Biotechnology for Plants, Animals and the Environment National Council for Agricultural Education
Contents Acknowledgements Overview Unit I Fundamentals of Biotechnology 1 1 Biotechnology for Plants, Animals and the Environment... 2 2 Cells and DNA... 11 3 Recombinant DNA... 35 4 Selecting Genes... 53 Unit II Biotechnology and Plants 79 1 Products of Plant Biotechnology... 81 2 Impacts of Plant Biotechnology... 99 3 Regulating Plant Biotechnology... 115 4 Careers in Plant Biotechnology... 129 5 Classical Plant Breeding... 138 6 Gene Transfer... 153 7 Plant Tissue Culture... 168 8 Growth Chamber... 193 9 Field Trials... 205 10 Genetic Verification... 220 iv vi Unit III Biotechnology and Animals 233 1 Products and Producers of Animal Biotechnology... 233 2 Impacts of Animal Biotechnology... 251 3 Animal Reproductive Techniques... 261 4 Cloning and Genetic Engineering of Animals... 288 Unit IV Biotechnology and the Environment 315 1 Biotechnology Techniques for the Environment... 316 2 Using Microbes to Clean Up the Environment... 332 3 Detecting Environmental Pollutants... 346 4 Using Plants to Clean Up the Environment... 357 Appendices 371 Appendix A Lab Procedures and Safety... 373 Appendix B Lab Notebooks and Reports... 381 Appendix C Equipment and Rules for Micropropagation Labs... 385 Appendix D Using the Internet to Teach Agricultural Biotechnology... 390
These educational materials were developed by the National Council for Agricultural Education in partnership with the National Association of Agricultural Educators as a special project of the National FFA Foundation, Inc. Project Sponsors Monsanto Foundation for Agronomic Research and Potash and Phosphate Institute Writers David Smith and Susan Strozier Illustrator/Designer Anne Geer Electronic Publication Layout and Design Melissa Lewis Copyright 2000, National Council for Agricultural Education ISBN 1-929938-17-9 The National Council for Agricultural Education is a not-for-profit organization that provides leadership, coordination and support for the continuous improvement and diversity of agricultural education. The Council 1410 King Street, Suite 400, Alexandria VA 22311 Phone: 800-772-0939 Fax: 703-838-5888 Internet: http://www.teamaged.org Email: pgs@teamaged.org
Acknowledgements This instructional materials project began in North Carolina in 1994 when a survey of high school agriculture teachers revealed that many of these teachers were interested in teaching a course on biotechnology and agriscience research. The survey also showed that the teachers did not have the materials they needed to teach such a course. Curriculum Committee To begin the process of designing a high school biotechnology course, a curriculum committee was formed to develop a set of competencies. The objectives that guided the design of the materials in this book were based on those competencies. The committee, which met in 1996 and 1997, was made up of research scientists in biotechnology, high school teachers, and representatives from the biotechnology industry, and included the following people: Dr. Charlotte Farin, Animal Science Department, North Carolina State University Dr. Bill Schy, North Carolina Biotechnology Center Dr. Barbara Kirby, NC Department of Agricultural and Extension Education Dr. Dean Bushey, Rhone Poulenc Agriculture Company Dr. Bill Woodruff, Alamance Community College Dr. Mary Glass, North Carolina A&T University Kathy Austin and Lori Lucas, Clayton Middle School, Clayton, NC Becky Ayers and Gloria Perkinson, Jordan High School, Durham, NC Flake Brantley, North Buncombe High School, Weaversville, NC Michele Spence, North Lenoir High School, LaGrange, NC Cyrus Vernon, Bartlett Yancey High School, Yanceyville, NC. Project Director This instructional materials project was conceived and directed by Elizabeth Wilson, the Central Regional Agricultural Education Coordinator at North Carolina State University. She conducted the teachers survey, formed the curriculum committee, and developed a biotechnology and agriscience research course available in North Carolina high schools in 1999. She also designed a series of teacher training workshops to be used in conjunction with these materials. Project Management and Funding This special project of the National Council for Agricultural Education is managed by Melissa A. Lewis, the director of the Council s Professional Growth Series with funding from Monsanto and the Foundation for Agronomic Research and Potash and Phosphate Institute. iv Acknowledgements
Writers/ Designer These materials were written by David Smith and Susan Strozier, of Smith and Strozier, a North Carolina-based instructional materials development group. During the past decade, Smith and Strozier s have produced educational print and video materials for classrooms k-12 that focus on science and the environment. The manual was designed and illustrated by Anne Geer, also based in North Carolina. Scientific Reviewers The scientists and teachers who kindly agreed to review sections of these materials for scientific accuracy were: Dr. Charlotte Farin, Animal Science, North Carolina State University Dr. Laura Privalle, Novartis Seeds, Novartis Corporation Dr. Frank A. Blazich, North Carolina State University Dr. Mary Glass, North Carolina A&T University Dr. Dean Bushey, Rhone Poulenc Agriculture Company Dr. Cynthia Hemenway, Biochemistry Department, North Carolina State University Dr. Bill Woodruff, Alamance Community College Gloria Perkinson, Jordan High School, Durham, NC. Field Test Participants Several teachers volunteered to try out these materials with their students after the first draft had been developed. They include: Gwen G. Clark, Avery County HS, Newland, NC Cyrus Vernon, Yancey HS, Yanceyville, NC James McLamb, Clayton HS, Clayton, NC Raymond N. Caviness, Eastern Randolph HS, Ramseur, NC Barry McKee, East Lincoln HS, Denver, NC Amy Greenberg, Franklinton HS, Franklinton, NC Becky Ayers, Jordan HS, Durham, NC Danny Blake, Piedmont HS, Monroe, NC Rick Seipel, Starmount HS, Boonville, NC. Laura Cooper, Fallbrook HS, Fallbrook, CA Alice DuBois, Albany, LA Wallace Fegert, Lakota Public School, Lakota, ND Doug Fischer, Pearl River HS, Pearl River, LA William Love, Calipatria HS, Calipatria, CA Kenneth Nickell, Free State HS, Lawrence, KS Gary Pool, Lake Charles, LA Shana Simmons, Palmdale HS, Palmdale, CA Tatia Shelton, Rock Creek HS, St. George, KS Cynthia Spaulding, Red Lodge HS, Red Lodge, MT. Special Thanks Several other people were helpful during the writing and development of these materials. They are: Dr. Charlotte Farin, Animal Science, North Carolina State University Dave Deardorff of Strategic Diagnostics Corporation. Dr. Kathleen Kennedy and Dr. Bill Schy of the North Carolina Biotechnology Center Diane Gerlach, George Isley, and Pat Ryan of Carolina Biological Supply Dr. Roberta Smith of Texas A&M University Dr. Paul Bottino of University of Maryland Dr. Steve Friedman of Sylvanus Inc. Joel Hoyle, Crest Senior HS, Shelby, NC Acknowledgements v
Overview Biotechnology for Plants, Animals and the Environment is a set of instructional materials designed to serve as a primary resource for teaching about biotechnology and agriscience research at the high school level. The materials include information for teachers and students, including background information, activities and labs. These materials can be used as a whole, or parts of them can be used in other courses such as Animal Science, Horticulture, Social Studies, Environmental Science, or Biology. Certain lessons in these instructional materials, particularly the science lessons, might best be taught by biology and agriscience teachers together. Audience These materials are designed for high school juniors and seniors, both career-bound agriculture students and academic students who are interested in biotechnology. Goals These materials have been designed to: increase students understanding of the uses of biotechnology in the fields of plant and animal agriculture, the environment, and food science acquaint students with occupational skills in agricultural biotechnology provide students with practice in the concepts and skills needed for careers in agricultural biotechnology to provide students with enough information to make balanced judgments regarding the benefits and concerns posed by agricultural biotechnology. The Four Units This instructional materials set is divided into four units. The first unit, Fundamentals of Biotechnology, provides the background for the concepts and techniques of biotechnology relevant to agriculture. The remaining three units Unit II, Biotechnology and Plants; Unit III, Biotechnology and Animals; and Unit IV, Biotechnology and the Environment explore the major areas of agriculture that are affected by biotechnology today. vi Overview
Lesson Elements Each unit contains several lessons. Each lesson explores the concepts and skills related to a particular topic and consists of several parts: Background Information The text, or background information, is written in language that both students and teachers can understand. The text introduces the concepts, processes, and terms related to the topic, with graphics and tables illustrating important points. Teachers may use the text as a background for lecture and may also photocopy it for students to read as a basis for class discussion and activities. Many illustrations in the lesson are large enough (at least half a page) so that teachers can enlarge them for producing overhead transparencies. Sources and Resources Following the lesson text is a list of sources used to develop the lesson and resources available for teachers and students, including Internet resources, journals, books, and videos. Activities Teacher and Student Worksheets Each lesson contains one or more classroom activities related to the topic amd designed to help students work directly with relevant concepts and skills. Activities include paper-and-pencil activities, wet labs, readings, and debates. Activities are designed to: encourage teamwork, creativity and problem solving while reinforcing basic and academic skills employ reasonably priced, yet state-of-the-art teaching and laboratory equipment and technology identify specific skills in accordance with national educational standards include both lesson plans and related support materials. Each activity is divided into two sections, a Teacher Worksheet and a Student Worksheet. Teacher Worksheets provide information for conducting the activity and suggestions for related activities, including using the Internet. Teacher Worksheets contain the following categories: About this Activity Objectives Related Skill Standards. These standards have been identified from the National FFA s National Voluntary Occupational Skills Standards for Agricultural Biotechnology Technicians. Time Required Background Reading: Activities are designed to be done after the class has discussed the material in the lesson text. Some activities suggest, in addition, other lessons as prerequisite. Materials. This section lists materials for the activity, and for convenience, sources and catalog numbers that were used by the authors to develop the activity. However, activities can be conducted using equivalent materials from many suppliers, probably including those that your school currently uses. The National Council for Agricultural Education does not endorse and does not recommend any one supplier. Teacher Preparation Procedure Answer Key to Student Questions Related Activities Overview vii
Internet Activities. Student Worksheets are designed to be copied for individual students or for student teams. They contain these sections: About this Activity Procedure Supplementary materials, including readings, graphs, or problems that are used in the activity Student Questions. Lab Activities Lab activities in this manual provide experience with occupational skills in agriscience research. They include practice in basic lab skills, safety procedures, lab procedures, sterile technique, and basic lab math. Many of the lab activities are best taught in collaboration with a biology teacher. Teamwork. Agriscience workers often function in teams. To reflect this important aspect of the workplace, the lab activities in this manual are all designed for small teams. The manual doesn t specify conduct of experiments, but teamwork is recommended for them as well. Safety. Before doing any lab activities, teachers and students should be familiar with the safety precautions in Appendix A, Lab Safety and Procedures. Before doing micropropagation activities or work with microbes, be sure your class has discussed the safety rules in Appendix C, Equipment and Rules for Micropropagation Labs. even if it does not), students may learn more than they did the first time through. Experimentation. To provide practice with the scientific method, it s important that students design, conduct, report, and critique experiments based on the activities. You ll find suggestions for experiments in Related Activities on Teacher Worksheets and in Ideas for Experiments and Further Research on Student Work Sheets. Appendix B, Lab Notebooks and Reports, also has detailed guidelines and criteria for experimental design. Lab Notebooks. Each student should maintain a lab notebook in which they record observations during lab activities and during experiments. Many teachers have students keep separate sections of the notebook for lab activities and experiments. Appendix B, Lab Notebooks and Reports, contains guidelines for lab notebook contents. Reports. Communication is a critical job skill, so student reports are recommended for most activities. Reports should require students to communicate results of activities or experiments using tools such as computers, graphs, tables, charts, and diagrams. Consider including communication skills in student evaluations. Appendix B, Lab Notebooks and Reports, contains detailed criteria for research reports. Repetition. Hands-on activities are a great way to provide practice at skills. Practice works best with repetition, so it s important to repeat handson activities when you can. If the class has enough time and materials, try repeating the activity with a slight change. If the change affects results (and viii Overview