Introduction
Over the last forty years scientists have made great strides in manipulating and finding ways to alter gene mutations in plants and agricultural related fields. The process of genetic engineering is investigated to improve or modify organism characteristics. The topic of food agriculture is of great interest to teachers, scientists, farmers, and consumers. “Safe and nutritious food is the foundation of good health, and scientists are continuously improving technologies in food agriculture. Science and Our Food Supply: Exploring Food Agriculture and Biotechnology aims to empower you and your students to make those choices. It incorporates key scientific knowledge and education resources to help students understand how biotechnology is used to produce food for humans and animals (FDA, Science and Our Food).”
Introduction of Biofortification and Food Genetic Engineering: The students will investigate food sources through science-based agricultural concepts of crop characteristics, planning, and selection with the integration of biotechnology approaches to learning.
The students will work together in groups to complete the first two columns of the KWL Chart.
Column 1: What they know about Genetic Engineering in Food.
Column 2: What they want to learn about Genetic Engineering in Food.
The students will build background knowledge by watching the Biofortification video.
https://www.youtube.com/watch?v=kSzHCDtJ_v0
Task
Genetic Engineering in Food Agriculture:
The students will use the Cornell Note Document in Google Classroom to take notes while watching the video.
https://www.youtube.com/watch?v=kSzHCDtJ_v0
They must include the highlights discussed in the video. At the end of the video the students must write a paragraph summary exhibiting their knowledge of Food Genetics and Biofortification up to this point.
Second: The students will review and learn the Food Genetic Terms Through Quizlet Flashcards.
The Students will practice the terms with Quizlet Live.
“Present the PowerPoint slides provided Read through, discuss, and collaboratively complete the questions and discussions on each slide.
https://www.slideshare.net/spaliz/nutritional-genomicsnutrigenetics-nutrigenomics
Exit Tickets:
The students will complete the Quizziz Quiz as an Exit Ticket on Google Classroom for understanding of the Introductory Phase of Food Genetics and Biofortification.
Process
Day 2: Read, Evaluate, and Present the Group Understanding of the following Article for Genetic Engineering of Plants.
First: The students will first pre read article 1 individually before reading and taking notes. After pre reading the article each student will need to come up with an Essential Question. Then, the students will actively read the article by writing the Essential Question on the top and write summaries and ask factual questions in the first column while reading.
Article 1:
Biofortification of plants with altered antioxidant content and composition.: EBSCOhost. (n.d.). https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=7&sid=c9effadd-3060-40c1-bde8-08bf892c3e87%40redis
Sample of Active Reading Note-Taking Guide
Essential Question:
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Active Reading Summaries and Questions: |
Responses and Answers to Questions: |
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Vocabulary Words and Definitions: |
New words and Definitions Discovered: |
Summary of Article:
Exit Ticket: The students will work together as a group to answer the questions they wrote while taking notes. They will share their notes with the assigned groups and answer the questions on their notes. They will write the answers to the questions on the right hand column.
Day 3: Read, Evaluate, and Present the Group Understanding of the following Article for Genetic Engineering of Plants.
Article 2:
Genetic Engineering of Plants.: EBSCOHost. (n.d.). https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=5&sid=c9effadd-3060-40c1-bde8-08bf892c3e87%40redis
First: The students will pre read article 2 individually before reading and taking notes. After pre reading the article each student will need to come up with an Essential Question. Then, the students will actively read the article by writing the Essential Question on the top and write summaries and ask factual questions in the first column while reading.
Sample of Active Reading Note-Taking Guide
Essential Question:
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Active Reading Summaries and Questions: |
Responses and Answers to Questions: |
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Vocabulary Words and Definitions: |
New words and Definitions Discovered: |
Summary of Article:
Exit Ticket: The students will work together as a group to answer the questions they wrote while taking notes. They will share their notes with the assigned groups and answer the questions on their notes. They will write the answers to the questions on the right hand column.
Day 4: “The students will create a Venn Diagram to compare/contrast the information in the paired text readings from Day 2 and Day 3 articles (Venn Diagrams - Free Printable Graphic Organizers | Student Handouts, n.d.).”
“The students will create and present an informative paragraph using Flipgrid. They will use their active reading notes and venn diagrams to create the Flip.
(Flip Is a Video Discussion and Sharing App, Free From Microsoft., n.d.).”
“Safe and nutritious food is the foundation of good health, and scientists are continuously improving technologies in food agriculture. Science and Our Food Supply: Exploring Food Agriculture and Biotechnology aims to empower you and your students to make those choices. It incorporates key scientific knowledge and education resources to help students understand how biotechnology is used to produce food for humans and animals (FDA, Science and Our Food).”
Exit Ticket: Turn Flip Paragraph into Google Classroom. Share it with your classmates using Web 2.0.
Evaluation
Day 5:
Introduce the lesson with the following video to create an in depth understanding of strawberries and their significance in the genetic study of food.
www.youtube.com/watch?v=hOpu4iN5Bh4
Follow the Lesson Plan Provided in the Science and Food FDA Lesson Plan to allow students to engage in the learning process of, “How is DNA from Food Used by Scientists? In this activity, students’ interest in food science is enhanced through an engaging and fun activity – the extraction, isolation, and observation of the DNA from strawberries. Scientists can use DNA isolated from food to identify particular traits, a plant or animal species, or potential contamination sources. Agricultural researchers use DNA analysis to choose desired traits that can be propagated in plants and animals (FDA, Science and Food)”.
https://www.fda.gov/food/students-teachers/science-and-our-food-supply#Biotechnology
The students will draw and label a plant cell while watching the following video:
https://www.youtube.com/watch?v=pkYqw4s3DXE&feature=youtu.be
The students will review strawberry DNA terms through quizlet.
https://quizlet.com/404729017/strawberry-dna-quiz-flash-cards/
Exit Ticket: Quizlet Live Game to review Strawberry DNA
Day 6: Watch the video to build background knowledge and to set the purpose for the activity, How to extract DNA from strawberries www.youtube.com/watch?v=hOpu4iN5Bh4
This process is simplistic, however the isolation, extraction, and observation of DNA are important parts of food agricultural science, allowing scientists to accurately select for the most desirable traits for the fruits and vegetables that we eat.
Student Worksheet Strawberry DNA Extraction
Name __________________________ Date _______________ Class/Hour ___________
1. What is DNA?
2. Where in the cell is the DNA found?
3. What does the word extraction mean?
4. How do you think you could extract the DNA from cells?
5. Does your food contain DNA, and if so, where would that DNA be found?
6. Each step in the extraction process aids in isolating DNA from the other cellular materials. Explain why each step was necessary and put the DNA extraction procedure into context by answering the following questions:
Why did you have to mash the strawberries?
What was the purpose of the salt in the DNA extracting solution?
What was the purpose of the liquid detergent in the DNA extracting solution?
Explain what happens when you add the alcohol to the strawberry extract. What did the extracted DNA look like?
7. Why is it useful for scientists to be able to extract DNA from fruits and vegetables? List at least two reasons.
8. If you could extract the DNA from any fruit or vegetable, which one would you choose and why would you want to study its DNA?
Exit Ticket:
The students will review the DNA Extraction Procedures of the Strawberries through Quizlet Flashcards.
https://quizlet.com/191676409/dna-extraction-of-strawberries-lab-flash-cards/
Conclusion
Day 7: Recap and Review: Watch the following video to review DNA.
What is DNA and How Does It Work? www.youtube.com/watch?v=zwibgNGe4aY
Create a DNA model with candy DNA.
https://www.sciencebuddies.org/stem-activities/candy-DNA-model
The students will create and label the DNA Candy Model.
Exit Ticket: The students will share the Candy Models with the class. After they share their models, they will journal the process and their thoughts for the activities from this unit.
Day 8: School Field Trip to the Oklahoma State Ag Research Facilities.
https://agresearch.okstate.edu/facilities/entomology-and-plant-pathology-farm/
Students will explore the research lab through a scavenger hunt. They will take notes, write interview questions to ask the workers, document the process with pictures (we will get permission ahead of time), and create a Powtoons Virtual Tour from their experience at the Research Lab.
Day 9: The students will create an Essential Question to explore while digitally recording their time at the research lab. The students will use the pictures, notes, interviews, and materials they gathered from the field trip to create a virtual tour presentation.
Exit Ticket: The students will write a short entry in their digital journeys explaining the process they went through to create the Powtoon Virtual Tour Video.
Day 10: The students will present the Videos with the class and they will share them with the wonderful staff at the Agriculture Research Lab in Stillwater, OK.
Exit Tickets: Write a thank you note to the employee that you interviewed. The students will write the letter, address the envelope, and we will mail the letters.
Credits
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A great big thank you to the USDA, FDA, and Ag in the Classroom for providing lesson plans that instill the love of learning into our students.
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Teacher Page
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Follow the Lesson Plan Provided in the Science and Food FDA Lesson Plan to allow students to engage in the learning process of, “How is DNA from Food Used by Scientists? In this activity, students’ interest in food science is enhanced through an engaging and fun activity – the extraction, isolation, and observation of the DNA from strawberries. Scientists can use DNA isolated from food to identify particular traits, a plant or animal species, or potential contamination sources. Agricultural researchers use DNA analysis to choose desired traits that can be propagated in plants and animals (FDA, Science and Food)”. Printed materials— https://www.studenthandouts.com/graphic-organizers/relationships/blank-venn-diagram- Printables-with-instructions.html https://www.fda.gov/food/students-teachers/science-and-our-food-supply#Biotechnology Internet URLs — https://www.slideshare.net/spaliz/nutritional-genomicsnutrigenetics-nutrigenomics https://library.csuchico.edu/help/source-or-information-good https://eastcentral.libguides.com/c.php?g=473210 https://www.solutiontree.com/blog/lesson-plan-assessment/ http://zunal.com/webquest.php?w=17683 https://biologydictionary.net/plant-cell/ Videos— Biofortification: It All Starts with A Seed www.youtube.com/watch?v=hOpu4iN5Bh4 www.youtube.com/watch?v=zwibgNGe4aY
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References: Flip is a video discussion and sharing app, free from Microsoft. (n.d.). https://info.flip.com Google. (n.d.). http://www.google.com/ References: How to Assess a Lesson Plan | Solution Tree Blog. (2019, July 2). https://www.solutiontree.com/blog/lesson-plan-assessment/ LibGuides: Databases, Articles, Images, Ebooks and more Online Resources: Databases: Articles, Images and more. (n.d.). https://eastcentral.libguides.com/c.php?g=473210 Oklahoma State Department of Education |. (n.d.). Oklahoma State Department of Education. https://sde.ok.gov/ Osmani, A. (n.d.). Effective Learning with Bloom’s Taxonomy. https://addyosmani.com/blog/blooms-taxonomy/ References (Cont.): Venn Diagrams - Free Printable Graphic Organizers | Student Handouts. (n.d.). https://www.studenthandouts.com/graphic-organizers/relationships/blank-venn-diagram-printables-with-instructions.html |