetics: A fun activity (using plastic easter eggs) to demonstate how basic genetic crosses work is posted on the website of the National Health Museum.
http://www.accessexcellence.org/AE/ATG/data/released/0256-AnneBuchanan/index.html
Other helpful sites are listed in resources.
Once basic genetic concepts are reviewed, students can learn about conventional plant breeding. Using the website http://www.colostate.edu/programs/lifesciences/TransgenicCrops/history.html
they should complete the PLANT BREEDING WORKSHEET . This can be done in small groups or as a whole class. If computers aren't available to each group the information from the website can be printed out, or shown on a projector.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students should understand that farmers have been modifying crops for thousands of years. They should be able to explain how and why this has been done.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
The students should view the website and complete the PLANT BREEDING worksheet. They should share any comments and questions. The important thing for them to understand is that plant breeding is not new, and to understand the technologies that have been used over the years, especially in the past 40 years. The answer to the final question is not explicitly contained on the website. This would be a good class discussion/synthesis of the information they have gathered.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
This information will provide important background to understanding and forming an opinion on the technology of genetically modifying organisms.
Activity 2 - Building Better Pizza Dough
Students will watch the video clip on the internet. If they are watching individually or in groups, stress that they should rewind to make sure they understand all the concepts presented. If they are watching as a class you will have to rewind a few times. After watching the video they should view the webpage (or look at the handouts if you have printed it out) that describes the other common way of inserting genes into plants.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students will learn one technology by which genes can be introduced into plants.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will have to complete the BUILDING BETTER DOUGH worksheet.
They should be able to find (or you should point out) two places where the narrator misspeaks:
1. at about 2:02 the film says a gene gun is used to add one CELL to the genetic blueprint of a plant, It should say GENE.
2. at about 2:38 the film says that cells that DO NOT contain the gene to make mannitol are kept. It should say DO contain the gene to make mannitol are kept.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will look at and discuss the use of Agrobacterium to introduce genes into plants as an additional method using the diagram on the CREATING A GENETICALLY MODIFIED PLANT sheet. They should realize that either of these technologies could be entered into box #4 of the BUILING BETTER DOUGH worksheet, and that is really the only difference there would be between the two methods. .
Activity 3 - Harvest of Fear
Students will begin to explore the complexities of this issue using the Harvest of Fear website (listed last under resources). They can perform "conventional" selective breeding on corn, or genetically engineer a tomato plant. There is an area where you can explore GM plants and foods which are now commonly available, and an area where arguments are presented for and against the use of GMOs. You can bookmark the site, and let students explore, although some direction is helpful. There are two simple worksheets included with this lesson. Exploration of the site to see how it will best benefit your class is highly recommended.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students will "genetically manipulate" a tomato plant online, and fill in the steps to do so.
They will also be asked to provide a definition of GMO, identify some examples and list pros and cons of the technology.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will complete GMO HANDOUT and HARVEST OF FEAR WORKSHEET.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Using what they have learned from this site, they are well prepared to proceed with the role playing activity the following day. Students can also design a product label for a genetically modified food. Use the FOOD LABEL RUBRIC to make certain they know what is expected. Show the SAMPLE LABEL as an example of what is expected.
Wrap Up:
Review the role of genes in an organism and how they can be modified--both by conventional breeding techniques and by newer biotechnology techniques. Compare the flow chart on BUILDING BETTER DOUGH to a conventional plant breeding process, and/or the tomato engineering process to the corn selective breeding process on the Harvest of Fear website. What is the difference? What is the same? Make sure that students understand that in conventional plant breeding only very closely related organisms (same or very similar species) can exchange genetic materials. Have students review the positive and negative aspects of GMOs.