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TE MS Genetics
Jean Brainard, Ph.D.
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Printed: June 8, 2015
AUTHOR
Jean Brainard, Ph.D.
EDITOR
Douglas Wilkin, Ph.D.
www.ck12.org
Chapter 1. TE MS Genetics
C HAPTER
1
TE MS Genetics
C HAPTER O UTLINE
1.1
Mendel’s Discoveries
1.2
Introduction to Genetics
1.3
Advances in Genetics
Chapter Overview
This chapter describes Mendel’s experiments and his laws of heredity. It also explains the inheritance of traits in
terms of modern genetics and outlines recent advances in genetics.
Online Resources
See the following Web sites for appropriate laboratory activities:
In the lab "Cootie Genetics," accessible at the URL below, students will simulate the work of Gregor Mendel to
investigate how traits are inherited. Students mate "cootie" organisms with different true-breeding traits and explore
trait behaviors (dominant, recessive) and trait probabilities. The activity is best done before students learn genetic
terminology and Punnett squares in Lesson 6.2.
http://biotech.bio5.org/cooties
Students will enjoy studying genetics when the subjects are dragons! With the lab activity at the following URLs,
students will study the patterns of inheritance of multiple genes on different chromosomes. They will gain a better
understanding of the law of independent assortment and see that patterns of inheritance are determined by the
behavior of chromosomes during meiosis and fertilization. The first URL is a student handout for the lab. The
second URL provides notes for teachers.
http://serendip.brynmawr.edu/sci_edu/waldron/pdf/DragonGenetics1Protocol.pdf
http://serendip.brynmawr.edu/sci_edu/waldron/pdf/DragonGenetics1TeachPrep.pdf
The Virtual Genetics Lab (VGLII) available at the URL below is a simulation of genetics that approximates the
hypothesis-testing approach of actual genetics research. Students will cross hypothetical creatures and examine
their offspring in order to determine the mode of inheritance of a particular trait. As in actual research, students must
decide for themselves when they have collected enough data to be sure of their answer. The goal is for students to
gain an understanding of the logic of genetic analysis as well as to reinforce their understanding of genetics and the
transmission of traits.
http://vgl.umb.edu/
In the lab at the following URL, students will use maize as a model and collect data to test one of Mendel’s laws of
inheritance. Then they will collect data on human inheritance from students in class. They will observe variation in
genetic traits and explore genetic variation in a population.
http://labcenter.dnalc.org/labs/mendeliangenetics/mendeliangenetics_d.html
1
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Students can investigate transgenic manipulation with the computer simulation lab "Engineer a Crop: Transgenic
Manipulation" at this URL:
http://www.pbs.org/wgbh/harvest/engineer/transgen.html
With the lab "Kiwi DNA Extraction," which is accessible at the URL below, students will extract DNA from
kiwifruit. They will learn how DNA can be isolated for further analysis, such as DNA fingerprinting. The lab
will also reinforce students’ understanding of cell structure and biological macromolecules.
http://biotech.bio5.org/jrbiotech
These Web sites may also be helpful:
At the URL below, you can find a link to a document containing a summary of major genetics concepts and student
activities in genetics.
http://serendip.brynmawr.edu/exchange/bioactivities/GeneticsConcepts
The following URL provides five easy-to-implement classroom activities that teach the basics of heritable traits.
Three take-home activities help students share what they’re learning with their family.
http://teach.genetics.utah.edu/content/heredity/
The URLs below have links to many good resources for teaching genetics. The resources include interactive tutorials,
videos, animations, and articles.
http://geneed.nlm.nih.gov/topic_subtopic.php?tid=5&sid=6
http://www.nclark.net/Genetics
At the following URL, you can download an entire module for teaching students about the Human Genome Project.
Resources include an interactive timeline, animations, articles, videos, and activities.
http://www.genome.gov/25019879
The activity-based curriculum at this URL provides many excellent resources for teaching biotechnology to middle
school students:
http://www.beyondbenign.org/K12education/biotech_ms.html
The URL below has links to numerous articles, videos, and other resources about GMO foods that were chosen
specifically for middle school students.
http://barrms.nanuetsd.org/res_view_folder.aspx?id=80ca921e-f6b9-4d32-a7a0-bceb9f86042e&userGroupId=2b57440f
-ad2b-4792-a64a-13a96d089046&userGroupType=C
TABLE 1.1: Lesson Pacing
Lesson
6.1 Mendel’s Discoveries
6.2 Introduction to Genetics
6.3 Advances in Genetics
2
Class Period(s) (60 min)
2.0
2.5
2.0
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Chapter 1. TE MS Genetics
1.1 Mendel’s Discoveries
Key Concepts
•
•
•
•
Overview of Mendel and his work with peas
Mendel’s experiments
Mendel’s laws of segregation and independent assortment
Mendel’s scientific legacy
Standards
Lesson Objectives
• Identify Mendel, and explain why peas were good plants for him to study.
• Outline Mendel’s experiments, and state his laws of heredity.
• Summarize Mendel’s scientific legacy.
Lesson Vocabulary
• dominant: Referring to an allele that masks the presence of another allele (called recessive) for the same gene
when both are present in a heterozygote; or referring to a trait controlled by such an allele.
• genetics: Science of heredity, or how traits are passed from parents to offspring.
• law of independent assortment: Mendel’s second law of inheritance that states that factors (alleles) controlling
different traits go to gametes independently of each other.
• law of segregation: Mendel’s first law of inheritance that states that factors (alleles) that control a given trait
separate and go to different gametes.
• Mendel: Austrian monk who lived in the 1800s and discovered the laws of inheritance by careful, repeated
experiments with pea plants; called the "father of genetics".
• pollination: Process by which pollen is transferred from a male reproductive structure of a plant to a female
reproductive structure of the same plant or a different plant of the same species so fertilization can occur.
• recessive: Referring to an allele that is masked by the presence of another allele (called dominant) for the
same gene when both are present in a heterozygote; or referring to a trait controlled by such an allele.
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1.1. Mendel’s Discoveries
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Teaching Strategies
Introducing the Lesson
Introduce Mendel and his work with the brief re-enactment video at the following URL. Bill Nye provides the
narration. After the video, tell students they will learn more about Mendel’s research and his important discoveries
when they read this lesson.
http://www.sciencechannel.com/tv-shows/greatest-discoveries/videos/100-greatest-discoveries-shorts-genetics.htm
Activity
Have students use the series of brief texts and related animations at the URL below for an interactive way of learning
about Mendel, his research, and classical genetics. This is a good activity for visual learners.
http://www.dnaftb.org/1/index.html
Differentiated Instruction
Students who need extra help can work through an interactive online tutorial on Mendel, his research, and his laws
at the first URL below. This allows students to proceed at their own pace and go back to review slides as needed
until they understand the material. After students finish the tutorial, they can test their comprehension with the quiz
at the second URL. Answers are provided at the third URL.
http://www.cccoe.net/genetics/mendel.html
http://www.cccoe.net/genetics/teacher/MENDEL1.DOC.pdf
http://www.cccoe.net/genetics/teacher/MENDEL1A.DOC.pdf
Enrichment
Have students who want to learn more about Mendel and his life read the excellent article at the first URL below
and/or watch the clever video at the second URL.
http://peer.tamu.edu/curriculum_modules/Cell_Biology/module_4/storytime.htm
http://www.youtube.com/watch?v=GTiOETaZg4w
Science Inquiry
In the hands-on activity at the following URL, students will track and record the passage of colored pom-pom "traits"
through three generations of gingerbread "people." Students will observe for themselves what Mendel observed in
his research on peas. They will see how traits are passed from parents to offspring and that siblings receive different
combinations of traits from their parents. The student handouts are provided in Spanish as well as English.
http://www.nclark.net/traitsgenerations.pdf
Overcoming Misconceptions
Knowledge of Mendel’s work may result in a number of misconceptions about genetics and traits, especially when
they are applied to human beings. Just three such misconceptions are listed and discussed below.
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Chapter 1. TE MS Genetics
1. The path from genotype to phenotype is deterministic.
2. Mendel’s "heritable factors" were deterministic in which traits were exhibited. However, the connection
between genes and traits is generally not so clear-cut. For example, people discovering they have the BRCA1
mutation might worry that they will definitely get breast cancer. However, having a disease-associated
genotype is not deterministic; rather, it only predisposes or increases risk for developing that condition.
3. Every trait is the product of a single gene.
4. Mendel got lucky with the pea traits he studied because they were single-gene traits. However, most human
traits are the product of many genes and their interactions with the environment.
5. There are only two possible variations of a gene.
6. When you’re a pea, you can be only green or yellow. But for most traits, multiple alleles are probably the rule
rather than the exception. ABO blood type is a common example in people.
Reinforce and Review
Lesson Worksheets
Copy and distribute the Lesson 6.1 worksheets in CK-12 MS Life Science Workbook. Ask students to complete the
worksheets alone or in pairs to reinforce lesson content.
Lesson Review Questions
Have students answer the Review Questions at the end of Lesson 6.1 in CK-12 MS Life Science Flexbook. Answers
are provided below.
1.
2.
3.
4.
Who was Gregor Mendel?
Why were peas a good choice of plants for Mendel to study?
State Mendel’s laws.
Some plants reproduce asexually. What results would Mendel have obtained if he had chosen to study these
plants instead of peas?
5. Why did Mendel need to grow two offspring generations (F1 and F2) to develop his law of segregation?
6. Explain how the results of Mendel’s second set of experiments led to his law of independent assortment.
Lesson Quiz
Check students’ mastery of the lesson with Lesson 6.1 Quiz in CK-12 MS Life Science Assessments.
Points to Consider
Mendel’s research revealed that traits are controlled by "factors" that parents pass to their offspring. Today, we know
that Mendel’s "factors" are genes.
• What are genes?
• How do genes control traits?
5
1.2. Introduction to Genetics
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1.2 Introduction to Genetics
Key Concepts
•
•
•
•
•
Definition of gene and allele
Relationship between genotype and phenotype
Using Punnett squares to predict genotype and phenotype ratios in offspring
Non-Mendelian inheritance
Inheritance of sex-linked traits
Standards
Lesson Objectives
•
•
•
•
•
Define gene and allele.
Describe the relationship between genotype and phenotype.
Show how to use Punnett squares to predict genotype and phenotype ratios in offspring for simple traits.
Identify ways traits may be more complex than those studied by Mendel.
Explain how sex-linked traits are inherited.
Lesson Vocabulary
•
•
•
•
•
•
•
allele: One of the alternate versions of a particular gene.
autosome: Any chromosome that is not a sex chromosome.
genotype: Combination of alleles that an individual inherits for a given gene.
heterozygote: Type of genotype in which an individual has two different alleles for a gene.
homozygote: Type of genotype in which an individual has two of the same allele for a gene.
phenotype: Expression of an organism’s genotype as a trait in the organism.
Punnett square: Chart for determining the possible genotypes and their likely ratios in offspring of two parents
of given genotypes.
• sex chromosome: One of two chromosomes (in humans, X or Y chromosomes) that determine the sex of an
individual in a sexually reproducing species.
• sex-linked trait: trait controlled by a gene on a sex chromosome.
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Chapter 1. TE MS Genetics
Teaching Strategies
Introducing the Lesson
Show the class pictures of a parent and offspring that have similar features, such as the pictures of the two Bush
presidents below. Call on volunteers to describe traits the two individuals share. Then ask students to name traits
that they share with their own parents. Ask them how they think the traits are inherited. Tell students that most
human traits have more complex patterns of inheritance than the traits Mendel studied in peas. They’ll find out how
some of them are inherited when they read this lesson.
Activity
Make learning about genetics fun with the SpongeBob Squarepants genetics worksheets at the URL below. Have
pairs of students complete the worksheets to determine genotypes and phenotypes of SpongeBob and his pals.
Students will also gain practice using Punnett squares to determine genotypes and phenotypes of offspring. An
answer key is included. The first worksheet deals with Mendelian traits that involve simple dominance. The second
worksheet deals with traits that involve incomplete dominance.
http://sciencespot.net/Media/gen_spbobgenetics.pdf
http://sciencespot.net/Media/gen_spbobincdom.pdf
Cooperative Learning
Have pairs of students do the "Genetics with a Smile" activity at the following URLs. Students will flip coins to
determine which forms of various traits their smiley-face "offspring" will inherit. Then they will draw a picture of
their offspring. The first two URLs are student handouts for the activity. The third URL provides activity notes for
teachers.
http://sciencespot.net/Media/gen_smilewkst1.pdf
http://sciencespot.net/Media/gen_smilewkst2.pdf
http://sciencespot.net/Media/gen_smilenotes.pdf
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1.2. Introduction to Genetics
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Building Science Skills
With the activity at the following URL, students will review and become familiar with basic genetic concepts and
terms and then apply them to magical abilities in Harry Potter characters. They will examine inheritance patterns of
the magical traits and identify possible genotypes of the characters.
http://www.nlm.nih.gov/exhibition/harrypottersworld/education/lessonplans/science.html
Differentiated Instruction
The card game available at the URL below is a fun way for students to learn or review genetics vocabulary. Each
card in the deck has a target vocabulary word and two related taboo words that students may not use as they give
clues to other students in their group, who must try to guess the target word.
http://serendip.brynmawr.edu/exchange/bioactivities/GeneticsVocabGame
Enrichment
Ask students who have a good grasp of lesson content to create a Jeopardy-type game to quiz other students in the
class. Set aside class time for student volunteers to play the game. Other students can be assigned roles of time
keeper and moderator. You may want to provide token prizes for winners.
Science Inquiry
Challenge small groups of students to apply Mendel’s laws to the inheritance off albinism in people. Distribute
copies of the worksheet at the first URL below. It contains all the needed background information and problems for
students to solve. It includes a coin-toss activity that will help students understand that Punnett squares determine
only the most likely genotype ratios of offspring of a given mating type and not the actual genotype ratios in a given
family. The second URL provides teacher notes for the project.
http://serendip.brynmawr.edu/sci_edu/waldron/pdf/GeneticsProtocol.pdf
http://serendip.brynmawr.edu/sci_edu/waldron/pdf/GeneticsTeachPrep.pdf
Real-World Connection
Students will appreciate the real-world significance of genetic traits when they play the award-winning blood-typing
game at the following URL. Students will find out what happens if a patient gets a blood transfusion with the wrong
type of blood. In the game, students will try to save patients’ lives by correctly typing their blood. They will learn
about human blood types in the process.
http://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html
Reinforce and Review
Lesson Worksheets
Copy and distribute the Lesson 6.2 worksheets in CK-12 MS Life Science Workbook. Ask students to complete the
worksheets alone or in pairs to reinforce lesson content.
8
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Chapter 1. TE MS Genetics
Lesson Review Questions
Have students answer the Review Questions at the end of Lesson 6.2 in CK-12 MS Life Science Flexbook. Answers
are provided below.
1.
2.
3.
4.
Write a short paragraph in which you correctly use the concepts chromosome, gene, allele, locus, and trait.
What are codominance and incomplete dominance? Give an example of each.
What is the difference between a multiple allele trait and a polygenic trait?
Use a Punnett square to determine the possible offspring genotypes of parents with the genotypes Bb and bb.
Assume that B is the dominant allele for violet flower color in peas and b is the recessive allele for white
flower color. What is the expected ratio of violet-flowered to white-flowered offspring based on your Punnett
square?
5. Compare and contrast genotype and phenotype.
6. Explain why it is the father rather than the mother who determines the sex of their offspring.
Lesson Quiz
Check students’ mastery of the lesson with Lesson 6.2 Quiz in CK-12 MS Life Science Assessments.
Points to Consider
Genetics began with the rediscovery of Mendel’s laws in 1900. There have been many advances in genetics since
then.
• What are some recent advances in genetics?
• What do we now know about human genes?
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1.3. Advances in Genetics
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1.3 Advances in Genetics
Key Concepts
• Human Genome Project
• Human genetic disorders
• Methods and uses of biotechnology
Standards
Lesson Objectives
• Explain the significance of the Human Genome Project.
• Describe human genetic disorders.
• Identify methods and uses of biotechnology.
Lesson Vocabulary
• biotechnology: Use of technology to change the genetic makeup of living things for human purposes.
• gene therapy: Treatment of a genetic disorder by inserting a normal gene into a patient with a defective gene.
• genetically modified organism (GMO): Organism that has been given one or more new genes so it will have
traits that make it more useful to people:
• genetic disorder: Disease caused by a mutation.
• genome: All the genetic information of a species.
• Human Genome Project: International effort to sequence all 3 billion bases in human DNA, which began in
1990 and achieved its goal by 2003.
Teaching Strategies
Introducing the Lesson
Introduce biotechnology by showing the class the short video about "frankenfoods" at the following URL. The video
concerns the addition of genetically modified organisms (GMOs) to food products that are not labeled as such. Tell
students they will learn more about GMOs and other advances in genetics when they read this lesson.
http://abcnews.go.com/Health/video?id=2337659
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Chapter 1. TE MS Genetics
Discussion
Launch a discussion of GMOs in food products with the video below. It focuses specifically on the ethical and
sociopolitical issues of such genetically engineered products. After you show the video, discuss these issues with
the class. Encourage students to follow the issues in the media and to take an informed stand on them.
http://www.pbslearningmedia.org/resource/27fbffb2-1a29-4df4-9c16-4679fcbd60b6/next-meal-engineering-food/
Differentiated Instruction
Have students create a KWL chart for the biotechnology section of the lesson. Before they read, they should fill in
the K and W columns with what they already know and want to know about biotechnology. Then, after reading the
section, they should fill in the L column of the chart. Ask students if they learned everything they wanted to know.
If not, discuss any remaining questions they have about biotechnology.
Enrichment
Challenge students to select one or more of the articles about genetic engineering at the following URL. The articles
have been modified to be suitable for middle-school students. After they read their choice of article(s), have the
students do the task and answer the questions outlined at the Web site. These are thought-provoking questions that
require students to consider the pros and cons of specific applications of biotechnology, from designer babies to
cloning humans or extinct organisms such as woolly mammoths.
https://ast-middle-science.wikispaces.com/Genetic+Engineering
Science Inquiry
In the inquiry activity at the URL below, students will take a hands-on approach to learning about the Human Genome
Project. They will do an interactive Web activity that simulates the process scientists use to determine the sequence
of DNA bases in chromosomes. Then they will learn how teams of scientists raced to decode the human genome.
Next they will explore a stretch of sequenced DNA on the Web to learn about the function of different sections of
the DNA code. They will learn how knowledge of the human genome is being applied to medicine. They will also
learn about genetic variation among humans and between humans and other species. Finally, they will assess what
they have learned about the Human Genome Project by playing a game of Jeopardy. The activity was written for
high school students, but with sufficient guidance, middle school students can also complete it successfully.
http://vitalny.pbslearningmedia.org/resource/tdc02.sci.life.gen.lp_hgpwhat/the-human-genome-project/
Overcoming Misconceptions
Students are likely to have many misconceptions about biotechnology. A common misconception is that only GMO
foods have food safety issues. Correct this misconception by sharing with students some of the other issues in food
safety, such as microbial contamination, chemical residues from pesticides, allergens (as in peanuts), and toxins
produced by molds.
11
1.3. Advances in Genetics
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Reinforce and Review
Lesson Worksheets
Copy and distribute the Lesson 6.3 worksheets in CK-12 MS Life Science Workbook. Ask students to complete the
worksheets alone or in pairs to reinforce lesson content.
Lesson Review Questions
Have students answer the Review Questions at the end of Lesson 6.3 in CK-12 MS Life Science Flexbook. Answers
are provided below.
1.
2.
3.
4.
Define genome.
What was the Human Genome Project? What had it accomplished by 2003?
Identify and describe an example of an autosomal recessive genetic disorder.
Pedigrees show that a certain genetic disorder passes from mothers to about half of their sons or from fathers
to all of their daughters. Only males are actually affected by the disorder. What type of disorder is it?
5. Compare and contrast the polymerase chain reaction and gene cloning.
6. Weigh the pros and cons of producing and using genetically modified organisms.
Lesson Quiz
Check students’ mastery of the lesson with Lesson 6.3 Quiz in CK-12 MS Life Science Assessments.
Points to Consider
Biotechnology can be used to artificially change the genetic makeup of organisms in a species.
• How can the genetic makeup of a species change naturally?
• What might be the outcome of this type of change?
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