ABE Program Office Webinar Series
Introduction to the Revised
ABE Curriculum
March 19 and 22, 2014
Outline
Webinar goal:
To help current ABE teachers begin to use the revised ABE
curriculum
Presenters:
ABE curriculum: Marian Pasquale and Irene Baker
Teacher experience: Wendy Wooten
Agenda
• General overview of the revised ABE curriculum
• Hear about the experience of an ABE teacher
• Guided walk through of the components from the Student Guide
• Guided walk through of the components from the Teacher Guide
• Accessing curriculum and resources
• Reflection
Goals of the Revised ABE Curriculum
Create effective and rigorous laboratory experiences to:
• Engage a diverse population of students
• Deepen conceptual understandings of science
• Expand awareness about biotechnology and the nature of
scientific research
• Show the research and development process for biotechnology
New Curriculum
Uses a modular approach:
• Educators can use the entire course or individual chapters to
replace current course content.
• Chapters include clear prerequisites of concepts students should
already understand.
Possible ABE Lab Sequences
• Complete Genetic Engineering Sequence
• Abridged Genetic Engineering Sequence
• Focus on Bacteria Sequence
• Introduction to Biotechnology
ABE Sequence Options – by Chapter
Chapter
Complete
Genetic
Engineering
Sequence
Abridged
Genetic
Engineering
Sequence
Focus on
Bacteria
Sequence
Introduction to
Biotechnology
Introduction
3
3
3
3
Chapter 1
3
3
3
3
Chapter 2
3
3
Chapter 2A
Chapter 3
3
Chapter 4
3
3
Chapter 4A
Chapter 5
3
3
Chapter 5A
3
Chapter 5B
Chapter 6
3
3
3
Complete Sequence
Introduction
Chapter 1 – Tools of the Trade (micropipettes, gel electrophoresis)
Chapter 2 – How Do You Begin to Clone a Gene? (plasmids, restriction enzymes)
Chapter 3 – Building a Recombinant Plasmid (ligases)
Chapter 4 – Making Sure You’ve Got a Recombinant Plasmid (verification of restriction
digests and ligation, gel electrophoresis)
Chapter 5 – Getting Recombinant Plasmids into Bacteria (transforming bacteria with
recombinant plasmids)
Chapter 6 – Getting What We Need (bacterial multiplication, protein purification)
Abridged Sequence
Introduction
Chapter 1 – Tools of the Trade (micropipettes, gel electrophoresis)
Chapter 2A – How Do You Begin to Clone a Gene? (plasmids, restriction enzymes)
Chapter 4A – Making Sure You’ve Got a Recombinant Plasmid (verification of
restriction digests and ligation, gel electrophoresis)
Chapter 5A – Getting Recombinant Plasmids into Bacteria (transforming bacteria
with recombinant plasmids)
Chapter 6 – Getting What We Need (bacterial multiplication, protein purification)
Lab Sequences 3 and 4
Focus on Bacteria Sequence
Introduction to Biotechnology
Introduction
Introduction
Chapter 1 – Tools of the Trade
(micropipettes, gel electrophoresis)
Chapter 1 – Tools of the Trade
(micropipettes, gel electrophoresis)
Chapter 5B – Getting Recombinant
Plasmids into Bacteria (plasmids,
restriction enzymes, transforming bacteria
with recombinant plasmids)
Chapter 6 – Getting What We Need
(bacterial multiplication, protein purification)
Questions?
Teacher Experience
Wendy Wooten, ABE Teacher
• Reseda Science Magnet
• Grades 9–12
• 36 years of science teaching
• 10 years of ABE in the classroom
Why Use ABE?
Project-based learning:
• Students are presented with a real-world challenge:
о Create an expression vector containing a gene of
interest
о Transform bacteria to produce the gene product
о Isolate the gene product
Why Use ABE? (con’t.)
• Curriculum exemplifies the interconnectedness of nature, science, and
technology
Nature
Science
Technology
Bacterial plasmids: carriers of
potentially beneficial genes
(antibiotic resistance, Hfr/Ffactor)
Restriction endonucleases in
bacteria as defense
mechanism against viruses
Gene expression:
transcription, translation
Bacterial transformation,
competence under
environmental stress
Horizontal gene transfer,
conjugation, transformation;
antibiotic-resistance mechanisms
Molecular cloning, expression
vectors, gene therapy,
genetically modified
organisms (GMOs)
Recombinant DNA
technology, RFLP, DNA
fingerprinting
Protein expression systems
Enzyme specificity and restriction
sites; bacteriophages and viral life
cycles
Central dogma:
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Griffith’s experiments to identify the
transforming principle, plasma
membrane alterations for artificial
competence
Gene transfer, protein
production of cloned genes,
molecular cloning
Why Use ABE? (con’t.)
• Student engagement and motivation
• Student appreciation of real-world authentic learning
• Student inspiration to pursue careers in molecular life science and
biotechnology
How ABE Is Used
•
Common uses of ABE by teachers:
– Laboratory component of molecular life sciences unit
– Biotechnology unit
•
•
I employ project-based learning, so ABE is one of several integrated
projects in the course curriculum.
ABE is used to teach:
о
о
о
о
о
о
Nucleic acid and protein structure and function
Central dogma
Genome organization and regulation
Aspects of genetics
Biotechnology
Aspects of physiology
Example Course Curriculum
Project
Content Covered
Biological molecules,
models, and PDB
project
Amgen
Biotechnology
Experience
Barcoding the Kelp
Forests of California’s
Channel Islands
Chemistry of life, biological macromolecules, cellular respiration, enzymes, central dogma, cell signaling,
neurotransmission, muscle contraction, immune response, motor proteins, photosynthesis, apoptosis,
extracellular matrix, cell recognition
Nucleic acids and proteins, central dogma, bacteria and viruses, membrane structure and function,
prokaryotes vs. eukaryotes, enzyme function and kinetics, cell growth, endocrine physiology, cellular
physiology, biotechnology
Nucleic acid structure and function, central dogma, biotechnology (PCR, DNA sequencing, next generation
pyrosequencing, microarrays), mitochondrial structure and function, ecology (biodiversity, ecosystems,
population dynamics, food webs, life cycles, accommodation, natural resources, conservation, human
impact), evolution (natural selection, gene pools, mutations, speciation, meristics, molecular cladistics,
phylogeny, bioinformatics)
Wolbachia Project: The Field biology, taxonomy, insect anatomy and physiology, prokaryotes vs. eukaryotes, genetics, phenotype
Microbes Within
and genotype, genetic recombination, patterns of inheritance, molecular basis of inheritance, sex-linked
genes, ecology (symbiosis, reproductive ratios and life cycles, environmental and human impact on
ecosystems), invertebrate anatomy and physiology, reproductive physiology
RNAi knockdown of
orthologous genes for
human genetic
disorders in C. elegans
Molecular genetics, patterns of inheritance, human genetic disorders, central dogma, gene expression,
phylogeny, orthologous genes, embryonic development, genetic regulation of development, invertebrate
anatomy and physiology, RNAi, gene knockdown, biotechnology, ecology (symbiosis, parasitism, mutualism),
development, differentiation, sexual differentiation, evolution (reproductive fitness, cytoplasmic
incompatibility)
Questions?
Components of Curriculum
• Student Guide
• Teacher Guide
• Equipment and supplies
Revision Objectives–Student Guide
• Embed experience in a context that demonstrates relevance to
real-world applications of biotechnology
• Embed experience in an understanding of enduring ideas
• Rewrite Student Guide to make it clearer and more accessible to
both teachers and students
• Enhance inquiry-based design of curriculum
Revision Objectives – Student Guide
• Include clear and appropriate student learning outcomes
• Integrate data analysis and problem solving as integral components
• Provide more well-designed visuals that represent essential concepts
or procedures
• Expand glossary
The Introduction
Setting the context оWhat is genetic engineering?
a.
“Treating Disease with Gene Cloning” – What do you already
know?
b.
“Dateline: America, Teenage Diabetes on the Rise” – The story
c.
Diabetes types 1 and 2: The biology of diabetes
Power of Story
• Stories engage and motivate learners to understand the science
involved in the story.
• Facts and ideas presented in stories are much easier to remember
because the story provides a framework.
• Stories can impose order and reference on our perception of the
natural world.
• Science stories can be the key to understanding the great ideas of
science.
• Stories bring a human visage to science.
“Storytelling is not something we just happen to do. It is something we have to do if we
want to remember anything at all.” —E.O. Wilson
Student Chapter Components
• Introduction
о Where you’ve been and where you’re going in the genetic
engineering process (varies depending on sequence)
• Goals
о Set expectations
• What Do You Already Know?
о Activate prior knowledge
о Foreshadow chapter content
Student Chapter Components (con’t.)
• Readings
о Provide context and content for the lab work
• Consider
о Make meaning of the reading
о Engage with the reading
• Did You Know?
о Provide connections to current science issues
о Provide deeper science content
Student Chapter Components (con’t.)
Laboratory:
Explanation of the role of lab work in the genetic engineering
process
• Before the Lab: questions
– Prepare for the lab
– Connect the lab to the reading
– Make predictions
•
Materials
• Methods
• Stop and think (embedded)
– Make meaning of a particular lab step or process
•
Student Chapter Components (con’t.)
Chapter questions:
•
Make meaning of the lab work
•
Connect lab work to the content
•
Enable teacher to assess student learning
Questions?
Revision Objectives–Teacher’s
Guide
• Identify goals for understanding and learning outcomes
• Specify assumptions of prior knowledge
• Identify alignment with NGSS and connections to biology curriculum
Revision Objectives–Teacher’s
Guide (con’t.)
• Incorporate instructional design and pedagogy to support student
inquiry and development of scientific skills and practices
• Present teaching strategies to support students’ reading abilities and
assess student learning
Revision Objectives–Teacher’s
Guide (con’t.)
• Provide practical supports, such as a detailed materials lists and a
day-by-day preparation schedule for each lab
• Provide additional background in science concepts
• Provide safety guidelines
Teacher Chapter Components
•
Overview
– Brief description of chapter content and lab
•
Assumptions of Prior Knowledge
– What students should already know
•
Learning Goals
– Describe expectations
•
Assessed Outcomes
– Identifies where each learning goal is assessed in the chapter
•
Suggested Sequence of Activities
– Bulleted session-by-session summary of teaching activities
Teacher Chapter Components (cont.)
•
Preparation
о Notes for how to prepare for all parts of the chapter and especially the labs
о Safety notes and preparation tips
•
Teaching
о Full description of teaching activities in each session
о Include key ideas, responses, strategies, going beyond, lab techniques,
and resources
•
Science Background
о Deeper science content
Questions?
Coming Soon
•
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Website registration
Professional development institutes calendar and registration
Sign-up for kits
FAQs
Online forums to share ideas and tips
Additional resources for teachers and students
Reflection
•
One thing I’m thinking differently about as a result of today’s
webinar is . . .
•
One thing I’m struggling with in thinking about today’s webinar is . . .
•
Something I’d like to know more about . . .
•
Anything else you would like to share with us?