Genetic Modification Teachable Tidbit: A Revolutionary Technique (CRISPR)
Synopsis:
This teachable tidbit, developed during the 2015 Summer Institute hosted by The Ohio State University, provides an active learning exercise intended to be utilized in a majors-level introductory Biology course, and is designed to work for any class size. This activity focuses on methods and concepts in biotechnology, as well as the connections between societal problems/issues and biotechnological approaches to solving these problems. The activity includes multiple approaches to instruction and assessment (questioning, Think/Pair/Share, individual thinking, group work) while utilizing questions throughout to foster discussion and guide learning. The primary active learning component of the activity involves the students working together to interpret and label a blank model that depicts the procedures necessary for mass production of insulin using biotechnology.
Scientific Teaching at a Glance...
Active Learning |
Backward Design |
Assessment |
Diversity |
|---|---|---|---|
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Questions on the CRISPR mechanism following a mini lecture and a worksheet to be completed as a group. |
A learning goal for this unit is for students to understand the flow of genetic information. A learning objective to help students achieve this goal is to predict patterns of inheritance in specific examples of DNA editing. This objective is achieved by the students being shown how allele frequencies shift in a population and assessed by completing a worksheet in groups. |
Questions following the mini lecture allows the instructor to see how well the students are grasping the material before moving onto the worksheet. |
Lesson utilizes multiple learning styles including lecture and group work. Discussion on genetic engineering offers multiple viewpoints. |
Files associated with this Teachable Tidbit can be downloaded directly using these links:
Activity Details:
Authors:
- Sarah Ball (ball.1766@osu.edu)
- Amanda Simcox (simcox.1@osu.edu)
- John Cogan (cogan.1@osu.edu)
- Jonathan Horn (horn.179@osu.edu)
Learning Goal(s):
- Students understand the underlying connection between biology and technology.
- Students understand the flow of genetic information.
- Students understand Mendelian and non-Mendelian genetics.
- Students recognize the implications of biology/technology for society/policy.
- Students understand genetic basis of disease and appreciate the power of biotechnology
Learning Outcomes:
Students should be able to…
- predict pattern of inheritance in specific examples of DNA editing.
- predict how a genetically engineered modification can result in heritable changes.
- analyze the potential effects of DNA editing (Gene Drive) in successive generations.
How Diversity is Addressed:
“Powerpoint includes a slide on the regions of the world endemic to malaria. Group work (meiosis activity and Gene Drive activity) is inclusive and allows students to work together, each with a voice, in a learning activity. Planned discussion on the “good” and “evil” aspects of genetic engineering will allow many prospective viewpoints.” (From original group’s Executive Summary)
Activity Timeline:
This activity begins with a depiction of allele frequency changes within a population of mosquitos at the theoretical genetic equilibrium, specifically showing a low frequency of individuals that do not carry malaria. Students are then shown that this low frequency, after 9 generations, has the potential to express a complete shift in allele frequency to a population in which all individuals in the population having this non-malarial genotype, using a biotechnological technique called CRISPR. A mini-lecture on CRISPR is then included, and a series of questions to clarify understanding of the CRISPR mechanism follows. Students then complete a worksheet in groups that traces the non-malarial genotype/phenotype through a population over several generations using Mendelian inheritance as well as the “CRISPR Gene Drive.” This activity really works to bring about the realization of the potential this technique has to impact society. Finally, the activity poses several questions that require students to think critically about the new knowledge they have gained.
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