Curricula

GMO PCR: Has the DNA in my food been modified?

“Genetically modified organisms, or GMOs, though largely accepted for production of medicine like recombinant human insulin, remain controversial and often misunderstood for applications such as food production. In this lesson, students isolate DNA from a corn-based food project of their choice and use PCR to detect a gene ubiquitous to all plants and a promoter region used in many GM crops. At the end of the lab, students draw a scientific model that explains how and why a particular GM crop was made.

In our online version of the lesson, students analyze gel electrophoresis data from from a selection of corn-based foods. They also engage with a POV video of a student performing the steps of the lab and labeled pictures of all the lab equipment involved.”

Learning Objectives

  • Perform DNA Extraction, PCR, and Gel Electrophoresis to detect the presence of GM crops in a food product
  • Define GMO and describe different examples of GM crops
  • Construct a scientific model that explains how and why a particular GM crop was made

Prior Knowledge

  • Structure and function of DNA
  • Relationship between genes and the proteins they code for (DNA → mRNA → protein)
  • Experience with DNA extraction, micropipetting and gel electrophoresis.

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Disciplinary Core Ideas:

LS1-A Structure and Function
“…genes are regions in the DNA that contain the instructions that code for the formation of proteins…”

LS3-A Inheritance of Traits
“…genes (expressed) by the cell may be regulated in different ways…”

Science and Engineering Practices:

Developing and Using Models
Constructing Explanations

Students make a graphic model to explain how a genetic modification in a plant that is used to make a food product leads to a new trait.

Crosscutting Concepts:

Systems and System Models
Cause and Effect

Students explore the relationship between genes, proteins, and traits by exploring genetic modification in crops.

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Amanda Cherry
Paradise Valley HS
Phoenix, AZ

The curriculum materials are beautifully prepared and easy to understand-thanks for preparing such great resources that are easy to use.

Byron Gougoumis
Burton HS
San Francisco, CA

All Babec labs are well organised and modelled effectively with clear, helpful procedural instructions, easily transposed to the classroom.

Gianne Souza
Lincoln HS
San Francisco, CA

The online resources are SO well done! The best I have ever had. Very little modification to make them clear and easy to follow. I have done two BABEC lessons and they are so well made that they made teaching online fun again.

Heather Johnson
Burlingame HS
Burlingame, CA

When doing the BABEC labs I consistently hear students say they feel like "real scientists."

Marianne Gudmundsson
Glenbrook South HS
Glenview, IL

Well organized and scaffolded; flexible structure and can be used partially or as a whole. This unit can be used as is...superbly written and thought out...incorporates many skills and allows student collaboration and student choice/voice.

Rocky Ng
South San Francisco HS
South San Francisco, CA

Thank you for creating these curriculum materials. I am beyond grateful for the quality lessons, on-the-point figures/videos, and easy-to-navigate biotechnology curriculum.

Thi Ngo
Capuchino HS
San Bruno, CA

The level of support really made the whole process easier and encouraged me to continue incorporating biotech into my curriculum. Thank you for the live assistance during the labs and for responding to inquiries so promptly and with such urgency.

Anonymous Teacher

Really well thought out curricula. Great to see "old" activities that have been re-imagined with lots of consideration to NGSS.

Anonymous Teacher

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Anonymous Teacher

Wonderfully executed. Strengthened my skills. Thank you!!

Anonymous Teacher

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