Gene Splicing - Genetic Engineering

stubbornnessuglyBiotechnology

Dec 12, 2012 (4 years and 6 months ago)

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Name:

Melissa Nachman

Date:

Wedne
sday
-

January 18
th
, 2012

Class:

The Living Environment

Standards:

# 4
-
Students will understand and

apply scientific concepts, principles, and

theories pertaining to the physical
setting and


living environment and recognize the historical


development of ideas in science
.
Key Idea 1:

Living things are both similar to and different


from each other and from nonliving things.


Performance Indicator 1.2 a
-

j.
Key Idea 2:


Organisms inherit genetic information in a

variety of ways that result in continuity of

structure and function between

parents and

offspring. Performance Indicator 2.2 a


e.


Topic:

Genetic Engineering

Lesson Title: Gene Splicing

Period:

4/5, 8/9, 10/11


Focus
/Problem
:

How have scientists created large amounts of molecules that are needed for
human survival
?

Learning Target(s) Explicitly Stated / Students will be able to
(S.W.B.A.T.)
:

1. c
omprehend vocabulary regarding the genetic engineering such as the terms/ concepts of
gene splicing, restriction enzyme, plasmids cells, recombinant DNA molecule.

2. u
nderstand how gene splicing may be used in the medical
field (insulin for diabetics.)

3. c
ommunicate how humans may alter DNA through the surrounding environment and in the
laboratory.


Motivation/Demonstration
:

Discuss
Recombinant blood clotting factor VIII. Recombinant factor VIII is a

blood
-
clotting
protein that is given to patients with hemophilia. Hemophil
iacs
are unable to produce blood
-
clotting protein factor VIII in order to allow for normal blood clotting. Before the development
of recombinant factor VIII

through the process of g
ene splicing, the protein was obtained by
processing large quantities of human blood from multiple donors, which carried a very high
risk of transmission of blood borne diseases, such as HIV.

According to this discussion, predict the focus of this lesson.

Vocabulary
:

gene splicing, restriction enzyme, plasmids cells, recombinant DNA molecule


Start
-
Up Assessment For Learning (Determine Prior Knowledge)
:

1
-
) Explain the concept of genetic engineering
.

2
-
) Describe
how scientists use selective breeding as
an example of genetic engineering.

3
-
)
Explain how scientist perform the process of cloning in the laboratory.


Mini
-
Lesson

(Whole Group)
:



Review
the answers to the Do Now
questions.



Student
will discuss how genetically
Pivotal/
Medial Questions
:

1. Identify the body system that produces
platelets.

2. Describe the function of platelets in the
human body.

engineering has positively impacted

the lives of hemophiliacs.



Students will
observe illustrations of
gene splicing.



Students will
be grouped in
academically heterogeneous groups.



Students will
self
-
assign the
questions and steps of the procedure
that they will be responsible for.



Students will rotate between groups
of their choice in order to discuss the
outcomes on their Genetic
Engineering
-

Gene Splicing
worksheet.


3. Predict what would happen to hemophiliacs
before the age of genetic engineering.

4.
Explain why it was important that scientists
develop a technique that massed produced
blood clotting factor VII
.





Group Work (Differentiated or Tiered Instructional Strategies


Bold each strategy used)
:

1.
Flexible grouping

4.
Model of task



7.
Use of technology

2. Rubric



5.
Bloom’s questioning



8.
Peer discussion/teaching

3. Graphic organizer

6.
Cooperative learning


9.
Workshop model



Exceeding Standards Task
:

3’s


complete question #5 on the
Genetic Engineering


Gene Splicing
Activity worksheet.

Question(s) to Assess Understanding
:

Predict how the development of gene splicing
has continued to help the survival of humans.

At Standards Task
:

2’s


complete questions #3 and 4
on the Genetic Engineering


Gene
Splicing Activity worksheet.



Question(s) to Assess Understanding
:


Describe

the role of the scissors in the activity
of gene

splicing. Why are the scissors
important in the process of gene splicing?

Explain the role of the bacteria in the process
of gene splicing.

Below Standards Task
:

1’s


complete questions #1 and 2
on the Ge
netic Engineering


Gene
Splicing Activity worksheet.


Question(s) to Assess Understanding
:

How is the recombinant DNA molecule
produced through gene splicing? Where is the
recombinant DNA molecule inserted after it is
produced?


Share
-
Out (Whole Group)
:

Within the last
15

minutes share out all of
the answers
for the questions on the
Genetic Engineering


Gene Splicing Activity
worksheet.



Summary/Conclusion:



311 Exit Slip


Identify questions that have been left
unanswered after the gene
splicing activity.