Course: Integrated Science 3/4 Unit #5: Genetic Engineering (GMOs)

Transcription

1 Course: Integrated Science 3/4 Unit #5: Genetic Engineering (GMOs) Stage 1: Identify Desired Results Enduring Understandings: Students will understand that 1. Mathematical modeling (e.g. statistics) can describe the diversity and size of populations. (5.1) 2. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (5.1) 3. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity can also have negative impacts on biodiversity. (5.1) 4. Sustaining biodiversity also aids humanity by preserving landscapes of recreational and inspirational value. (5.1) 5. Heritable variations may result from meiosis, DNA replication errors, mutations due to the environment, and/or human technology (e.g. GMOs). (5.1) 6. Genetic material can be transferred from one organism to another by the tools of biotechnology. (5.2) 7. Only small parts of the DNA molecule (i.e. gene) need to be transferred to make large (phenotypic) effects. (5.2) 8. Biotechnology (and genetic engineering in particular) can produce changes that are helpful or harmful. (5.2) 9. Biotechnology applications (like GMOs) bring up social, ethical, legal, and moral questions. (5.3) 10. The debate over GMOs features both pros and cons. Essential Question: 1. What is biodiversity and how is it beneficial for life on Earth? 2. Just because genetic engineering can be done, should it be done? Focus on Science Practices : 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using math and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Next page please Instructor: Mitchell Smith v. 4.1 (2/2016) 1

2 1: Well Below 2: Approaching Standard 3: Meeting Standard 4: Exceeds Standard 5.1 Biodiversity 5.1.1) I can define key vocabulary terms. Min. 80% Record practice Quizlet score here ( %) 5.1.2) I can explain the concept of biodiversity. -High diversity found in tropical rainforests with many plants, animals, microbes -Low diversity found in deserts with little water and scarce animals, plants -Dimensions include genetic, species, and ecosystem diversity 5.1.3) I can describe ways in which biodiversity changes. -Population decline and/or extinction decrease -Population growth and/or new species form increase Define, give examples of both high, low diversity Describe how to increase (2) and decrease (2) biodiversity levels 5.1.4) I can use a mathematical model to measure a group s biodiversity level. -Simpson s Index: D= 1 (SUM (n(n-1))) (N(N-1)) n=number of individuals in a certain category (e.g. species ) N=total number of individuals in all categories (e.g. species ) High diversity values approach 1.0 and low diversity values approach 0.0 Correctly calculate D value to within hundredth place (0.00). You will not need to memorize the formula. Follow these steps: 1. Add all individuals in a given category (n) 2. Multiply n by (n-1) 3. Add all (n(n-1)) answers (products) 4. Add all individuals of all categories (N) 5. Multiply N by (N-1) 6. Divide #3 answer by #5 answer 7. Subtract #6 from 1 (final answer!) 5.1.6) I can compare and contrast the biodiversity level between two or more areas or habitats. Habitat A: (10) (10) (10) (10) (10) Habitat B: (10) (03) (02) (20) (0) Habitat is more diverse. Remember: D falls between 0 and 1 Highest diversity=0 Lowest diversity =1 D= D= Make a written claim with two pieces of numerical evidence (D) 5.2 Biotechnology 5.2.1) I can define key vocabulary terms. Record practice Quizlet score here ( %) Min. 80% 5.2.2) I can choose the correct restriction enzyme to cut a gene out of the larger DNA molecule. AAG CTT GAT ATA ACC GTA AAG AAG CTT TTC GAA CTA TAT TGG CAT TTC TTC GAA Which restriction enzyme is best to use? Circle your answer in the chart at right. Choose only restriction enzymes that do not damage the gene. Instructor: Mitchell Smith v. 4.1 (2/2016) 2

3 5.2.3) I can compare and contrast restriction enzyme fragments. A. Sticky end cut: overlapping base pairs can rejoin B. Blunt end cut: Non-overlapping bases cannot rejoin Discuss both shape of cut and ability to rejoin 5.2.4) I can explain how vectors and DNA fragments combine to make a changed (transgenic organism). -see Quizlet #8-11, 19-20, Explanation includes: 1. Donor organism 2. (Foreign) Gene 3. Restriction enzyme 4. Plasmid 5. Vector 6. Recipient organism 5.2.5) I can identify pros (+) and cons (-) to a given Genetically Modified Organism (GMO). Choose a GMO organism and identify both pros and cons for it. Include at least 2 Sample Pros (+): Sample Cons (-): (+) and (-) 1. Produce human insulin or drugs 1. Contributes to growth of superweeds 2. Increase crop yields (more plants) 2. Threatens biodiversity for farmers : Well Below 2: Approaching Standard 3: Meeting Standard 4: Exceeds Standard 5.3 Bioethical Dilemmas 5.3.1) I can define key vocabulary terms. Record practice Quizlet score here ( %) Min. 80% 5.3.2) I can evaluate or compare source(s) of information in terms of their reliability. 1. Author: Is he or she knowledgeable, experienced in subject area? 2. Publication/Magazine: Is it credible and known to be accurate? 3. Peer Reviewed: Research is examined and might be corrected by others in their field 4. Bias: Are there reasons to believe that the author has no hidden motives? 5. Date of publication: Are the facts and figures recent and up-to-date? All research materials meet these five requirements Instructor: Mitchell Smith v. 4.1 (2/2016) 3

4 5.3.3) I can describe trade-offs and/or unintended consequences for one or more given solutions to a give technological design problem (GMOs). 1. Overcoming weeds weed resistance Describe at least 2. Overcoming pests pest resistance four examples 3. Enhancing nutritional value (you decide ) 5.3.4) I can describe how science (Sc), technology (T) and society (So) mutually influence each other. A societal or cultural issue (changes in habits, attitudes) how society affects science (laws, public opinion). Select at least two examples for Sc, T, and So 5.3.5) I can research and communicate a well-reasoned argument for or against the use of GMOs. Claim: This is what I know Evidence: This is how I know it Reasoning: This is why I know it See research paper rubric Stage 2: Determine Acceptable Assessment Evidence Performance Task(s): Various vocabulary-building activities Modeling Diversity (Simpson s Index) Fact or Fiction Group Challenge & Evaluation Moving Genes Activity (splicing a new gene into a host genome) Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): Formative quizzes Quizlet vocabulary quiz Recombinant DNA Picture Essay Enduring Understanding/Essential Question Discussion & Exit Task Seeds of Freedom film prompt GMOs: Unintended Consequences Prompt (Summative) Quizlet Vocabulary: 1. Bacteria: extremely small, single-celled organisms without a nucleus; prokaryotic cells 2. Bacterial plasmid: circular DNA molecule found in bacteria which can be inserted with foreign DNA. Used to mass produce insulin and human growth hormone. 3. Biodiversity: the number and variety of organisms in a given area during a specific period of time 4. Bioethics: study of what is good and bad for living things 5. Biotechnology: The manipulation of living organisms or their parts in order to produce useful products 6. Clone: an organism that is genetically identical to the organism from which it was produced 7. Dilemma: a difficult or perplexing situation or problem 8. Gene splicing: Inserting genes of one organism into the genes of another. Enzymes are used to cut and copy DNA segments. (ex: insulin cut into bacterial DNA) 9. Genetic engineering: the transfer of a gene from the DNA of one organism into another organism, in order to produce an organism with desired traits 10. Genetically Modified Organisms (GMOs) (also Genetically Modified Foods or GMFs): new organisms created by altering the genetic material (DNA) of existing organisms; usually in an attempt to remove undesirable or create desirable characteristics in the new organism 11. Human genome: the complete set of genes within the 23 pairs of human chromosomes 12. Human growth hormone (HGH): hormone produced by the pituitary gland; stimulates cell reproduction and growth 13. Insulin: protein hormone that helps to decrease blood sugar 14. Model: A simplified version (representation) of something complex used to analyze, solve problems or make predictions 15. Mutation: change in a DNA sequence that affects genetic information Instructor: Mitchell Smith v. 4.1 (2/2016) 4

5 16. Proteins: polymers of amino acids 17. Recombinant DNA: DNA made from two or more different organisms 18. Restriction enzyme: enzyme that cuts DNA at a specific sequence of nucleotides 19. Somatic cell: any cell in a multicellular organism except a sperm or egg cell 20. Statistic: data that provides information about something 21. Sticky ends: single stranded ends of DNA left after cutting with enzymes 22. Transgenic organism: an organism that contains genes from other organisms 23. Vector: any agent, such as a plasmid or a virus, that can transfer DNA from one organism to another 24. Virus: microscopic and infectious agent that replicates itself only within cells of living hosts Instructor: Mitchell Smith v. 4.1 (2/2016) 5