Science Unit Plan: Mendelian Genetics and Genetic Technologies

Science Unit Plan:

Mendelian Genetics and Genetic Technologies

To Be Taught at:

Radford high School

Biology I, Honors Biology

Kara M. Gram

16 February 2006

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Table of Contents

I. Rationale p. 3

Overall Goals

Science Content and Processes as related to SOLs and 3

National Science Education Standards

Unifying Concepts 5

Description of Learners, Learning Environment, Community Needs, 5

and Resources

Pedegogical Approach 6

Sequence of Lessons 6

Science, Technology, and Society Discussion 7

History and the Development of Science Discussion 7

II. Conceptual Map of Unit Plan 8

III. Daily Lesson Plans 9

Lesson 1: Mendel and His Pea Plants 9

Lesson 2: Pennies and Probability 13

Lesson 3: Human Monogenetic Traits 17

Lesson 4: Genetic Disorders Project 23

Lesson 5: Multiple Alleles: Using Blood Types to Solve a Mystery 27

Lesson 6: Are you Color Blind? And other Sex-Linked Traits 31

Lesson 7: DNA Extractions 35

Lesson 8: Biotech-in-a-Box: DNA Fingerprinting 37

Lesson 9: Genetic Technologies 40

IV. Unit Assessment 43

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I. Rationale Overall Goals:

At the end of this unit, students will have a basic understanding of Mendelian Genetics.

They will be able to explain the history of modern genetic understandings in terms of Gregor

Mendel, his experiments with pea plants, and his laws of inheritance. In addition, they will

understand basic terminology related to genetics, including: dominant, recessive, homozygous,

heterozygous, gene, allele, genotype, phenotype, monogenetic trait, polygenetic trait,

codominance, and incomplete dominance.

Students will be able to explain how genetics is based on the laws of probability. They

will be able to construct and interpret Punnett Squares for Monohybrid and Dihybrid crosses,

Multiple Allele traits (Blood Type), and sex-linked traits. In addition, they will be able to

compare the pattern of inheritance of sex-linked traits with the pattern of inheritance of

autosomal traits.

Students will conduct research a genetic disorder, and they will present their findings in

both project and oral presentation formats.

Throughout the Unit Plan, students will conduct several labs. During these labs, they will

practice their skills of formulating and testing hypotheses, collecting and interpreting data, and

drawing conclusions based on evidence collected.

The last few lessons in this unit plan focus on genetic technologies. By the end of this

unit, students will be able to explain genetic technologies and the ethical issues involved with

these technologies. Genetic technologies studied include: forensic identification, genetic

engineering, The Human Genome Project, genetic counseling, and cloning. Students will

perform a lab on DNA fingerprinting and interpret results in terms of a crime scene mystery. In

addition, students will explore the controversial nature of genetic technologies and formulate

their own opinions relating to several genetic technology issues.

Standards:

Virginia Standards of Learning:

BIO.1 The student will plan and conduct investigations in which

a) observations of living organisms are recorded in the lab and in the field;

b) hypotheses are formulated based on direct observations and information from

scientific literature;

c) variables are defined and investigations are designed to test hypotheses;

d) graphing and arithmetic calculations are used as tools in data analysis

e) conclusions are formed based on recorded quantitative and qualitative data

i) appropriate technology including computers, graphing calculators, and probeware, is

used for gathering and analyzing data and communicating results.

j) research utilizes scientific literature

m) a scientific viewpoint is constructed and defended (the nature of science)

BIO.2 The student will investigate and understand the history of biological concepts.

Key concepts include:

e) The collaborative efforts of scientists, past and present.

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BIO.5 The student will investigate and understand life functions of archaebacteria, monerans

protsits, fungi, plants, and animals including humans. Key concepts include:

e) human health issues, human anatomy, body systems, and life functions.

BIO.6 The student will investigate and understand common mechanisms of inheritance and

protein synthesis. Key concepts will include:

d) Prediction of inheritance of traits based on the Mendelian laws of heredity.

f) the structure, function, and replication of nucleic acids (DNA and RNA)

h) use, limitation, and misuse of genetic information;

i) exploration of the impact of DNA technologies

National Science Education Standards:

NSES Content Standard A: Science as Inquiry

• Abilities necessary to do scientific inquiry

• Understandings about scientific inquiry

NSES Content Standard C: Life Science

• Molecular basis of heredity

o In all organisms, the instructions for specifying the characteristics of the organism

are carried in DNA, a large polymer formed from subunits of four kinds (A, G, C,

and T). The chemical and structural properties of DNA explain how the genetic

information that underlies heredity is both encoded in genes (as a string of

molecular “letters”) and replicated (by a templating mechanism). Each DNA

molecule in a cell forms a single chromosome.

o Most of the cells in a human contain two copies of each of 22 different

chromosomes. In addition, there is a pair of chromosomes that determines sex: a

female contains two X chromosomes and a male contains one X and one Y

chromosome. Transmission of genetic information to offspring occurs through

egg and sperm cells that contain only one representative from each chromosome

pair. An egg and a sperm unite to form a new individual. The fact that the human

body is formed from cells that contain two copies of each chromosome – and that

therefore two copies of each gene – explains many features of human heredity,

such as how variations that are hidden in one generation can be expressed in the

next.

NSES Content Standard E: Science and Technology

• Abilities of technological design

• Understandings about science and technology

NSES Content Standard F: Science in Personal and Social Perspectives

• Personal and community health

• Science and technology in local, national, and global challenges

NSES Content Standard G: History and Nature of Science

• Science as a human endeavor

• Nature of scientific knowledge

• Historical perspectives

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Unifying Concepts

Relevant Unifying Concepts, as addressed by the National Science Education Standards, include:

Evidence, Models, and Explanations

Change, Constancy, and Measurement

Form and Function

Description of Learners, Learning Environment, Community Needs, and Resources

This unit plan is target for students in Biology I and Honors Biology classes at Radford

High School in South West Virginia. All learners come from a variety of socio-economic

backgrounds. The majority of these learners are Caucasian, and there are a few Asian students as

well.

Students in the Biology I class are at an average or below average academic level. This

class is small (12 students), and the students are highly participatory in classroom lectures and

discussions. This class contains several students who are identified as special education students

with IEPs. Though Radford does not practice full inclusion, these students have a special

arrangement where their special ed. teacher joins one of the Biology I classes (not the period I

teach) so that the students can learn Biology in the regular classroom rather than in a special ed.

Classroom. While this class is good at participation, they have trouble completing out of class

assignments. To account for this, I have limited the amount of out-of-class assignments. I have

also included a lot of engaging, hands-on activities to motivate students and enhance their

enthusiasm and understanding of biology.

The Honors Biology classes consist mostly of college-bound, high achieving students.

Students in these classes are, for the most part, well behaved and motivated learners. For these

classes, there will be a greater depth and challenge to the material covered.

The learning environment, currently, is traditional. The classroom is limitedly decorated,

with the exception of a giant fish tank in the rear of the room. The room is run-down, and

laboratory equipment is dated. Laboratory space is limited, and there are not very many

electrical outlets available. In order to adapt this environment to my teaching strategies and

philosophies, I hope to liven up the room with engaging decorations and displays of student

work. In addition, I plan to rearrange the desks from the traditional rows into various

configurations corresponding to the needs of my lessons (desks grouped for group work, etc.).

I will be relying on several school and community resources for my unit plan. I will

utilize the school’s computer lab for a lesson that requires students to perform research. In

addition, I will utilize the school library to access various resources relating to several lessons.

To account for the school’s outdated equipment, I have arranged to borrow equipment from

Virginia Tech to engage students and enhance the learning of genetics. In particular, I am using

a Biotech-in-a-box kit from the Fralin Biotech Center to allow students to perform an actual

DNA Fingerprinting Lab using DNA Gel Electrophoresis equipment. It is my hope that I will be

able to engage students and increase their understanding of genetics by bringing in new teaching

strategies, activities, and equipment to their classroom.

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Pedagogical Approach

It is my philosophy that students should be actively engaged in the construction of their

knowledge and understanding of science. Wherever possible, scientific learning should be based

on inquiry, where students participate in activities through which they can ask questions and

develop their own understandings of science. Lessons should include hands-on activities and

opportunities where students can experience science first hand and construct their own

knowledge. Teachers should attempt to assess students’ prior knowledge and guide them to

connect new information to what they already know. In addition, science learning should be

made relevant to students’ personal lives and relevant community issues wherever possible.

For this reason, I have attempted to include many hands-on activities and laboratory

experiments within this unit plan. These lessons include many engaging demonstrations and

activities that reinforce science content. I have also to relate these lessons on genetics to

student’s lives and experiences as often as possible; by doing so, students’ motivation to learn

and their ability to remember will be increased. Scientific thinking involves the ability to draw

one’s own conclusions and develop a personal understanding of concepts based on collected data

and research; I have allowed several opportunities where students can practice this aspect of

scientific thinking. By relying on student inquiry and the development of scientific thinking

skills, while at the same time building understanding of scientific concepts, students will grow in

their understanding of science and their ability to be independent, self-motivated learners.

My class management style is fairly laid back. It is my desire for students to be active

participants in my classroom, and I realize that discussion and movement are often involved in

this. However, in my classroom management, I will be rigid when it comes to organization. I

will utilize the entire class period for teaching and learning. In addition, I will establish set

routines and procedures to maximize the amount of time spent engaged in learning activities.

Examples of these routines include having a set procedure for handing out papers and for

collecting and returning student work. Additionally, I will make communication a priority with

my students, and I will make a point of communicating my care for them and individuals. I hope

to establish a well-managed class by keeping students actively engaged in learning, by being

organized, and by letting my students know that I care.

Sequence of Lessons

Lesson 1: Mendel and His Pea Plants

Lesson 2: Pennies and Probability (Monohybrid Crosses and Punnett Squares)

Lesson 3: Human Monogenetic Traits (Monohybrid and Dihybrid Crosses)

Lesson 4: Genetic Disorders Project

Lesson 5: Multiple Alleles: Using Blood Types to Solve a Mystery

Lesson 6: Are you Color Blind? And other Sex-Linked Traits

Lesson 7: DNA Extractions

Lesson 8: Biotech-in-a-Box: DNA Fingerprinting

Lesson 9: Genetic Technologies

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Science, Technology, and Society Discussion

In this unit plan, I have connected Genetics with the issue of Science, Technology, and

Society through several lessons on genetic diseases and genetic technologies. Through the

genetic diseases project, students will investigate how the topic of genetics directly relates to

human health and society. They will use technology (computers and internet) to investigate their

diseases, and they will prepare visual and oral presentations of their findings for the class.

To investigate one aspect of the use DNA technology, I have arranged to obtain

equipment from Fralin Biotech Center at Virginia Tech so that students can use Gel

Electrophoresis in order to experience DNA Fingerprinting first-hand. Through this activity,

students will witness and explore one method through which genetic information is used in

society, and they will analyze the impact of this DNA technology on society.

In my final lesson for this unit plan, students will explore these DNA Technology topics:

forensic identification, genetic engineering, The Human Genome Project, genetic counseling,

and cloning. Students will develop an understanding of how these technologies affect society by

reading articles and case studies relating the these issues. In addition, students will engage in an

Ethical Decision Making activity in which they will explore the ethical issues underlying the use

of genetic technologies and formulate their own opinion regarding these issues.

History and the Development of Science Discussion

It is important for students to study the history of science and the origins of particular

scientific thoughts. In investigating past scientists and their methods and investigations, students

can begin to understand the nature of science and processes involved in the development of

scientific knowledge. For this reason, I have included a lesson based on the history and

development of genetics. In this lesson, students will investigate Gregor Mendel, his personal

history, his experiments with pea plants, and the development of his laws of inheritance.

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II. Conceptual Map

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III. Daily Lesson Plans Lesson 1: Mendel and His Pea Plants

Purpose: This lesson will provide students with a historical background of genetics. In

particular, students will investigate Mendel’s experimentations with pea plants and the process

through which he developed his laws of heredity. This lesson will provide a context for the

development of understanding of genetics, a look into the process of scientific investigation, and

an introduction of basic genetics ideas and terminology.

Objectives:

The Students Will Be Able To:

~Summarize Mendel’s experiments.

~Explain Mendel’s laws of heredity.

~Apply the concepts of Genotype, Phenotype, Dominant, Recessive, Gene, Allele, Homozygous,

and Heterozygous to Mendel’s experiments.

Related Standards:

SOLs: BIO.2 The student will investigate and understand the history of biological concepts.

Key concepts include:

f) The collaborative efforts of scientists, past and present.

BIO.6 The student will investigate and understand common mechanisms of inheritance

and protein synthesis. Key concepts will include:

e) Prediction of inheritance of traits based on the Mendelian laws of heredity.




NSES: Life Science Content Standard C


NSES Content Standard G: History and Nature of Science

• Science as a human endeavor

• Nature of scientific knowledge

• Historical perspectives

Materials and Resources:

Gregorian chant music, props to illustrate Mendel’s pea experiments, activity sheet.

Class Management and Safety:

No significant safety issues are relevant to this lesson.

Classroom management will consist of effectively directing students to begin their opening

question upon entering class, monitoring group progress as students are discussing their opening

question, and effectively keeping students engaged during the demonstrations and lecture on

Mendel.

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Procedures:

Engage (10 min)

1. Set mood: play Gregorian chant music as students arrive to class.

2. Introductory question: “What is ‘Genetics’?”

3. Think-Pair-Share: In group of four, discuss definitions and come up with a group

definition.

4. Briefly discuss group definitions as a class

Explore (15 min)

5. Using props, have students predict the results of Mendel’s experiments.

6. Reveal to the students what Mendel actually found for the F1 and F2 generations .

7. Have students draw conclusions based on Mendes’s findings

Explain (20 min)

8. Brief lecture on Mendel including

History behind his investigations

His findings: Law of Dominance, Law of Segregation, Law of Independent

Assortment

Introduction to genetic terminology: Genotype, Phenotype, Dominant, Recessive,

Gene, and Allele

Discussion about Mendel’s success as a scientist

Elaborate (Homework assignment)

9. Color Plate and Activity Sheet (see below)

Note: The Color Plate for this activity is taken from Robert Griffin’s The Biology

Coloring Book.

Evaluate Students will be evaluated based on completion of their Activity Sheet and Color Plates.

In addition, questions related to this lesson’s material will be incorporated into a quiz

covering the first three lessons of the Genetics Unit (Mendel, Monohybrid Crosses, and

Dihybrid Crosses), as well as the Genetics Unit Test.

Criteria: Students have completed Color Plate and Activity Sheet

Evidence: Completed Color Plate and Activity Sheet

Scoring: Students will receive a 10 point completion grade for this assignment

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Mendel�and�His�Pea�Plants:�

1. What is genetics?

2. Explain Mendel’s Laws of Heredity in your own words:

a) The Principle of Dominance:

b) The Law of Segregation:

c) The Law of Independent Assortment:

3. List 3 reasons why Gregor Mendel was successful as a scientist:

4. Complete the following using the “Flower Color Hybrids” color plate:

a) The color plate shows one of Mendel’s experiments in which he cross-pollinated purple

flowered plants with white-flowered plants. Using the codes provided, COLOR the P1

Generation, representing Mendel’s cross-pollination of the Parental Generation.

b) Color the F1 Generation.

Describe the offspring in this generation.

c) Color the F2 Generation. How many purple plants resulted?

How many white plants resulted?

What is the ratio of dominant plants to recessive plants?

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Mendel�and�His�Pea�Plants:Flower�Color�Hybrids:��

P1�Generation:�Purple�FlowersA

White�FlowersB

Cross-PolinationC

F1�Generation:�

�

F2�Generation:�Self-PollinationD�

�

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Lesson 2: Pennies and Probability

Purpose: The purpose of this lab is to explore the concept of probability as it relates to genetics.

In addition, students will be introduced to Punnett Squares, and will begin to use them to predict

results of monohybrid crosses.

Objectives:

The Students Will Be Able To

~Explain how genetics depends on the laws of probability.

~Create a Punnett square to show all possible combinations of gametes, and determine the

likelihood that particular combinations will occur.

~Identify dominant and recessive traits.

~Differentiate between genotype and phenotype

~Interpret a Punnett square in which Co-Dominance occurs

Related Standards:

SOLs: BIO.1 The student will plan and conduct investigations in which

e) hypotheses are formulated based on direct observations and information from

scientific literature


e) conclusions are formed based on recorded quantitative and qualitative data







Pennies (2 for each student); Lab Activity Sheet; Punnett Square Activity Sheet.


In this lab, students will be tossing coins. It will be necessary to instruct students how to

properly toss a coin in order to avoid inappropriate coin tossing. While coins are being tossed,

the classroom noise level will increase, and so a signal will be established to get students to cease

tossing and pay attention. In addition, students are to remain seated during the coin tossing in

order to minimize potential for coin tossing hazards.

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Procedures:

Engage (5 min)

1. Opening Questions (posted on board):

If you toss a coin, what is the probability that it will land on heads?

If you toss a coin twice, what is the probability that it will land on heads both times?

How do you think this probability relates to genetics?

Explore (20 min)

2. Penny Lab: Monohybrid Cross

- Provide each student with 2 coins.

Head represents the Dominant trait – Round Seed (R)

Tails represents the Recessive trait – Wrinkled Seed (r)

- Students will toss both coins 50 times and tabulate the number of times each

combination appears.

- A class total will be generated for each combination.

- Students will determine the phenotypic ratio (RR:Rr:rr).

Explain (15 min)

3. Brief explanation of how to use Punnett Squares in a monohybrid cross to predict the

probability of producing offspring with particular traits.

Elaborate (10 min)

4. Students will complete a Punnett Squares activity sheet.

Evaluate Students will be evaluated based on accurate completion of their Penny Lab and Punnett

Squares Activity Sheets. Students will be evaluated as follows:

Performance Criteria Evidence Points Awarded*

Student generates a hypothesis to

predict the results of the penny lab.

Clearly stated hypothesis on Penny

Lab Sheet

/ 4

Student collects data in an orderly

fashion during the lab activity

Completion of Data chart on Penny

Lab Sheet

/ 4

Student draws accurate conclusions

based on their data

Accurate completion of Conclusion

questions on Penny Lab Sheet

/ 4

Student indicates comprehension of

the difference between genotype and

phenotype

Accurate completion of Conclusion

questions on Penny Lab Sheet

/ 4

Student can create and interpret a

Punnett Square to predict the

probability of particular genetic

outcomes

Acurate creation of Punnett Square

for Part 1 of the Activity Sheet

Accurate Completion of questions in

Part 1 of activity sheet

/ 4

/ 8

Student can use a Punnett Square to

interpret the outcomes of a

monohybrid cross involving a Co-

Dominant trait.

Acurate creation of Punnett Square

for Part 2 of the Activity Sheet

Accurate Completion of questions in

Part 2 of activity sheet

/ 4

/ 8

Total Score: /40

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Pennies and Probability: Exploring Genetics with Money

In this lab, your pennies will represent the gametes an offspring receives from its mother (one

coin) and its father (the second coin).

The parents’ genotypes are ___________ and ___________.

Heads represents the Dominant trait: Round Seed (R)

Tails represents the Recessive trait: Wrinkled Seed (r)

Procedure:

Before starting the lab, read the procedure completely and make your hypothesis in the

space provided.

i. Acquire 2 coins.

ii. Flip both coins at the same time, and record the results below.

For Heads, Heads, make a tally mark in the “RR” column

For Heads, Tails, make a tally mark in the “Rr” column

For Tails, Tails, make a tally mark in the “rr” column

3. Total your tallies and wait for class totals.

4. Answer the questions

Hypothesis:

Data:

RR Rr rr

Tally for my 50

tosses

Total for my 50

trials

Class totals

Conclusions:

1. Based on your data and the class totals for this particular cross, what is the probability of

producing an offspring that is has a round seed? ___________ a wrinkled seed? ____________

2. What is the ratio of genotypes produced from this particular genetic cross?

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Punnett Squares 1. Create a Punnett Square for the cross two pea plants that are both

heterozygous (Tt) for the plant height trait (the Tall allele is Dominant) .

Rr x Rr

a) What is the probability that these plants will produce a tall offspring?

b) What is the probability that that they will produce an offspring with the

genotype rr?

c) What is the ratio of the all possible genotypes (RR:Rr:rr)?

2. Incomplete dominance occurs when one allele is not completely cominant over

another. When a Red (RR) and White (WW) Snapdraggons are crossed, all

heterozygous offspring will be pink (RW). Complete the Punnett Square to show

how this occurs:

RW x RW

a) What will happen if two of these heterozygous offspring RW x RW

are crossed? Identify the Phenotypes and Genotypes of

offspring that could result from this cross:

b) What is the probability of each of these phenotypes?

Of each of the genotypes?

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Lesson 3: Human Monogenetic Traits

Purpose: The purpose of this lesson is to explore how humans inherit monogenetic and

polygenetic traits. Monohybrid and Dihybrid Crosses to predict the probability of creating

offspring with various monogenetic traits.

Objectives:


~Explain how humans inherit monogenetic traits.

~Differentiate between monogenetic and polygenetic traits

~Create a Punnett square to show all possible combinations of gametes, and determine the

likelihood that particular combinations will occur.

~Predict possible gametes in a dihybrid cross, given parental genotypes.

Related Standards:


a) observation of living organisms are recorded in the field

f) graphing and arithmetic calculations are used as tools in data analysis

g) conclusions are formed based on recorded quantitative and qualitative data










Human Monogenetics Traits: Data Collection Activity Sheet;

Human Monogenetic Traits: Punnett Squares Activity Sheet


In this activity, students are collecting data from individuals outside of this class. Students

should be instructed to be polite as they approach people during the data collections of their

investigations, and to inform individuals that they are collecting the data for a genetics lesson in

their Biology class.

Procedures: (2 Day Lesson)

Engage (5 min)

1. Have students cross their arms, then determine which arm is on top.

2. Have students see if they can roll their tongue.

3. Ask students what they think determines these things (genetics!).

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Explore (Part completed as homework prior, 20 minutes in class)

4. Prior to class: Each student will collect data from 5 individuals (parents, siblings,

friends, neighbors, but NOT other members of the class), including themselves. Data

includes presence or absence of the following monogenetic traits:

o Attached earlobes

o Widow’s Peak

o Tongue Rolling

o Eye Pigment

o Hitch-hiker’s thumb

(See Activity Sheet)

5. The class will calculate a combined total for each trait.

6. In pairs, students will draw conclusions from their data. In particular, students should

predict which traits are dominant and which are recessive based on class totals.

7. Students’ predictions will be discussed as a class.

Explain (10 minutes Day 1; 20 minutes Day 2)

8. The class will review how to do a monohybrid cross. (Day 1)

9. The class will be instructed in how to do a dihybrid cross. (Day 2)

Elaborate (15 minutes Day 1; 20 minutes Day 2)

10. Students will apply the concepts of the monohybrid cross and dihybrid cross to their

investigation of Human Monogenetic Traits.

Evaluate Students will be evaluated based on participation in the Human Monogenetic Traits: Data

Collection Activity. A 10 point homework grade will be recorded based on student

participation.

Students will also receive a completion grade be evaluated based on completion of the in

class Punnett Square Practice Activity Sheets.


Students participate in Data Collection

for Human Monogenetic Traits

Activity

Completion of Human Monogenetic

Traits: Data Collection activity sheet

/ 10

Students can create and interpret

Monohybrid Cross Punnett Squares

Students complete Punnett Square

Monohybrid Cross Activity Sheet

/ 10

Students can create and interpret

Dihyprid Cross Punnett Squares

Students complete Punnett Square

Monohybrid Cross Activity Sheet

/ 10

Total Score:

/30

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HuHuHuHuman Monogman Monogman Monogman Monogenetic Traitsenetic Traitsenetic Traitsenetic Traits::::

Data CollectionData CollectionData CollectionData Collection

Instructions:

You will collect data on the expression of monogenetic human traits from 5 individuals,

including yourself. Individuals may include parents, siblings, neighbors, or friends. You may

not collect data from others in this class. You should avoid collecting data from the same person

a classmate has collected data from.

Construct a table for data collection, and indicate presence or absence of each trait for

each individual. Your data will be compiled with that of your classmates, so you will need to

create additional space for the inclusion of others’ data.

Monogenetic Traits:

Monogenetic traits are traits due to alleles of a single gene. They are genetically

inherited on the same locus of homologous chromosomes. Due to the single gene nature of

monogenetic traits, trait expression occurs in an “on/off” fashion.

You will investigate these 5 human monogenetic traits:

o Free or Attached earlobes: (L/l). In most people, earlobes hang free and detached.

When a person is homozygous for a recessive gene (l), the earlobes are attached directly

to the side of the head. Other genes affect the size and appearance of the lobes, look

only for the presence or absence of lobes.

o Presence or absence of Widow’s peak: (W/w). In some people the hairline drops

downward and forms a distinct peak. This is from the action of a dominant gene, W.

Look for a continuous hairline or for a widow’s peak. Note that a gene for baldness may

prevent detection of the widow’s peak.

o Tongue rolling ability or inability: (R/r). The ability to roll the tongue into a distinct

U-shape when it is extended from the mouth is due to a dominant gene R.

o Presence or absence of eye pigment: (P/p). When a person is homozygous for a

recessive gene, p, no pigment is deposited in the from part of the eye and a blue layer at

the back of the iris shows through. Therefore, individuals with blue eyes are

homozygous recessive for the eye pigment trait. A dominant gene, P, allows pigment to

be deposited which masks the blue color. Other genes are responsible for the type and

amount of this pigment leading to various shades of brown, hazel, green and other

colors. Determine if your eyes either have pigment or lack it.

o Absence or Presence of Hitchhiker’s thumb: (H/h). The ability to hyperextend the

last joint of the thumb is due to a recessive gene, h, although there appears to be some

variability in expressivity (i.e. it is occasionally seen for one thumb but not the other).

Bend the thumb back as if you were hitchhiking and look to see if the thumb is extended

to an almost 90o angle or is straight.

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Human MonogHuman MonogHuman MonogHuman Monogenetic Traitsenetic Traitsenetic Traitsenetic Traits

Punnett SquaresPunnett SquaresPunnett SquaresPunnett Squares: Monohybrid Cross : Monohybrid Cross : Monohybrid Cross : Monohybrid Cross

Directions: Answer the following questions.

Please make sure that your letters look different in capital and lowercase form.

Express probability in percentages unless asked for a ratio.

Make sure you express genotypic and phenotypic ratios in the proper format.

1. A man is heterozygous and can roll his tongue (Rr). His wife is homozygous recessive

for tongue rolling (rr).

a) Draw the Punnett square for this cross:

_________ x __________

b) What would the genotypic ratio be this genetic cross?

c) What phenotypes could a child from these parents possibly have?

What is the likelihood of the child having each of these phenotypes?

2. A woman with detached earlobes and a man who also has detached earlobes have a

child with attached earlobes.

a) What are the genotypes of the parents in this cross? Draw a punnett square.

b) What is the probability that they will have another child with attached

earlobes?

c) Is it possible for these parents to have a child that is homozygous dominant for

earlobes? Explain.

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3. A man is homozygous recessive and his wife is homozygous dominant for eye pigment.

a) Draw the Punnett Square.

b) What will the genotypic ratio be for cross between them?

c) What would the phenotypic ratio be?

4. A man is heterozygous for the widow’s peak trait, and so is his wife.

a) Draw the punnett square for this cross.

b) What is the probability that the couple will have a child that is heterozygous

for this trait? What will this child’s phenotype be?

c) What is the probability that the couple will have a child that is homozygous

recessive for this trait? What will this child’s phenotype be?

d) What is the probability that the couple will have a child that is homozygous

dominant for this trait? What will this child’s phenotype be?

5. In humans, the hitchhikers tumb is a recessive trait. Ms. Gram does not have a

hitchhikers thumb. Her mother has a hitchhikers thumb, but her father does not.

a) What is Ms. Gram’s phenotype?

What is her genotype?

b) What is her mom’s genotype?

c) What are the possible genotypes for her father?

Show all possible Punnett squares for the cross between her mother and father.

d) How could you figure out the genotype for her father?

22

Human MonogHuman MonogHuman MonogHuman Monogenetic Traitsenetic Traitsenetic Traitsenetic Traits

Punnett Squares: Dihybrid Cross Punnett Squares: Dihybrid Cross Punnett Squares: Dihybrid Cross Punnett Squares: Dihybrid Cross

Directions: Draw a Punnett square and answer the questions for the following

crosses.

1. A man with the genotype RRWw for tongue rolling and widow’s peak is going to have a

child with his wife, who had the genotype rrww. Draw the Punnett square for this cross.

What phenotypes could the child possibly have?

2. A man homozygous recessive for both attached earlobes and eye pigment crosses with

a woman who is heterozygous for both traits. Draw the Punnett square for this cross.

What is the probability that the couple has a child with Detached Earlobes and Blue Eyes?

3. A woman who is homozygous dominant for tongue rolling and hitchhikers thumb is

pregnant. Her husband cannot roll his tongue and has a hitchhikers thumb. Draw the

Punnett square. What is the probability that the child will be able to roll its tongue and not have a hitchhikers thumb?

23

4. A man with the genotype Ppww for eye pigment and widow’s peak crosses with a woman

with the genotype ppWw. Draw the Punnett square. What possible genotypes and

phenotypes could result? What is the phenotypic ratio?

5. Draw Punnett squares for the following crosses, and give the phenotypic ratios.

a) HHRr x HhRr

b) AABb x aaBb

6. Why can’t you create a Punnett Square to determine the height of an individual?

H: no hitchhiker’s thumb

h: has hitchhiker’s thumb

R: can roll tongue

r: cannot roll tongue

24

Lesson 4: Genetic Disorders

Purpose: The purpose of this lesson is to familiarize students with various genetic disorders.

Students will research a genetic disorder of their choosing, and present their research in both

verbal and visual mediums.

Objectives:


~Research, in detail, a genetic disorder.

~Identify key facts about the disease.

~Present their disease to the in a clear, creative manner.

~Explain how genetic diseases are passed on to new generations.

Related Standards:



BIO.5 The student will investigate and understand life functions of archaebacteria,

monerans (eubacteria), protsits, fungi, plants, and animals including humans. Key

concepts include:













Computer lab with internet access; Books, Articles, and other material pertaining to Genetic

Diseases; Genetic Disease Project Description sheet


For the introduction to this project, students will use the school’s computer lab to access the

internet. Students should be instructed of the Acceptable Use Policy for the internet and

computer equipment. In addition, students should be monitored at all times while they are using

computers and accessing the internet to ensure that they are using these resources appropriately.

25

Procedures: This Lesson Plan will consist of 1 In Class Research Day, as well as 2-3 Days

for Presentations.

Research Day:

Engage (5 min)

1. Opening question (posted on board)

What is a genetic disorder?

List the genetic disorders you are familiar with.

2. Discussion of student’s responses

Explore (40 min)

2. Students will be presented with project.

3. At the computer lab they will explore various genetic disorders, and select one to

research.

4. After selecting the disorder they will research, the students will use the internet to

learn about the disorder. Several prompt questions will be provided, but students are

expected to investigate beyond these questions.

5. Ticket out of class: Students will identify the genetic disorder they have selected for

this project, to be approved by teacher

To be done outside of class; students will be given about 2 weeks to complete their projects:

Explain Students will continue to investigate their genetic disorders outside of class. Students

will be expected to describe their disorder, explain the symptoms, identify how the

genetic disorder is caused (dominant, recessive, chromosomal abnormality), identify

populations most affected by the disease, determine whether it is lethal, explain

treatments for the disorder, etc.

Elaborate Students will be expected to choose a method in which they will organize and present the

information about their genetic disorder (their Product). Examples include but are not

limited to: a pamphlet, a poster, a paper, a PowerPoint presentation, etc. Students will

need to get their Product idea approved prior to beginning this portion of the project.

Students will prepare a presentation to inform the class about their genetic disorder.

Presentations will be a minimum of 3 minutes and a maximum of 5 minutes in length.

During this presentation, students are expected to highlight key facts about their disease

and present their project in a clear, flowing manner.

Evaluate Students will be evaluated on both their product and presentation. A rubric will be used

to assess students. Students will be provided with a copy of the rubric at the time the

project is introduced. See the Project Information Sheet and Rubric on the pages that

follow.

Students will be performing a self-evaluation of their project and presentation. This self

assessment will be turned in along with their projects, and it will count towards their

grade in addition to the teacher assessment.

26

Genetic DisordersGenetic DisordersGenetic DisordersGenetic Disorders: : : : Project Information SheetProject Information SheetProject Information SheetProject Information Sheet For this project you will be investigating a genetic disorder. You will be able to choose which genetic disorder you will research. Your choice should be submitted to the teacher by the end of the class period. Examples of genetic disorders to investigate include, but are not limited to: Hemophilia Cystic Fibrosis Phenylketonuria (PKU) Huntington’s Disease Sickle Cell Anemia Tay-Sachs Disease Cri du Chat Down Syndrome Turner Syndrome Marfan Syndrome Klinefelter’s Syndrome Patau’s Syndrome Edward’s Syndrome Achondroplasia Part I: The Project You will research your genetic disorder. You will present this information in the format of your choice. For example, you may choose to create an informational brochure, write a paper, construct a poster, put together a PowerPoint presentation, write a magazine article, etc. You must submit your project idea for teacher approval prior to completing it. The DUE DATE for your project idea is _________________________

The DUE DATE for your project is ______________________________

Part II: Presentation To present your project, you will be expected to prepare a presentation for your class. The presentation must be at least 3 minutes, and no longer than 5 minutes in length. Your PRESENTATION date is _____________________________________ Questions to consider in your research: What is the disease? How is it inherited? Is it a chromosomal disorder, or Is it sex-linked, or

is it dominant/recessive? What causes it? What are the symptoms? Is it lethal? How is it treated? Is there a population that is most greatly effected? What is the history of the disease? How does this disease affect society? Are there any new scientific advances used to fight the disease? Interesting facts: Famous people who have the disease, etc. Some helpful websites: http://kidshealth.org/teen/your_body/health_basics/genes_genetic_disorders.html

http://gslc.genetics.utah.edu/units/disorders/whataregd/ http://www.ygyh.org/

27

Genetic DisordersGenetic DisordersGenetic DisordersGenetic Disorders:::: Evaluation RubricEvaluation RubricEvaluation RubricEvaluation Rubric

Points Earned Criteria Points Possible Student Self

Assessment Teacher’s

Assessment Project 60 points

Presentation of Information

Information is clearly presented. 4

Information is organized in an easy-to-follow manner 6

The project is creative and pleasing to the eye 6

Illustrations, graphics, pictures, and/or figures are included

4

Quality of Information

Overall, the information included in the project is of high quality (accurate and well explained)

6

The disease and its symptoms are explained. 6

Method of inheritance is identified 4

The cause of the disease (what the genetic abnormality causes) is explained

4

Treatment for the disease is discussed 4

Brief history of disease is provided 4

Current developments are discussed 4

Technical Details Topic, Project idea, and Project are turned in on time 4

Grammar is correct 4

Presentation 40 points

Presentation of Information

Student presents disease information and project in a clear and interesting manner

5

Presentation is organized, and information is smoothly transmitted.

5

Quality of information

Student highlights key components of their disease, including: cause, method of inheritance, symptoms, treatment, and current developments.

15

Project is displayed and explained for class 5

Technical Details Presentation is within the 3-5 minute timeframe 5

Student comes prepared to present on the day indicated

5

Student Comments:______________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Teacher Comments: _____________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

28

Lesson 5: Multiple Alleles

Using Blood Types to Solve a Mystery

Purpose: The purpose of this lesson is to explore Multiple Allele Traits. Students will learn

how to perform Punnett Square crosses for blood type, a multiple allele trait. They will then

apply this knowledge to mystery scenario.

Objectives:


~Explain what a Multiple Allele Trait is.

~Identify blood type as a multiple allele trait.

~Create Punnett Squares to interpret crosses of Multiple Allele Traits.

Related Standards:

SOLs: BIO.5 The student will investigate and understand life functions of archaebacteria,

monerans (eubacteria), protsits, fungi, plants, and animals including humans. Key

concepts include:





h) use, limitations, and misuse of genetic information









Multiple Allele Activity Sheet; Books and other resources on Multiple Alleles; A Bloody Mystery

activity sheet

For “Bloody Hand” demonstration: Large beaker, Ammonia, Goldenrod paper, Paper towels,

goggles


The “Bloody Hand” demonstration involves the use of the household chemical, Ammonia. A

MSDS for this chemical should be obtained, and teacher should take safety precautions when

handling the chemical. Teacher will wear safety goggles. In addition, if students are in close

vicinity to the demonstration, they should also wear safety goggles.

29

Procedures:

Engage (5 min, 5 min)

1. Opening Question (on board):

What is your blood type?

What other blood types are there?

What do you think determines blood type?

2. “Bloody Hand” demonstration (ammonia on goldenrod paper)

Explore (20 min)

2. Students will be given an Activity Sheet. Using their book and other resources, they

are to determine the possible phenotypes and genotypes involved in blood typing.

Students will also attempt a Multiple Allele Punnett Square for blood typing

Explain (10 min.)

3. Mini-Lecture: Multiple Alleles

Elaborate (10 min. in class, finish for HW)

4. Students will be given a A Bloody Mystery, a mystery scenario in which they will

apply their knowledge of blood typing and Punnett Squares to solve the mystery.

Evaluate Students will be evaluated on the completion of the A Bloody Mystery activity sheet.


Student can construct a Punnett

Square for multiple allele traits

Accurate construction of at least two

Punnett Squares related to the

mystery

/ 10

Student can interpret Punnett Squares

as they relate to multiple allele traits.

Student correctly identifies the

genotype of each individual in the

mystery

/ 5

Student can draw conclusions from

Punnett Squares.

Student correctly identifies whether

Charlie is a son or an imposter.

/ 5

Student can apply scientific evidence

to defend conclusions.

Student explains, in detail, a case

defending their conclusions; Student

uses evidence from Punnett squares

to defend their case.

/ 5

Total Score /25

30

Multiple Alleles Investigation: Blood Types

1. What is a multiple allele trait?

2. What are the possible alleles for blood groups?

3. What are 4 the possible phenotypes for blood? What are the possible

genotypes for each of these phenotypes?

4. What is Co-dominance, and how does this term relate to blood groups?

5. Construct a Punnett Square for the cross between a man with type O blood and

a woman with type AB blood.

If this man and woman have a baby, what possible blood types could the baby have?

What is the probability that the baby will have each of these blood types?

31

Multiple Alleles Investigation: A Bloody Mystery

You are a lawyer for the following:

Mr. Cash died and left all of his money to his two children. Because of Mr. Cash’s prominent

role in society, his death made headlines. Shortly after, a young man named Charlie, who claims

to be Mr. Cash’s long lost son arrives and demands his share of the inheritance. Mr. Cash’s two

children and their lawyers are skeptical and refuse this young man the money, so he sues. The

judge orders blood tests for all of the family. Mr. Cash’s blood type, as it appears on his hospital

records, is AB. His wife had blood type A. Mr. Cash’s two known children were both type B.

The young man claiming to be a long lost son had blood type O.

Based on the blood tests, prove to the judge whether or not Charlie could be a child of Mr. Cash.

Create a case (1 paragraph) defending your conclusion. Determine the genotypes for each

individual involved, and use at least two Punnett Squares as evidence.

32

Lesson 6: Are you Color Blind? And other Sex-Linked Traits

Purpose: The purpose of this lesson is to engage students in an exploration of sex-linked traits.

During a mini-lab, students will discover the special pattern of inheritance in sex-linked traits.

Objectives:


~Identify colorblindness, hemophilia, male patterned baldness, and hairy ear rim as traits that are

carried on the sex-chromosomes.

~Compare the pattern of inheritance of sex-linked traits to the pattern of inheritance of autosomal

traits.

~Construct and interpret Punnett Squares for sex-linked traits.

Related Standards:


f) hypotheses are formulated based on direct observations and information from

scientific literature

h) graphing and arithmetic calculations are used as tools in data analysis

i) conclusions are formed based on recorded quantitative and qualitative data










For each student: 3 black beans, 1 white bean, 2 plastic cups, marker


This lab involves a test to determine colorblindness. Students and teachers must be sensitive to

those who are colorblind, and students must be encouraged to treat all classmates with respect

during this activity.

This lab involves students handling beans. Students should not eat beans (who knows who has

handled them before!). Students should be encouraged to properly handle the materials used in

this lab.

33

Procedures:

Engage (5 min)

1. Present students with Standard Pseudoisochromatic Plates, a test for colorblindness.

Explore (15 min)

2. Mini-Lab: How is colorblindness transmitted?

Students will use beans (3 black, 1 white) to explore how colorblindness, a

sex-linked trait, is transmitted.

Explain (10 min)

3. Students will answer questions and draw conclusions based on the Mini-Lab.

Based on their data, students will explain the special pattern of inheritance for sex-

linked genes.

Elaborate (15 min, finish for homework)

4. Students will further explore sex-linked traits, including hemophilia and male

patterned baldness.

Evaluate Students’ Sex-Linked Traits activity sheet will be evaluated based on correctness. Each

Punnett Square drawing will be worth 4 points and all other questions will be worth 2

points for a total of 24 points.

This evaluation will ensure that students understand the concepts of sex-linked traits,

genetics as probability, and Punnett Squares.

Criteria: Students Accurately Draw the 3 indicated Punnett Squares

Students Correctly Interpret Sex-Linked Trait Punnett Squares

Evidence: Accurate Completion of Punnett Square drawings

Accurate answers for Questions of Sex-Linked Traits Activity Sheet

Scoring: Students will receive 4 points for each correct Punnett Square

Students will receive 2 points for each correct answer

The activity is worth a total of 24 points.

34

Mini-Lab: How is colorblindness transmitted?

Procedure:

1. Obtain 2 cups, 3 white beans, and one red bean.

2. Label one cup ‘mother’ and the other cup ‘father.’

3. White beans represent X chromosomes. Put a dot on one white bean to represent the X-linked

allele for colorblindness. Place this bean, plus one unmarked white bean in the ‘mother’ cup.

The mother is a carrier for this sex-linked trait.

4. Mark a black dot on one more white bean. Place this bean, plus 1 red bean, into the cup

labeled ‘father.’

5. Close your eyes and pick one bean from each cup to represent how each parent contributes a

sex chromosome to a fertilized egg.

6. In your data table, record the color of each bean and the sex of the individual who would

carry this pair of chromosomes. Also record how many X-linked alleles the individual has. Put

the beans back in the cups they came from.

7. Repeat steps 5-7 until you have completed 10 trials.

Data:

Trial Colors Sex of Individual Number of X-linked alleles

1

2

3

4

5

6

7

8

9

10

Total number of colorblind females:____________ Class total: ____________________

Total number of colorblind males: _____________ Class total: ____________________

Conclusions:

1. How do the sex chromosomes keep the number of males and females roughly equal?

2. How many males and how many females were colorblind? Explain these results.

3. Explain the special pattern of inheritance for sex-linked genes. Why does this pattern exist?

35

Sex-Linked Traits

1. Hemophelia is a sex-linked trait.

a) Queen Victoria in England was a carrier for hemophilia. Draw a Punnitt Square for the

cross between her and her husband if her husband did not have hemophelia.

XHXH = normal female

XHXh = normal female, a “carrier” of the trait

XhXh = hemophiliac female

XHY = normal male

XhY = hemophiliac male

b) What is the probability that the couple will have a female with hemophilia?

c) If the couple has a male son, what is the probability that he will have hemophilia?

2. A female can not see the colors red or greem.

a) What is her genotype?

b) This female marries a colorblind. What is the probability of them having a child that can

see color?

3. Draw a Punnett square of a cross between a man who can see color and a female who is

heterozygous for that trait.

4. Hairy ear rims is a sex-linked trait carried on the Y chromosome. A woman does not have

hairy ear rims, and her husband does.

a) Draw a Punnett Square for the cross.

b) What is the probability of the couple having a child with hairy rims?

c) If a woman does not have hairy rims, and her husband does not have hairy ear rims, what

is the probability that they will have a child with hairy ear rims?

36

Lesson 7: DNA Extraction

Purpose: Throughout this unit, students have been discussing genetics. Genes are carried on

chromosomes, made of DNA. In order to help students make this connection, while at the same

time reviewing the concept of DNA, students will perform a DNA extraction lab.

Objectives:


~Isolate DNA from strawberries.

~Visualize DNA an

~Review the structure and function of DNA

~Connect the concept of DNA to the concepts of genetics

Related Standards:


a) observations of living organisms are recorded in the lab and in the field;

d) hypotheses are formulated based on direct observations and information from


f) conclusions are formed based on recorded quantitative and qualitative data












For each lab group: Ziploc Bag, strainer or funnel, cheesecloth cut to cover funnel, 20mL

extraction solution, strawberries, 2 small test tubes, 5-10mL cold 95% ethanol or isopropanol

Extraction solution: 100 mL shampoo, 15g table salt, add water for a final solution volume of

1L. Dissolve salt by stirring slowly.

Also needed: Blender

For each student: Goggles, Lab Information and Activity Sheets

Most of the above materials will be included in the DNA Biotechnology Kit obtained from

Virginia Tech. The Laboratory Manual for this DNA extraction experiment can be found at:

http://www.biotech.vt.edu/outreach/biotech_box.html

37


This laboratory activity involves the use of glassware and chemicals; therefore, it is necessary for

all students to wear safety goggles for the entire lab period. Students should read procedure and

safety precautions prior to the start of the lab. In addition, teacher should monitor students as

they progress through the lab. Students must handle chemicals, glassware, and other materials

with care. Students must be instructed how to obtain materials and perform clean-up in an

orderly fashion.

Procedures:

Engage (2 min)

1. Opening question (on board):

One way to purify a molecule is to get rid of everything but that molecule. If we are

to isolate the DNA in our strawberry, what must we get rid of?

Explore (45 min)

2. DNA Extraction Lab

Laboratory procedures and Activity Sheet will be adapted from the DNA Biotechnology

Kit Laboratory Manual.

Explain (completed along with Explore)

3. Students will collect data and answer questions while completing their lab

Elaborate (10 min – to be done at the beginning of next day)

4. Class discussion: What did we do? What did the DNA look like? Why were some

results better than other groups? Why might we want to isolate DNA? What are some

practical uses of DNA extractions?

Evaluate Students will be evaluated based on their laboratory reports as follows:

Criteria: Students complete the Extraction Lab and Laboratory Report

Evidence: Accurate Completion of Hypothesis, Observations, Analysis Questions

and Conclusion

Scoring: Students will be awarded up to 5 points for Hypothesis, 10 points for

Observations, and 20 points for Analysis Questions, and 10 points for

conclusion, for a total of 45 points.

38

Lesson 8: Biotech-in-a-Box: DNA Fingerprinting

Purpose: During this lesson, students will utilize DNA Gel Electrophoresis equipment to

engage in a DNA Fingerprinting experiment. Students will be presented with a mystery crime

scenario, in which they will apply the DNA Fingerprinting technology to solve the crime,

simulating what would happen in a real-life crime lab.

Objectives:


~Perform DNA Fingerprinting using DNA Gel Electrophoresis equipment

~Interpret the results of the DNA Electrophoresis Gel to draw conclusions.

~Explain how DNA technology is used in society

Related Standards:

BIO.1 The student will plan and conduct investigations in which

e) hypotheses are formulated based on direct observations and information from


c) variables are defined and investigations are designed to test hypotheses;


g) conclusions are formed based on recorded quantitative and qualitative data

i) appropriate technology including computers, graphing calculators, and probeware, is

used for gathering and analyzing data and communicating results.




f) Prediction of inheritance of traits based on the Mendelian laws of heredity.


h) use, limitation, and misuse of genetic information;

i) exploration of the impact of DNA technologies












39


Materials for this lab are provided in the the DNA Biotechnology Kit obtained from Virginia

Tech. The Laboratory Manual for this DNA extraction experiment can be found at:

http://www.biotech.vt.edu/outreach/biotech_box.html

Additional Materials needed: Safety goggles for all students, Laboratory procedure sheets


This laboratory activity involves the use of glassware and chemicals; therefore, it is necessary for

all students to wear safety goggles for the entire lab period. Students should read procedure and

safety precautions prior to the start of the lab. In addition, teacher should monitor students as

they progress through the lab. Students must handle chemicals, glassware, and other materials

with care. In addition, students should use caution when dealing with electricity while running

their DNA gels. Students must be instructed how to obtain materials and perform clean-up in an

orderly fashion.

Procedures: This Lab will take 3 days

Day 1

Engage (5 minutes)

1. Show brief clip from CSI illustrating the use of DNA fingerprinting to solve a crime.

Explore (20 minutes)

2. Students will pour gels

3. Students will practice pipetting while gel hardens

Explain (20 minutes)

4. Class Discussion: What will be occurring during this lab

5. Explanation of DNA restriction enzymes and how to interpret gels.

Day 2

Elaborate (45 minutes)

6. Students will load and run gels.

7. During wait time, students will review what is happening in lab

Day 3 (45 minutes)

8. Students will stain and destain gels.

9. Students will analyze gels and draw conclusions based on their results.

10. Wrap up and review what students have done in lab.

Evaluate Students will complete a formal laboratory report for this DNA Fingerprinting

Experiment. This laboratory will include: Problem, hypothesis, materials, identification

of variables, procedure, observations and data, analysis, and conclusion. Labs will be

assessed based on a rubric. See next page for the rubric used to assess students’ labs.

40

Rubric for Assessing Student Lab Reports

PORTION OF

EXPERIMENT

0 3 6 9

Problem None stated Statement has

many parts missing Statement has

one part

missing

Stated correctly

Hypothesis None stated Statement made,

but cannot be

tested

Good, but

incomplete Correct

hypothesis for

experiment

Independent Variable None stated Incorrectly

identified Correctly stated NA

Dependant Variable None stated Incorrectly


Control None stated Incorrectly


Procedure None 3 or more steps

missing One or two

steps missing No parts

missing

Qualitative

Observations

None Given but not

relevant Given, but

obvious ones

left out

Almost all

included

Quantitative

Observations

None Wrong calculations

done or no

calculations shown

Correct

calculations,

but no work

shown

Correct

calculations

with work

shown

Charts, Graphs,

Diagrams

None Sketches with no

labels at all Graphs OK but

not labeled Included with

proper format

and labels

Interpretation of Data None Incorrect

interpretation of

data

Partially

Correct

interpretation

Correct

interpretation,

Conclusions None Incloplete

summary of

conclusions; and

not well supported

by data

Incloplete

summary of

conclusions; or

not well

supported by

data

Thorough

summary of

conclusions;

well supported

by data

Total Score: / 90

41

Lesson 9: Genetic Technology

Purpose: The purpose of this lesson is to have students explore DNA technologies and related

issues, including forensic identification, genetic engineering, The Human Genome Project,

genetic counseling, and cloning. Students will read articles and case studies related to these

issues, and they will use the Ethical Decision Making Model to formulate their own opinions

regarding these issues.

Objectives:


~Explain that Forensic Identification is an example of the application of DNA technology.

~Explain how genetic engineering can be used to improve society, and explain the limitations of

these technologies.

~Explain the Human Genome Project, its purpose, and it’s potential usefulness.

~Identify cloning as the production of genetically identical cells and/or organisms

~Summarize the ethical considerations involved with genetic technologies

~Analyze case studies involving ethical issues of genetic technologies.

~Formulate an opinion, using the Ethical Decision Making Model, relating to these issues.

Related Standards:

SOLs: SOLs: BIO.1 The student will plan and conduct investigations in which






j) Use, limitation, and misuse of genetic information

k) Exploration of the impact of DNA technologies










Articles relating to each of the following genetic technology issues: Forensic identification

(DNA fingerprinting); Genetic engineering (Genetically modified organisms, Genetically

engineered human insulin); The Human Genome project; Genetic Counseling; Cloning.

Questions related to the above articles

Ethical Decision Making handout

42


This lesson plan involves controversial issues. The teacher should keep this in consideration

while preparing for and leading this class. All students thoughts, ideas, and opinions should be

valued.

Procedures: 2 Days

Engage (5 min)

1. Opening Question (on board): What do you know about the Human Genome Project?

Explore (25 min)

2. Read article on the Human Genome Project.

3. Complete Ethical Decision Making

4. Discuss in pairs

5. Discuss as class

Explain (20 min)

10. Brief lecture on Genetic Technologies

Elaborate (45 min)

11. There will be a folder of articles and questions for each of these genetic technology

issues: Forensic identification (DNA fingerprinting); Genetic engineering

(Genetically modified organisms, genetically engineered human insulin); Genetic

Counseling; Cloning. Students will choose one topic, and read the article for that

topic. They will also answer the questions accompanying that article.

12. Students will complete the Ethical Decision Making Model for their topic.

13. Students will get groups with other students who have read the same article to discuss

their issue.

Evaluate Students will receive a participation grade for the completion of the questions and ethical

decision making model, and their participation in group and class discussions.


Participation in group and class

discussion

Students actively participate in

group and class discussions.

/ 10

Students read and analyze articles on

genetic technologies

Students complete questions for

their articles and case studies

/ 10

Students form a personal opinion

regarding at least one genetic

technology issue

Students complete the ethical

decision making model for one

genetic technology issue of their

choice

/ 10

Total Points/30

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Ethical Decision Making Model

What are the relevant facts in this case?

What are some ethical questions raised by this situation?

Who are the stakeholders in this situation? Who will be effected by the decisions that are made?

What are the values that play a role in the decisions being made? List those relevant for each

stakeholder.

What are some possible actions? What are the consequences?

What do you consider the best action and why?

44

IV. Unit Assessment Various methods of assessment will be used throughout this unit. Daily assessment will

include informal assessment of student comprehension based on student expression, response to

questions, and classroom discussion participation. In addition, completion and participation

grades for in-class activities will be collected on a regular basis. Several Activity Sheets for

various activities in this unit will also be graded for correctness.

This unit plan also involves one research project and presentation. Student grades for this

project will be determined based on both student self-assessment and teacher assessment. The

student will be evaluated based on the rubric provided to students on the initial day the project is

assigned.

Several laboratory experiments will be performed during this unit. For the DNA

Extraction lab, students will be completing an informal lab report based on the lab activity sheet.

This activity sheet-based lab report will provide evidence for evaluating students’ completion

and understanding of this lab. For the DNA Fingerprinting lab, students will be completing a

more formal laboratory report, in which they will write up Purpose, Procedures, Data, Analysis,

and Conclusions. This formal laboratory report will be evaluated based on a rubric to assess

student learning during this lab activity.

In addition to the individual assessments for each lesson, students will be assessed using

2 quizzes during the unit as well as a Unit test. The quizzes and Unit test will include multiple

choice questions, problem solving questions (creating and interpreting Punnett Squares, for

example, and short answer/essay questions. These instruments will be developed during the

progress of the unit to ensure that they effectively assess information covered in class.

Science Unit Plan: Mendelian Genetics and Genetic Technologies

Documents

Transcript of Science Unit Plan: Mendelian Genetics and Genetic Technologies