Introduction to Biotechnology General Learner Outcomes GLO #1 Each section of the lesson plan has a time limit and

certain ideas that I would like to cover. This allows the lesson plan to have structure that ensures the core ideas will be covered and flow into each other. GLO #2 The class will have to work together to complete the timeline of biotechnology activity. This requires the class to work as a unit to correctly determine where the milestones go on the timeline. Additionally, the students will have to work in pairs to complete the DNA extraction activity that they will be completing during the lesson. GLO #3 Using prior knowledge of biology will be important to understanding the ideas covered in this lesson. While a detailed knowledge is not required, some information on how organisms reproduce, and how DNA works will be needed. The ethics of biotechnology will also be discussed in the lesson. GLO #4 The entire lesson is designed to align with the HCPS and help the students to produce quality work and ideas that are in line with the GLOs. GLO #5 The lesson will be presented in two different forms, orally and visually. This will be accomplished with an orally delivered lesson and typed lesson plan that will be given to each student. The typed lesson plan will have visual aids to help deliver the information in several ways, so students who learn in different ways will all be reached. GLO #6 Unfortunately, the classroom only allows for the information to be delivered in two ways. By orally delivering the information, and presenting it in a typed form. In addition to the oral portion of the lesson, I will mark important ideas and track the activities on the white board. There is a section of the lesson plan devoted to the moral and ethical implications of biotechnology. HCPs Benchmark SC.BS.5.3 Because the basis of biotechnology is the alteration of DNA and chromosomes, the students will have to have a strong working knowledge of the way DNA is structured and the properties it has. This will be essential to understanding how biotechnicians can manipulate a genome into

producing desired results. To assess that students are understanding the functions of DNA they will be given a basic biotechnology lab where they will have to explain why each step is happening. Properly explaining this lab will show that the students understand the structure of DNA and why the steps are performed to unravel it. Benchmark SC.BS.5.4 This benchmark goes hand in hand with the previous. The idea of traits being hereditary is one of the core concepts of biotechnology. This passing of information is what allows scientists to manipulate DNA and make organisms that have traits that are desired for human needs. While the class wont be doing Mendellian charts of trait inheritance, we will be discussing its basis and how it applies to organisms that are being genetically modified. Benchmark SC.BS.5.5 Biotechnology is often applied in the world of medicine. At this time, it is mostly used for pharmaceuticals and the production of cheap and plentiful medicine. But, one of the future applications of biotechnology is for the use of gene therapy. This will be used to alter unwanted mutations that occur in a persons chromosomes. To understand why these want to be fixed, we will be discussing as a class how they arise and what damage they can do to a persons genome. Preparation Details 1. Materials and Technology A. A typed lesson plan covering the core concepts of biotechnology B. A worksheet with milestones of biotechnology randomly listed C. One organically grown piece of produce D. One genetically modified piece of produce

E. F. G. H. I. J.

Dish soap Table salt Contact cleaning solution Plastic test tubes Isopropyl alcohol Wooden Sticks

2. Resources http://ncdnaday.org/modules/forensics/5%20minute%20DNA%20Extraction.pdf http://www.actionbioscience.org/lessondirectory.html http://www.slideshare.net/FyzahBashir/introduction-to-biotechnology-15494541 http://www.k12.hi.us/~eastl/glo.htm http://www.nature.com/scitable/ebooks/intro-to-biotechnology-techniques-and-applications16570330 http://bioenergy.asu.edu/photosyn/courses/BIO_343/lecture/biotech.html

3. Universal Design for Learning A. Representation Because it is important for information to be presented in varying forms, I will prepare two different forms of the lesson plan. The first will be a lesson plan that is typed and printed for the students to receive before the lesson begins. The typed lesson plan will contain the core information about biotechnology and its applications. These will be the most important ideas that the students need to understand about biotechnology. The typed lesson will contain many visual aids that will allow the students to perceive the information in a way that orally communicating it cannot. In addition to this, I will present the information to the students orally. This will allow the students to receive the information in auditory and visual forms. B. Expression During the lesson there will not be much movement around the classroom. The lesson will consist of two activities done from or close to the students seat. Each of the three forms of activity in the class provide a different way of interacting with the material. These three ways should allow students with different learning strengths to understand the importance of biotechnology. C. Engagement Because the students in class learn in different ways, I will be presenting the information of my lesson plan in several ways. The main way of delivering the information will be through my lecture material. The lecture itself will be delivered orally and visually, with a handout. The lesson will be broken up by two activities that will keep students with shorter attention spans interested. The activities will be forming a timeline of biotechnology milestones as a class, and extracting DNA from saliva. Learning Activities A. Opening Activities The lesson will begin with a simple activity. I want to see what the students think biotechnology is used for. I am interested in seeing what products utilize biotechnology in their creation, and what areas of business they believe use it. The chances are, that pretty much everything on the list will use biotech. This should only take 2-3 minutes. From here I will begin the actual lesson by informing the students of what biotechnology is and what areas of business use it. The introduction to the field of biotechnology and its basic types should take around 7 minutes. I want the opening activities to be completed within 10 minutes. B. Learning Activities This section of the lesson will cover the specific applications of biotech, the history of biotech, the importance of DNA, the ethics of biotech, and the careers in the field. This portion on the lesson will flow from the previous topic. The main types of biotech will cover agriculture, food, medicine, and computer science. This section will go into the specific applications within each

field. This includes GMOs, pharmacology, quantum computers, and animal biotech. From here we will discuss the history of biotech. I have developed an activity to go with this section. I have a worksheet of milestones in biotech and randomly typed them up on the worksheet. As a class, we will determine where these milestones fall on a timeline. This will help visualize how long humans have been utilizing biotech. One of the most important milestones in biotech was the discovery of DNA, and subsequently the ability to isolate it. I will cover the basics of DNA with the class, and roughly discuss how it can be used to transfer desired traits into an organism. The second activity I have planned will go with this topic. Using some basic tools, we will extract a string on DNA from the students mouths. This will activity will be done in pairs. This activity should demonstrate the size of DNA, and help the students to visualize how much information is carried in the small molecule of DNA. This is also a way of walking the students through a simple biotech technique. The lesson continues with the ethics of biotechnology. This will focus on patents and genetically modified organisms. This portion of the lesson will conclude with a discussion of the careers that can be held in biotechnology, and the education path that can lead to these jobs (beginning with high school chemistry). For the graduate class lecture, I plan on this section taking 10-15 minutes. In the interest of saving time I will also have the graduate students do the DNA activity while I continue with the lesson, and will be skipping the activity with the timeline. For the high school class this will take 30-40 minutes. C. Closing Activities The lesson will conclude with a discussion on the future of biotechnology. This will include a section on the near future of biotech, and the far future. The students will be prompted to help participate and list what they believe the future of biotech holds. This closing on the lesson should take 10 minutes.