Download Resource ID#: 49184

Super Hero Genetics - Bioengineering &
Heredity
Resource ID#: 49184
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
Students must help geneticists develop a new breed of scientific explorer. Using knowledge of
genetics, genotypes, and phenotypes, students must select a combination of alleles that could
create people better adapted for exploring dangerous areas and other worlds. Then, students must
choose which genetic alterations to apply to themselves!
Subject(s): English Language Arts, Science
Grade Level(s): 7
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Adobe
Flash Player, Adobe Acrobat Reader, Java Plugin
Instructional Time: 4 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Homozygous, Heterozygous, Allele, Gene, Dominant, Recessive, Gamete, DNA,
Genetics, Heredity, Genotype, Phenotype, Bioengineering, Biology, Engineering
Instructional Component Type(s): Lesson Plan, Problem-Solving Task, Assessment , Text
Resource, Data Set, Formative Assessment, Student Center Activity, Model Eliciting Activity
(MEA) STEM Lesson
Instructional Design Framework(s): Open Inquiry (Level 4)
Resource Collection: STEM Lessons - Model Eliciting Activity
LESSON CONTENT
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Lesson Plan Template:
Model Eliciting Activity (MEA)
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Formative Assessment
The comprehension readiness questions and reflection questions can be used as formative assessment (for
questions, see the Readiness questions section). Readiness questions will indicate whether the students
understand the problem and the problem context. The readiness questions are asked of students after they
read the first client letter (see Reading Passage 1). The teacher can ask the class to respond to these
questions and ensure understanding before students begin working with the data.
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Feedback to Students
What trait does your group feel is most important in your ranking system? Why do you feel this is more
important than the others? You must be sure that you can properly explain your selection process.
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Summative Assessment
MEA-Rubric-General.docx
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Learning Objectives
Students will:
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Evaluate the importance of certain physical and mental characteristics as they relate to scientific
exploration.
Compare and contrast advantages and disadvantages of various alleles.
Develop and explain a ranking system for genetic traits based on their pertinence in exploration
and daily life.
Explain why they selected certain traits to be more or less important for their selection process.
Determine the gene set that will be most beneficial.
Complete numerous Punnett Squares using their selected alleles.
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Using their Punnett Squares, students will explain how genotypes relate to the chance of a
phenotype being exhibited.
Prior Knowledge
Students must have a basic understanding of genetics and heredity.
The Punnett Square should be covered or refreshed before beginning this lesson.
Students should know the following terms:
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Homozygous,
Heterozygous,
Allele,
Gene,
Dominant,
Recessive,
Gamete,
DNA,
Genetics,
Heredity,
Genotype,
Phenotype
This lesson can be used as a go-between from heredity to bioengineering, or can be completed after
students understand what bioengineering is and what it involves.

Instructional Suggestions
Part 1 (Day 1 - Block)
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Review critical vocabulary terms: Homozygous, Heterozygous, Allele, Gene, Dominant,
Recessive, Gamete, DNA, Genetics, Heredity, Genotype, Phenotype
Most science texts will have a section on genetics. Use this for review. A pdf file "basics
presentation" has also been provided for review.
Introduce the question of: What does this mean? What can we do with this information? Discuss
thoughts briefly. Allow all answers, as this exercise is meant to get students thinking creatively.
Students receive client letter 1 (Reading passage 1), dataset 1, and additional materials (provided
in the Dataset 1 section).
The teacher can ask the readiness questions (see Readiness questions) to the class or have students
complete them individually on paper. After students understand the task, they can begin to work in
teams of approximately 3-4.
In teams, students work on the problem and respond to the client with the requested deliverables.
As students are working, the teacher circulates to each team to ask the first set of
Guiding/Reflective Questions and address any issues that may arise.
Teachers can provide guidance using the reflective questions to help students determine the
important factors and start thinking about how they can present their solution.
Part 2 (Day 2 - Block)
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Students receive client letter 2.
Teams test, evaluate, and revise their first procedure as necessary using the new information and
provide the requested deliverables as specified in the second letter.
If teams finish early, they can begin preparing their presentations.
After all of the teams have completed their second letters to the client, the teams will present their
results to the rest of the class. Peer critique and classroom discussion follow.

Supplemental Reading
Basics presentation PDF exploring the basics of genetics. Discusses genes, heredity, Punnett Squares, and
how it can be used to help humanity.
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Guiding/reflective Questions
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What trait does your group feel is most important in your ranking system?
Why do you feel this is more important than the others?
Can you properly explain your selection process?
What is the percent chance that a child of SS and Ss will have the ability to climb walls?
Which traits would be good for exploring Antarctica? What about investigating a Volcano, or
Venus?
Reading Passage 1
MEA-SuperHeroGenetics-Letter1.docx
Dear Students,
The Xtitute is a research organization comprised of the greatest geneticists and researchers in the world.
We are developing a cutting edge process of genetic engineering capable of revolutionizing what it means
to be human. We are currently working on a series of genetic modifications in order to make humans more
capable of exploring other worlds and dangerous landscapes. We need your help in developing a process
through which we can select the most beneficial genotypes to use in our parent gametes.
After these cells become fertilized, we can use the stem cells produced to modify existing cells with great
new abilities. Your job is to tell us what two genotypes we should use in our two parent gametes. Our
scientists have discovered 3 specific genes, capable of producing a variety of traits, such as enhanced
strength, toxic resistance, and photosynthetic skin. You need to make your decision based on what you feel
would be the most helpful traits for someone exploring new planets or dangerous environments.
After you have made your decision, please write back to us and explain your selection. Be sure to list the
full array of possible offspring from your selection. This may be easier if you simply draw out a Punnett
Square for each of your selected genes. Then, explain why you feel your selection would be the best choice
for developing an explorer for dangerous environments. Lastly, please write out the step by step process
that you used to come to your decision.
Our geneticists are hard at work looking for more hidden capabilities inside the human genome, and
elsewhere! We want to be sure that if we discover anything new, we can use the same process to select our
next parent cells.
Regards,
Professor C. Xavier
Head Scientist
The Xtitute
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Readiness Questions
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What is the problem?
Who is the client?
What is the client asking your team to do?
What things do you need to include in your solution?
Do you think there is more than one correct answer to what the client is asking? Why or why not?
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Data Set 1
MEA-SuperHeroGenetics-Data1.docx
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Letter Template 1
Dear _________________________________,
Our team, ____________________________________________, has selected the two genotypes that we
suggest for each of the parent gametes:
Parent 1: ______ and ______
Parent 2: ______ and ______
The Punnett Squares for the possible combinations are shown here:
The reason that we selected these genotypes is:
The process that we used to come up with these selections is as follows:
Sincerely, _____________________
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Comprehension/readiness questions
See Readiness Questions
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Reading Passage 2
MEA-SuperHeroGenetics-Letter2.docx
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Data Set 2
MEA-SuperHeroGenetics-Data2.docx
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Letter Template 2
Dear _________________________________,
Our team, ____________________________________________, has selected the two genotypes that we
suggest be added to each of the parent gametes:
Parent 1: ______ and ______
Parent 2: ______ and ______
The Punnett Squares for the possible combinations are shown here:
The reason that we selected these genotypes is:
The process that we used to come up with these selections is as follows:
Sincerely, _________________________________
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Additional Instructions or Materials
GeneticEngineering-Article1.docx
http://theweek.com/article/index/243433/7-genetically-modified-animals-that-glow-in-the-dark
An article about glowing animals to help build interest and curiosity. Article available in word document
format above.
http://www.biology-online.org/2/13_genetic_engineering.htm
This website contains a vast array of information on all facets of biology. The Link directs to a page
specifically about benefits and disadvantages of genetic engineering. You may continue to additional
sections on selective breeding, gene pools and speciation, etc.
http://learn.genetics.utah.edu/content/begin/traits/tour_heredity.html
Brief video explaining genetics and heredity.
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Reflection question 2
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What phenotypes do you think will help make you successful?
What does being successful mean to you?
Are the drawbacks too much for it to be worth it?
What about the chance of success?
ACCOMMODATIONS & RECOMMENDATIONS
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Extensions:
As a class or individually, students may review the additional websites and materials. This could be done
either as homework, extra credit, or as a teacher-led in-class discussion.
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Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Adobe Flash Player,
Adobe Acrobat Reader, Java Plugin

Further Recommendations:
My personal suggestion is to use this lesson after teaching heredity, but before genetic engineering.
Students will be familiar with the influence of genes and dominant and recessive traits by the end of the
lesson and can then be led into understanding how this can be applied to specific traits. The lesson
introduces a complex concept of bioengineering in a fun and interesting manner, relating it to things like
comic books and their own personal desires. This should help make them more interested in upcoming
lessons on bioengineering and genetic experimentation.
SOURCE AND ACCESS INFORMATION
Contributed by: Daniel Brillat
Name of Author/Source: Daniel Brillat
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.7.L.16.2:
SC.7.L.16.4:
LAFS.68.RST.3.7:
Description
Determine the probabilities for genotype and phenotype
combinations using Punnett Squares and pedigrees.
Recognize and explore the impact of biotechnology (cloning,
genetic engineering, artificial selection) on the individual,
society and the environment.
Remarks/Examples:
Integrate HE.7.C.1.4. Describe how heredity can affect
personal health.
Integrate quantitative or technical information expressed in
words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or table).