Robbie Olsen  Woods to Wheels Unit Overview
1. Unit Title: DNA and Transformation
2. Target Grade Level: 10th Grade
3. Michigan Content Expectations Addressed:
B1.1A Generate new questions that can be investigated in the laboratory or field.
B1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of
measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument,
logic of experimental design, and/or the dependence on underlying assumptions.
B1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument
that measures the desired quantity—length, volume, weight, time interval, temperature—with the appropriate
level of precision).
B1.1E Describe a reason for a given conclusion using evidence from an investigation.
B1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed.
B1.1g Use empirical evidence to explain and critique the reasoning used to draw a scientific conclusion or
explanation.
B1.2D Evaluate scientific explanations in a peer review process or discussion format.
B2.2f Explain the role of enzymes and other proteins in biochemical functions (e.g., the protein hemoglobin
carries oxygen in some organisms, digestive enzymes, and hormones).
B2.2g Propose how moving an organism to a new environment may influence its ability to survive and
predict the possible impact of this type of transfer.
B4.2B Recognize that every species has its own characteristic DNA sequence.
B4.2D Predict the consequences that changes in the DNA composition of particular genes may have on an
organism (e.g., sickle cell anemia, other).
B4.4a Describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an
altered gene may be passed on to every cell that develops from it and that the resulting features may help,
harm, or have little or no effect on the offspring’s success in its environment. B4.r5a Explain how
recombinant DNA technology allows scientists to analyze the structure and function of genes.
(recommended)
B4.r5b Evaluate the advantages and disadvantages of human manipulation of DNA. (recommended)
4. Learning Objectives for the Unit: How students will demonstrate the knowledge and skills they have
gained from this unit. They need to specific and measureable.
5. Brief Summary of Unit: Key concepts of this unit are:
 Students will describe the structure and function of DNA in cells and organisms
 Students Transform bacteria and verify that the transformation was successful
 Students will perform the most commonly used techniques for transformation
 Students will explain gene expression
6. Table of Lessons
Lesson 1: What Are the Steps Necessary for DNA Extraction?
Lesson 2: How Do Scientists Manipulate DNA by Adding a Gene Through a Process Known as
Transformation?
Lesson Title and Brief
Description
Learning Objectives
Content
Expectations
Lesson 1: What Are the Steps
Necessary for DNA Extraction?
B1.1A Students will generate new questions
that can be investigated in the laboratory or
field.
B1.1B Students will evaluate the uncertainties
or validity of scientific conclusions using an
understanding of sources of measurement
error, the challenges of controlling variables,
accuracy of data analysis, logic of argument,
logic of experimental design, and/or the
dependence on underlying assumptions.
B1.1C Students will conduct a scientific
investigations using appropriate tools and
techniques (e.g., selecting an instrument that
measures the desired quantity—length,
volume, weight, time interval, temperature—
with the appropriate level of precision).
B1.1E Students will describe a reason for a
given conclusion using evidence from an
investigation.
B1.1g Students will use empirical evidence to
explain and critique the reasoning used to
draw a scientific conclusion or explanation.
B4.r5a Students will explain how recombinant
DNA technology allows scientists to analyze
the structure and function of genes.
B4.2B Students will recognize that every
species has its own characteristic DNA
sequence
- Students will be able to relate the history of
transformation and it’s accidental discovery by
Griffith while he was looking for a vaccination
for a strain E. Coli bacteria.
- Students will be able to explain how DNA
transformation occurs
- Students will be able to analyze a model of
DNA transformation
- Students will be able to use the data gained
in the DNA transformation to explain the
transformation process
- Students will be able to look at their lab
results and determine if transformation did
actually occur
- Students will take a stand choosing a side to a
controversial issue on genetic engineering and
give evidence supporting genetic engineering
techniques and the responsibilities entailed
with DNA transformation
- Students will be able to predict that
transformed organism will pass their
transformed DNA onto their offspring
- Students will conduct a scientific
investigations using appropriate tools and
techniques (e.g., selecting an instrument that
measures the desired quantity—length,
volume, weight, time interval, temperature—
with the appropriate level of precision)
- Students will learn that Transformation was
discovered by Griffith accidently
- Students will be able to describe what
transformation consist of
B1.1A
B1.1B
B4.r5a
B4.2B
B1.1C
B1.1E
B1.1g
 Heavy duty zip lock bag
 1 strawberry
 10mL DNA extraction buffer
(soapy, salt water)
 Coffee Filter
 Funnel
 test tube
 Glass Stir Rod
 15 mL ethanol
 Microscope
 Slide
1.5 Class Periods (55
minutes)
B1.1D
B1.1E
B1.1g
B1.1C
B4.r5a
B4.4a
 pGlo Kit from Bio-Rad
Seven 55 minute class
periods
 Act as a form of assessment of students
understanding
B1.1B
B1.1E
B4.4a
B4.r5a
B4.r5b
 Computer
 Lab template
 Lab rubric lab
requirements/guidelines
2 class periods for lab
write up and peer review.
Lab – DNA Extraction from
strawberries
Lesson 2: How Do Scientists
Manipulate DNA by Adding a Gene
Through a Process Known as
Transformation?
Lab – pGLO Transformation lab
Formal Lab Write up for pGlo.
Materials Needed
Duration
7. Unit Assessment Plan: An overview of the formative and summative assessment tools that are used
to evaluate student understanding.
Formal Lab will act as a form of assessment
Any written assignments that will serve as formative assessment pieces
8. How this unit relates to the Michigan Tech’s Wood to Wheels research: 1 page summary.
This teaching unit “DNA and Transformation” makes a connection to the Wood to Wheels research
though the “pGLO” lab from the company Bio-rad. In this lesson/lab students will perform a procedure
known as genetic transformation. Genetic Transformation is what is done in the first steps of the
“Woods to Wheels” research.
The Woods-to-Wheels program aims to understand biomass structure and how cellulose is broken
down to optimize the ethanol produced.
Wood (the secondary cell wall) is made up of three parts – cellulose, hemicellulose, and lignin.
Scientists want to genetically engineer plants so they can be converted into ethanol easier – they want
more cellulose and to make cellulose easier to break down into glucose. Hemicellulose and lignin
interfere with enzymes that break down cellulose. By inserting genes, scientists can alter wood to have
the desired composition to optimize the ethanol production.
Students will be doing Genetic Transformation using the “pGLO” lab. Students will be using a safe
strain of E. Coli Bacteria and transforming the DNA in that bacteria using many of the same techniques
that are used in the Forestry Lab at Michigan Tech.
Students will be using many sterile techniques similar to those used in the Woods-to-Wheels lab. With
any type of microbiology technique (such as working with and culturing bacteria), it is important not to
introduce contaminating bacteria into the experiment. Because contaminating bacteria are ubiquitous
and are found on fingertips, bench tops, etc., it is important to avoid these contaminating surfaces.
When students are working with the inoculation loops, pipets, and agar plates, you should stress that
the round circle at the end of the loop, the tip of the pipet, and the surface of the agar plate should not
be touched or placed onto contaminating surfaces. While some contamination will likely not ruin the
experiment, students would benefit from an introduction to the idea of sterile technique. Using sterile
technique is also an issue of human cleanliness and safety.
Students will be making a media for their bacteria to grow on, just like what is done in the W2W lab.
Media is the liquid and solid nutrient media referred to as LB (named after Luria and Bertani) nutrient
broth and LB nutrient agar are made from an extract of yeast and an enzymatic digest of meat
byproducts, which provide a mixture of carbohydrates, amino acids, nucleotides, salts, and vitamins, as
nutrients for bacterial growth. Agar, is derived from seaweed. It melts when heated, forms a solid gel
when cooled (analogous to Jello-O), and functions to provide a solid support on which to culture
bacteria.
The pGLO plasmid, which contains the GFP (green fluorescent protein) gene, will allow for students to
verify that the transformation was successful. In the W2W lab verifying transformation is done using a
different procedure, but the main purpose is to verify that transformation has occurred. Students will
determine transformation since only transformed bacteria that contain the plasmid and express betalactamase can grow on plates that contain ampicillin. Only a very small percentage of the cells take up
the plasmid DNA and are transformed. Untransformed cells cannot grow on the ampicillin selection
plates.
Verifying that transformation has occurred in the W2W lab involves the use of an electrophoresis gel.
9. Additional Resources: Websites, journals, lab manuals and books that contain resources to help
teachers implement the unit.
-
Holt Biology Book - Johnson and Raven Copyright 2006
Holt Resource Disc – Power Point (Chapter 9 Section 1)
You Tube: Recombination and transformation
http://www.youtube.com/watch?v=g1Fs4E7k9rU
A Green Light for Biology Making the Invisible Visible
http://www.youtube.com/watch?v=Sl2PRHGpYuU
UTube video “Playing God”
http://www.youtube.com/watch?v=yzTECVk8tVU&feature=related
Bio-rad Kit “pGLO” catalog number # 166-0003EDU. The teacher manual can be found at:
http://www.biorad.com/webroot/web/pdf/lse/literature/Bulletin_1660033EDU.pdf