An Investigative Case-Based Problem Space on Corn

burgerutterlyBiotechnology

Dec 11, 2012 (4 years and 8 months ago)

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An Investigative Case
-
Based Problem Space on

Corn Under Construction

By
HR



The Case Narrative





Case Analysis


What specific questions do you have about these topics?



What Do I Know?

What Do I Need to Know?

Year 3 & 4

European corn borer is a c
aterpillar

It is a pest

It feeds on the corn leaves then bore into
other parts of the plants

It attacks other garden plants and weeds

It leaves in the stalk of these plants through
the winter

The only way to get rid of the borers is to burn
the plants that

harbour them


Year 5 & 6

Familiarity with corn

Familiarity with pesticides

Knowledge of Bt toxin found in bacterium
Bacillus thuringiensis

Process of genetic engineering

Process of hybridization

Process of artificial selection

Alternatives for controlling

European Corn
Borers




Year 3 & 4

Life cycle of corn borer?

Origin of corn borer?

Damaging effects of corn borer on corn
plants?

Is there other way(s) of control apart from
burning?






Year 5 & 6

What are the benefits of GM crops?

What are the differen
ces in cultivation
methods of Bt and other types of corn?

Life cycle of corn borer?

What kinds of damage do the corn borers do
to the plants?









Learning Goals


Y3 & 4

1.

Explain clearly what is meant by a transgenic organism (note: Transformation refe
rs to
the acquisition of genetic material by the uptake of DNA)

2.

Briefly describe main steps in creating GMOs, (include the role of viral or plasmid vectors
in integrating foreign DNA into the genome of another organism.

3.


Explain how various GMO are created
.

4.

Discuss the ethical and social implications of genetically modified crop plants and
animals


Y5 & 6 (H2 Biology Applications Syllabus):

(1)

Explain the significance of genetic engineering in improving the quality and yield of crop
plants and

animals
in solving the demand for food in the world (e.g. Bt corn,).

(2)

Discuss the ethical and social implications of genetically modified crop plants and
animals (e.g. Bt

corn).



Investigations and Activities, including Cyber
-
Learning Resources


1) Students
are to read a powerpoint slide on the alternative method for controlling ECB and
answer 2 questions related to the slide:

“The European corn borer (ECB) was introduced into the United States in the early 1900s, most
likely arriving with imported European
plant products. Without predators to keep the population
in check, ECBs spread rapidly. In most of the United States, this moth produces multiple
generations in a single year. Various environmental factors influence the population sizes from
year to year.
Isolating infested fields and burning the plant material was the only method of
control until the mid
-
1920s when the bacterium Bacillus thuringiensis was discovered to have
pesticidal properties.

By 1930, growers were spraying their crops with a mixture c
ontaining live B. thuringiensis,
which was effective against ECB for as long as the pesticide
-
producing bacteria survived
-

several days at most. Although chemical pesticides became widely available after World War
II, the majority of growers continued
to use the B. thuringiensis mixture..”

a) Many farmers growing corn using conventional methods still choose to apply B. thuringiensis
sprays. What are the advantages of this strategy for controlling ECB?

b) What are the disadvantages of applying sprays?


2
) Go to the Case Book website to run a simulation for engineering transgenic tomatoes, then
students to work in gps of 4 to create a powerpoint slide on the steps to create Bt corn. Link
to

http
://
www
.
pbs
.
org
/
wgbh
/
harvest
/
engineer
/
transgen
.
html


3) Go to the Case Book website to use a selective breeding simulation for engineering bigger,
better corn. Link to

http
://
www
.
pbs
.
org
/
wgbh
/
harvest
/
engineer
/




Resources



1.
http
://
www
.
extension
.
umn
.
edu
/
distribution
/
cropsystems
/
DC
7055.
html



2.
http
://
courses
.
bio
.
indiana
.
edu
/
L
104
-
Bonner
/
Bt
/
Bt
%20
Corn
.
html



Student Products

1) Students to work in groups of 4 to create a powerpoint poster on the steps to create Bt corn.

2) Students use a graphic organizer to compare and contrast th
e two approaches of genetic
manipulation of plants (genetic engineering and plant breeding) .

3) Students to discuss in groups of 4 the advantages of farmers still using the conventional
methods to controlling European Corn Borers and to discuss disadva
ntages of applying sprays.
The advantages and disadvantages will be showcased in a powerpoint poster.













Assessment


1. Poster assessment rubric


Corn Borer Poster Rubric

Topic

Poor

1

Fair

2

Good

3

Excellent

4

Score

Method in
creating GMO

Not
s
equential,
most steps
are missing
or are
confusing.

Some of the
steps are
understandable;
most are
confusing.

Most of the
steps are
understandable;
but some lack
detail.

Presents
easy
-
to
-
follow steps:
logical &
adequately
detailed.



Sources

None Listed

O
nly one to two
credible sources

Three to four
credible sources

Five or more
credible
sources



Attractiveness /
Professionalism

Not neat
and edges
are not cut
well with
font too
small/

Font readable,
but some ill
-
formed letters,
font type not
consistent

W
ell
-
formed
characters and
titles of sections.
The sections are
cut clean & neat.

Clean, neat,
and
consistent
throughout.



Organization

Very
Scattered

Scattered

Better Structured

Well
Structured



Presentation

Had to
draw
information
from the
presente
r

Explained some
of the project

Gave too much
information

Excellent
information
and
presentation



Presentation
Quality

Hard to
hear

Some voice
clarity

Good voice
clarity

Excellent
voice clarity




Overall :___________


Comments:






2. End
-
of
-
year ass
essment

Implementation

Yr 3 & 4:

Plan to implement this case study as part of our last topic (mid August) over two 55
-
minutes
lessons.


Yr 5 & 6:

The case
-
based study will be introduced during the last lecture on Genetically Modified
Organism. Students
will be split into three main groups to answer selected portion of the case
study.






Credits


Websites

http
://
www
.
pbs
.
org
/
wgbh
/
harvest
/
engineer
/
transgen
.
html

http
://
www
.
pbs
.
org
/
wgbh
/
harvest
/
engineer
/

http
://
news
.
google
.
com
/
newspapers
?
nid
=999&
dat
=19190719&
id
=
qxklAAAAIBAJ
&
sjid
=
qxIGAA
AAIBAJ
&
pg
=421
1,1846853


Biological Inquiry
-

A Workbook of Investigative Cases by Margaret Waterman & Ethel Stanley