Proposed Lesson Sequence
Plasmids, restriction enzymes, recombinant DNA and vectors should be taught after introducing the concept of biological modification is introduced. Once students understand that DNA can be modified externally in the lab, they can begin to learn the mechanisms at play. After this in class and technical exploration of scientific material, students can be given the opportunity to conduct their own research and explore practical applications of biotechnology.
Lesson 1
Retrieved from biochem.arizona.edu
Lesson One – Introduction to biotechnological tools and techniques
- Overview of the various modifications that can occur within a cell
- Explore and discuss the use of various enzymes in biotechnology, including the application of restriction enzymes and its counterpart, DNA ligase.
- Provide students with video animations depicting the function of each enzyme and their interactions
http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter16/animations.html#
- Overview of the various modifications that can occur within a cell
- Explore and discuss the use of various enzymes in biotechnology, including the application of restriction enzymes and its counterpart, DNA ligase.
- Provide students with video animations depicting the function of each enzyme and their interactions
http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter16/animations.html#
Lesson 2
Retrieved from umm.edu
Lesson Two – Genetic engineering
- Review from grade 11 the structure of a plasmid
- Introduce the concept of a vector and its biological applications (allow class discussion of the term vector, potentially link the term to the physical as opposed to biological definition)
- Include online animations for students to try (http://www.pbs.org/wgbh/harvest/engineer/transgen.html)
- Allow for group work as students answer application questions from the textbook and worksheets
- Review from grade 11 the structure of a plasmid
- Introduce the concept of a vector and its biological applications (allow class discussion of the term vector, potentially link the term to the physical as opposed to biological definition)
- Include online animations for students to try (http://www.pbs.org/wgbh/harvest/engineer/transgen.html)
- Allow for group work as students answer application questions from the textbook and worksheets
Lesson 3
Retrieved from learners.in.th
Lesson Three – Activity: Constructing a plasmid
- Have students individually construct plasmids as per the activity in their textbook. Students are to complete the attached analysis to be submitted
- Have students individually construct plasmids as per the activity in their textbook. Students are to complete the attached analysis to be submitted
biotechnology_-_constructing_a_plasmid.pdf | |
File Size: | 90 kb |
File Type: |
Lesson 4
Retrieved from purduecco.wordpress.com
Lesson Four – Practical applications
- Bring students to the computer lab to allow them to do individual research
- Students should complete an investigation where they explore the specific implications of biotechnological modifications in various domains or explore different careers in biotechnology
- Allow students to create poster board presentations of their specific researched career in biotechnology
Hold a “Job Fair” in class where students investigate the various careers available in biotechnology. Allow students to write a one page report detailing which profession they found most interesting and why
- Bring students to the computer lab to allow them to do individual research
- Students should complete an investigation where they explore the specific implications of biotechnological modifications in various domains or explore different careers in biotechnology
- Allow students to create poster board presentations of their specific researched career in biotechnology
Hold a “Job Fair” in class where students investigate the various careers available in biotechnology. Allow students to write a one page report detailing which profession they found most interesting and why