Download 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
Table of Contents
I. Rationale
Overall Goals
p. 3
Science Content and Processes as related to SOLs and
National Science Education Standards
3
Unifying Concepts
5
Description of Learners, Learning Environment, Community Needs,
and Resources
5
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
Lesson 1: Mendel and His Pea Plants
9
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
2
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.
3
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
4
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.
5
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
6
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.
7
II. Conceptual Map
8
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 Content Standard A: Science as Inquiry
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry
NSES: Life Science Content Standard C
• Molecular basis of heredity
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.
9
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
10
MendelandHisPeaPlants:
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?
11
MendelandHisPeaPlants:
FlowerColorHybrids:
P1Generation:
PurpleFlowersA
WhiteFlowersB
Cross-PolinationC
F1Generation:
F2Generation:
Self-PollinationD
12
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
d) graphing and arithmetic calculations are used as tools in data analysis
e) conclusions are formed based on recorded quantitative and qualitative data
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.
NSES: Life Science Content Standard C
• Molecular basis of heredity
Materials and Resources:
Pennies (2 for each student); Lab Activity Sheet; Punnett Square Activity Sheet.
Class Management and Safety:
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.
13
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
Student generates a hypothesis to
predict the results of the penny lab.
Student collects data in an orderly
fashion during the lab activity
Student draws accurate conclusions
based on their data
Student indicates comprehension of
the difference between genotype and
phenotype
Student can create and interpret a
Punnett Square to predict the
probability of particular genetic
outcomes
Student can use a Punnett Square to
interpret the outcomes of a
monohybrid cross involving a CoDominant trait.
Evidence
Clearly stated hypothesis on Penny
Lab Sheet
Completion of Data chart on Penny
Lab Sheet
Accurate completion of Conclusion
questions on Penny Lab Sheet
Accurate completion of Conclusion
questions on Penny Lab Sheet
Acurate creation of Punnett Square
for Part 1 of the Activity Sheet
Accurate Completion of questions in
Part 1 of activity sheet
Acurate creation of Punnett Square
for Part 2 of the Activity Sheet
Accurate Completion of questions in
Part 2 of activity sheet
Total Score:
Points Awarded*
/4
/4
/4
/4
/4
/8
/4
/8
/40
14
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.
Flip both coins at the same time, and record the results below.
ii.
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?
15
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
are crossed? Identify the Phenotypes and Genotypes of
offspring that could result from this cross:
RW
x
RW
b) What is the probability of each of these phenotypes?
Of each of the genotypes?
16
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:
The Students Will Be Able To:
~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:
SOLs: BIO.1 The student will plan and conduct investigations in which
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
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.
NSES Content Standard A: Science as Inquiry
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry
NSES: Life Science Content Standard C
• Molecular basis of heredity
Materials and Resources:
Human Monogenetics Traits: Data Collection Activity Sheet;
Human Monogenetic Traits: Punnett Squares Activity Sheet
Class Management and Safety:
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!).
17
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.
Performance Criteria
Students participate in Data Collection
for Human Monogenetic Traits
Activity
Students can create and interpret
Monohybrid Cross Punnett Squares
Students can create and interpret
Dihyprid Cross Punnett Squares
Evidence
Completion of Human Monogenetic
Traits: Data Collection activity sheet
Students complete Punnett Square
Monohybrid Cross Activity Sheet
Students complete Punnett Square
Monohybrid Cross Activity Sheet
Total Score:
Points Awarded*
/ 10
/ 10
/ 10
/30
18
Human
Human Monogenetic
Monogenetic Traits:
Traits:
Data 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.
19
Human Monogenetic
Monogenetic Traits
Punnett Squares:
Squares: 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.
20
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?
21
Human Monogenetic
Monogenetic Traits
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?
22
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
H: no hitchhiker’s thumb
h: has hitchhiker’s thumb
R: can roll tongue
r: cannot roll tongue
b) AABb x aaBb
6. Why can’t you create a Punnett Square to determine the height of an individual?
23
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:
The Students Will Be Able To:
~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:
SOLs: BIO.1 The student will plan and conduct investigations in which
j) research utilizes scientific literature
BIO.5 The student will investigate and understand life functions of archaebacteria,
monerans (eubacteria), 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.
NSES Content Standard A: Science as Inquiry
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry
NSES: Life Science Content Standard C
• Molecular basis of heredity
NSES Content Standard F: Science in Personal and Social Perspectives
• Personal and community health
Materials and Resources:
Computer lab with internet access; Books, Articles, and other material pertaining to Genetic
Diseases; Genetic Disease Project Description sheet
Class Management and Safety:
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.
24
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.
25
Genetic Disorders:
Disorders: Project 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
Hemophilia
Huntington’s Disease
Cri du Chat
Marfan Syndrome
Edward’s Syndrome
to investigate include, but are not limited to:
Cystic Fibrosis
Phenylketonuria (PKU)
Sickle Cell Anemia
Tay-Sachs Disease
Down Syndrome
Turner Syndrome
Klinefelter’s Syndrome Patau’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/
26
Genetic Disorders:
Disorders: Evaluation Rubric
Criteria
Project
Presentation of
Information
Quality of
Information
Technical Details
Quality of
information
Technical Details
Points Earned
Student Self
Assessment
Teacher’s
Assessment
60 points
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
Overall, the information included in the project is of
high quality (accurate and well explained)
4
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
Topic, Project idea, and Project are turned in on time
4
Grammar is correct
4
Presentation
Presentation of
Information
Points
Possible
40 points
Student presents disease information and project in a
clear and interesting manner
Presentation is organized, and information is
smoothly transmitted.
Student highlights key components of their disease,
including: cause, method of inheritance, symptoms,
treatment, and current developments.
5
5
15
Project is displayed and explained for class
5
Presentation is within the 3-5 minute timeframe
5
Student comes prepared to present on the day
indicated
5
Student Comments:______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Teacher Comments: _____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
27
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:
The Students Will Be Able To:
~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:
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.
h) use, limitations, and misuse of genetic information
NSES Content Standard A: Science as Inquiry
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry
NSES: Life Science Content Standard C
• Molecular basis of heredity
NSES Content Standard F: Science in Personal and Social Perspectives
• Personal and community health
Materials and Resources:
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
Class Management and Safety:
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.
28
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.
Performance Criteria
Evidence
Points Awarded*
Student can construct a Punnett
Accurate construction of at least two
/ 10
Square for multiple allele traits
Punnett Squares related to the
mystery
/5
Student can interpret Punnett Squares Student correctly identifies the
as they relate to multiple allele traits.
genotype of each individual in the
mystery
Student can draw conclusions from
Student correctly identifies whether
/5
Punnett Squares.
Charlie is a son or an imposter.
Student can apply scientific evidence
Student explains, in detail, a case
/5
to defend conclusions.
defending their conclusions; Student
uses evidence from Punnett squares
to defend their case.
Total Score
/25
29
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?
30
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.
31
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:
The Students Will Be Able To:
~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:
SOLs: BIO.1 The student will plan and conduct investigations in which
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
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.
NSES Content Standard A: Science as Inquiry
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry
NSES: Life Science Content Standard C
• Molecular basis of heredity
Materials and Resources:
For each student: 3 black beans, 1 white bean, 2 plastic cups, marker
Class Management and Safety:
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.
32
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 sexlinked 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:
Evidence:
Scoring:
Students Accurately Draw the 3 indicated Punnett Squares
Students Correctly Interpret Sex-Linked Trait Punnett Squares
Accurate Completion of Punnett Square drawings
Accurate answers for Questions of Sex-Linked Traits Activity Sheet
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.
33
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
1
Colors
Sex of Individual
Number of X-linked alleles
2
3
4
5
6
7
8
9
10
Total number of colorblind females:____________
Total number of colorblind males: _____________
Class total: ____________________
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?
34
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?
35
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:
The Students Will Be Able To:
~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:
SOLs: 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;
d) hypotheses are formulated based on direct observations and information from
scientific literature;
f) conclusions are formed based on recorded quantitative and qualitative data
m) a scientific viewpoint is constructed and defended (the nature of science)
BIO.6 The student will investigate and understand common mechanisms of inheritance and
protein synthesis. Key concepts will include:
f) the structure, function, and replication of nucleic acids (DNA and RNA)
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
Materials and Resources:
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
36
Class Management and Safety:
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:
Evidence:
Scoring:
Students complete the Extraction Lab and Laboratory Report
Accurate Completion of Hypothesis, Observations, Analysis Questions
and Conclusion
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.
37
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:
The Students Will Be Able To:
~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
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
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.
m) a scientific viewpoint is constructed and defended (the nature of science)
BIO.6 The student will investigate and understand common mechanisms of inheritance and
protein synthesis. Key concepts will include:
f) 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
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
• Science and technology in local, national, and global challenges
38
Materials and Resources:
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
Class Management and Safety:
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.
39
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
identified
Correctly stated
NA
Control
None stated
Incorrectly
identified
Correctly stated
NA
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
40
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:
The Students Will Be Able To:
~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) research utilizes scientific literature
m) a scientific viewpoint is constructed and defended (the nature of science)
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.
j) Use, limitation, and misuse of genetic information
k) Exploration of the impact of DNA technologies
NSES: Life Science Content Standard C
• Molecular basis of heredity
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
Materials and Resources:
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
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Class Management and Safety:
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.
Performance Criteria
Participation in group and class
discussion
Students read and analyze articles on
genetic technologies
Students form a personal opinion
regarding at least one genetic
technology issue
Evidence
Students actively participate in
group and class discussions.
Students complete questions for
their articles and case studies
Students complete the ethical
decision making model for one
genetic technology issue of their
choice
Total Points
Points Awarded*
/ 10
/ 10
/ 10
/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?
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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.
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