York Lesson Plan- Genetic Modifications

Exploring Biology 2017

Overview:
In Unit 3, we are going to dive into the field of genetics and specifically highlight how
modifications of the genome effect many different issues in society today. Since the first genetic
modifications back in 1970’s, the world has been revolutionized and its technology is the subject
of many ethical concerns in the scientific community, as well as greater society. We will touch on a
sample of issues and identify and evaluate different points of view on each topic while still
emphasizing the five Core Concepts.

At the end of the unit, students will:

1. Build their scientific ways of thinking and communicating
a. Through the Poster Project
b. Through critically investigating and debating current issues within the field of genetic
modification
2. Continue to develop comprehension of Core Concepts course goal—focus on Core
Concepts, not content
a. Now that students have been introduced to all the core concepts, students will be asked
to identify what core concepts they find in the examples in class and in their
assignments
b. Introduce examples of the Core Concepts through the lesson
3. Develop metacognitive approaches to learning that will contribute to their success and
life-long learning
a. By using concept maps
b. Peer instruction
4. Create materials that will help with future career paths
a. BioMap part 3, where students will develop a resume and professional email
5. Describe how biological sciences contribute to society, and explore career opportunities
for those with bioscience degrees
a. Developing the Poster Project topic
b. Interpret and evaluate the argument of different stakeholders in multiple genetic
modification topics in the news

Unit 3 Plan:

Week 1: Introduction to Genetics and a Case (Study) on Flu

Week 2: Genetic Modification of Plants
Week 3: Genetic Modification of Animals

YORK LESSON PLAN EXPLORING BIOLOGY 1

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Monday Week 8: introduction to Genetics and a Case (Study) on the Flu

(10/30)
Objectives:  Identify and explain fundamental concepts of genetics using the core concepts
(Students will …)
of IFES and SF
 Discuss and Interpret a real-life case study of gain-of-function mutations
 Formulate an opinion and a possible plan of action to solve the issues in the
case study
Out of Class:  Read page on muller’s morphs
(for today) http://www.biology.ualberta.ca/courses.hp/bio207.hp/locke/mullers_morphs.htm
 Watch videos/slides on genetic concepts
https://www.youtube.com/watch?v=CBezq1fFUEA
https://www.youtube.com/watch?v=9kOGOY7vthk
https://www.youtube.com/watch?v=eDbK0cxKKsk
 Answer questions related to topics above on Canvas
 Quiz 2

In Class: 1. PLS Chat: Campus Resources/Experiences with Stress (10 mins): PL

will discuss resources on campus to deal with problems and discuss some
of their struggles since they’ve come to college. [end at 2:35]
2. Introduce my unit (5 mins)/discuss essay due Friday [end at 2:40]
3. Concept Map on Genetics emphasizing IFES (30 minutes)
a. Students will take terms from their readings and videos they
watched outside of class and develop a concept map on their own
showing how certain terms are all related to each other themselves
first. Encourage them to use notes or google.
b. Focus on these words first: Gene, transcription, translation, RNA,
DNA, protein (3 minutes)
c. Expand list of terms: gene, allele, wildtype, genotype, phenotype,
nucleotide, transcription, translation, RNA, DNA, protein, mutation,
adenine, thymine, cytosine, guanine, nucleus, cytoplasm,
eukaryotes, dominant, recessive, diploid, loss of function, gain of
function, intron, exon, amino acid (7 minutes)
d. Students then come to will be asked to work at the board working
with their group to combine their concept maps into one.
Encourage them to add as many core concept subprinciples as
possible. (10 minutes)
e. Have them look at two concept maps, and then add to their concept
maps. (10 minutes)
f. Once complete, one student from each group will take a picture for
the group and submit it via Canvas.
a. BREAK (3:10-3:20)
4. Hunger Games Science Introduction: Investigate Genetically
Engineered Organisms (60 minutes). In this case study, students will
use an example of GMOs in pop culture to learn about GMOs. Students will
be answering questions about GMOs specific to this example and use a
real-life example about genetically modifying the flu virus.
a. Present the introduction to the Hunger Games, in case people haven’t
read/seen it (2 minutes).
 York Lesson Plan Exploring Biology 3

b. Have them journal a short response to the prompt displayed on the

screens (4 minutes).
c. Class discussion on those questions (4 minutes) [end at 3:30PM]
d. Students will all read the article presented to them, “DIY Biology”. (3
minutes)
e. Students will then answer more questions posted on the screens (8
minutes). All will be discussed in the article above. Ex. What is a
genetically modified organism (GMO)? What is a jabberjay and a
mockingjay? What roles do these organisms play in the book series
“The Hunger Games”? What is the value of creating GMOs? What are
some concerns? What predictions can you make for what might happen
if the tools of biotechnology spread to everyone, and lead to an
“explosion of diversity of new living creatures”? Identify a core concept
and explain how it is related.
f. Come back talk about the answers (4 minutes). [end at 3:45PM]
g. Now, we expand the article to a real-life scenario about the avian flu.
Read avian flu article (10 minutes).
h. Table 13 will be the advisory board. Each of the remaining 18 tables
will be assigned an article to read [One is about DIY biology, one is
about support for avian flu GMO research, and the last is about the
opposition of avian flu research) and prepare their bullet points as a
group. Emphasize they are not expected to read through everything.
Encourage them to write their bullet points on the board (10 minutes
total).
i. Class wrap up- ask people from each of the three groups to present
their points in a short summary. Ask for additional points from others
who researched same topic. Vote on Tophat for the most convincing
argument: do you support or not support the avian flu research? Give
students 4 different outcomes to vote for [yes allow publishing of the
research with methods, yes allow publishing with methods removed,
yes allow publishing where scientists can request access to methods, no
do not publish it](12 minutes).
j. Introduce homework assignment for your own GMO (see in
assessments, point 2). (3 minutes)
Assessments:
1. Homework assignment on canvas to prepare for class (2 points).
2. Concept map on genetic terms(4 points). In class.
3. “Your own GMO” Assignment- will be submitted on canvas before next
class (4 points).
Activities:
1. Core Concept map in groups
2. Hunger Games scenario (all materials on canvas)
Lecture on Genetics: Emphasizing IFES

Assignments: Quiz 2 due today

(due today) Their Essay is due at 5PM Friday!
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Materials  White boards

Needed:
Rationale: 1. Since they are freshman, students might have had different levels of background knowledge
on the topic of genetics. Therefore, students had review videos with questions to catch them
up.
2. In order to make sure everyone is on the same page, students will complete a concept map
emphasizing IFES with the genetics terms they learned. This will help boost their
understanding both of the core concept (and core concepts if they add additional core
concepts), as well as their understanding of genetics.
3. Even though HG is a fantasy novel, the lesson plan ties into a relevant example to something
affecting research at UW, and ties into what we are talking about in class.
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Monday Week 9: Genetic Modifications and Plants

(11/6)
Objectives:  Define what a GMO is
(Students will …)
 Explain how CRISPR works and identify the different components of the
process
 Highlight arguments for and against GMOs
 Develop the techniques to craft an appropriate cover letter and resume
Out of Class:  Remind students that their cover letter/resume is due by 5PM on Friday, Nov 10 th.
(for today)  Watch videos before class on canvas: https://www.youtube.com/watch?v=2pp17E4E-
O8, https://www.youtube.com/watch?v=XPDb8tqgfjY (edited to just show the first
2:10 of video)

In Class: 1. Cover Letter and Resume (30 minutes): Dr. Klatt will come in and
discuss how to develop resumes to the students and illustrate resources on
how to develop a cover letter.
2. Kevin Cope and Lesson on CRISPR (30 minutes). Kevin Cope is a fellow
Delta intern who is working on a short lesson about the genetic
modification technique CRISPR in a biotechnology course on campus. This
active learning activity he’s developed is created for students to
conceptualize how this genetic modification system works using a two-
dimensional paper model.
a. Re-watch the video they should have watched before class (4
minutes)
b. Students will work in groups of 2-3 (encouraged to work with
individuals they are NOT working with on their poster project) to
do the activity. Each group will have 2 envelopes with slips and
CRISPR/Cas9 Activity sheet.
c. First, we will review what CRISPR is with the slides. I will walk
students through how the activity works with envelope #1. (10
minutes) Instructors will come around the room and “cut” the DNA
strips in the correct place.
d. After they have worked through example #1, students will use
envelope #2 and repeat with this example. (5 minutes)
e. Last, students will all have an individual copy of the applied
problem worksheet but may work in groups. This asks students to
identify a guide RNA, identify the Cas9-guide RNA complex where
Cas9 will cut the DNA, and what two core concepts this represents.
(10 minutes)
a. BREAK [3:25-3:40]
3. Modified Lesson Plan on GM foods (40 minutes)- An interactive lecture
to better understand GMO crops and what makes a GMO crop.
a. Introduction to lesson (5 minutes). Has their definition of a GMO
changed since last lesson?
b. Students will work at tables to categorize food found in the grocery
store into two categories—food that is an “imposter” (where there is no
GMO-made counterpart) and food that contains an ingredient that has a
GMO-made counterpart. They will write their two columns on their
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white board, and the list of foods will be found on the screens. What do
they believe goes into what category? (5 minutes).
c. Come back together as a group and discuss items that aren’t genetically
modified but have changed through natural/artificial selection (10
minutes). Use tophat question to ask if they think wild vs domesticated
plants are genetically modified with an example from cotton. Many
plants have been “modified” throughout the past 10,000 years, mostly
through evolution. Can highlight the sub principles of E2, E3, and E4.
d. Discuss the risks and benefits of GMOs, and then discuss how GMOs are
regulated to reduce such risks (10 minutes) Highlight how the risks
and benefits of GMOs is related to the CC of systems.
e. Have students summarize the activity in a paragraph summary to turn
in on canvas. Ask them to identify at least one CC we discussed in the
activity as part of the summary (5 minutes in class, if more time needed
it becomes homework).

Assessments:
1. Review for Week 9- done on canvas before class (2 points).
2. CRISPR worksheet- in class (4 points)
3. Paragraph summary- will be submitted on canvas before next class (4
points).

Activities:
Lecture on CRISPR
GM foods lesson

Assignments: Students should have submitted the “develop your own GMO” for class., as well as watched the
(due today) videos and answered a few questions.

Materials  Paper slips in envelopes, CRISPR-Cas diagram and worksheet

Needed:  GMO cards for each table
Rationale: 1. I thought it would be interesting for students to learn HOW genetic modifications were made,
not just the examples of genetic modification found in life. I wanted to collaborate with a
person who developed a lesson plan to teach CRISPR to the students with an interactive
assignment.
2. The second portion of the class will focus on misconceptions and encouraging students to
investigate other possible misconceptions. It is also meant to present students with
information and let them develop their own opinions.
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Wednesday Week 10: GM of Animals

(11/13)
Objectives:  Interpret news articles on genetic modification and be able to summarize
(Students will …)
and share the article with others
 Understand the cause and effect of the development of genetic
modification in society
 Be able to debate different opinions on specific ethical issues discussed in
articles/videos from class
Out of Class:  Remind students that the poster outline is due by 5PM on Friday, November 17 th.
(for today)  Students should have read their assigned article before class—will do this via canvas in the
same way they were assigned articles in the previous unit.
In Class: 1. PL Chat (10 minutes)
2. Revisit Create your own GMO activity – share some of the best
examples (5 minutes)
3. Think-Pair-Share/Jigsaw Activity (15 mins)
a. Students will have been assigned articles about GM salmon and
mosquitoes to read before class. They will first pair with people that
had the same article, and chat amongst themselves over the important
points (3 minutes).
b. Then they will come together as a table and each group will share what
their article was about. Write the important bullet points for each on
the board (8 minutes). They should take a picture of the board and
upload to canvas as a group (2 pts).
GM Salmon-
https://www.nytimes.com/2015/11/20/business/genetically-engineered-
salmon-approved-for-consumption.html?_r=0

https://www.nytimes.com/2015/02/20/us/battle-rises-in-florida-
keys-over-fighting-mosquitoes-with-mosquitoes.html
c. Come together for a short discussion of what we learned (5 minutes).
GM salmon will be similar to what we discussed in the previous lecture
about commercial GMOs, whereas the mosquito article will be similar
to the avian flu virus example from day 1. The idea is to introduce other
examples similar to what we have seen in class, but reinforce the CCs
mentioned previously.

4. Ted Talk about “Designer Babies”+ worksheet (30 minutes)-

a. Watch the video as a class. Tell them to take notes on potentials
outcomes and effects (13 minutes).
b. Introduce students to concept mapping with causes/effects. This will
be similar to the concept maps we have done in class before. Have
students come together and develop a map with all their ideas.
Students should emphasize CCs as well (with subprinciples!). Students
will use white boards to illustrate this and take a picture to submit on
canvas as a group(12 minutes) (3 pts).
c. Come together as a class and discuss what we’ve found (~5 minutes).
Tophat question on what the class thinks we should do about designer
8 York Lesson Plan Exploring Biology

babies after developing a consequence web.

BREAK

5. Debate- modified from GM FFA Lesson (40 minutes)- Each table draw
at random one of the GM organism issue previously discussed in class over
the semester (such as labeling GM foods, GM mosquitoes in the Keys, or GM
salmon examples). Students will be broken into 2 groups at each table—for
and against. Each table gets a sheet of resources with links for both sides of
arguments. They will also get a form outlining the structure of the debate,
and a grading sheet. Each team will grade their opponent and turn it in for
credit.
a. Each team preps for their debate (15 minutes). Instructions are on
canvas and slides.
b. Debate (15 minutes):
a. Each team shares their argument (10 minutes total= 5 each)
b. Rebuttal and final points (5 minutes total)
c. Wrap up (5 minutes)
a. Fill out grade sheets for debate (if not done already)
b. Come together as a class
d. Revisit old quiz question—tophat (2 minutes)
e. Present quiz resources!

Assessments:
1. Think-Pair-Share/Jigsaw- done in class (2 points).
2. Consequence Web- done in class (3 points).
3. group debate worksheet- done in class (5 points).
Activities:
 Think Pair Share about articles on GMO salmon and mosquitos
 Create a consequence web
 Debate one of the GM topics discussed in class at each table. Each table will
be assigned one of the topics, and we will give different stakeholders roles
for each of the topics.

Assignments:  Read the assigned article before class.

(due today)
Materials  grading sheets for debate
Needed:
Rationale: 1. Think-pair-share activity will give them more exposure to the topics we have already touched
on, where one topic ties to day 1 (GM organisms for the gov’t) and the other ties to day 2 (GM
foods).
2. Ted talk will bring in a more ethical concept, and also tie in the CRISPR lecture from day 2.
3. Consequence web will also be used in Unit 4 and is a good way to get students to think about
the ethical consequences of topics we covered.
4. The debate is an overall wrap up for the section, where students have been exposed to
different dilemmas over the three class periods. This is the time for them to put all the skills
they have developed and have it come together.