Lesson Plan--Biotechnology/Genetic Engineering
Lesson Name: DNA sequencing (Biotechnology)
Subject Area: Biology Grade Level: 11 th Grade
Unit Name: Genetics
Unit Essential Question:
What are the major techniques used in biotechnology, and what are the implications of biotechnology in our lives?
Lesson Objective(s):
Students will know and be able to...
1.
Become familiarized with the term “biotechnology”
2.
Understand some basic techniques used in biotechnology
3.
Study in depth gel electrophoresis
4.
Understand what the implications of biotechnology are in our lives
Massachusetts STE Curriculum Frameworks:
Topic: Genetics
Central Concept: Genes allow for the storage and transmission of genetic information. They are a set of instructions encoded in the nucleotide sequence of each organism. Genes code for the specific sequences of amino acids that comprise the proteins characteristic to that organism.
Content Standard:
.
3.3 Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic change in an organism. Explain how mutations in gametes may result in phenotypic changes in offspring.

.
3.4 Distinguish among observed inheritance patterns caused by several types of genetic traits
(dominant, recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple alleles).
Scientific Inquiry Skills:
SIS1. Make observations, raise questions, and formulate hypotheses.
.
Pose questions and form hypotheses based on personal observations, scientific articles,
experiments, and knowledge.
.
Read, interpret, and examine the credibility and validity of scientific claims in different sources of 
 information, such as scientific articles, advertisements, or media stories.
.
SIS2. Design and conduct scientific investigations.
.
Articulate and explain the major concepts being investigated and the purpose of an investigation.
.
Identify independent and dependent variables.
.
Follow safety guidelines.
.
SIS3. Analyze and interpret results of scientific investigations.
.
Assess the reliability of data and identify reasons for inconsistent results, such as sources of error 
 or uncontrolled conditions.
.
Use results of an experiment to develop a conclusion to an investigation that addresses the initial 
 questions and supports or refutes the stated hypothesis.
.
State questions raised by an experiment that may require further investigation.
Key Terms/Concepts/Equations
Biotechnology
Restriction enzymes
Modification enzymes
Plasmid/cloning vector
Materials (for Students & Teacher)
Video excerpt from ‘Law and order’
(Hook) ppt

cDNA probes
DNA fingerprint
Gel electrophoresis
PCR
Automated DNA sequencing
Lesson Details Time
55 min
Warm-up / Do now
Watch video excerpt from
‘Law and Order’
Teacher Actions
After the students have watched the video. Ask what forensic techniques were used by the characters in the video. Ask students to explain their answers, scaffolding the discussion towards a focus on the use of genetics in forensics
Student Actions
Watch video.
Answer teacher queries. Ask clarifying questions. The students will understand the role of genetics in forensics. This will allow them to see an application of the content
5-10 min
Engage:
Have a discussion of how modern technology allows us to understand individual differences at the genetic level
Explore:
Introduce the
Teacher Actions
Talk about the history of genetic engineering, such as inbreeding and domesticating animals
(e.g. dogs, cows, sheep, etc.).
Talk about the different areas where biotech is currently being used.
Scaffold the discussion so students are able to come up with specific example, for example, in agriculture and medicine (treating genetic diseases, cancer, etc)
Think-Pair-share: Ask students to think about these terms, and then discuss them with a peer
Student Actions
Students give examples of fields using biotechnology, and ask clarifying questions
Engage in the
5
10 min

concepts of biotechnology and genetic engineering
Explain:
Explain the concepts of biotech, genetic engineering and related terminology as well as associated terminology:
·
Restrictio n enzymes
·
Modificat ion enzymes
·
Plasmid/c loning vector
Elaborate:
Give examples of the techniques used in biotech/genetic engineering:
· PCR
· DNA fingerprinting
· Gel electrophoresis
· Automated
DNA sequencing
· Nucleic acid sitting next to them. Finally, the whole class will contribute to the discussion, with myself calling especially on kids who have not participated before.
Use powerpoint with visual examples to allow the students to integrate the examples they came up with to the related terms
Handouts (shown below)
Talk about the applications of and explanation of the different techniques used in biotech using visual examples (ppt). Ask students clarifying questions
Bulleted lecture notes (provided below)
Students answer questions, and ask clarifying questions
Think-pair-share activity. Carry out small group and large group discussions.
Students try to relate the general concept of biotech/genetic engineering to the explanations given
10-15 min min
15 min

hybridization
Explain in depth the ‘gel electropheresis’ technique
Evaluate:
Exit ticket (shown below)
Hand out and ask students to complete exit ticket
Complete exit ticket and hand in before leaving
5 min
Summarizer
(exit ticket)
Teacher Actions
(Shown below)
Student Actions
Homework/Assessment
Homework:
The students will be asked to read the text on biotechnology, with special emphasis on the gel electrophoresis technique.
Assessment
Formative:
Exit ticket
Students engage in discussions and answer teacher queries
Summative:
Lab: students will perform gel electrophoresis experiment in lab block.
Quizzes/tests

Exit Ticket:
Find the terms with the most suitable description.
_____DNA fingerprint a. selecting “desirable” traits
_____plasmid b. deciphering 3.2 billion base pairs of 23 human chromosomes
_____nature’s genetic experiments c. used in some gene transfers
_____nucleic acid hybridization d. unique array of DNA fragments inherited each from two parents
_____Human Genome Initiative e. base pairing of nucleotide sequences from different DNA or
RNA sources
_____eugenic engineering f. mutations, crossovers
Bulleted lecture notes:

the history of genetic engineering, such as inbreeding and domesticating animals (e.g. dogs, cows, sheep, etc.)

In crops, for example, the domestic strains of wheat created as farmers preferentially chose
‘mutant’ forms of wheat and cultivated them.
 the different areas where biotech is currently being used.

Scaffold the discussion so students are able to come up with specific examples. For example, I would ask them how they thought the earliest humans decided which plants to crop, and gradually shifted the genetic makeup of plants and animals that were preferred.

Ask students if they are aware of any treatments of diseases that involve genetic engineering.
Treatments would most likely be focused on diseases whose underlying causes are defective genes. This would lead to the discussion of the causes of cancer, Brca genes, as well as other diseases that have previously been discussed when talking about mutations

The main points of the discussion will be added to the power-point presentation that will later be uploaded on the class website.
Explain the concepts of biotech, genetic engineering and related terminology as well as associated terminology:
· Restriction enzymes
· Modification enzymes
· Plasmid/cloning vector
The applications and explanation of the different techniques used in biotech using visual examples (ppt).
Ask students clarifying questions
Give examples of the techniques used in biotech/genetic engineering:
· PCR

· DNA fingerprinting
· Gel electrophoresis
· Automated DNA sequencing
· Nucleic acid hybridization
Explain in depth the ‘gel electropheresis’ technique
Note sheet:
Notes:
Restriction enzyme
Modification enzyme
Plasmid/cloning vector
Notes:
PCR
DNA fingerprinting
Gel electrophoresis
Automated
DNA sequencing
Nucleic acid
Hybridization