Download GENETICS

Teacher_________________Dates_________________Class period________
Instructional Sequence: GENETICS
Reconnect with cell structure (IS1curriculum) using transparency, poster, or text illustrations to remind students of basic cell parts and
functions.
An excellent reference (Spring 2008) is the “Genetics Home Reference” http://ghr.nlm.nih.gov/handbook
Introduction to Inheritance
 18. Understand the principles of sexual and asexual reproduction, including meiosis and mitosis.
 19. Know that most cells in the human body contain 23 pairs of chromosomes including one pair that determines sex, and that human
females have two X chromosomes and human males have an X and a Y chromosome.
Teacher Note. From American Chemical Society “Chemical Biology”:
 The easiest connections to make are with human development and cancer. A single cell, the fertilized egg, contains two copies of each
chromosome and undergoes mitotic divisions to generate all the cells in your body - a number in the trillions. Mitosis must be accurate
so that all daughter cells have a complete set of chromosomes encoding the genetic "blueprint". Without a complete blueprint of
chromosomes, cells die or won't function properly to form the tissues of your body. Cancer cells almost always have the wrong number
of chromosomes, and this correlates with inappropriate cell proliferation - causing tumors.
 One example illustrating the importance of meiosis is Down Syndrome. Before the mitotic divisions start, the sperm and egg have
reduced their chromosomes by half, so that the fertilized egg contains one set of chromosomes from the mother, and one from the
father. If meiosis doesn't occur properly, the mother or father could contribute too few or too many chromosomes in their set. This is
usually lethal, and the embryo dies. But if there are three instead of two copies of chromosome 21 (trisomy 21), the child will be born
with various defects including mental retardation.
Engage
Explore
Explain
Elaborate
Evaluate

Think. Pair. Share, Collect class data
o How many of you know someone who has cancer?
o What types of cancer do you know?
o What makes a cancer cell different from a normal cell?
 Use textbook to create graphic organizer comparing body (somatic) cells and sex cells
 Mitosis modeling activity. Teacher Choice
 Choose one:
o Making Karyotypes* Part A and Part B 1-4 (continued in Elaborate)
o Honors Option: http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html
Reconnect to IS1 cell structure: chromosomes in nucleus.
 Students and teacher construct Cornell Notes on
o Humans 23 prs of chromosomes including sex chromosomes.
o Mitosis
 Vocabulary Building to include 4-square cards and Word Wall: Mitosis; Chromosome; Karyotype; Somatic Cell;
Reproductive Cell; Gene; Sex Chromosome; Autosome; Cancer
Video resources:
o http://learn.genetics.utah.edu/units/disorders/karyotype/
o http://learn.genetics.utah.edu/units/disorders/karyotype/karyotype.cfm
 Making Karyotypes* Part A and Part B Questions 5 and 6. Discuss chromosomal disorders—error in reproductive cell
division
Choose one
o Compare normal karyotype to cancer cell karyotype http://www.path.cam.ac.uk/~pawefish/ this site shows
chromosomal abnormalities and karyotypes for several cancers. Highly visual
o Transparency*: Compare a cancer cell karyotype to those of a normal cell. Discuss
Free-Response Questions:
1. Why do the numbers of chromosomes in a normal body cell differ from the number of chromosomes in a normal
reproductive cell?
2. Compare and contrast the chromosomes in a human male and human female.
3. Compare and contrast cancer cells and normal cells
GISD June 2009 IS2 Genetics: 1
Teacher_________________Dates_________________Class period________
Sexual reproduction and variation
Engage
Explore
Explain
Explore
Explain
Elaborate
Evaluate
17. Know how genetic variability results from the recombination and mutation of genes, including:
o Sorting and recombination of genes in sexual reproduction result in a change in DNA that is passed on to
offspring
15. Explain the concepts of segregation, independent assortment, and dominant/recessive alleles.
16. Identify traits that can and cannot be inherited.
 Think. Pair. Share. Why do we look or not look like our parents?
o Show illustrations of inherited traits ex pedigree charts, facial similarities etc Digital images of traits resource
http://www.edquest.ca/content/view/92/
 Reconnect with chromosomes
 Reconnect to middle school: Overview of human reproductive systems to include location of reproductive cells
 Each student completes a Facial trait profile.* This will be used again in the next module.
 Graph/calculate % of students with trait in the class population. (If possible compile data from all classes). Compare to
data from Global human traits survey*
 Option: Register and send data at http://www.edquest.ca/content/view/94/
 Analyze data
o Are some traits more common than others?
o Why is there so much variation—sexual reproduction/meiosis.
 Students and teacher construct Cornell Notes : dominant/recessive traits ; phenotype/genotype
 Vocabulary Building to include 4-square type Vocabulary Cards and Word Wall*: sexual reproduction; meiosis;
genotypes; phenotypes; allele; heredity; trait; dominant; recessive; gamete; heterozygous; homozygous; fertilization;
zygote
 Why is it that all children from the same parents do not look (or act) alike?
o Principles of Meiosis modeling activities. Teacher Choice.
Animation resource: http://www.lewport.wnyric.org/jwanamaker/animations/meiosis.html
 Students and teachers construct Cornell Notes on:
o Mendels Laws of Heredity pg 253-262
o Explain the concepts of segregation, independent assortment, and dominant/recessive alleles.
o Meiosis and variation pg 263-269. Reconnect to chromosomal disorders in karyotype activity.
o Video Resource: http://www.pbs.org/wgbh/nova/miracle/divide.html#
 Vocabulary building: Law of Segregation; Law of Independent Assortment; Mendel
 Small group: Create a concept map to show understanding of concepts using vocabulary cards and connecting terms.
Explain to teacher.
 Create a graphic organizer comparing inherited and non-inherited traits
 Construct graphic organizer comparing mitosis and meiosis
Free-Response Questions
1. Compare and contrast mitosis and meiosis
2. Explain how genetic variation occurs during sexual reproduction
3. If a mother works out as a body builder for many years, what are the chances that her offspring will inherit strong
muscles? Explain your answer.
GISD June 2009 IS2 Genetics: 2
Teacher_________________Dates_________________Class period________
Prediction and probability of inheriting traits
Engage
Explore
Explain the concepts of segregation, independent assortment, and dominant/recessive alleles.
 Randomly distribute parental facial trait profiles* to students.(From sexual reproduction and variation module)
Students work with a partner to hypothesize the facial characteristics of a child resulting from sexual reproduction between
parents with those characteristics
(continued in elaborate phase)
 Teacher’s choice: Variety of Punnett Square problems using hands-on models and/or games. Include simple monohybrid
and more complex dihybrid (ex eye-color) problems as appropriate for student groups. Reconnect with middle school
curriculum.
On-line interactive eye-color calculators
http://www.athro.com/evo/gen/genefr2.html
http://museum.thetech.org/ugenetics/eyeCalc/eyecalculator.html
 Students and teachers construct Cornell Notes on: Connecting Mendel’s Laws to Punnett Square problems
 Vocabulary Building to include 4-square type Vocabulary Cards and Word Wall*: as needed
 Model dihybrid hair color and eye-color problems, sex-linked problems and blood-typing problems: Example “Who’s the
Daddy?* Assessment problems #15 in chart above
Explain
Elaborate
Evaluate

Complete Facial Traits* problem: Assign a gender to each profile from Engage. Students create genotypes for facial trait
profiles and complete Punnett squares to predict facial characteristics and gender of offspring. Toss a coin to determine if
a dominant trait is heterozygous or homozygous.

Create a concept map to include these terms: genotype, phenotype, allele, heredity, trait, dominant, recessive, gamete,
heterozygous, homozygous, fertilization, zygote, meiosis, variation, Punnett square, sexual reproduction. Include other
terms as needed.
Problems embedded in module

GISD June 2009 IS2 Genetics: 3
Teacher_________________Dates_________________Class period________
Molecular Genetics
DNA Structure and Replication
13. Know how DNA carries all genetic information in the units of heredity called genes, including:
The structure of DNA (e.g., subunits A, G, C, T)
Information-preserving replication of DNA
Engage
Explore
Explain
Explore
Explain
Elaborate


Read and discuss: Chainreaction p 30-31Genetics and Law or current issues regarding DNA
Discuss chromosome transparency*
Option time permitting:
 Virtual DNA extraction http://learn.genetics.utah.edu/units/biotech/extraction/
 Teacher’s Choice: Extracting DNA from Cells Ex. Strawberry, Cheek Cell, etc
 Modeling DNA Part A Question 4 “* or use kits


Modeling DNA Part A Questions 1,2,3, and 5 “* Discuss.
Vocabulary Building to include 4-square type Vocabulary Cards and Word Wall*: DNA, double helix, nitrogenous base,
nucleotide, complimentary base pair, adenine, cytosine, guanine, and thymine.
Video Resource: United Streaming: “DNA Structure and Replication.”
Web address: http://207.207.4.198/pub/flash/24/24.html

Modeling DNA Part B *


Students and teachers construct Cornell Notes on: Information-preserving replication of DNA
Vocabulary Building to include 4-square type Vocabulary Cards and Word Wall*: DNA replication, semi-conservative.
Discuss: How is DNA analysis used in Forensics?
 Option: Electrophoresis simulation activity:
http://www.pbs.org/wgbh/nova/sheppard/analyze.html
 For advanced students. Blackett Family DNA activities
http://www.biology.arizona.edu/human_bio/activities/blackett/introduction.html
Free-Response Questions:
Evaluate
1. Create a concept map that relates the following terms and phrases: DNA, DNA replication, double helix, nitrogenous bases,
nucleotide, complementary base pair, semi-conservative, adenine, guanine, thymine, and cytosine. Include linking words.
2. The sequence of bases on one strand (original) of a DNA molecule is: 5’AAATGCCATCCGTCA3’
a) Write the sequence of bases that makes the complementary DNA strand. What is the name of this process?
b) What are the rules regarding pairing of bases in DNA?
GISD June 2009 IS2 Genetics: 4
Teacher_________________Dates_________________Class period________
DNA TRANSCRIPTION & TRANSLATION
Engage
22. Know that DNA directs protein building (e.g., role of RNA).
20. Know that cells are made of proteins composed of combinations of amino acids.
Science and Society
 DNA case studies*
 Diabetes –survey students regarding diabetes in their families. Chart data
 View United Streaming Video titled “Pancreas”
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=99CDFD8D-1308-4E69-A77F-2B328ABD8685
Explore


Revisit DNA Model
Complete “Modeling Transcription and Translation” *
Explain





Students and teachers construct Cornell Notes on transcription and translation.
Web animation http://207.207.4.198/pub/flash/26/transmenu_s.swf
Dehydration synthesis: Model how amino acids join through dehydration synthesis to form peptide chains (proteins).
Overview: Types of proteins ex enzymes, structural etc
Vocabulary Building to include 4-square type Vocabulary Cards and Word Wall*: codon, RNA, mRNA, rRNA, tRNA,
transcription, translation, termination signal, anticodon, ribose, deoxyribose, phosphate.
Elaborate



Protein Synthesis –Insulin*
Draw the 3-D shape of Insulin
How does insulin work? Why are some people diabetic and others are not?
Evaluate
Free-Response Questions
The sequence of bases on one strand (original) of a DNA molecule is: 5’AAATGCCATCCGTCA3’
a) Write the sequence of bases that makes the complementary DNA strand. What is the name of this process? What are the
rules regarding pairing of bases in DNA?
b) What base sequence in mRNA would the original DNA sequence code for? What is the name of this process? What are the
rules?
c) What sequence of amino acids would this mRNA code for? What is the name of this process?
GISD June 2009 IS2 Genetics: 5
Teacher_________________Dates_________________Class period________
DNA MUTATIONS
The study of sickle cell disease continues in population genetics in IS3-Biology
17. Know how genetic variability results from the recombination and mutation of genes, including:
 Sorting and recombination of genes in sexual reproduction result in a change in DNA that is passed on to
offspring
 Radiation or chemical substances can cause mutations in cells, resulting in a permanent change in DNA.
 Alteration of genes by inserting, deleting, or substituting parts of DNA.
Engage
 Protein synthesis—what happens if there is a change in a DNA sequence? Would the protein produced be the same?
 Myth busting—mutations—relate to movies. What is a mutation?
 United Streaming Video: “Sickle Cell: The Forgotten Disease.” (Teachers may decide to show only portions of the video.)
http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=2BD981F9-D114-4669-9495-8CD6EBC2FF2E
Explore





Comparison of pictures of normal and sickle shaped red blood cells.
Discuss the role of the hemoglobin protein.
Sickle Cell “Looking at the DNA sequences involved in sickle cell disease.”*
Students participate in a variety of discussions and will understand the role in mutation in Sickle Cell Disease
Examine illustrations of different types of mutations and associated disorder
Explain



Construct Cornell Notes on different types and causes of mutations.
Vocabulary Building to include 4-square type Vocabulary Cards and Word Wall*: chromosomal mutation, frame shift
mutation, mutation, point mutation, mutagen, deletion, insertion, inversion, translocation.
Create an illustrated foldable or graphic organizer to explain different types of mutations

Mutations worksheet*
Elaborate
Evaluate
Free-Response Questions
1. If a DNA strand in a regular body cell is damaged, can the mutation be passed to the offspring? Explain your answer.
2. If the DNA strand in a reproductive cell is damaged, can the mutation be passed to the offspring? Explain your answer.
3. Explain how mutations occur because of radiation or chemical substances.
4. Describe three ways a mutation changes a DNA strand.
GISD June 2009 IS2 Genetics: 6