Download 10.6D That`s My Baby - Texarkana Independent School District

Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
Biology – 2nd, Chemistry – 3rd
PLAN CODE:
L. Petty
COURSE/SUBJECT:
10th grade science
GRADE(S):
10th
TIME ALLOTTED
FOR INSTRUCTION:
1-½ hours
TITLE:
That’s My Baby
LESSON TOPIC:
How traits are carried on DNA and passed on to offspring.
TAKS OBJECTIVE:
Objective 2
The student will demonstrate an understanding of the organization of living
systems.
10.6 The student knows the structures and functions of nucleic acids in the
mechanisms of genetics. The student is expected to:
(D) compare genetic variations observed in plants and animals
Objective 1: The student will demonstrate an understanding of the nature of
science.
10.2 The student uses scientific methods during field and laboratory
investigations. The student is expected to:
(A) plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting equipment
and technology
(C) organize, analyze, evaluate, make inferences, and predict trends from
data
(D) communicate valid conclusions
FOCUS TEKS AND STUDENT
EXPECTATION:
SUPPORTING TEKS AND
STUDENT EXPECTATIONS:
CONCEPTS
Heredity
ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
Traits, or characteristics, are passed from parent to offspring.
Genes
The units of heredity are called genes.
Dominance
The stronger gene is the dominant gene, and is the one that is expressed in the trait.
The weaker, recessive gene, is masked.
The genes that determine blood type are different than many human genes because
they exhibit co-dominance – where 2 different traits can be equally expressed.
While blood typing cannot be used by itself to determine parentage, it can
occasionally be used to exclude someone in certain types of situations and is less
expensive to use than DNA.
Blood typing
Specificity
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections/anticipatory set
Once students are seated, read the following study. It has been reported by different studies that 100,000 to
500,000 newborns are accidentally switched at birth every year and are given to the wrong parents. About 1
out of every 8 babies born in American hospitals is sent home with the wrong parents. Many of these
mistakes are caught within the first couple days. Many of these switches occur in large metropolitan areas
such as New Your or Los Angeles
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art,
music, modeling, discussion, reading, listening, viewing, etc.)
A. Hands-on experiences
Complete Reference Page and Training Lab – That’s My Baby. Go over this before the students do Lab
Worksheet – That’s My Baby.
C.
Guided activity or strategy
Complete Lab Worksheet – That’s My Baby.
D.
Accommodations/modifications
Students requiring accommodations should be assigned a peer tutor.
E.
Enrichment
Students requiring enrichment should serve as peer tutors.
II.
STUDENT PERFORMANCE
A.
Description
Complete Lab Worksheet – That’s My Baby
B.
Accommodations/modifications
Students requiring accommodations may be assigned a peer tutor.
C.
Enrichment
Students requiring enrichment may serve as peer tutors.
III.
ASSESSMENT OF ACTIVITIES
A.
Description
Grade Lab Worksheet – That’s My Baby.
B.
Rubrics/grading criteria
Cards should be graded at 5 points each (1 for showing each reaction with the antibodies, one for the blood
type and one for the Rh factor). These points should be deducted if the information is not given or is given
incorrectly. This is worth a total of 20 points. Lab questions should count as 4 points each. The final answer
(were the babies switched) and its justification should be worth 20 points. The last 20 points should be safety
and behavior.
C.
Accommodations/modifications
Students requiring accommodations may need help with questions 9 and 10 since they are application
questions.
D.
Enrichment
Students requiring enrichment may be given additional punnett squares to do or may be assigned a research
assignment to find three actual baby switching stories as part of their grade.
E.
Sample discussion questions
1.
2.
3.
4.
5.
IV.
How many blood types are there? 4
If a baby gets A blood from one parent and B blood from another parent, what blood type will the baby
have? AB
A and B blood are co-dominant. What does this mean? They are the ones that will show up if they are
present. They are equal strength.
How does a person get O blood since it is the only recessive blood type? O blood only shows up when
both parents contribute a recessive O gene.
Could there be any problem if a mother has Rh- blood and her baby receives an Rh+ gene from his dad?
The mother’s blood would fight against the presence of the baby since it has a foreign protein. This is
called a blue baby. Blue babies usually have a blue tinge to their skin when they are born because there
is some agglutination of their blood as mom tries to rid her body of this foreign blood protein. Many
blue babies require a blood transfusion once they are born. Mom will need a shot to break down the
antibodies she has made against this foreign blood protein (just like she would make for a virus or
bacteria) or she will miscarry any other children she may conceive.
TAKS PREPARATION
A.
Transition to TAKS context
1. Gregor Mendel performed quantitative experiments with the genetic variation of garden peas during the
mid-1800s. He chose varieties having traits that were easily distinguished, such as plant height, flower
color, etc.
What additional trait variation examined by Gregor Mendel is illustrated in the drawing above?
(a) seed color
(b) flower position
(c) seed shape
(d) pod shape
2. Qualitative experiments performed by Gregor Mendel during the mid-1800s led to formation of a theory to
explain genetic variation in plants and animals. Mendel experimented with garden peas because they have
traits that are easily distinguished.
What genetic variation in pea plants examined by Gregor Mendel is illustrated in the drawing above?
(a) seed shape
(b) seed color
(c) pod shape
(d) pod color
3. Biologists can use a Punnett square to predict the results of crossing plants that breed true for a pair of
contrasting traits. The Punnett square below illustrated data about a pair of plants that are homozygous for
the tested trait.
What is observed by biologists who examine offspring of the first-generation cross between plants that are
homozygous dominant and homozygous recessive for height?
(a) All first-generation plants will grow to medium height.
(b) There will be three tall plants to each short plant in the first generation.
(c) All first-generation plants will grow tall.
(d) There will be three short plants to each tall plant in the first generation.
B.
Sample TAKS questions
Spring 2003
1. Dogs (Canis familiaris) are most closely related genetically to which of the following organisms?
(a) African hunting dog (Lycaon pictus)
(b) Gray wolf (Canis lupus)
(c) Grizzly bear (Ursus arctos)
(d) Domestic cat (Felis catus)
Spring 2004
1. DNA molecules separate into single strands, which are then used to construct two identical strands of
DNA. This process ensures that the ____.
(a) cytoplasm is in equilibrium
(b) mitochondria are genetically identical to the chloroplasts
(c) parent cells use little ATP
(d) daughter cells are genetically identical to the parent cells
2. 3’AATCGC5’
Which of the following nucleotide base sequences complements the section of DNA modeled above?
(a) 5’UTCGCA3’
(b) 5’TTAGCG3’
(c) 5’GCGATT3’
(d) 5’TTUCGC3’
3. According to the table, which of the following phenotypes would probably occur in all the offspring from
the parents shown above?
(a) Solid gray fur
(b) Striped gray fur
(c) Green eyes
(d) Blue eyes
4. A pea plant with the genotype TtWW is crossed with a pea plant with the genotype ttWw. How many
different genotypes can be expressed in the offspring?
(a) 1
(b) 2
(c) 3
(d) 4
V.
KEY VOCABULARY
agglutination
antibody
antigen
blood type
VI.
RESOURCES
A.
Textbook
gene
Rh factor
simulated
None needed.
Both of these lab activities have been reproduced with the permission of Greg & Carolyn Ulmer in their book
titled “Medical Technology”.
B.
Supplementary materials/equipment
Reference Page and Training Lab – That’s My Baby
Lab Worksheet – That’s My Baby
Instructor’s Copy – That’s My Baby
C.
VII.
Technology
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Reteaching
Go over lab questions
B. Follow-up activity
All classes – Bio 6E: Compare the processes of mitosis and meiosis and their significance to sexual and asexual
reproduction.
VIII.
TEACHER NOTES
Before lab:
1. Order Simulated ABO/Rh refill kits from Science Kit (#45654-10). These simulated blood samples contain 4
simulated blood samples (Mr. Smith’s blood - A+, Ms. Brown’s blood - O-, Mr. Green’s blood - AB+ and Ms.
Jones’ blood - B-) For the Instructional Activity, you will only use Mr. Smith’s blood and the 3 antibodies. For the
Guided Activity, you will use all 4.
2. Label the 4 blood samples: “Mr. Smith’s” blood should be labeled “sample #00678” and will be Jane Doe’s blood.
“Ms.Brown’s” blood should be labeled “sample #00679” and will be Thomas Doe’s.
“Mr. Green’s” blood will be “sample #00680” and will be Baby Doe’s blood.
“Ms. Jones’” blood will be “sample #01133” and will be Tyson Smith’s blood.
3. Have enough clean slides ready so that every group of students can have 4 slides. Since this is simulated blood,
there is no need to worry about sterility. Slides can be pre-divided into 3 sections using a wax pencil and rinsed off
between uses.
During lab:
4. Make sure students are following the procedure from the training lab carefully or they will not see agglutination.
Sometimes it helps if they slowly tilt the slide back-and-forth because it makes fine clumps show up better.