Title: Gasp!!!...the RETURN OF SMALLPOX???!!!!...

Transcription

1 Title: Gasp!!!...the RETURN OF SMALLPOX???!!!!... Chanda Leon Jensen Beach High School Martin County, Florida Abstract (150 word limit): Introduce students to the structure and function of viruses and virus replication. Role of RNA in the cell via reverse transcription viruses. Extract DNA from plant cells and understand the importance of the genetic code stored within the nucleotide sequence in DNA molecules and how those codes differ between organisms----brain (strawberry) DNA EXTRACTION-beginning steps to determine if suspected smallpox patient indeed died of smallpox Learn about current biotechnology research practices by reviewing PCR techniques through activity and lab PCR lab/simulation PCR dash??? -beginning steps to determine if suspected smallpox patient indeed died of smallpox Role of proteins in biotechnology (includes review of immune system response; protein function) ELISA testing simulation-determine if others have been exposed to smallpox by looking for antibody production Explore various aspects of careers in biotechnology---viral Quest Curriculum lesson 10 Create a board game titled OUTBREAK that sums up the unit------classroom supplies o Game Requirements DNA structure and function RNA structure and function Virus structure and function Smallpox symptoms/mechanism Biotechnology lab practices and careers Rational 1. Scenario/Framework: Is it possible that an outbreak of smallpox is upon us? A patient has been presented with the symptoms of smallpox. Through this unit students will investigate the properties of the virus and determine if a smallpox outbreak has emerged? 1. Students assume the role of the four stages of biotechnology a. Educator-learn the basics of the subject (i.e. DNA structure, complementary base-pairing, RNA structure, amino acid/protein relationship)---professor? b. Research and Design- conducts the labs that supplies the evidence to support theories c. Community- research environmental behaviors, practices, knowledge that could lead to a smallpox outbreak d. Government- laws/regulations to +/- knowledge that is emphasized in the policy making (eradicate smallpox) Description of teaching unit or module(s), including expected outcomes a. Background information of smallpox b. Pre-read The Demon in the Freezer by Richard Preston with discussion questions/quizzes

2 c. Internet (webquest?) research/ article review emphasizing the impact of smallpox on society over history (interdisciplinary) d. symptoms of smallpox and mortality rates 2. Educator Role-learn the basics of the subject matter according to the NG-SSS, teacher-led discussion, vocabulary review, UF faculty talk via Skype (Dr. McFadden)???? 3. Researcher Rolea. DNA extraction lab b. PCR simulation/dash??? c. ELISA simulation d. Viral Quest Curriculum 4. Community Rolea. Webquest/research human impact on environment (behaviors that lead to epidemics) b. Campaign posters to help raise awareness 5. Government Role a. Webquest/research current and past laws/regulations that were approved to address the smallpox virus, and investigate current laws/regulations regarding potential epidemic microorganisms b. Students create a powerpoint presentation for classroom display 6. Board Game Unit project a. Create board game entitled Outbreak -must address the major subtopics of the unit. i. Game will be created by student working groups ii. Game will address major subtopics of this teaching unit iii. Game will be played and analyzed by classmates iv. Game will be followed up by a student reflective writing Data collection techniques and/or student assessments 1. Teacher-made assessments throughout educator, researcher, community, and government roles. For example, tests, vocabulary quizzes, bell ringer questions, wrap up questions, etc. 2. Students will self assess and cross assess via powerpoint presentation notes, board game analysis, etc. 3. Laboratory questions will follow-up laboratory components If applicable, use of equipment lockers and/or UF visit (either in the classroom or UF campus) 1. DNA extraction lab (strawberry) or Cheek cells DNA extration 2. Micropipetting practice locker 3. PCR lab locker 4. PCR Dash locker 5. ELISA simulation locker 6. Website access: CPET teacher resources link 7. Falculty Talks via Skype (Dr. Grant McFadden Viruses: Friend or Foes ) ICORE summer institute elements specifically included (UF connections) 1. Viral Quest Teacher guide 2. PCR lab and Dash 3. ELISA simulation locker 4. Falcutly

3 Literature cited 1. Budget and budget justification copies of The Demon in the Freezer $7.99 each x 30 = $239.70

4 Exploration of DNA properties through variant virus analysis By Chanda Leon, M.S.-Ed Abstract Students complete three classroom activities reviewing biotechnology techniques. Students are presented with a CDC scenario involving a possible new strand of an already known deadly virus. The biotechnology procedures introduced during these lessons include micropipetting procedures, loading and reading gel electrophoresis grids. Students then create a PowerPoint presentation lesson plan for a 6 th grade life science class. Keywords: biotechnology, micropipetting Introduction Biology standards in the state of Florida include biotechnology standards. There are many reallife applications in the field of biotechnology that can be linked to major biology content. To incorporate the biotechnology standard without extending the school year, a review of the structure and function of the DNA molecule and how viruses have different information within this molecule result in different physical abilities of the virus. The activities described in this article were completed with 9 th grade biology I honors students. These activities were taught after a DNA/RNA/Protein Synthesis introductory unit. Students also have an understanding of how genetic information varies among living organisms. This activity helps students make the connection between changes in DNA sequencing and changes in the physical qualities of living organisms. Activity 1 (10-15 MIN) Students watch the trailer for the motion picture Contagion. In groups of two, students discuss the possibility of a world-wide viral attack. Students also discuss any past/present viral epidemics and the specific virus that caused the outbreak. View introductory video of virus lifecycle. The variant virus scenario should be introduced during this activity. Students assume the role of a CDC researcher who has received a possible third variant of a virus found in Missouri that has killed people in Alabama and Pennsylvania. Students conduct the following activities to investigate the DNA similarities. Computer with projection capabilities Internet access or Contagion movie trailer on DVD. If internet is not available, here are some alternatives o Free documentary videos available at the following link. Contagion is not there, but there are some alternative documentaries: m/search/?results=viruses o Time permitting the entire movie Contagion can be viewed Activity 2 (45-50 MIN) Students will practice using micropipettes.

5 Micro pipettes; 20-microliters, 200- microliters 96 well micro plates Colored water (colors according to directions) Student directions for each picture (8 different directions total) Micropipetting tips Students follow the directions for the amount of colored water to add into each well of the micro plate. When students follow the directions correctly, a picture should result. Students should create a procedure sheet for how to correctly use a micropipette. This should be in a step by step format. If time permits students may exchange directions between groups and see if the procedures need to be modified. Activity 3 DNA extraction from strawberries (or another fruit) Each group will need one of each of the following: Strawberries Ziploc bag Cheese cloth Funnel Soap/water mixture Ethanol Test tube (small-medium) Micro test tube (one per student)-can be used for students to take their DNA home Paper clip Micro test tube with snap top strawberry. Using gentle force, students are to crush strawberry until well mixed with the soap/water solution. Use the cheesecloth and funnel to strain solid chunks of strawberry from liquid. Students discard the solid particles and keep the liquid. Students then add approximately 20 ml of ethanol to strawberry liquid. Let the solution sit for approximately 2 minutes until DNA settles out of solution. Students then use paper clip shaped into a hook to gently remove DNA (precipitate) from the solution placing it in the micro test-tube for keeping. Activity 4 Varient virus gel electrophoresis Gel electrophoresis devices Electrophoresis gels (e-gels) 15/30 minutes Micropipettes (20 micro-liters pipettes) DNA samples (A,B,C) E-gel reader Students load the DNA samples into the gel wells using the 20 microliter. Allow the gels to run for the allotted time. Students then use the e-gel reader to match DNA bands to determine if the unknown sample is the same as the previously known samples (per scenario directions) Activity 5 Students then use the results from each activity to produce a summary presentation of how biotechnology skills apply to the everyday life of a 6 th grader. Each group will pour approximately 20 ml of soap/water solution into Ziploc bag with