Biotechnology

Technology has changed the modern farm. Growers choose from many seed varieties with selectively bred and genetically modified traits. Students will figure out how genetic modifications have come to be and the impacts they have.

Storyline

Phenomenon

What are GMOs? How do they differ from plants that have been selectively bred? What are the techniques that are used in selective breeding?

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Selective breeding

What are the advantages of selective breeding? How does selective breeding differ from genetic modification?

What do students do? Students model selective breeding to achieve a model offspring.

What do students figure out? Selective breeding is better than random crossing and can be done by plant breeders to achieve specific traits in offspring. Some traits are controlled by multiple genes.

HS-LS1-1, HS-ESS3-4

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Agricultural challenges

What agricultural challenges have we solved? What are other challenges in agriculture that still need to be solved? How might farmers use genetics to solve on-farm challenges?

What do students do? Students explore the history of genetics and its relationship to agriculture specifically.

What do students figure out? Students determine which genetic modification technique might be best suited to meet the needs of an agriculture challenge.

MS-LS4-5

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DNA extraction

How might we see the raw material of life, DNA?

What do students do? Students create their own protocol to extract DNA from corn.

What do students figure out? DNA can be extracted from corn and other plants. Protocols are agreed-upon instructions that scientists follow.

HS-LS1-1

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DNA sentences

How are proteins coded for by DNA?

What do students do? Students translate and transcribe DNA to model protein “sentences.”

What do students figure out? DNA communicates traits by coding for proteins. DNA works to produce visible traits through transcription and translation (may use this activity as a formative assessment to assess student understanding of DNA).

HS-LS1-1

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Punnett squares

How do breeders predict which traits will be in offspring? How might biotechnology methods improve the process?

What do students do? Students use a model to learn about Punnett squares, then complete Punnett squares of crosses to show predictability in breeding.

What do students figure out? There are limitations in conventional breeding. (Traditional breeding takes more time and results are not always specific to the traits desired in the predicted ratios.)

HS-LS3-1

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Moving genes

How do we use plasmids to genetically modify bacteria?

What do students do? Students arrange cards in order to outline the steps of genetic modification.

What do students figure out? Scientists use various tools to help sequence DNA, isolate the gene of interest, remove that gene, copy the gene and insert it into the DNA to transform the target species.

HS-LS1-1

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Plasmid modeling and bacterial transformation

How does genetic modification work? How does DNA work in bacteria? How might we use that to aid in genetic modification?

What do students do? Part 1: Students model a plasmid with a gene of interest and a way to select to determine if the plasmid was added to bacteria. Part 2: Students “transform” bacteria to glow in UV light.

What do students figure out? Part 1: DNA in the form of plasmids determine the traits of the bacteria. By using these plasmids, bacteria can be modified easily. Part 2: DNA may be moved from one organism to another through genetic engineering.

HS-LS1-1, HS-LS3-1 Extension: HS-LS3-3 HS-ESS3-4

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Evolution of short corn

How will producers’ selection practices change allelic frequencies and drive evolution in a corn field?

What do students do? Students exchange alleles in a simulation to compare two different types of corn.

What do students figure out? Students apply the Hardy-Weinberg equation to determine if the population of corn is changed.

HS-LS3-3

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GMO speed dating

What do you know about GMOs?

What do students do? Students match their recipient/donor card to another’s card that explains how and why the organism might have been modified.

What do students figure out? Which organisms have been genetically modified and for what reasons.

HS-LS3-2

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Teacher background

Genetic modification, or the creation of genetically modified organisms (GMOs), is not a new concept. People have been genetically modifying plants and animals since before written history. Corn started out as a grass plant with very small seeds. Now the plant is over 7 feet tall and grows large ears with hundreds of kernels. Soybeans have been selectively bred to allow for growth from North Dakota to Alabama and to become more productive with 50 to 100 seed pods per plant. A more familiar example is the incredible variety of dog breeds that are all the same species (can interbreed) but have such different sizes, colors, and fur types. Think of a poodle and a schnauzer! All of these breeds resulted from selective breeding of the same species.

We still practice selective breeding today, and describe the resulting offspring from these crosses as hybrids. The purpose of any genetic modification in crops is to protect the yield of the plant from pests, diseases or other stresses in the environment (flooding, drought, etc). As technology has improved, genetic engineering can now be achieved through the movement of specific genetic material from one organism to another, resulting in what many call GMOs. The techniques of genetic engineering include isolating desirable genetic traits from one organism and inserting one or more of these traits into a different organism. This allows for a variety of combinations that can be tailored for specific environmental conditions. Most crop GMOs are a combination of selective breeding (creating hybrids), genetic engineering (inserting specific traits from other organisms), and other techniques (i.e.seed chipping). In 2020, genetically engineered crops were grown on about 96% of planted acres in the United States.

CRISPR is being used to knock out genes that result in undesirable characteristics and does not involve introducing DNA from different organisms. Many favorable traits are being enhanced through the use of CRISPR in soybeans, corn and other food crops.

Within the United States, nearly 80% of all foods sold contain some GMOs. A new bioengineered label regulated by the National Bioengineered Food Disclosure Standard passed in 2018, and will begin to appear on packaged foods as of January 1, 2022. However, tests by the USDA, EPA, and FDA have determined that the products that result from genetically engineered crops are not significantly different than foods that use other selective breeding techniques. Different countries have different rules that regulate the sale and trade of patented GMO seeds and the foods that contain these crops.

The benefits of biotech crops are many and include: more affordable food, better livelihoods from higher yields, lower pesticide use, land-saving technology, reduction of food waste and reduction of greenhouse gas emissions. (See isaaa.org for more details.)

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Next Generation Science Standards

Science and Engineering Practices

  • Constructing explanations and designing solutions
  • Asking questions and defining problems
  • Developing and using models
  • Analyzing and interpreting data
  • Engaging in argument from evidence

Disciplinary Core Ideas

  • LS1.A Structure and Function
  • ESS3.C Human impacts on Earth’s systems
  • ETS1.B Developing possible solutions
  • LS3.A Inheritance of traits
  • LS1.B Growth and development of organisms
  • LS3.B Variation of traits
  • ETS1.C Optimizing the design solution

Cross Cutting Concepts

  • Structure and function
  • Stability and change
  • Cause and effect
  • Systems and system models
  • Scale proportion and quantity