Introduction
[video:https://youtu.be/efstlgoynlk align:left]
In this lesson, we will learn how mutations, or errors in DNA, come about, what kinds of effects they may have, and how they can impact populations as a whole.
Background information:
Mutations are an important player in many issues in biology. They work for populations by increasing genetic diversity and increasing species odds for survival in varying environments. They also work against us in bacterial resistance to antibiotics, sickle cell anemia, and cancer. Genetic mutations occur when bases of a DNA or RNA sequence are changed.. This often occurs during DNA replication in preparation for cell division or when mistakes are made during transcription and translation in protein synthesis. Point mutations occur when changes in DNA bases do not affect the triplet reading frame of tRNA. Substitution or inversions are point mutations. Though they may change one or two amino acids, the majority of the DNA sequence is unaltered. Silent mutations are point mutations that do not alter the amino acid outcome. Often, more than one codon will code for a certain amino acid, so silent mutations are harmless. Frameshift mutations like deletions and insertions change the entire codon reading frame by shifting each base over one position. Frameshift mutations can be disastrous.
Task
Food Fight: Debating G.M.O's (Pros vs Cons)
You will be assigned a group, either Farmers or Scientists.
Preparation: This WebQuest will start with a DNA transcription activity and online game activities. These will be followed by an intesive research period. As you research articles and watch videos, apply what you already know about Genetics but try to think as a Farmer or Scientist. Is the source based on good science, or is it all flash and no substance? Is it saying GMOs are good, bad or is it neutral? You will complete a total of 8 source analyses over the next week, 6 will be from the list on this website, 2 will be ones you need to find.
Debate: As you go complete source analyses, add information to your team's debate notes. You can only add to your team's notes, as the teacher will give you editing permission for only that one document. You will need to work as a group to fill out the entire document. Use it as a place to plan what your team will be using for evidence and how you form your arguments. You may want to list the order in the notes of which sources are most important to your group. Team work is key, as this will be a team debate. You will be graded on individual performance and your team's performance. The more organized your team is, the better the outcome in the debate. You will be observed by a real-life expert, a research biologist who will critique your arguments during the debate. Do your best to represent our class and the school to the community.
The debate notes for your group should be filled out completely by Day 5 (debate day)
If you are in the Farmer group, click here for your debate notes.
If you are in the Scientist group, clich here for your debate notes.
Process
DAY 1
Review DNA basics and complete online interactive games:
http://gslc.genetics.utah.edu/units/basics/ : Utilize the following sections: Tour of the Basics, Build a DNA Molecule, and Transcribe and Translate a Gene.
Review Introduction video and play DNA telephone.
DAY 2
Read and Complete questions below:
What is a genetically modified organism?
Why have some agricultural biotechnology companies developed genetically modified crops?
What is the difference between genetically modified organisms and organisms developed through selective breeding?
How do scientists find genes that might confer beneficial traits on other species?
What are gene guns and Agrobacterium, and what role does each play in the genetic engineering of crop plants?
What is mutagenesis and how has this technique been used in G.M.O.’s? RNA interference?
Establish the rules of the debate, including timelines.
Google Form For Resource Analysis (Do 2 per Day)
DAY 3
Google Form For Resource Analysis (Do 2 per Day)
Get into groups and compare notes on the following:
Research the topic and prepare logical arguments.
Gather supporting evidence and examples for position taken.
Anticipate counter arguments and prepare rebuttals.
Team members plan order and content of speaking in debate.
Day 4
Google Form For Resource Analysis (Do 2 per Day)
Group work:
Research the topic and prepare logical arguments.
Gather supporting evidence and examples for position taken.
Anticipate counter arguments and prepare rebuttals.
Team members plan order and content of speaking in debate.
Day 5
Prepare room for debate.
Go over etablished expectations
Let the debating begin!
Fill out self assesment form
Suggested Resources, Do 2 Per Day (Choose 6 from below and find two more of your own on the Internet):
http://discover.monsanto.com/sustainable-farming/?gclid=CMLbmb6T6sYCFYI7aQodkdgCxQ#sustain-gmo
http://www.webmd.com/food-recipes/features/are-biotech-foods-safe-to-eat
http://www.huffingtonpost.com/news/genetically-modified-food
http://www.sciencedaily.com/articles/g/genetically_modified_food.htm
http://www.fda.gov/Food/FoodScienceResearch/Biotechnology/ucm346030.htm
http://learn.genetics.utah.edu/content/inheritance/intro/
http://learn.genetics.utah.edu/content/inheritance/traits/
https://www.youtube.com/watch?v=1sspJ3QNtcY
http://www.wingclips.com/movie-clips/gattaca/genetically-engineered-birth
Understanding Genes and GMO's by Sanderson, Colin J
The cartoon guide to genetics by Gonick, Larry and Wheelis, Mark
Evaluation
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4 |
3 |
2 |
1 |
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Understanding of Topic |
The group displayed an exceptional understanding of their topic, as evidenced by a sufficient and accurate summary of their position, a definite, strong, and supported argument, and acknowledgement of potential criticisms of their position. |
The group displayed a clear understanding of their topic, as evidenced by a summary of their position, and a definite, supported argument. |
The team displayed a partial understanding of their topic, as evidenced by a summary of their position that may lack clarity, and a defined argument. |
The team did not show an adequate understanding of the topic. |
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Use of Sources |
The group pulled enlightening facts and arguments from a wide variety of sources in order to support their argument. All claims are well-supported with cited evidence. |
The group pulled relevant facts from several sources to support their argument. The majority of claims are supported by cited evidence. |
The group supported their argument with facts and arguments drawn from a narrow selection of sources. Some claims lack support or attribution. |
The group did not use source material to support their argument. |
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Presentation and Debate |
Group members presented their argument in an animated, convincing manner. All group members participated and had defined roles. Group members were respectful to their opponents by listening to and contemplating opposing arguments. |
Group members presented their argument effectively with an appropriate demeanor. All group members participated in some capacity. Group members were respectful by not interrupting their opponents. |
Group members presented their argument in a manner that was ineffective or lacking in demeanor. Some group members did not participate equally. Group members could have displayed more respect for their opponents. |
Group members presented their argument in a confusing or inappropriate manner. Group responsibilities were shared unequally. Group did not show respect for their opponents. |
Student self-evaluation form:
https://docs.google.com/forms/d/1WFTwOsYIvsSVhB_qVkXUu0EGHnnaNMn84diRa4…
Student Source Analysis Grading Rubric:
https://drive.google.com/open?id=0B9D2aAeAnlWPVHQyWEw3eUI3dWs
Conclusion
Post-debate Discussion and Assessment
When the formal debate is finished, allow time for debriefing and discussion. Students will also complete their self/peer assessments at this time. Members of the audience should be given an opportunity to ask questions and to contribute their own thoughts and opinions on the arguments presented. Members of the debate teams may also wish to reflect on their performance and seek feedback from the audience, including the teacher.
After the discussion: Five minute reflection. Students will write about their experiences preparing for the debate, their initial thoughts on the issue, and whether these thoughts changed in any way over the course of the project.
Debates will be recorded. The groups with the best argument will be posted to the school website for others to observe.
Each student will create a Meme, comedically summarizing the other team's arguments. A Website that may assist you with this can be found here but you are free to use your favorite as long as it is school appropriate: http://makeameme.org. Submit your Meme here.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: ESOL: Students will be paired with non-ESOL students and given extra time to complete written and oral work.
Teacher Page
WebQuest Title: DNA: How Does DNA Mutate?
Subject Matter: Biology (Life Sciences)
Grade Level: High School
Planned Length: 5 class periods
Technology Tools Used:
- Piktochart: Resource Provided for Student Analysis
- Youtube: Resource Provided for Student Analysis
- Google Forms: Used for Teacher Formative Assessment of Student Comprehension and Progression
- Google Docs: Used for Student Group Communication and Debate Organization as well as Teacher Formative Assessment of Student Comprehension and Progression
Task and Process Description: Students Will Research Genetics as part of a Biology Unit and will apply prior knowledge of Mitosis, Meiosis and DNA/RNA translation and transcription to understand the real-world topic of Genetic Modification of Organizms. Their application of prior knowledge will enable them to interpret and analyze evidence and arguments for and against Genetic Modification of Organizms for the purpose of preparing for and participating in a group debate. In preparation for the debate, students will each be responsible for reading or watching two resources per day, analyzing them and completing an accompanying source analysis google form. After completion of the google form, students will make additions to their group's google doc debate notes, including how sources should be used as evidence or how to counter them as evidence in debate. Teachers should carefully monitor both source analysis and debate argument composition group work, checking for understanding and locating instances of misunderstanding or proficiency gaps. Additional sources and curriculum need to be added as needed to scaffold understanding and argument composition proficiency.
Prerequisite knowledge: Mitosis, Meiosis, translation and transcription of DNA,
Summative Performance Assessment: The Genetic Modification debate is intended to be the final summative assessment of student understanding of Genetics, requiring the synthesis of all prior skills and knowledge developed over the cource of the Genetics Unit.
Standards addressed: Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins. Research and reading standard: Informational materials, including electronic sources, need to be collected, evaluated, and analyzed for accuracy, relevance, and effectiveness for answering research questions
Thinking Skills & Objectives: Primary objectives are the synthesis of Genetics understandings with real-world problems and the development of the transferrable skills of formulating, predicting and refuting arguments based on scientific evidence.
Reflection:
Introduction: After watching the video play the DNA phone game.
Instructions
Activity Overview / Details
1. Have students line up next to each other to play the classic game of telephone.
2. If you need a reminder, telephone is where the first person whispers a phrase to the next person until the end of the line is reached.
3. The last person in the "chain" says the phrase out loud and is compared to the original.
4. For this lesson have the student use DNA codons as the phrase.
5. Give the first student a three codon sequence such as:
AUG CCU ACG
6. This sequence should be decoded according to the below "Codon to Amino Acid Chart" as methionine, proline, tyrosine.
6. Have the sequence sent down the line of students and write the resulting sequence on the board.
7. Have the students decode the codon using the below chart and compare results
8. The resulting sequence will probably be different than the initial sequence after all of the "student" coding takes place.
9. This demonstrates that a simple mistake in copying of DNA can result in an amino acid sequence change and therefore a genetic mutation.
10. Start with a simple one codon message first and keep adding codons until the resulting message is greatly altered.
[img_assist|nid=27892|title=Codon to Amino Acid Chart|desc=|link=none|align=left|width=400|height=305]