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GENERAL
BIOLOGY 2
Third Quarter Week 1
Applications of Recombinant DNA
LEARNING ACTIVITY SHEET
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GENERAL BIOLOGY 2
Name of Learner: _______________________________ Grade Level: ___________
Section: ___________________________________ Date: _________________
LEARNING ACTIVITY SHEET
APPLICATIONS OF RECOMBINANT DNA
BACKGROUND INFORMATION FOR LEARNERS
Great job in finishing your first learning activity sheet! Let’s apply now what we have
learned from the first discussion that we have. Are you ready! It’s application time!
When you hear the word Genetically Modified Organisms, what comes into your mind?
Is it scary?
But what is scarier is not knowing the facts!
LET’S CHECK YOUR PRIOR KNOWLEDGE!
DIRECTIONS/INSTRUCTIONS
Now Read each question carefully. Write the letter FACT is the statement is correct and BLUFF
is the statement is incorrect.
1. DNA is molecule of life.
2. Genetic engineering is also called recombinant DNA technology and molecular cloning
3. The altered DNA is called recombinant DNA
4. Organisms altered by genetic engineering are called transgenic organisms
5. Genetic engineering result from a change in the stored chemical information in the DNA,
collectively referred to as an organism’s genotype
LET’S DISCUSS!
WHAT IS TRANSGENIC ORGANISM?
These are organisms altered by genetic engineering. The genetic material can be changed
by other than random natural breeding or by gene transfer which is the moving of a gene from
one organism to another.
WHAT IS GENETICALLY MODIFIED ORGANISM?
Genetically modified organisms (GMOs) are living organisms whose genetic material has
been artificially manipulated in a laboratory through genetic engineering. This creates
combinations of plant, animal, bacteria, and virus genes that do not occur in nature or through
traditional crossbreeding methods.
WHAT IS RECOMBINANT DNA?
The altered DNA is called recombinant DNA
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WHAT ARE THE APPLICATIONS OF RECOMBINANT DNA?
1. Medicine Application
Genetic engineering has been used to mass-produce insulin, human growth hormones,
follistim (for treating infertility), human albumin, monoclonal antibodies, antihemophilic factors,
vaccines, and many other drugs.
2. Industrial Applications
Genetically designed bacteria are put into use for generating industrial chemicals. A
variety of organic chemicals can be synthesized at large scale with the help of genetically
engineered microorganisms. Glucose can be synthesized from sucrose with the help of enzymes
obtained from genetically modified organisms.
Bacteria that metabolize petroleum and other toxic materials have been developed
Scorpion toxin gene has been inserted into autographa California multicapsid nuclear
polyhedrosis virus (AcMNPV) which kills cabbage looper and reduce crop damages
Development of new strains for additional bioprocesses
3. Agricultural Applications
An important application of recombinant DNA technology is to alter the genotype of crop
plants to make them more productive, nutritious, rich in proteins, disease resistant, and less
fertilizer consuming. Recombinant DNA technology and tissue culture techniques can produce
high yielding cereals, pulses and vegetable crops.
Some plants have been genetically programmed to yield high protein grains that could
show resistance to heat, moisture and diseases.
Scientists have developed transgenic potato, tobacco, cotton, corn, strawberry, rape seeds
that are resistant to insect pests and certain weedicides.
Genes of interest is inserted into plant with Ti plasmid obtained from Agrobacterium
tumefaciens
Pseudomonas syringae that protects plants from frost damage is used against plant frost
damage because they lack the protein that induce the formation of ice-crystals.
Insertion of Bacillus thurenginesis that produces a protein which is toxic to insects but
not to humans
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4. Energy Production
Recombinant DNA technology has tremendous scope in energy production. Through this
technology Ii is now possible to bioengineer energy crops or biofuels that grow rapidly to yield
huge biomass that used as fuel or can be processed into oils, alcohols, diesel, or other energy
products.
The waste from these can be converted into methane. Genetic engineers are trying to transfer
gene for cellulase to proper organisms which can be used to convert wastes like sawdust and
cornstalks first to sugar and then to alcohol.
BENEFITS AND RISKS OF GENETICALLY MODIFIED ORGANISMS
Medicine Industry/ Agriculture
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LEARNING COMPETENCY
Discuss the applications of recombinant DNA
Specifically, students will be able to:
Enumerate and explain the applications of Recombinant DNA
Identify the benefits and risks of Genetically Modified Organisms
Formulate an informed opinion regarding Genetically Modified Organisms
DIRECTIONS/INSTRUCTIONS
HOW TO USE THIS MATERIAL?
1. Read every part of the material very well. Use the suggested references or other
related references as guides in answering the activities.
2. Follow the instructions carefully. Ask the help or assistance of your parents or
siblings as much as possible.
3. There are three (3) learning activities in this material. Strictly follow what is/are
asked in every activity and accomplish the activity within the given timeline.
4. In case the materials in the activity are not available in your place, you may
improvise or use related materials.
5. If you have good internet connection, you may use the digital version of this
material. Ask your subject teacher how.
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LEARNING ACTIVITY 1
“COMPLETE THE FLOW CHART”
DIRECTIONS/INSTRUCTIONS
Below is a flow chart for you to complete. It is an application of what you have
learned from the concept of genetic engineering and its application. Use separate sheet of
paper in doing this activity.
LEARNING ACTIVITY 2
“MAKE YOUR OWN GMO”
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DIRECTIONS/INSTRUCTIONS
Of the different applications of recombinant DNA, think of something that you
can create that can address present problems. Choose organisms who will become the
donor and recipient of DNA. Make sure to follow the steps/ processes involved in
Genetic Engineering. Present it in either drawing or making a 3D model.
Guide Questions:
1. On what organism/s did you get your DNA? What specific trait/s did you get? Why?
________________________________________________________________________
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________________________________________________________________________
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2. How this Genetically Modified Organism that you have created will help in addressing
present problems?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. If you will give a name to your GMO, what is it? Why?
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LEARNING ACTIVITY 3
“EXPRESS YOURSELF”
DIRECTIONS/INSTRUCTIONS
In 300-500 words, make a reaction paper that will persuade the reader on your side.
Make sure you have an introduction, body and conclusion. (See attached rubric)
TOPIC: “Scientists be allowed to develop organisms that express a novel trait
not normally found in humans”
PROCEDURE
1. Your activity 3 will be graded based on the given rubric.
2. Include in your output the essence of promoting environmental awareness.
3. Use the rubric as a guide when working on your activity.
4. Prepare two copies of your reaction paper. (One for you and the other to your
subject teacher).
5. Check it again before submitting
REFLECTION
1. I realized that
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. I enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. I want to learn more on
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
RUBRICS FOR SCORING
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Activity 2. The following criteria should be followed in the presentation:
Criteria Meaning Very Evident Less Not
evident evident evident
Content Student should include the 10 8 6 4
important details about the
topic
Creativity The output must be 10 8 6 4
engaging and interesting
Concise The output/ presentation 5 3 2 1
must be brief and focused
Total score
Activity 3. Persuasion Rubric
Traits 4 3 2 1
Organizatio The introduction is The introduction The There is no
n inviting, states the goal includes the goal introduction clear
and provides an and provides an includes the introduction,
overview of the topic. overview of the main goal. Most structure, or
Information is topic. Information information is conclusion.
presented in a logical is presented in a presented in a
order and maintain the logical order but logical order. A
interest of the does not always conclusion is
audience. The maintain the included, but
conclusion strongly interest of the does not clearly
states a personal audience. A state a personal
opinion. conclusion states a opinion.
personal opinion.
Goal There is one goal that There is one goal A personal The personal
strongly and clearly that states a opinion is not opinion is
states a personal personal opinion clearly stated. not easily
opinion and identifies and identifies There is little understood.
issue. issue. reference to theThere is little
issue. or no
reference to
the issue.
Reason and Three or more Three or more Two reasons are Arguments
support excellent reasons are reasons are stated., made but with are weak or
states with good but the argument weak argument. missing. Less
support. It is evident are somewhat than two
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that a lot of thought weak in places. reasons are
and research was put made.
into this activity.
Attention to Argument Argument Argument Argument
audience demonstrates a clear demonstrates a demonstrates a does not
understanding of the clear some seem to
potential audience and understanding of understanding target any
anticipates the potential of the potential particular
counterarguments. audience. audience. audience.
Word choice Word choice is Word choice There is Word choice
creative and enhances enhances the evidence of is limited
the argument. argument. attention to
word choice
Delivery Delivery is fluent, with Delivery is fluent. Delivery lacks Delivery is
an engaging flow of some fluency. not fluent.
speech.
Grammar, There are no errors in There are few, There are There are
mechanics grammar, mechanics errors in grammar, several errors in numerous
and spelling and/or spelling mechanics and/or grammar, errors in
spelling but they mechanics, grammar,
do not interfere and/or spelling. mechanics
with understanding and/or
spelling.
Comments:
Adopted from ReadWriteThink international reading association NCTE copy write 2013
ANSWER KEY
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Activity 1.
Activity 2. Refer to the Rubric for activity 2.
Activity 3. Refer to the Rubric for activity 3.
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REFERENCES FOR LEARNERS
1. Basco-Tiamzon,M.Z, Avissar, Y.,Choi, J.,[Link]. (2016)General Biology 2 Textbook for
Senior High School. Vibal Group, Inc. Quezon City
2. Commission on Higher Education (2016). Teaching Guide for Senior High School in
General Biology 2. CHED, Diliman Quezon City.
3. [Link]&psig=AOvVaw0hwCZ5JbZjkyICwOoz3JSv&ust=1604995913390000&sou
rce=images&cd=vfe&ved=2ahUKEwjc88TrgfXsAhVPxWEKHY5BDyIQr4kDegUIAR
DcAQ
4. [Link]
5. [Link]
6. [Link]
7. [Link]
engineering/top-4-applications-of-genetic-engineering/37350
8. [Link]
%2Fstandard-level%2Ftopic-3-genetics%2F35-genetic-modification-and%2Fgmo-
Prepared by
SHERYLL GUMPAL REYES
[Link]@[Link]
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