UNIT TITLE: CLONING, CLONING, CLONING

DAY 1
LESSON: INTRO TO CLONING
I. DEFINE THE CONTENT
LESSON OBJECTIVE:
A. Examine the history of cloning, current developments, and future cloning.
LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT
CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.)
Cloning could be considered one of the greatest discoveries of all time!

II. PREPLANNING: BEGIN WITH THE END IN MIND

After the lesson,

Students will know that cloning has a history that has been a part
of science for decades.

A. WHAT 3 ITEMS Students will know that Hans Dreisch created the first cloned
ARE WORTH animals in the late 1800’s.
KNOWING?
Students will know that Dolly was the first cloned mammal.
(THINK ABOUT THE
CONTENT YOU
Students will know the basic concept to cloning.
HAVE SELECTED.
WHAT IS
Students will know that Biotechnology can be used to help reduce
IMPORTANT FOR
world hunger.
STUDENTS TO
KNOW?)
Students will know that biotechnology can be used to help farmers
produce more livestock and plants.

Students will know that biotechnology has been used for

thousands of years.

B. WHAT 3 ITEMS
After the lesson,
ARE IMPORTANT
Students will be able to analyze different terminology that relates
FOR STUDENTS TO
to cloning through the use of an interactive PowerPoint.
BE ABLE TO DO?
Students should be able to create their own cloned mouse through
(DEFINE WHAT the use of a computer simulation activity
STUDENTS SHOULD http://learn.genetics.utah.edu/content/tech/cloning/clickandclone/
BE ABLE TO DO AS A
RESULT OF YOUR
LESSON.)

C. WHAT ARE THE

ENDURING After the lesson,
UNDERSTANDINGS Students will understand the process of cloning.
THAT STUDENTS
SHOULD TAKE Students will understand that biotechnology could reduce global
AWAY FROM THE hunger.
LESSON? (DEFINE
THE BIG IDEAS.)

III. PLANNING
D. ESSENTIAL What effect has cloning had on society?
QUESTION:
(ONE
OVERARCHING
LESSON QUESTION )
E. ASSESSMENT: Students will demonstrate mastery of vocabulary related to cloning
(PERFORMANCE by choosing the definitions for each word by using SmartBoard.
TASK) WHAT WILL Students will create their own cloned mouse through the use of a
THE STUDENTS DO computer simulation activity
TO SHOW YOU THAT http://learn.genetics.utah.edu/content/tech/cloning/clickandclone/
THEY MASTERED
THE CONTENT?
I. Cloning: The History
A. Who was Hans Dreisch (created the first cloned
animals in the late 1800’s)
F. CONTENT 1. Dreich’s original goal was not to create
LIST THE CONTENT identical animals, but to prove the genetic
FOR THIS LESSON material was not lost during cell division.
ONLY. 2. Used sea urchins to do his research.
(OUTLINE THE 3. Dreich's experiments involved sea urchins,
CONTENT YOU
which he picked because they have large embryo
WILL TEACH
TODAY-THIS MAY
cells, and grow independently of their mothers.
COME FROM YOUR Dreich took a 2 celled embryo of a sea urchin and
CONTENT OUTLINE) shook it in a beaker full of sea water until the two
cells separated. Each grew independently, and
formed a separate, whole sea urchin.
B. First cloned mammal and others
 1. On July 5, 1996, a lamb was born, cloned from a
frozen mammary cell from another adult sheep.
a. She was generated from a specialized
adult cell, not from an unspecialized
embryonic cell.
b. The cell was then injected into an
unfertilized egg cell which had had its
nucleus removed, and made the cells fuse by
using electrical pulses.
2. Ian Wilmut of the Roslin Institute in Edinburgh,
Scotland, and his colleagues used a cell derived
from the udder of a six-year-old sheep in the final
stage of pregnancy.
a. Dolly took 277 tries to create, and other
labs were unable to reproduce the results.
b. Dolly was the first mammal to be cloned
from an adult cell, rather than an embryo.
3. Other cloned animals
a. The Five Little Pigs from Virginia Tech
b. Tetra: The Monkey
c. Calves in Ishikawa Japan
C. Vocabulary related to cloning.
1. Somatic cell: A somatic cell is generally taken to
mean any cell forming the body of an organism.
Somatic cells, by definition, are not germline cells.
2. Cloning: Cloning is the process of creating an
identical copy of an original organism or thing.
3. Reproductive cloning: is a technology used to
generate an animal that has the same nuclear DNA
as another currently or previously existing animal.
Dolly was created by reproductive cloning
technology.
4. DNA technology cloning: the transfer of a DNA
fragment of interest from one organism to a self-
replicating genetic element such as a bacterial
plasmid.
5. Therapeutic cloning: also called "embryo
cloning," is the production of human embryos for
use in research. The goal of this process is not to
create cloned human beings, but rather to harvest
stem cells that can be used to study human
development and to treat disease.
6. DNA: a nucleic acid molecule in the form of a
twisted double strand double helix that is the major
 component of chromosomes and carries genetic
information. DNA, which is found in all living
organisms except some viruses, reproduces itself
and is the means by which
hereditary characteristics pass from one generation
to the next.
7. ethical - Relating to or involving questions of
right and wrong.
8. genes- The building blocks of DNA, which serve
as transmitters of hereditary characteristics
II. Understanding the science of cloning
A. Reproductive Cloning
1. Reproductive cloning: is a technology used to
generate an animal that has the same nuclear DNA
as another currently or previously existing animal.
Dolly was created by reproductive cloning
technology.
a. Isolate the donor cell
b. Remove and discard the nucleus from the
egg cell
c. Transfer the somatic nucleus into the
enucleated egg cell
d. Stimulate cell division
e. Implant the embryo
f. Evaluate final product
III. How does Biotechnology and cloning relate?
A. What is Biotechnology
1. The manipulation (as through genetic
engineering) of living organisms
or their components to produce useful usually
commercial products (as pest resistant crops,
new bacterial strains, or novel
pharmaceuticals);
also : any of various applications of biological
science used in such manipulation
2. Biotechnology crops can be engineered
to tolerate specific herbicides, which make
weed control simpler and more efficient
(United States Department of Agriculture).
Biotechnology can possibly reduce world
hunger and disease by improving local
productivity and by adapting crops to local
climates and soils.
3. Biotechnology makes plants more nutritious by
creating plants with higher vitamin and protein
content and making produce more affordable on the
 world market (Freeman Dyson)
4. Norman Borlaug won the Nobel Peace Prize
in 1970 for his work in developing high yield
wheat and other grains in India and other
Third World nations. His work resulted in a
major increase of food production worldwide
in the early 1970’s (James D. Torr). His work
resulted in a major increase of food production
worldwide in the early 1970’s.

Students will complete a KWL chart (chart will be on the board)

by discussing openly what they know about cloning, and what they
want to know. At the end of the lesson, they will complete the
“Learned” section of the chart.
G. HOOK:
(DESCRIBE HOW Cloning 101
YOU WILL GRAB
STUDENTS’
Introduction to Cloning: A 3 minute video on cloning. After video,
ATTENTION AT THE
students will be given steps to cloning cards to see if they are able
BEGINNING OF THE
to organize them in the correct sequence.
LESSON. BE
http://www.youtube.com/watch?v=gPxH3O5CT-8
CREATIVE.)
Teacher will say: Let’s reflect back to the Point to Ponder, which
says: “Cloning could be considered one of the greatest discoveries
of all time!” After watching the video, what are your thoughts on
cloning? Can it be beneficial to society? (3 minutes)

With the use of the SmartBoard, students will participate in an

Interactive PowerPoint Game: Haven’t I seen You Before or Is it
Simply Multiplicity Part I? This will be implemented to allow
learners to observe connection between cloned animals and
animals that are not cloned.

Teachers will introduce vocabulary words by providing students

H. INSTRUCTION:
with a list of vocabulary words and their definitions. Next, using
(TELL, STEP-BY-
STEP, WHAT YOU
the SmartBoard, teachers will show illustrations that relate to each
WILL DO.) vocabulary word. Then, students will be provided with vocabulary
cards (only the vocabulary words will appear) that relate to the
pictures.

The teacher will say: “You will find vocabulary words in your
“small basket”. As each picture is shown choose the word that
correlates with the picture and place on it on the picture.” Note:
Each student will have their vocabulary words in a “small basket”
to place on the illustration.
The teachers will then use an (on SmartBoard) interactive
PowerPoint to access whether or not students have mastered
vocabulary.

To introduce Hans Adolf Eduard Driesch the teachers will show a

picture of him and a picture of Dolly on separate sheets if chart
paper. Teachers will divide the students into groups of two. Each
group will receive chart paper with pictures of Hans Adolf Eduard
Driesch and Dolly. Each group will be presented with an envelope.
Inside the envelope, the students will have slips of information
related to both Driesch and Dolly. The students will then (with
removable Scotch Tape) tape each slips of information in the
correct column, either on Driesch or Dolly. Once the students have
placed all the slips, the groups will check with each other to see if
they have the slips in the correct column.

The teacher will say: Now class, we are going to be scientist

today and with all you have learned, you will now clone a mouse.
Students will then create and clone their own mouse through an
interactive simulation.
http://learn.genetics.utah.edu/content/tech/cloning/clickandclone/

Students will imagine not having any food for days and then
presented with the question, “What would you do?”
Teachers will show PowerPoint entitled: Biotechnology.

Teacher will say: Next, we are going to watch a video (from

www.brainpop.com Entitled: Fighting Hunger) that discusses the
shortage of food. During the next few days, you will decide
whether or not farmers should use cloning methods to increase
food production. As you watch this video, begin to think about
your opinions and views as it relates to cloning and using it to
reduce world hunger.

Teachers will guide the students in completing the “L” in the

KWL chart. Students will write on the board anything new that
they learned during the lesson.
 DAY 2
CAMP LESSON
THE DNA INVESTIGATION
I. DEFINE THE CONTENT
LESSON OBJECTIVE:
A. Understand the DNA makeup.
B. Construct an example of DNA.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT

CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.)
DNA should never be duplicated!

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS ARE

After the lesson,
WORTH KNOWING?
Students will know that DNA is found in all living cells.
(THINK ABOUT THE Students will know that DNA is the information storage
CONTENT YOU HAVE
molecule of life.
SELECTED. WHAT IS
Students will know that comparing DNA sequences shows
IMPORTANT FOR
the relatedness of all living creatures.
STUDENTS TO KNOW?)

B. WHAT 3 ITEMS ARE

IMPORTANT FOR After the lesson,
STUDENTS TO BE ABLE TO Students should be able to analyze the main components of
DO? DNA and their functions.
(DEFINE WHAT STUDENTS Students should be able to extract DNA from fruit.
SHOULD BE ABLE TO DO Students should be able to construct a DNA sample.
AS A RESULT OF YOUR Students will be able to navigate through Movie Maker.
LESSON.)

C. WHAT ARE THE

After the lesson,
ENDURING
Students will understand DNA and its composition.
UNDERSTANDINGS THAT
Students will understand the relationship of DNA and
STUDENTS SHOULD TAKE
cloning.
AWAY FROM THE
Students will understand the relationship of DNA and
LESSON? (DEFINE THE
chromosomes.
BIG IDEAS.)

III. PLANNING
D. ESSENTIAL QUESTION: What can DNA research do to influence the life of mankind?
(ONE OVERARCHING
LESSON QUESTION )
To understand the make-up of DNA, students will be guided
in completing a hands-on activity entitled, “Strawberry
Extraction DNA”. Students will work in groups to develop
E. ASSESSMENT:
an appreciation for the physical nature of DNA and the
(PERFORMANCE TASK) process of DNA purification. Students will complete a DNA
WHAT WILL THE Extraction Table. Students will provide an illustration of the
STUDENTS DO TO SHOW
contents found in the test tube. To evaluate and assess their
YOU THAT THEY
understanding, students will complete questions related to
MASTERED THE
the strawberry extraction activity. The students will also
CONTENT?
chart their observations.

I. DNA technology cloning: the transfer of a DNA fragment

of interest from one organism to a self-replicating genetic
element such bacterial plasmid.
a. Deoxyribo Nucleic Acid is commonly known
as DNA. DNA is found in all living cells and it
is what the egg and sperm carry during
fertilization to serve as the instructions for the
next generation/offspring. DNA at its most
basic level is in essence the blueprint of an
organism's genetic make-up.

b. If stretched end to end, DNA from our bodies

F. CONTENT would go to the sun and back almost 70 times!
LIST THE CONTENT FOR c. Although DNA was first isolated by Friedrich
THIS LESSON ONLY. Miescher in 1869, its double helix structure
(OUTLINE THE CONTENT was not discovered until 1953 by James
YOU WILL TEACH TODAY- Watson and Francis Crick.
THIS MAY COME FROM d. The DNA of humans, is composed of
YOUR CONTENT OUTLINE) approximately 3 billion base pairs, making up a
total of almost a meter-long stretch of DNA in
every cell in our bodies
II. Movie Maker Tutorial
A. Creating a folder
1. Using the SmartBoard, the teachers will
guide the students in creating a new folder
using a USB Flash Drive and name folder.
2. Teachers will direct students in locating at
least 10 pictures, and saving them to the new
folder that has been created on the USB
Flash Drive.
 To introduce DNA, teachers will sound off with the
following:
Teacher 1: give me a D!
Teacher 2: d!
Teacher 1: give me a n!
Teacher 2: N!
Teacher 1: give me an a!
Teacher 2: A
Teacher 1: what do you have?
Teacher 2: Deoxyribo Nucleic Acid
Then the teachers will ask students to stand up to complete
the next activity. To see what students already know, four
areas of the room will be labeled “A”, “B”, “C”, and “D”.
Teachers will read a series of questions out loud that relate
to DNA. Then, students will choose their answer by going to
section A, B, C, or D. The first 5 questions will be asked
during the beginning of the lesson. The last 5 questions will
be asked at the end of class.

G. HOOK: Intro to DNA questions

(DESCRIBE HOW YOU
WILL GRAB STUDENTS’ 1. DNA was first isolated by Friedrich Miescher in
ATTENTION AT THE a. 1986
BEGINNING OF THE b. 1896
LESSON. BE CREATIVE.) c. 1869
d. 1849

2. The double helix wasn’t discovered until

a. 1939
b. 1953
c. 1935
d. 1955

3. James Watson and ______________ discovered the

double helix structure.
a. Francis Crick
b. Marie Cassidy
c. Benjamin Castleman
d. Friedrich Miescher

4. DNA is the information storage ___________ of life.

a. gene
b. bacteria
c. molecule
 d. cell

5. All living _________ are composed of DNA.

a. cells
b. organisms
c. genes
d. chromosomes

6. All organisms __________ their DNA.

a. replicate
b. grow
c. diffuse
d. mutate
7. If stretched end to end, DNA from our bodies would go to
the sun and back almost _______ times!
a. 100
b. 80
c. 90
d. 70

8. Cells share genetic information through

_______________.
a. genes
b. chromosomes
c. cells
d. molecules

9. A gene is?
a. one piece of genetic information a chromosome can hold
b. RNA
c. a generation
d. a genetic cell

10. Humans have 20,000 to 30,000 _______ in their

genome.
a. chromosomes
b. genes
c. cell
d. membranes

The teacher will instruct the students to observe the comic

strip shown on the projector.
H. INSTRUCTION:
The teacher will say: Do you believe identical twins share
(TELL, STEP-BY-STEP, the same DNA?
WHAT YOU WILL DO.)
Then students will interact with a PowerPoint titled:
“Haven’t I seen you before or is it just multiplicity II”.
Teacher will say: Many of you are already familiar with
understanding the basics of DNA. Have you ever considered
the benefits of using DNA to help society? Let’s watch this
short video that points out a few ways that DNA can serve
as a benefit to society.
4 minutes and 20sec. video on DNA entitled: “The Body’s
Blueprint” from www.brainpop.com (followed by an
interactive quiz)

After the video, the teacher will say: What was mentioned in
the video that related to DNA being used to help society?
The teacher will say (if not mentioned by the students): Yes,
DNA can be used to solve crimes, and increase food
productivity.

Teachers will discuss with students “lab” rules before

starting Strawberry Extraction. Lab rules will include the
following:
Always... Never...
Wear a Buttoned Up Lab Eat or Drink in the Laboratory
Coat
Wear Gloves if Necessary Touch, Sniff or Taste
Chemicals
Be Aware of the Risks and
Hazards Involved in Any
Experiment
Clean Up at the End

To understand the make-up of DNA, students will be guided

by the teacher in completing a hands-on activity entitled,
“Strawberry DNA Extraction”.
The Teacher will say: This next activity involves extracting
DNA from a strawberry. DNA can be used to reproduce
plants. As you are being guided in this procedure, keep in
mind your final product and whether or not you support
cloning to increase food production to reduce hunger.
The teacher will demonstrate each step with students and
students will follow along:
Step 1: Place one strawberry in a zip lock baggie and
carefully press out all of the air and seal the bag.
Step 2: Smash the strawberry with your fist for 2 minutes.
Step 3: Add 10 ml extraction buffer to the bag and carefully
press out all of the air and seal the bag.
Step 4: Mush again for one minute.
Step 5: Filter through cheesecloth in a funnel into beaker.
Support the test tube in a test tube rack.
Step 6: Discard the extra mashed strawberry.
Step 7: Pour filtrate into test tube so that it is 1/8 full.
Step 8: Slowly pour the ice-cold alcohol into the tube until
the tube is half full and forms a layer over the top of the
strawberry extract.

Teacher will say: At the interface, you will see the DNA
precipitate out of solution and float to the top. You may
spool the DNA on your glass rod or pipette tip.
Step 9: Spool the DNA by dipping a pipette tip or glass rod
into the tube right where the extract layer & alcohol are in
contact with each other. With your tube at eye level, twirl
the rod & watch as DNA strands collect.

A call interview will be conducted with Katrin Hinrichs

DVM, PhD. She is a professor and Patsy Link Chair in
Mare Reproductive Studies Department of Physiology and
Pharmacology College of Veterinary Medicine and
Biomedical Sciences at Texas A&M University. Dr.
Hinrichs led the cloning team on the project of cloning
America's first cloned horse. Students will be provided with
an opportunity to ask questions related to cloning. Dr.
Hinrichs will also discuss her experience with cloning the
first horse.

The teachers will use a Movie Maker tutorial handout to

guide students in creating a “practice” movie. The teachers
will provide students with pictures, but will also guide them
in finding and saving their own.
The teacher says: Now that you have learned some new
information related to cloning, we would like for you to
begin to think about whether or not cloning could be used to
reduce world hunger. Over the next few days, using Movie
Maker, you will create a movie that supports your argument
to present to farmers. The goal is to convince farmers to
donate a portion of their crops or produce to organizations
that support reducing hunger. If you support cloning of
animals, you would suggest cloning to increase the food
supply. If your choice is to avoid cloning, you would
suggest to the farmers to generate additional crops and
produce to donate to organizations worldwide in an effort to
reduce hunger.

The Teacher will say: Now, we will learn some basic

concepts of the program, “Movie Maker”. Please follow
with me by looking at the SmartBoard.
Step 1: Create a new folder on your USB Flash Drive and
name it “mmproject”.
Step 2: Locate and save at least 10 pictures that you believe
relates to cloning or how you may feel about cloning and
save them to your “mmproject” folder that you created on
your USB Flash Drive.
Step 3: Open Windows Movie Maker
-> Start -> Programs -> Movie
Maker
Step 4: Select File -> Save Project As and name your movie
file “movie_CLONE”. Make sure and navigate to your USB
Flash Drive and save this file in the “mmproject” folder you
created.

***Don’t forget to SAVE your movie project often. You

can do this by clicking on File ->Save Project or by simply
clicking on the Floppy Disk icon on the top toolbar (see
illustrations).

Step 5: Click on the Import Pictures link on the left side of

the window (see illustration).

Step 6: With the Import File window open, navigate to your

“mmproject” folder and import each of your pictures into
your Collections.
*Shortcut Tip: Click and select the first picture in the folder;
then hold down the shift-key and click on the last picture in
the folder. This should highlight all of the picture files
between the two files you clicked on. Click Import and all
of the files should move over at the same time into your
Collections.

Step 7: Click and drag each of your pictures (one at a time)

to the Video Timeline at the bottom of your window.
The default setting for each picture is 5 seconds within the
timeline. I suggest keeping it where it is for this project
because when you add transitions and/or effects later
between each picture it will decrease the time each picture is
shown.

Step 8: Once all of your pictures are added to the video

timeline, it is now time to insert some Video Transitions
between the photos.
Click on the drop-down window near the top of your screen
and select Video Transitions from the menu (see
illustration).
 DAY 3
CAMP LESSON
ETHICS BEHIND CLONING
I. DEFINE THE CONTENT
LESSON OBJECTIVE:
A. Students will understand that there are ethical and practical arguments in favor of cloning and
against cloning.
B. Analyze the ethical, legal, and social issues of cloning.

LESSON POINT TO PONDER : (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT

CONVERSATION , THINKING AND DEBATE . THIS IS NOT A QUESTION.)
Cloning can have an overwhelming effect for today and for future generations.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS
ARE WORTH After the lesson,
KNOWING? Students will know that cloning could be used to reduce the shortage of food.
(THINK ABOUT Students will know that cloning could be beneficial to society.
THE CONTENT YOU Students will know that there are no federal laws or statutes related to cloning.
HAVE SELECTED.
WHAT IS
IMPORTANT FOR
STUDENTS TO
KNOW?)

After the lesson,

B. WHAT 3 ITEMS
ARE IMPORTANT
Students should be able to start creating a movie using Movie Maker related to
FOR STUDENTS TO the pros or cons of cloning.
BE ABLE TO DO?
(DEFINE WHAT Students should be able to analyze the different views as they relate to the ethics
STUDENTS of cloning.
SHOULD BE ABLE
TO DO AS A
RESULT OF YOUR
Students should be able express their views as they relate to cloning through the
LESSON.)
creation of a movie using movie maker.

C. WHAT ARE THE After the lesson,

ENDURING Students will understand the impact cloning has on our society through
UNDERSTANDINGS questioning and debate with Gerardo Maradiaga, a student in the MA Bioethics
THAT STUDENTS program at Wake Forest University.
SHOULD TAKE
Students will understand that there are many different views related to cloning.
AWAY FROM THE
LESSON? (DEFINE
THE BIG IDEAS.)
 III. PLANNING
D. ESSENTIAL What are the potential benefits of cloning? What are the potential problems?
QUESTION:
(ONE
OVERARCHING
LESSON
QUESTION )
E. ASSESSMENT: Students will create a movie using Movie Maker depicting their understanding
(PERFORMANCE and views of cloning. Using a story board handout, students will create a story
TASK) WHAT board to depict what they will include in their movie maker. To assess students’
WILL THE performance, a Movie Maker rubric will be provided.
STUDENTS DO TO
SHOW YOU THAT
THEY MASTERED
THE CONTENT?
IV. Ethical Issues related to cloning
A. The effects cloning has on animals.
1. Over 95% of cloning attempts fail.
2. Birth defects, premature death, and illness continue to be an issue.
3. Large Offspring Syndrome, a typically fatal condition associated
with many abnormalities, occurs in over 50% of cow clones.
4. The often fatal condition, Hydrops in which the animal swells with
fluid, occurs in 28% of cow clones.
F. CONTENT 5. Concerns about animal suffering.
LIST THE B. Human views of cloning.
CONTENT FOR 1.Many believe that cloning, regardless of the purpose is
THIS LESSON morally wrong.
ONLY.
2. Cloning is sometimes viewed as unnatural.
(OUTLINE THE C. Facts about human cloning.
CONTENT YOU
1. The clone would not have a biological father and mother.
WILL TEACH
TODAY-THIS MAY
2. A cloned individual could not be called sibling, daughter or
COME FROM YOUR son to the donor.
CONTENT 3. Although a clone is formed from a cell of an adult, it starts
OUTLINE) a life as an adult.
4. Human cloning is legally banned in many countries.
5. Cloning is legal in Great Britain for therapeutic purposes
only.

V. Movie Maker Tutorial

a. Using story boards students will continue working on their Movie
Maker product.

Introduction of the Hook: Students will be instructed to close their eyes and think
about all the different activities that they are required to participate in (at home,
school, etc.) What if there was a way to make another “you” to share the load?

Students will watch a video on cloning from www.brainpopo.com Entitled: Is

 One of You Enough? (followed by an interactive quiz)
Through questioning and debate with guest speaker Gerardo Maradiaga a student
in the MA Bioethics program and graduate student at Wake Forest University,
students will learn more details about cloning and ethical issues that are
associated with cloning.
Teacher will provide students with an example of a movie made from “Movie
Maker”. The teacher will guide students in reviewing the use of movie maker.
Teacher will show students a tutorial from website:
http://www.microsoft.com/windowsxp/using/moviemaker/create/1stmovie.mspx..
H. INSTRUCTION:
Teacher will use a “Story Board” handout to guide students as they begin to
(TELL, STEP-BY- create their movie. Teacher will also provide students with an example of a
STEP, WHAT YOU
WILL DO.)
completed Story Board. Students should complete story board related to their
final product. Then students should begin working on their final product.

Then the teacher will guide students in creating their own movie to demonstrate
to farmers their views on whether or not to clone animals or plants in an effort to
reduce world hunger.
 LESSON 4
CAMP LESSONS
CLONING BIOTECH!
I. DEFINE THE CONTENT
Lesson Objective:
A. Students will understand the basic concepts of biotechnology.

Lesson Point to ponder: (Remember this is a statement that should elicit conversation,
thinking and debate. This is not a question.)
Cloning could be used to improve everyday living.

II. Preplanning: Begin with the End in Mind

After the lesson,

A. What 3 items are worth Students will know how to create a movie using movie
knowing? maker.
(Think about the content
you have selected. What is Students will know that farmers should have a choice to
important for students to plant crops that best meet their needs.
know?)
Students will know that farmers across the world are using
biotechnology to produce their crops.

After the lesson,

Students will be able to evaluate how cloning plants and
B. What 3 items are
animals could be beneficial to farmers through
important for students to
biotechnology.
be able to do?
(Define what students
Students will be able to present their views on cloning as it
should be able to do as a
relates to reducing world hunger.
result of your lesson.)
Students will be able to demonstrate their understanding of
the basic concept of biotechnology.
C. What are the enduring
understandings that After the lesson,
students should take away Students will understand that that cloning although
from the lesson? (Define controversial, offers solutions to real world problems.
the big ideas.)
III. Planning
D. Essential Question:
(One overarching lesson
Question )
E. Assessment:
(Performance Task) What
will the students do to
show you that they
mastered the content?
F. content
List the content for this
lesson only.
(Outline the content you
will teach today-This may
come from your content
outline)
G. Hook: I am Hungry!
Feed me please!
(Describe how you will
grab students’ attention at
the beginning of the
lesson. Be creative.)
H. Instruction:
(Tell, step-by-step, what
you will do.)
Can biotechnology be beneficial to farmers in increasing
food production in an effort to reduce world hunger?
Students will use a Cloning Rubric to guide them in
demonstrating their understanding of cloning, and how it
could or could not change world hunger by finalizing their
movie using Movie Maker.
VI. Biotechnology and U.S. Farmers
1. Biotech farms are grown on about 165 million acres
of U.S. land (Biotechnology Industry Organization).
2. The U.S. is the leading exporter of food and
agricultural in the world.
Imagine that you are a farmer and you were asked to donate
a portion of your crops to a charity organization that
provided food for people in need. Would you accept or
decline?
Teachers will continue to guide students in completing their
final product using “Movie Maker”.
Students will be introduced to Earl Hunter, a farmer from
Warrenton, NC. Students will then be prompted by teacher
to present Mr. Hunter with their final product (Movie
Maker Presentation) to persuade him to donate a portion of
his produce to reduce world hunger. If they support cloning
of animals, they would suggest to Mr. Hunter to use cloning
to increase the food supply. If their choice is to avoid
cloning, they would suggest generating additional crops and
produce to donate to organizations worldwide in an effort to
reduce hunger.
Followed by presentations, students and Mr. Hunter will
have open an discussion about their final products.
 Vocabulary Sheet
Somatic cell — A somatic cell is generally taken to mean any cell forming the body of
an organism. Somatic cells, by definition, are not germline cells.

Cloning — Cloning is the process of creating an identical copy of an original organism or

thing.

Reproductive cloning: is a technology used to generate an animal that has the same
nuclear DNA as another currently or previously existing animal. Dolly was created by
reproductive cloning technology.

DNA technology cloning: the transfer of a DNA fragment of interest from one
organism to a self-replicating genetic element such as a bacterial plasmid.

Therapeutic cloning: also called "embryo cloning," is the production of human embryos
for use in research. The goal of this process is not to create cloned human beings, but
rather to harvest stem cells that can be used to study human development and to
treat disease.

DNA-- a nucleic acid molecule in the form of a twisted double strand double helix that
is the major component of chromosomes and carries genetic information. DNA, which is
found in all living organisms except some viruses, reproduces itself and is the means by
which hereditary characteristics pass from one generation to the next.

Progenitor: A direct ancestor

ethical - Relating to or involving questions of right and wrong.

genes- The building blocks of DNA, which serve as transmitters of hereditary

characteristics.

biotechnology: the manipulation (as through genetic engineering) of living organisms or

their components to produce useful usually commercial products (as pest resistant
crops, new bacterial strains, or novel pharmaceuticals); also : any of various
applications of biological science used in such manipulation

chromosomes: rod-shaped structure in a cell. It carries genes, which contain the codes
for features or traits.
 Vocabulary Strips
Directions: Cut out vocabulary words to use in lesson 1.

Somatic cell

Cloning
Reproductive
cloning
DNA technology cloning

Therapeutic
cloning

DNA
 ethical
genes

biotechnology

chromosomes
 Hans Adolf Eduard Driesch and Dolly Slips
Directions: Cut these slips and us in lesson 1.

Experimented with
cloning sea urchin
cells

Was a German
biologist and
philosopher
Born in Bad
Kreuznach,
Germany

Was created as a
result of the work
by biologist Ian
Wilmut

*Cloned Dolly
Was born in 1892

Original code-
named "6LL3"

Was cloned in 1996

Cloned the first
animal in the
1880’s

It took 277
attempts before a
successfully
cloning……..
Experimented by taking a sea urchin embryo at the
two-cell stage, putting it in a jar with salt waters,
and shook it up. The embryo had split into two. The
two cells developed normally and came out to be
two smaller then normal sea urchins but everything
else was normal.

While experimenting expected each cell to develop

into the corresponding half of the animal to which
it has been destined or preprogrammed, but
instead found that each developed into a complete
sea urchin.

Was cloned at the Roslin

Institute in Midlothian,
Scotland
29 early embryos developed and were
implanted into 13 surrogate mothers
before a successful a clone was
created.

*Cloned the first

mammal

First mammal to be
cloned from an
adult cell, rather
than an embryo
Took two embryos
and fused them
together to form
one embryo.

Took the sea urchins at the 8-cell

stage and flattened them between
two pieces of glass, until the 16-cell
stage and then took off the glass. A
sea urchin developed without defects.
Was produced when scientists used
the nucleus of an cell from a six-
year-old Finn Dorset white sheep.

Raised from the nucleus

of a 6-year old sheep.

Was euthanized on 14
February 2003, aged six
and a half.
PowerPoint
Presented By:
Brenda Poole
and
Shaun Walker
 Presented by:
Brenda Poole
Shaun Walker

PowerPoint
Vocabulary Introduction PowerPoint Pictures
Dolly Picture
Presented By:
Brenda Poole
and
Shaun Walker
 Strawberry DNA
Extraction

Introduction:

DNA is found in cells from Animals and Plants. DNA is a

double stranded macromolecule composed of nucleotide bases
pairing Adenine with Thymine and Guanine with Cytosine.
DNA can be extracted from cells by a simple technique with
household chemicals, enabling students to see strands of DNA
with the naked eye.

Purpose:

To extract DNA from the fruit of a strawberry plant

Safety Precautions:

 Do not eat or drink in the laboratory.

 Wear Apron & Safety Goggles.
Materials / Equipment (per student group):

1. heavy duty zip-lock baggie

2. 1 strawberry (fresh or frozen and thawed)

3. cheesecloth

4. funnel

5. 100 ml beaker

6. test tube

7. wooden coffee stirrer

8. DNA Extraction Buffer (One liter: mix 100 ml of

shampoo (without conditioner), 15 g NaCl, 900 ml water
OR 50 ml liquid dishwashing detergent, 15 g NaCl and
950 ml water)

9. Ice-cold 95% ethanol or 95% isopropyl alcohol

Procedure:

1. Place one strawberry in a zip lock baggie and carefully

press out all of the air and seal the bag.

2. Smash the strawberry with your fist for 2 minutes.

3. Add 10 ml extraction buffer to the bag and carefully

press out all of the air and seal the bag.

4. Mush again for one minute.

5. Filter through cheesecloth in a funnel into beaker.

Support the test tube in a test tube rack.
6. Discard the extra mashed strawberry.

7. Pour filtrate into test tube so that it is 1/8 full.

8. Slowly pour the ice-cold alcohol into the tube until the
tube is half full and forms a layer over the top of the
strawberry extract.

9. At the interface, you will see the DNA precipitate out

of solution and float to the top. You may spool the DNA
on your glass rod or pipette tip.

10. Spool the DNA by dipping a pipette tip or glass rod

into the tube right where the extract layer & alcohol are
in contact with each other. With your tube at eye level,
twirl the rod & watch as DNA strands collect.
Prelab:

Take a look at the sketch of the plant cell below. The

chromosomes (which are made of DNA) are in the nucleus.
This is the only place where DNA is located.

Now match the procedure with what it is doing to help isolate the DNA
from the other materials in the cell.

_____1. Break open the cell A. Squish the fruit to a slush

_____2. Dissolve cell membranes B. Filter your extract through

cheesecloth
_____3. Precipitate the DNA C. Mix in a detergent solution
(clump the DNA together
_____4. Separate organelles, D. Layer cold alcohol over the
broken cell wall, and membranes extract
from proteins, carbohydrates, and
DNA
 DNA Extraction Table

AMOUNT
INITIAL
ADDED OR PURPOSE
COLOR
OBTAINED
BUFFER
(soap-salt
mixture)

STRAWBERRY

COLD
ALCOHOL
DNA

SKETCH OF TEST TUBE WITH CONTENTS

Questions:

1. Where can DNA be found in the cell?

2. Discuss the action of the soap (detergent) on the cell.

What is the purpose of the soap in this activity?

3. What was the purpose of the Sodium Chloride? Include a

discussion of polarity and charged particles.

4. Why was the cold ethanol added to the soap and salt
mixture?

5. Describe the appearance of your final product?

6. Draw a diagram of DNA containing 5 sets of nucleotide

bases labeling the hydrogen bonds between the bases.
 Intro to DNA questions

1. DNA was first isolated by Friedrich Miescher in

a. 1986
b. 1896
c. 1869
d. 1849

2. The double helix wasn’t discovered until

a. 1939
b. 1953
c. 1935
d. 1955

3. James Watson and ______________ discovered the double

helix structure.
a. Francis Crick
b. Marie Cassidy
c. Benjamin Castleman
d. Friedrich Miescher

4. DNA is the information storage ___________ of life.

a. gene
b. bacteria
c. molecule
d. cell

5. All living _________ are composed of DNA.

a. cells
b. organisms
c. genes
d. chromosomes

6. All organisms __________ their DNA.

a. replicate
b. grow
c. diffuse
d. mutate
7. If stretched end to end, DNA from our bodies would go
to the sun and back almost _______ times!
a. 100
b. 80
c. 90
d. 70

8. Cells share genetic information through _______________.

a. genes
b. chromosomes
c. cells
d. molecules

9. A gene is?
a. one piece of genetic information a chromosome can
hold
b. RNA
c. a generation
d. a genetic cell

10. Humans have 20,000 to 30,000 _______ in their

genome.
a. chromosomes
b. genes
c. cell
d. membranes
Storyboards Name
________________
(adapted from http://www.create.cett.msstate.edu/create/howto/Storyboard_Handout.pdf)

What is a storyboard?
A story board is a set of panels on which sequential sketches are arranged to show the
important changes of scenes and action in a group of shots.

Why You Need to Create a Storyboard:

Storyboards:
 allow you to brainstorm ideas
 help you to see what the finished product should look like
 help you to more efficiently plan your ideas
 make it easier for you to plan how and what to edit for your video
 cut down on editing time
 help all members of the group to know exactly where they are during the production
process
 help you to avoid missed opportunities for camera shots that you could have made

Storyboards should include notes about:

 the approximate time for each scene
 who will appear in each scene
 transitions between scenes
 frame size/camera angles
 special effects (e.g., lighting)
 music
 dialogue/narration

When planning your video consider:

 your audience
 your message
 how you will deliver your message (e.g., frame size/camera angles)
o close-ups—show details, expressions/emotions
o medium-range shots—usually involve one or two people at fairly close range;
used to show interaction
o long shots—used to set the scene and let the audience know where the action is
taking place
o shooting from above—makes subject seem small or weak
o shooting from below/looking up—makes subject seem dominant
o shooting from behind—helps audience to see things as subject might see them

OVER
Storyboard for (name product)___________________ Group
_________________________
Our target audience is
_____________________________________________________________
Our message is
__________________________________________________________________
Sequence #: ____________________________________
Shot Description (who? where?): ___________________
______________________________________________
Estimated time of take: ___________________________
Transition In: __________________________________
Frame Size: ____________________________________
Camera Angle: _________________________________
Special Effects: ________________________________
Music: _______________________________________
Transition Out: ________________________________

Narration/Dialogue:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Cloning Rubric

CATEGORY 4 3 2 1
Addresses Always addresses Usually addresses Rarely addresses Did not address
Issues topic topic topic topic

Support with Uses many facts Uses some facts that Uses few facts that Does not use facts
Facts that support topic support topic support topic that support topic

Persuasiveness Arguments Arguments are fairly Arguments are Arguments are

organized, clear and organized, somewhat rarely organized and
convincing sometimes clear and organized, rarely never clear or
convincing clear and convincing convincing

Teamwork Used team members Members did not One member does No one talks
effectively equal share equally in the majority of the
timing presentation talking

Organization Electrifies audience Grabs attention Introduces topic and Does not introduce
in opening Brings closure to the brings some closure topic; no closure
statement. Closure debate to the debate
convinces audience