Lesson Plan, Student Handouts, Answer Keys/Samples, Supplemental Materials

Modeling Recombinant DNA
Lesson Plan, Student Handouts, Answer Keys/Samples, Supplemental Materials
Topic:
 Genetics
o DNA
Subject/Grade Level:
 7th Grade Life Science
Project Duration:
 Day 1: Read through “Modeling Recombinant DNA” handout as well as the New York
Times article, A New Insulin Given Approval For Use In U.S. Begin assembling the
plasmid and human DNA
 Day 2: Complete “Recombinant DNA Protocol and Results.” Students will likely have
time to start the conclusion in class, but will need to finish for homework.
Materials (in groups of 2):

 A New Insulin Given Approval For Use In U.S. article
 “Modeling Recombinant DNA” handout (Modified from: http://www.uri.edu/smile/)
 “Recombinant DNA Protocol and Results” activity
 1 set of enzyme cards
 1 set of bacterial plasmid strips (print on color paper)
 1 set of human cell DNA strips (print on another color paper)
Next Generation Science Standards:

 LS1.A: Structure and Function
o Within cells, special structures are responsible for particular functions, and
the cell membrane forms the boundary that controls what enters and leaves
the cell. (MS-LS1-2)
 LS3.A: Inheritance of Traits
o Genes are located in the chromosomes of cells, with each chromosome pair
containing two variants of each of many distinct genes. Each distinct gene
chiefly controls the production of specific proteins, which in turn affects the
traits of the individual. Changes (mutations) to genes can result in changes to
proteins, which can affect the structures and functions of the organism and
thereby change traits. (MS-LS3-1)
o Variations of inherited traits between parent and offspring arise from genetic
differences that result from the subset of chromosomes (and therefore
genes) inherited. (MS-LS3-2)
 LS3.B: Variation of Traits
o In addition to variations that arise from sexual reproduction, genetic
information can be altered because of mutations. Though rare, mutations
may result in changes to the structure and function of proteins. Some
changes are beneficial, others harmful, and some neutral to the organism.
(MS-LS3-1)
 Developing and Using Models
o Modeling in 6–8 builds on K–5 experiences and progresses to developing,
using, and revising models to describe, test, and predict more abstract
phenomena and design systems.
o Develop and use a model to describe phenomena. (MS- LS3-1),(MS-LS3-2)
 Influence of Science, Engineering, and Technology on Society and the Natural
World
o All human activity draws on natural resources and has both short and long-
term consequences, positive as well as negative, for the health of people and
the natural environment. (MS- ETS1-1)
o The uses of technologies and limitations on their use are driven by individual
or societal needs, desires, and values; by the findings of scientific research;
and by differences in such factors as climate, natural resources, and
economic conditions. (MS-ETS1-1)
Common Core State Standards:

 Reading:
o Cite specific textual evidence to support analysis of science and technical texts.
o Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
o Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table).
Learning Objectives:
 Students will know how enzymes work.
 Students will know the protocol for engineering recombinant DNA.
 Students will be able to explain how insulin is produced using recombinant DNA.
Background Information:
 Make different colored copies of the enzymes, DNA and plasmid strips.
 The DNA strips need to be taped together from #1-#6, top to bottom. This is
important, as it will affect the results.
 The plasmid is made from the plasmid replication strip and only one of the antibiotic
resistant strips.
 Have the students use a pencil to draw and label all of the potential restriction sites
before selecting the one they will use (their table must be complete).
Instructional Design:
 Day 1: Start by explaining that this is the “Bringing it Back Together” module, where
they will use the concepts learned/practiced over the course of the previous two
modules. Begin by reading the activity intro, “Modeling Recombinant DNA.” You will
want to stop and help clarify the process as you go through it. After reading that,
have students quietly read the NY Times article, A New Insulin Given Approval For
Use In U.S. Have students discuss this in desk pairs, focusing on this use of
recombinant DNA and think about other uses that might arise. Next, hand out the
activity paper titled, “Recombinant DNA Protocol and Results.” After reading the
background information, they need to define the following words on their paper:
recombinant DNA, restriction enzyme, sticky ends, plasmid, and transformation. The
objective to start is to fill out the lab protocol for engineering recombinant DNA. You
do not need to point it out, but hopefully they will soon find that they steps are in
bold lettering in the procedures. To verify that they have correctly identified the
steps, either check them in pairs, or review as a whole class. At this point you can
hand out the human DNA and plasmid strips (*remember to copy these in 2
different colors). When working in pairs, one student can cut out the DNA strips, and
another the plasmid strips. When they are finished cutting, remind them that they
must tape the DNA strips end to end from #1 - #6 in order. They choose two plasmid
strips: the strip with a shaded replication site, and the other with an antibiotic
resistance gene. Save the sequences in a safe place until the following day.
G C
 Day 2: Review the work completed the prior day and the protocol that must
T A
be accomplished today. Have them begin the day by drawing a visual
representation of the protocol in the squares at the top of the page. Hand T A
out the restriction enzyme cards. They should cut out all 9, as they will test C #2 G
each one with their DNA and plasmid sequences. As they look for matches
G C
on the strips, they must record their results. For each enzyme that does
match, they should sketch it on the strip and record which enzyme cuts that A T
location. See Figure 1. In the table, they will record if it did not cut () or A T
how many times it did. Remember the solution must cut above and below
the shaded gene on the DNA strip, and anywhere besides the antibiotic G C
resistance or replication site on the plasmid. Once they complete testing of Fig. 1
all nine restriction enzymes, they should select which one is the best
option. If there is more than one enzyme that makes all three cuts, use the one that
cuts closest to the insulin gene, limiting the amount of extra DNA nucleotides present.
Now they may cut and tape their recombinant DNA together. They should also
record their results in the diagram of the “sticky ends” that were made by the
enzyme. At this point, the in class engineering is done. In the next lesson they will
simulate how to transform the plasmid into an E. coli cell and test for validity of the
engineering. If there is time today, it is a great opportunity to discuss how a scientist
would culture the bacteria on a plate with the antibiotic (they one they added a
resistance gene for) overnight. Those bacteria that grow prove that you have
successfully engineered the bacteria with the desired gene, plus the antibiotic
resistance gene. If it didn’t grow in the culture, it shows that it didn’t successfully
ligate the sequences together. It is important to emphasize how many times these
ligations are unsuccessful, and slight tweaking of the protocol or enzymes used
might be necessary.
 A great follow up for a homework activity is to have the students do this quick gene
splicing computer model:
http://www.biotechnologyonline.gov.au/popups/int_splicing.html
Assessment: Students will be assessed on the following pieces:

 The last piece of the activity page is the “Conclusion”. These questions will serve to
determine whether they not only understand the processes involved in engineering
recombinant DNA, but also how it is used, or can be used to better society. Also
addressed are they sources of error one might encounter in an actual lab, which is a
critical part of the research process.
 Next activity will take this activity into a virtual lab.

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Modeling Recombinant DNA

Lesson Plan, Student Handouts, Answer Keys/Samples, Supplemental Materials

Materials (in groups of 2):

Next Generation Science Standards:

Common Core State Standards:

Assessment: Students will be assessed on the following pieces:

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