Part of Unit: Mathematical and Scientific Concepts
Lesson Plan Overview / Details
Students will make and sterilize a grow hormone mixture. They will then place a fuchsia tissue into culture tubes. Students will then record qualitative and quantitative data once a week and graph and analyze. Students with successful root growth will then move fuchsia to multiplication media to stimulate root growth. This is an excellent lesson in learning how to have proper sterile technique.
- Day One: Preparation
- 60 Minutes
- Days Two and Three: Explants
- 60 Minutes
- Day Four: Maintenance of Clones
- 60 Minutes
California Career and Technical Education Standards
- HSMT.A.A1.1 Understand the role of the biotechnology industry and its impact on society.
- HSMT.A.A2.3 Know the basic structures and functions of cells and how this knowledge is used ...
- HSMT.A.A4.4 Understand the importance and requirements of using sterile techniques in a labo...
California Academic Content Standards (Reinforced)
- ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
- ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2
- M.7.MR.2.4 Make and test conjectures by using both inductive and deductive reasoning.1
- M.7.MR.2.8 Make precise calculations and check the validity of the results from the context...
- M.7.SDAP.1.2 Represent two numerical variables on a scatterplot and informally describe how t...21
- S.9-12.C.5.d Students know how to use the pH scale to characterize acid and base solutions.1
- S.9-12.IE.1.a Select and use appropriate tools and technology (such as computer-linked probes,...
Objectives and Goals
- Understand how sterile technique is used in biotechnology labs.
- Understand how to perform cell tissue culture procedures for plant cells.
- Understand the different stages in cloning for plant cell tissue culture.
Activities in this Lesson
- Why Clones? - Hooks / Set
Start the class by having students run through Dolan DNA Learning Center's animation on Cloning 101. The website for this animation is http://www.dnalc.org/resources/animations/cloning101.html. The path taken on the internet to find the animation is 1. Go to http://www.dnalc.org, 2. Click on resources, 3. Click on Animation, and 4. Click on Cloning 101. If the teacher is worried about internet use, the animation may be downloaded in advance. The great thing about the animation is that students may run through the animation at their own pace. I have students take notes in legal scientific notebooks as they move through the animation.
Next, show students the short video segment on tissue engineering. The video is from teacher's domain and can be found at http://www.teachersdomain.org/resource/biot09.biotech.app.tissueeng/. If the link doesn't work or gets moved, go to Google. Type in "teacher's domain biotechnology." Once you are the site, type tissue engineering in the search bar. There is only one video.
The video is short but the scientist does a good job explaining how this type of tissue culture has many uses in curing disease. The disease he is focusing on is liver failure.
Following the video, I ask students what they think about tissue culture and cloning. A group discussion follows on benefits and potential negatives to tissue cloning.
- Preparation - Group Work
Students will need to prepare to start the lab. This day is for making media and sterilizing all needed equipment and materials.
Have students complete Part 1 of the lab (pages 203-204) from Ellyn Daugherty's Biotechnology Laboratory Manual.
Students sterilize scapels, scissors, and water. They dilute bleach and ethanol. I put students into larger groups of eight (that's a full lab table in my class). As a group of eight, they are responsible to sterilize enough equipment and make enough solutions for each person to complete the lab.
Students also make the multiplication medium (combining Murashige-Skoog Pretransplant Medium with sucrose and water and pH 5.7). To order Murashige-Skoog go to Carolina Biological Supply (www.carolina.com). Again, each group of eight is responsible for making enough medium that each student may have three trials of the lab.
Teacher Note: Pay special attention to the sterilization instructions. Do not allow the autoclave to go over 20 psi for 20 minutes.
- Explants - Lab / Shop
Students are working individually. Before students start the lab, over emphasize sterile technique. Focus on things like tying hair back, scrub forearms and hands, put ethanol on anything introduced into the laminar flow hood, etc. The main reason for students to be unsuccessful in this lab is lack of sterile technique. Also emphasize that students cannot take short cuts on the time for rinses. Follow the procedures exactly.
Students are to complete Part 2: Preparing Explants on page 204 of Ellyn Daugherty's Biotechnology Laboratory Book. They are to complete steps #6-14. This includes having students set up data tables to record observations in the changes of color, swelling, fuzziness, or contamination.
In my classroom, I have four laminar flowhoods. Each flowhood can take one to two students at a time. Therefore, other students waiting for the flowhood should be making data tables for the lab and completing a current event (check the curriculum posted on CTE online for this lesson plan). As I do not want to rush students, this part may take one and a half to two full 60 minute periods, depending on the overall size of the class.
I have students post pictures and tables of major steps of this lab on a personal webpage made through Google Sites. See the picture below of an example of the final explants.
- Maintenance of Clones - Closure
Part three is something that can be done as closure to the lab. Students can perform steps #15-21 (pages 204-205). One way to motivate students (if needed) is to tell them that they will have multiple african violets to give away as presents for the holiday season (I start the lab in September to make sure the lab is completed in time for the holidays). In this portion of the lab, students make more media and cut apart their explants into separate plants. This can only be done if there is individual plantlets (tiny roots and leafs) on the explants. They put the plantlets into the new medium, rich in nutrients for root and leaf growth. When the plantlets are large enough, students can plant into little styrofoam cups with soil.
Teacher note: I have students add a paragraph briefly explaining the science and procedures that it took to make the new african violet. They decorate the cups, attach the paragraph and hand the new plants out for the holidays to staff and family.
Students complete a three-paragraph conclusion after completing part two of the lab. Students have already learned the three paragraph conclusion, glued in the lab format guide and therefore may consult this guide at any time. The conclusion is graded based on the rubric. Peers may edit before final is turned in to teacher.
Students are also graded on their Google website. Each student needs to show every data table, pictures of the major steps, and the three-paragraph conclusion. Data tables are typically worth 5 points (one point for proper labeling of both axes, one point for title, and two points for content). Pictures are typically worth two points each. Te receive the points, students must have a meaningful picture that is focused (not blurry).