Cloning, Cloning, Cloning

UNIT TITLE: CLONING, CLONING, CLONING

DAY 1

LESSON: INTRO TO CLONING

I. DEFINE THE CONTENT

LESSON OBJECTIVE:

A. Examine the history of cloning, current developments, and future cloning.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT

CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.)

Cloning could be considered one of the greatest discoveries of all time!

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS

ARE WORTH

KNOWING?

(THINK ABOUT THE

CONTENT YOU

HAVE SELECTED.

WHAT IS

IMPORTANT FOR

STUDENTS TO

KNOW?)

After the lesson,

Students will know that cloning has a history that has been a part

of science for decades.

Students will know that Hans Dreisch created the first cloned

animals in the late 1800’s.

Students will know that Dolly was the first cloned mammal.

Students will know the basic concept to cloning.

Students will know that Biotechnology can be used to help reduce

world hunger.

Students will know that biotechnology can be used to help farmers

produce more livestock and plants.

Students will know that biotechnology has been used for

thousands of years.

B. WHAT 3 ITEMS

ARE IMPORTANT

FOR STUDENTS TO

BE ABLE TO DO?

(DEFINE WHAT

After the lesson,

Students will be able to analyze different terminology that relates

to cloning through the use of an interactive PowerPoint.

Students should be able to create their own cloned mouse through

the use of a computer simulation activity

STUDENTS SHOULD

BE ABLE TO DO AS A

RESULT OF YOUR

LESSON.)

http://learn.genetics.utah.edu/content/tech/cloning/clickandclone/

C. WHAT ARE THE

ENDURING

UNDERSTANDINGS

THAT STUDENTS

SHOULD TAKE

AWAY FROM THE

LESSON? (DEFINE

THE BIG IDEAS.)

After the lesson,

Students will understand the process of cloning.

Students will understand that biotechnology could reduce global

hunger.

III. PLANNING

D. ESSENTIAL

QUESTION:

(ONE

OVERARCHING

LESSON QUESTION )

What effect has cloning had on society?

E. ASSESSMENT:

(PERFORMANCE

TASK) WHAT WILL

THE STUDENTS DO

TO SHOW YOU THAT

THEY MASTERED

THE CONTENT?

Students will demonstrate mastery of vocabulary related to cloning

by choosing the definitions for each word by using SmartBoard.

Students will create their own cloned mouse through the use of a

computer simulation activity


F. CONTENT

LIST THE CONTENT

FOR THIS LESSON

ONLY.

(OUTLINE THE

CONTENT YOU

WILL TEACH

TODAY-THIS MAY

COME FROM YOUR

CONTENT OUTLINE)

I. Cloning: The History

A. Who was Hans Dreisch (created the first cloned

animals in the late 1800’s)

1. Dreich’s original goal was not to create

identical animals, but to prove the genetic

material was not lost during cell division.

2. Used sea urchins to do his research.

3. Dreich's experiments involved sea urchins,

which he picked because they have large embryo

cells, and grow independently of their mothers.

Dreich took a 2 celled embryo of a sea urchin and

shook it in a beaker full of sea water until the two

cells separated. Each grew independently, and

formed a separate, whole sea urchin.

B. First cloned mammal and others



1. On July 5, 1996, a lamb was born, cloned from a

frozen mammary cell from another adult sheep.

a. She was generated from a specialized

adult cell, not from an unspecialized

embryonic cell.

b. The cell was then injected into an

unfertilized egg cell which had had its

nucleus removed, and made the cells fuse by

using electrical pulses.

2. Ian Wilmut of the Roslin Institute in Edinburgh,

Scotland, and his colleagues used a cell derived

from the udder of a six-year-old sheep in the final

stage of pregnancy.

a. Dolly took 277 tries to create, and other

labs were unable to reproduce the results.

b. Dolly was the first mammal to be cloned

from an adult cell, rather than an embryo.

3. Other cloned animals

a. The Five Little Pigs from Virginia Tech

b. Tetra: The Monkey

c. Calves in Ishikawa Japan

C. Vocabulary related to cloning.

1. Somatic cell: A somatic cell is generally taken to

mean any cell forming the body of an organism.

Somatic cells, by definition, are not germline cells.

2. Cloning: Cloning is the process of creating an

identical copy of an original organism or thing.

3. Reproductive cloning: is a technology used to

generate an animal that has the same nuclear DNA

as another currently or previously existing animal.

Dolly was created by reproductive cloning

technology.

4. DNA technology cloning: the transfer of a DNA

fragment of interest from one organism to a self-

replicating genetic element such as a bacterial

plasmid.

5. Therapeutic cloning: also called "embryo

cloning," is the production of human embryos for

use in research. The goal of this process is not to

create cloned human beings, but rather to harvest

stem cells that can be used to study human

development and to treat disease.

6. DNA: a nucleic acid molecule in the form of a

twisted double strand double helix that is the major

component of chromosomes and carries genetic

information. DNA, which is found in all living

organisms except some viruses, reproduces itself

and is the means by which

hereditary characteristics pass from one generation

to the next.

7. ethical - Relating to or involving questions of

right and wrong.

8. genes- The building blocks of DNA, which serve

as transmitters of hereditary characteristics

II. Understanding the science of cloning

A. Reproductive Cloning

1. Reproductive cloning: is a technology used to

generate an animal that has the same nuclear DNA

as another currently or previously existing animal.

Dolly was created by reproductive cloning

technology.

a. Isolate the donor cell

b. Remove and discard the nucleus from the

egg cell

c. Transfer the somatic nucleus into the

enucleated egg cell

d. Stimulate cell division

e. Implant the embryo

f. Evaluate final product

III. How does Biotechnology and cloning relate?

A. What is Biotechnology

1. The manipulation (as through genetic

engineering) of living organisms

or their components to produce useful usually

commercial products (as pest resistant crops,

new bacterial strains, or novel

pharmaceuticals);

also : any of various applications of biological

science used in such manipulation

2. Biotechnology crops can be engineered

to tolerate specific herbicides, which make

weed control simpler and more efficient

(United States Department of Agriculture).

Biotechnology can possibly reduce world

hunger and disease by improving local

productivity and by adapting crops to local

climates and soils.

3. Biotechnology makes plants more nutritious by

creating plants with higher vitamin and protein

content and making produce more affordable on the

world market (Freeman Dyson)

4. Norman Borlaug won the Nobel Peace Prize

in 1970 for his work in developing high yield

wheat and other grains in India and other

Third World nations. His work resulted in a

major increase of food production worldwide

in the early 1970’s (James D. Torr). His work

resulted in a major increase of food production

worldwide in the early 1970’s.

G. HOOK:

(DESCRIBE HOW

YOU WILL GRAB

STUDENTS’

ATTENTION AT THE

BEGINNING OF THE

LESSON. BE

CREATIVE.)

Students will complete a KWL chart (chart will be on the board)

by discussing openly what they know about cloning, and what they

want to know. At the end of the lesson, they will complete the

“Learned” section of the chart.

Cloning 101

Introduction to Cloning: A 3 minute video on cloning. After video,

students will be given steps to cloning cards to see if they are able

to organize them in the correct sequence.

http://www.youtube.com/watch?v=gPxH3O5CT-8

Teacher will say: Let’s reflect back to the Point to Ponder, which

says: “Cloning could be considered one of the greatest discoveries

of all time!” After watching the video, what are your thoughts on

cloning? Can it be beneficial to society? (3 minutes)

H. INSTRUCTION:

(TELL, STEP-BY-

STEP, WHAT YOU

WILL DO.)

With the use of the SmartBoard, students will participate in an

Interactive PowerPoint Game: Haven’t I seen You Before or Is it

Simply Multiplicity Part I? This will be implemented to allow

learners to observe connection between cloned animals and

animals that are not cloned.

Teachers will introduce vocabulary words by providing students

with a list of vocabulary words and their definitions. Next, using

the SmartBoard, teachers will show illustrations that relate to each

vocabulary word. Then, students will be provided with vocabulary

cards (only the vocabulary words will appear) that relate to the

pictures.

The teacher will say: “You will find vocabulary words in your

“small basket”. As each picture is shown choose the word that

correlates with the picture and place on it on the picture.” Note:

Each student will have their vocabulary words in a “small basket”

to place on the illustration.

http://www.youtube.com/watch?v=gPxH3O5CT-8

The teachers will then use an (on SmartBoard) interactive

PowerPoint to access whether or not students have mastered

vocabulary.

To introduce Hans Adolf Eduard Driesch the teachers will show a

picture of him and a picture of Dolly on separate sheets if chart

paper. Teachers will divide the students into groups of two. Each

group will receive chart paper with pictures of Hans Adolf Eduard

Driesch and Dolly. Each group will be presented with an envelope.

Inside the envelope, the students will have slips of information

related to both Driesch and Dolly. The students will then (with

removable Scotch Tape) tape each slips of information in the

correct column, either on Driesch or Dolly. Once the students have

placed all the slips, the groups will check with each other to see if

they have the slips in the correct column.

The teacher will say: Now class, we are going to be scientist

today and with all you have learned, you will now clone a mouse.

Students will then create and clone their own mouse through an

interactive simulation.


Students will imagine not having any food for days and then

presented with the question, “What would you do?”

Teachers will show PowerPoint entitled: Biotechnology.

Teacher will say: Next, we are going to watch a video (from

www.brainpop.com Entitled: Fighting Hunger) that discusses the

shortage of food. During the next few days, you will decide

whether or not farmers should use cloning methods to increase

food production. As you watch this video, begin to think about

your opinions and views as it relates to cloning and using it to

reduce world hunger.

Teachers will guide the students in completing the “L” in the

KWL chart. Students will write on the board anything new that

they learned during the lesson.


http://www.brainpop.com/

DAY 2

CAMP LESSON THE DNA INVESTIGATION


LESSON OBJECTIVE:

A. Understand the DNA makeup.

B. Construct an example of DNA.



DNA should never be duplicated!


A. WHAT 3 ITEMS ARE

WORTH KNOWING?

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED. WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW?)

After the lesson,

Students will know that DNA is found in all living cells.

Students will know that DNA is the information storage

molecule of life.

Students will know that comparing DNA sequences shows

the relatedness of all living creatures.

B. WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO?

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON.)

After the lesson,

Students should be able to analyze the main components of

DNA and their functions.

Students should be able to extract DNA from fruit.

Students should be able to construct a DNA sample.

Students will be able to navigate through Movie Maker.

C. WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON? (DEFINE THE

BIG IDEAS.)

After the lesson,

Students will understand DNA and its composition.

Students will understand the relationship of DNA and

cloning.

Students will understand the relationship of DNA and

chromosomes.

III. PLANNING

D. ESSENTIAL QUESTION:

(ONE OVERARCHING

LESSON QUESTION )

What can DNA research do to influence the life of mankind?

E. ASSESSMENT:

(PERFORMANCE TASK)

WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT?

To understand the make-up of DNA, students will be guided

in completing a hands-on activity entitled, “Strawberry

Extraction DNA”. Students will work in groups to develop

an appreciation for the physical nature of DNA and the

process of DNA purification. Students will complete a DNA

Extraction Table. Students will provide an illustration of the

contents found in the test tube. To evaluate and assess their

understanding, students will complete questions related to

the strawberry extraction activity. The students will also

chart their observations.

F. CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY.

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-

THIS MAY COME FROM

YOUR CONTENT OUTLINE)

I. DNA technology cloning: the transfer of a DNA fragment

of interest from one organism to a self-replicating genetic

element such bacterial plasmid.

a. Deoxyribo Nucleic Acid is commonly known

as DNA. DNA is found in all living cells and it

is what the egg and sperm carry during

fertilization to serve as the instructions for the

next generation/offspring. DNA at its most

basic level is in essence the blueprint of an

organism's genetic make-up.

b. If stretched end to end, DNA from our bodies

would go to the sun and back almost 70 times!

c. Although DNA was first isolated by Friedrich

Miescher in 1869, its double helix structure

was not discovered until 1953 by James

Watson and Francis Crick.

d. The DNA of humans, is composed of

approximately 3 billion base pairs, making up a

total of almost a meter-long stretch of DNA in

every cell in our bodies

II. Movie Maker Tutorial

A. Creating a folder

1. Using the SmartBoard, the teachers will

guide the students in creating a new folder

using a USB Flash Drive and name folder.

2. Teachers will direct students in locating at

least 10 pictures, and saving them to the new

folder that has been created on the USB

Flash Drive.

G. HOOK:

(DESCRIBE HOW YOU

WILL GRAB STUDENTS’

ATTENTION AT THE

BEGINNING OF THE

LESSON. BE CREATIVE.)

To introduce DNA, teachers will sound off with the

following:

Teacher 1: give me a D!

Teacher 2: d!

Teacher 1: give me a n!

Teacher 2: N!

Teacher 1: give me an a!

Teacher 2: A

Teacher 1: what do you have?

Teacher 2: Deoxyribo Nucleic Acid

Then the teachers will ask students to stand up to complete

the next activity. To see what students already know, four

areas of the room will be labeled “A”, “B”, “C”, and “D”.

Teachers will read a series of questions out loud that relate

to DNA. Then, students will choose their answer by going to

section A, B, C, or D. The first 5 questions will be asked

during the beginning of the lesson. The last 5 questions will

be asked at the end of class.

Intro to DNA questions

1. DNA was first isolated by Friedrich Miescher in

a. 1986

b. 1896

c. 1869

d. 1849

2. The double helix wasn’t discovered until

a. 1939

b. 1953

c. 1935

d. 1955

3. James Watson and ______________ discovered the

double helix structure.

a. Francis Crick

b. Marie Cassidy

c. Benjamin Castleman

d. Friedrich Miescher

4. DNA is the information storage ___________ of life.

a. gene

b. bacteria

c. molecule

d. cell

5. All living _________ are composed of DNA.

a. cells

b. organisms

c. genes

d. chromosomes

6. All organisms __________ their DNA.

a. replicate

b. grow

c. diffuse

d. mutate

7. If stretched end to end, DNA from our bodies would go to

the sun and back almost _______ times!

a. 100

b. 80

c. 90

d. 70

8. Cells share genetic information through

_______________.

a. genes

b. chromosomes

c. cells

d. molecules

9. A gene is?

a. one piece of genetic information a chromosome can hold

b. RNA

c. a generation

d. a genetic cell

10. Humans have 20,000 to 30,000 _______ in their

genome.

a. chromosomes

b. genes

c. cell

d. membranes

H. INSTRUCTION:

(TELL, STEP-BY-STEP,

WHAT YOU WILL DO.)

The teacher will instruct the students to observe the comic

strip shown on the projector.

The teacher will say: Do you believe identical twins share

the same DNA?

Then students will interact with a PowerPoint titled:

“Haven’t I seen you before or is it just multiplicity II”.

Teacher will say: Many of you are already familiar with

understanding the basics of DNA. Have you ever considered

the benefits of using DNA to help society? Let’s watch this

short video that points out a few ways that DNA can serve

as a benefit to society.

4 minutes and 20sec. video on DNA entitled: “The Body’s

Blueprint” from www.brainpop.com (followed by an

interactive quiz)

After the video, the teacher will say: What was mentioned in

the video that related to DNA being used to help society?

The teacher will say (if not mentioned by the students): Yes,

DNA can be used to solve crimes, and increase food

productivity.

Teachers will discuss with students “lab” rules before

starting Strawberry Extraction. Lab rules will include the

following:

Always... Never...

Wear a Buttoned Up Lab

Coat

Eat or Drink in the Laboratory

Wear Gloves if Necessary Touch, Sniff or Taste

Chemicals

Be Aware of the Risks and

Hazards Involved in Any

Experiment

Clean Up at the End

To understand the make-up of DNA, students will be guided

by the teacher in completing a hands-on activity entitled,

“Strawberry DNA Extraction”.

The Teacher will say: This next activity involves extracting

DNA from a strawberry. DNA can be used to reproduce

plants. As you are being guided in this procedure, keep in

mind your final product and whether or not you support

cloning to increase food production to reduce hunger.

The teacher will demonstrate each step with students and

students will follow along:

Step 1: Place one strawberry in a zip lock baggie and

carefully press out all of the air and seal the bag.

Step 2: Smash the strawberry with your fist for 2 minutes.

Step 3: Add 10 ml extraction buffer to the bag and carefully

press out all of the air and seal the bag.

Step 4: Mush again for one minute.

http://www.brainpop.com/

Step 5: Filter through cheesecloth in a funnel into beaker.

Support the test tube in a test tube rack.

Step 6: Discard the extra mashed strawberry.

Step 7: Pour filtrate into test tube so that it is 1/8 full.

Step 8: Slowly pour the ice-cold alcohol into the tube until

the tube is half full and forms a layer over the top of the

strawberry extract.

Teacher will say: At the interface, you will see the DNA

precipitate out of solution and float to the top. You may

spool the DNA on your glass rod or pipette tip.

Step 9: Spool the DNA by dipping a pipette tip or glass rod

into the tube right where the extract layer & alcohol are in

contact with each other. With your tube at eye level, twirl

the rod & watch as DNA strands collect.

A call interview will be conducted with Katrin Hinrichs

DVM, PhD. She is a professor and Patsy Link Chair in

Mare Reproductive Studies Department of Physiology and

Pharmacology College of Veterinary Medicine and

Biomedical Sciences at Texas A&M University. Dr.

Hinrichs led the cloning team on the project of cloning

America's first cloned horse. Students will be provided with

an opportunity to ask questions related to cloning. Dr.

Hinrichs will also discuss her experience with cloning the

first horse.

The teachers will use a Movie Maker tutorial handout to

guide students in creating a “practice” movie. The teachers

will provide students with pictures, but will also guide them

in finding and saving their own.

The teacher says: Now that you have learned some new

information related to cloning, we would like for you to

begin to think about whether or not cloning could be used to

reduce world hunger. Over the next few days, using Movie

Maker, you will create a movie that supports your argument

to present to farmers. The goal is to convince farmers to

donate a portion of their crops or produce to organizations

that support reducing hunger. If you support cloning of

animals, you would suggest cloning to increase the food

supply. If your choice is to avoid cloning, you would

suggest to the farmers to generate additional crops and

produce to donate to organizations worldwide in an effort to

reduce hunger.

The Teacher will say: Now, we will learn some basic

concepts of the program, “Movie Maker”. Please follow

with me by looking at the SmartBoard.

Step 1: Create a new folder on your USB Flash Drive and

name it “mmproject”.

Step 2: Locate and save at least 10 pictures that you believe

relates to cloning or how you may feel about cloning and

save them to your “mmproject” folder that you created on

your USB Flash Drive.

Step 3: Open Windows Movie Maker

-> Start -> Programs -> Movie

Maker

Step 4: Select File -> Save Project As and name your movie

file “movie_CLONE”. Make sure and navigate to your USB

Flash Drive and save this file in the “mmproject” folder you

created.

***Don’t forget to SAVE your movie project often. You

can do this by clicking on File ->Save Project or by simply

clicking on the Floppy Disk icon on the top toolbar (see

illustrations).

Step 5: Click on the Import Pictures link on the left side of

the window (see illustration).

Step 6: With the Import File window open, navigate to your

“mmproject” folder and import each of your pictures into

your Collections.

*Shortcut Tip: Click and select the first picture in the folder;

then hold down the shift-key and click on the last picture in

the folder. This should highlight all of the picture files

between the two files you clicked on. Click Import and all

of the files should move over at the same time into your

Collections.

Step 7: Click and drag each of your pictures (one at a time)

to the Video Timeline at the bottom of your window.

The default setting for each picture is 5 seconds within the

timeline. I suggest keeping it where it is for this project

because when you add transitions and/or effects later

between each picture it will decrease the time each picture is

shown.

Step 8: Once all of your pictures are added to the video

timeline, it is now time to insert some Video Transitions

between the photos.

Click on the drop-down window near the top of your screen

and select Video Transitions from the menu (see

illustration).

DAY 3

CAMP LESSON ETHICS BEHIND CLONING


LESSON OBJECTIVE:

A. Students will understand that there are ethical and practical arguments in favor of cloning and

against cloning.

B. Analyze the ethical, legal, and social issues of cloning.



Cloning can have an overwhelming effect for today and for future generations.


A. WHAT 3 ITEMS

ARE WORTH

KNOWING?

(THINK ABOUT

THE CONTENT YOU

HAVE SELECTED.

WHAT IS

IMPORTANT FOR

STUDENTS TO

KNOW?)

After the lesson,

Students will know that cloning could be used to reduce the shortage of food.

Students will know that cloning could be beneficial to society.

Students will know that there are no federal laws or statutes related to cloning.

B. WHAT 3 ITEMS

ARE IMPORTANT

FOR STUDENTS TO

BE ABLE TO DO?

(DEFINE WHAT

STUDENTS

SHOULD BE ABLE

TO DO AS A

RESULT OF YOUR

LESSON.)

After the lesson,

Students should be able to start creating a movie using Movie Maker related to

the pros or cons of cloning.

Students should be able to analyze the different views as they relate to the ethics

of cloning.

Students should be able express their views as they relate to cloning through the

creation of a movie using movie maker.

C. WHAT ARE THE

ENDURING

UNDERSTANDINGS

THAT STUDENTS

SHOULD TAKE

AWAY FROM THE

LESSON? (DEFINE

THE BIG IDEAS.)

After the lesson,

Students will understand the impact cloning has on our society through

questioning and debate with Gerardo Maradiaga, a student in the MA Bioethics

program at Wake Forest University.

Students will understand that there are many different views related to cloning.

III. PLANNING

D. ESSENTIAL

QUESTION:

(ONE

OVERARCHING

LESSON

QUESTION )

What are the potential benefits of cloning? What are the potential problems?

E. ASSESSMENT:

(PERFORMANCE

TASK) WHAT

WILL THE

STUDENTS DO TO

SHOW YOU THAT

THEY MASTERED

THE CONTENT?

Students will create a movie using Movie Maker depicting their understanding

and views of cloning. Using a story board handout, students will create a story

board to depict what they will include in their movie maker. To assess students’

performance, a Movie Maker rubric will be provided.

F. CONTENT

LIST THE

CONTENT FOR

THIS LESSON

ONLY.

(OUTLINE THE

CONTENT YOU

WILL TEACH

TODAY-THIS MAY

COME FROM YOUR

CONTENT

OUTLINE)

IV. Ethical Issues related to cloning

A. The effects cloning has on animals.

1. Over 95% of cloning attempts fail.

2. Birth defects, premature death, and illness continue to be an issue.

3. Large Offspring Syndrome, a typically fatal condition associated

with many abnormalities, occurs in over 50% of cow clones.

4. The often fatal condition, Hydrops in which the animal swells with

fluid, occurs in 28% of cow clones.

5. Concerns about animal suffering.

B. Human views of cloning.

1.Many believe that cloning, regardless of the purpose is

morally wrong.

2. Cloning is sometimes viewed as unnatural.

C. Facts about human cloning.

1. The clone would not have a biological father and mother.

2. A cloned individual could not be called sibling, daughter or

son to the donor.

3. Although a clone is formed from a cell of an adult, it starts

a life as an adult.

4. Human cloning is legally banned in many countries.

5. Cloning is legal in Great Britain for therapeutic purposes

only.

V. Movie Maker Tutorial

a. Using story boards students will continue working on their Movie

Maker product.

Introduction of the Hook: Students will be instructed to close their eyes and think

about all the different activities that they are required to participate in (at home,

school, etc.) What if there was a way to make another “you” to share the load?

Students will watch a video on cloning from www.brainpopo.com Entitled: Is

http://www.brainpopo.com/

One of You Enough? (followed by an interactive quiz)

H. INSTRUCTION:

(TELL, STEP-BY-

STEP, WHAT YOU

WILL DO.)

Through questioning and debate with guest speaker Gerardo Maradiaga a student

in the MA Bioethics program and graduate student at Wake Forest University,

students will learn more details about cloning and ethical issues that are

associated with cloning.

Teacher will provide students with an example of a movie made from “Movie

Maker”. The teacher will guide students in reviewing the use of movie maker.

Teacher will show students a tutorial from website:

http://www.microsoft.com/windowsxp/using/moviemaker/create/1stmovie.mspx..

Teacher will use a “Story Board” handout to guide students as they begin to

create their movie. Teacher will also provide students with an example of a

completed Story Board. Students should complete story board related to their

final product. Then students should begin working on their final product.

Then the teacher will guide students in creating their own movie to demonstrate

to farmers their views on whether or not to clone animals or plants in an effort to

reduce world hunger.

http://www.microsoft.com/windowsxp/using/moviemaker/create/1stmovie.mspx

LESSON 4

CAMP LESSONS CLONING BIOTECH!


Lesson Objective:

A. Students will understand the basic concepts of biotechnology.

Lesson Point to ponder: (Remember this is a statement that should elicit conversation,

thinking and debate. This is not a question.)

Cloning could be used to improve everyday living.

II. Preplanning: Begin with the End in Mind

A. What 3 items are worth

knowing?

(Think about the content

you have selected. What is

important for students to

know?)

After the lesson,

Students will know how to create a movie using movie

maker.

Students will know that farmers should have a choice to

plant crops that best meet their needs.

Students will know that farmers across the world are using

biotechnology to produce their crops.

B. What 3 items are

important for students to

be able to do?

(Define what students

should be able to do as a

result of your lesson.)

After the lesson,

Students will be able to evaluate how cloning plants and

animals could be beneficial to farmers through

biotechnology.

Students will be able to present their views on cloning as it

relates to reducing world hunger.

Students will be able to demonstrate their understanding of

the basic concept of biotechnology.

C. What are the enduring

understandings that

students should take away

from the lesson? (Define

the big ideas.)

After the lesson,

Students will understand that that cloning although

controversial, offers solutions to real world problems.

III. Planning

D. Essential Question:

(One overarching lesson

Question )

Can biotechnology be beneficial to farmers in increasing

food production in an effort to reduce world hunger?

E. Assessment:

(Performance Task) What

will the students do to

show you that they

mastered the content?

Students will use a Cloning Rubric to guide them in

demonstrating their understanding of cloning, and how it

could or could not change world hunger by finalizing their

movie using Movie Maker.

F. content

List the content for this

lesson only.

(Outline the content you

will teach today-This may

come from your content

outline)

VI. Biotechnology and U.S. Farmers

1. Biotech farms are grown on about 165 million acres

of U.S. land (Biotechnology Industry Organization).

2. The U.S. is the leading exporter of food and

agricultural in the world.

G. Hook: I am Hungry!

Feed me please!

(Describe how you will

grab students’ attention at

the beginning of the

lesson. Be creative.)

Imagine that you are a farmer and you were asked to donate

a portion of your crops to a charity organization that

provided food for people in need. Would you accept or

decline?

H. Instruction:

(Tell, step-by-step, what

you will do.)

Teachers will continue to guide students in completing their

final product using “Movie Maker”.

Students will be introduced to Earl Hunter, a farmer from

Warrenton, NC. Students will then be prompted by teacher

to present Mr. Hunter with their final product (Movie

Maker Presentation) to persuade him to donate a portion of

his produce to reduce world hunger. If they support cloning

of animals, they would suggest to Mr. Hunter to use cloning

to increase the food supply. If their choice is to avoid

cloning, they would suggest generating additional crops and

produce to donate to organizations worldwide in an effort to

reduce hunger.

Followed by presentations, students and Mr. Hunter will

have open an discussion about their final products.

Vocabulary Sheet Somatic cell — A somatic cell is generally taken to mean any cell forming the body of

an organism. Somatic cells, by definition, are not germline cells.

Cloning — Cloning is the process of creating an identical copy of an original organism or

thing.

Reproductive cloning: is a technology used to generate an animal that has the same

nuclear DNA as another currently or previously existing animal. Dolly was created by

reproductive cloning technology.

DNA technology cloning: the transfer of a DNA fragment of interest from one

organism to a self-replicating genetic element such as a bacterial plasmid.

Therapeutic cloning: also called "embryo cloning," is the production of human embryos

for use in research. The goal of this process is not to create cloned human beings, but

rather to harvest stem cells that can be used to study human development and to

treat disease.

DNA-- a nucleic acid molecule in the form of a twisted double strand double helix that

is the major component of chromosomes and carries genetic information. DNA, which is

found in all living organisms except some viruses, reproduces itself and is the means by

which hereditary characteristics pass from one generation to the next.

Progenitor: A direct ancestor

ethical - Relating to or involving questions of right and wrong.

genes- The building blocks of DNA, which serve as transmitters of hereditary

characteristics.

biotechnology: the manipulation (as through genetic engineering) of living organisms or

their components to produce useful usually commercial products (as pest resistant

crops, new bacterial strains, or novel pharmaceuticals); also : any of various applications of biological science used in such manipulation

chromosomes: rod-shaped structure in a cell. It carries genes, which contain the codes

for features or traits.

Vocabulary Strips

Directions: Cut out vocabulary words to use in lesson 1.

Somatic cell

Cloning

Reproductive

cloning

DNA technology cloning

Therapeutic

cloning

DNA

ethical

genes

biotechnology

chromosomes

Hans Adolf Eduard Driesch and Dolly Slips

Directions: Cut these slips and us in lesson 1.

Experimented with

cloning sea urchin

cells

Was a German

biologist and

philosopher

Born in Bad

Kreuznach,

Germany

Was created as a

result of the work

by biologist Ian

Wilmut

*Cloned Dolly

Was born in 1892

Original code-

named "6LL3"

Was cloned in 1996

Cloned the first

animal in the

1880’s

It took 277

attempts before a

successfully

cloning……..

Experimented by taking a sea urchin embryo at the

two-cell stage, putting it in a jar with salt waters,

and shook it up. The embryo had split into two. The

two cells developed normally and came out to be

two smaller then normal sea urchins but everything

else was normal.

While experimenting expected each cell to develop

into the corresponding half of the animal to which

it has been destined or preprogrammed, but

instead found that each developed into a complete

sea urchin.

Was cloned at the Roslin

Institute in Midlothian,

Scotland

29 early embryos developed and were

implanted into 13 surrogate mothers

before a successful a clone was

created.

*Cloned the first

mammal

First mammal to be

cloned from an

adult cell, rather

than an embryo

Took two embryos

and fused them

together to form

one embryo.

Took the sea urchins at the 8-cell

stage and flattened them between

two pieces of glass, until the 16-cell

stage and then took off the glass. A

sea urchin developed without defects.

Was produced when scientists used

the nucleus of an cell from a six-

year-old Finn Dorset white sheep.

Raised from the nucleus

of a 6-year old sheep.

Was euthanized on 14

February 2003, aged six

and a half.

PowerPoint

Presented By:

Brenda Poole

and

Shaun Walker

Presented by:

Brenda Poole

Shaun Walker

PowerPoint

Vocabulary Introduction PowerPoint Pictures

Dolly Picture

Presented By:

Brenda Poole

and

Shaun Walker

Strawberry DNA

Extraction

Introduction:

DNA is found in cells from Animals and Plants. DNA is a

double stranded macromolecule composed of nucleotide bases

pairing Adenine with Thymine and Guanine with Cytosine.

DNA can be extracted from cells by a simple technique with

household chemicals, enabling students to see strands of DNA

with the naked eye.

Purpose:

To extract DNA from the fruit of a strawberry plant

Safety Precautions:

Do not eat or drink in the laboratory.

Wear Apron & Safety Goggles.

Materials / Equipment (per student group):

1. heavy duty zip-lock baggie

2. 1 strawberry (fresh or frozen and thawed)

3. cheesecloth

4. funnel

5. 100 ml beaker

6. test tube

7. wooden coffee stirrer

8. DNA Extraction Buffer (One liter: mix 100 ml of

shampoo (without conditioner), 15 g NaCl, 900 ml water

OR 50 ml liquid dishwashing detergent, 15 g NaCl and

950 ml water)

9. Ice-cold 95% ethanol or 95% isopropyl alcohol

Procedure:

1. Place one strawberry in a zip lock baggie and carefully


2. Smash the strawberry with your fist for 2 minutes.

3. Add 10 ml extraction buffer to the bag and carefully


4. Mush again for one minute.

5. Filter through cheesecloth in a funnel into beaker.

Support the test tube in a test tube rack.

6. Discard the extra mashed strawberry.

7. Pour filtrate into test tube so that it is 1/8 full.

8. Slowly pour the ice-cold alcohol into the tube until the

tube is half full and forms a layer over the top of the

strawberry extract.

9. At the interface, you will see the DNA precipitate out

of solution and float to the top. You may spool the DNA

on your glass rod or pipette tip.

10. Spool the DNA by dipping a pipette tip or glass rod

into the tube right where the extract layer & alcohol are

in contact with each other. With your tube at eye level,

twirl the rod & watch as DNA strands collect.

Prelab:

Take a look at the sketch of the plant cell below. The

chromosomes (which are made of DNA) are in the nucleus.

This is the only place where DNA is located.

Now match the procedure with what it is doing to help isolate the DNA

from the other materials in the cell.

_____1. Break open the cell A. Squish the fruit to a slush

_____2. Dissolve cell membranes B. Filter your extract through

cheesecloth

_____3. Precipitate the DNA

(clump the DNA together

C. Mix in a detergent solution

_____4. Separate organelles,

broken cell wall, and membranes

from proteins, carbohydrates, and

DNA

D. Layer cold alcohol over the

extract

DNA Extraction Table

AMOUNT

ADDED OR

OBTAINED

INITIAL

COLOR PURPOSE

BUFFER

(soap-salt

mixture)

STRAWBERRY

COLD

ALCOHOL

DNA

SKETCH OF TEST TUBE WITH CONTENTS

Questions:

1. Where can DNA be found in the cell?

2. Discuss the action of the soap (detergent) on the cell.

What is the purpose of the soap in this activity?

3. What was the purpose of the Sodium Chloride? Include a

discussion of polarity and charged particles.

4. Why was the cold ethanol added to the soap and salt

mixture?

5. Describe the appearance of your final product?

6. Draw a diagram of DNA containing 5 sets of nucleotide

bases labeling the hydrogen bonds between the bases.

Intro to DNA questions

1. DNA was first isolated by Friedrich Miescher in a. 1986 b. 1896 c. 1869 d. 1849 2. The double helix wasn’t discovered until a. 1939 b. 1953 c. 1935 d. 1955 3. James Watson and ______________ discovered the double helix structure. a. Francis Crick b. Marie Cassidy c. Benjamin Castleman d. Friedrich Miescher 4. DNA is the information storage ___________ of life. a. gene b. bacteria c. molecule d. cell 5. All living _________ are composed of DNA. a. cells b. organisms c. genes d. chromosomes 6. All organisms __________ their DNA. a. replicate b. grow c. diffuse d. mutate

7. If stretched end to end, DNA from our bodies would go to the sun and back almost _______ times! a. 100 b. 80 c. 90 d. 70 8. Cells share genetic information through _______________. a. genes b. chromosomes c. cells d. molecules 9. A gene is? a. one piece of genetic information a chromosome can hold b. RNA c. a generation

d. a genetic cell

10. Humans have 20,000 to 30,000 _______ in their

genome. a. chromosomes

b. genes c. cell

d. membranes

Storyboards Name

________________

(adapted from http://www.create.cett.msstate.edu/create/howto/Storyboard_Handout.pdf)

What is a storyboard?

A story board is a set of panels on which sequential sketches are arranged to show the

important changes of scenes and action in a group of shots.

Why You Need to Create a Storyboard:

Storyboards:

allow you to brainstorm ideas

help you to see what the finished product should look like

help you to more efficiently plan your ideas

make it easier for you to plan how and what to edit for your video

cut down on editing time

help all members of the group to know exactly where they are during the production

process

help you to avoid missed opportunities for camera shots that you could have made

Storyboards should include notes about:

the approximate time for each scene

who will appear in each scene

transitions between scenes

frame size/camera angles

special effects (e.g., lighting)

music

dialogue/narration

When planning your video consider:

your audience

your message

how you will deliver your message (e.g., frame size/camera angles)

o close-ups—show details, expressions/emotions

o medium-range shots—usually involve one or two people at fairly close range;

used to show interaction

o long shots—used to set the scene and let the audience know where the action is

taking place

o shooting from above—makes subject seem small or weak

o shooting from below/looking up—makes subject seem dominant

o shooting from behind—helps audience to see things as subject might see them

OVER

Storyboard for (name product)___________________ Group

_________________________

Our target audience is

_____________________________________________________________

Our message is

__________________________________________________________________

Sequence #: ____________________________________

Shot Description (who? where?): ___________________

______________________________________________

Estimated time of take: ___________________________

Transition In: __________________________________

Frame Size: ____________________________________

Camera Angle: _________________________________

Special Effects: ________________________________

Music: _______________________________________

Transition Out: ________________________________

Narration/Dialogue:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Cloning Rubric

CATEGORY 4 3 2 1

Addresses Issues

Always addresses topic

Usually addresses topic

Rarely addresses topic

Did not address topic

Support with Facts

Uses many facts that support topic

Uses some facts that support topic

Uses few facts that support topic

Does not use facts that support topic

Persuasiveness Arguments organized, clear and convincing

Arguments are fairly organized, sometimes clear and convincing

Arguments are somewhat organized, rarely clear and convincing

Arguments are rarely organized and never clear or convincing

Teamwork Used team members effectively equal timing

Members did not share equally in the presentation

One member does majority of the talking

No one talks

Organization Electrifies audience in opening statement. Closure convinces audience

Grabs attention Brings closure to the debate

Introduces topic and brings some closure to the debate

Does not introduce topic; no closure

Documents

Cloning, Cloning, Cloning