Genomics and Genetically Modified Organisms Teachable Tidbit: When life gives you lemons… make pink lemonade
Synopsis:
In this activity (app. 25 min), a case-study style problem is presented to students (“The Roundup Story) that describes the use of roundup (herbicide) in agriculture, and the development of “roundup ready” crop strains. The case study approach incorporates a great number of questions, which are designed to guide the students to a clear understanding of how genetically modified organisms (GMOs) are developed, particularly in terms of the molecular modifications necessary for the successful use of this biotechnology. Students are then asked to apply this new knowledge. The primary activity component challenges students to develop a lemon that tastes and looks like pink lemonade, using molecular techniques. Groups work together to construct a plasmid that could be introduced to the typical lemon genome, in a manner that would result in the desired product. Homework is also described which prepares students for a subsequent discussion/debate on GMOs. The activity is appropriate for both undergraduate majors and non-majors (1101 and 1113) in biology.
Scientific Teaching at a Glance...
Active Learning |
Backward Design |
Assessment |
Diversity |
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The activity starts out with clicker questions on the basics of GMOs and later uses a think pair share activity, class discussion, and group work to help students achieve a greater understanding of GMOs. |
One of the learning goals for this teachable tidbit is to learn the definition of a GMO. The learning outcome of students being able to describe what a GMO is ties into this learning goal. Students are assessed at the beginning of the activity on if they know what a GMO is using clicker questions. If students have insufficient knowledge then the instructor can give a quick lecture on the background of GMOs. |
Clicker questions are used throughout the activity to access if the students have enough understanding of the material to proceed to the next step. |
The topic of GMOs applies to almost all students as they are found all over the world. Different learning styles are employed such as videos, lecture, readings, figures, group work, and discussions. |
Files associated with this Teachable Tidbit can be downloaded directly using these links:
| GMO Activity Worksheet | |
| GMO Pink Lemonade Tidbit Activity Description | |
| GMO Tidbit Executive Summary (includes Tidbit, as well as two supplemental activity ideas) | |
| GMO Tidbit Presentation | |
Activity Details:
Authors:
- Jackie Augustine (augustine.63@osu.edu)
- Jennifer Larson (larson.315@osu.edu)
- Matt Misicka (misicka.1@osu.edu)
- Aaron Wenzel (wenzel.36@osu.edu)
Learning Goal(s):
· Students will learn the definition of a genetically modified organism (GMO)
· Students will learn how a GMO is made (including basic plasmid construction)
· Students will learn pros and cons of GMOs
· Students will learn that information stored in DNA is expressed as proteins – these impact functions of the
organism
· Students will learn that alteration of a single gene or molecule in a signaling network may impact cells,
tissues, or the whole-organism
· Students will learn the different methods of horizontal gene transfer
Learning Outcomes:
Students should be able to…
· Predict new traits of organisms that are transfected with plasmids
· Explain how plasmids are constructed
· Describe what a GMO is
· Evaluate the effects of introducing new genes to organisms
· Discuss the pros and cons of GMOs
· Identify regulatory elements important for gene expression
· Communicate the relationship between genotype and phenotype
· Propose experiments to test whether a plant is a GMO or not
· Describe two different mechanisms of acquired resistance in weeds
How Diversity is Specifically Addressed:
“Deciphering GMOs should be engaging to most introductory biology students regardless of major, sex or race for several reasons. 1) GMOs are a hot topic in the news, 2) GMOs are found in many regions of the world. We selected Roundup ready corn as our GMO to focus on to prevent any biases regarding race, religion, and economic background from becoming the focus of the discussions – it is found here in the U.S. This activity should cover several learning styles as it includes a video component, lecture component, out-of-class reading, figures, and teacher-guided discussions. The activities rely heavily on group discussions/collaboration.” (From original group’s Executive Summary)
Activity Timeline:
This activity begins with clicker questions to ensure that students have the necessary knowledge of transcription to successfully progress through the activity on GMOs. Students are then asked whether or not they can identify GMO corn by appearance, and are also asked about their feelings on the use of GMOs. Roundup is then described (mini-lecture), followed by an in-class discussion or think-pair-share activity that includes several application-style questions regarding the construction of the plasmid ultimately introduced to plant DNA that conveys roundup resistance. Students then work in groups to develop their own plasmid that will be introduced to the genome of a typical lemon, and which will provide the characteristics of pink lemonade to the actual lemon plant fruit (pink color and sweet taste). Suggestions are then provided for follow-up class sessions (discussion/debate GMOs, questions, etc.)
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