Download Elmo genetics WMarble

GENETICS VIA SESAME STREET CHARACTERS
adapted by W. Marble
Essential Question: Why do we “look like we do”?
Engage: Using the “Mendelian Inheritance In Humans” handout, students will take a
look at the traits they have and don’t have. Terminology is gone over as the terms and
questions about the terms come up while the students look/ go through the recording
sheet and the handout. Once they go through what each trait looks like, determine if it
is dominant or recessive, and record their own phenotype, class needs to combine their
info to come up with some sort of “explanation”. Students commit to what they think
about the data and what it means to them writing in their lab notebook. Discussion then
continues at home and comes back into the classroom the next day.
Explore: A 15 minute video “How Do Your Genes Fit” goes into some info about just
how a person ends up with, in this case, a genetic disorder. Punnett Squares are
introduced along with “Gregor Mendel”. To practice using Punnett squares, students
will draw one bean from each of two bags prepared (50 white in one and 25 white and
25 red in the other) to determine the “sex” of their offspring. “Probability” is discussed
(and discussed...!) and is related to their math class work, gaming, lottery...
Explain: Reference back to the unit just finished over Reproductive Systems/Sexual
reproduction. Students are reminded that each child received one set of info from their
mother via the egg and one set of info from their father via the sperm and they all
started as a single cell that rapidly multiplied. Using Sesame Street Character Dolls, the
question is “What if Zoe and Elmo fell in love, got married, and had a child? What
would their offspring look like?” As a group, students discuss possibilities and come up
with which traits they think should be dominant and which should be recessive traits for
each character including a list of codes for each trait. Since there are several body
colors, co-dominance traits are created and “new colors” form. Terms are reviewed
from the Mendelian work done prior and new terms are added. The practice making
Punnet Squares in class to see the possible “outcomes” for their new Sesame Street
baby.
Elaborate: Students will choose their “Parents” and create Punnett Squares from these
two to create possible offspring. They are then to choose a mate for their child and
create a new offspring.... this will continue until they have four generations. They MUST
NOT mate with a relative (I encourage students to get their codes from other classes
other than just theirs). Their end product is some sort of “Photo Album” that they create
which MUST have pictures of their “family” and the Punnett Squares with the chosen
codes circled. I share examples from the year before in case anyone needs inspiration!
Extend: Lastly, they have to choose a genetic disorder that they will research and
present their findings to the class. I encourage them to choose something that they
have in their family or that they just found very interesting from their general search and
want to find out more. The final product is strictly their choice but the criteria are mine.
Students are given time in class to do the research using their computers and the library
(which seems like they use this resource less and less) Again, I show examples from
the past years which range from videos to reports, slide shows to posters. All students
must present in front of the class. (And of course I still allow those few who just “can’t”
GENETICS via SESAME STREET CHARACTERS
present in front of the class present to me during recess...this is only a last resort after
MUCH coaxing!)
Evaluate: All along the way, evaluation goes on. FINAL evaluations include their
paragraph on the Mendelian traits and % work; the Family Album, Genetic Disorder
presentation, and final reflection piece. Students can redo any of these final evaluations
after they have been graded if they so desire!
NOTES: This unit originated from an article in Science Scope, February 2001 entitled:
“Genetics of Sesame Street Characters” by Susan Raye. Over the years I have
revamped and added to this. Bringing it full circle has been the addition of the genetics
disorder and that was spurned from the video “How do your genes fit?”. This workshop
series reminded me how important it is to makes kids commit to why they think what
they do, to be aware of how much informal assessment I do in the classroom every day,
to make sure models (many models) are available to help students “see” what they are
learning about. So, although this unit is not “new”, I have made sure to incorporate
things into the lessons that help students look at their learning and think about their
thinking!
This unit takes about 4 weeks.
GENETICS via SESAME STREET CHARACTERS
Genetic Disorder Research
You have just come from “The Genetic Center” and found
out that in fact you have___________________________,
a genetic disorder.
You now need to find out the following information about it:
1. How bad is it?
2. Does it have a cure?
3. Will I die?
4. Do I have to do anything to make it better?
5. Do I have to take medication for this?
(6. It is contagious?)
7. Does it make you look different?
8. Can I be around other people?>
9. Am I going to lose any body parts?
10. Does it affect any vital organs?
11. What is it?
12. Will it cause me any pain?
13. What should or shouldn’t I do?
14. Will I have to be hospitalized?
15. How can I treat it?
16. Will I be able to do everyday things?
17. How long will I live with this?
GENETICS via SESAME STREET CHARACTERS
Research checklist: Genetic disorder
December 2008
NAME:
Topic: Genetic disorder:_____________________________________
(Common name:________________________________________)
Remember cite EVERY source you use.... and place all on a separate card,
Card No. 8! Also, I want you to use at least TWO different sources; so you
need to go beyond the Internet and find a book, article, person, or???? , to
gather information from. Here’s a new one for you (I think): I want the
citations annotated.... what that means is you put a little blurb after the
citation telling me how you used this source. You might use the source for
how you are making the presentation not info FOR the presentation! (I’ll
get you an example!)
Subtopics: (What you need to know about your topic)
(card 1)Specific info on what the disorder is
_____looks like?
_____symptoms or visual signs of the disorder
_____ other info?
(card 2) Specific info on “how” you get this disorder (like do both parents
have to have it, is it sex linked, etc.)
_____The chromosome it is found on?
_____sex linked?
_____mutation caused by???what??
_____how is it diagnosed?
_____other causes? (list here)
(card 3) What it might be like to have this disorder
_____specific limitations you have to live with (remember the students with
Marfans Syndrome)
_____life expectancy?
GENETICS via SESAME STREET CHARACTERS
Sites related to freak shows and circus history
http://euchronia.net/sotc/ Circus music
http://www.disabilityhistory.org/freak1.html
http://www.bannerqueen.com/gallery.htm Side
show art--- have students research a genetic disease
and create a side show character based on the disease.
http://www.atomicbooks.com/results.php?ep=22&cat=22 side show art
http://www.newsoftheodd.com/article1006.html Tambo Tambo “cannibal”
http://www.channel4.com/life/microsites/B/bornfreak/show1.html Freak show stars
http://www.texasonline.net/langley/columns/freaks.htm article about modern freak shows
http://www.disabilityworld.org/09-10_02/arts/freakshow.shtml disablity rights group on freak shows
http://www.centralmaine.com/news/stories/030813last_fre.shtml modern freak show
http://www.knddesign.com/sc/tgodgreatomi.html zebra man
http://www.knddesign.com/sc/home.html sideshow central-with links to historical sideshow
personality info.
http://www.gibtown.com/ where side show performers live
http://www.barnum-museum.org/orig/html/cast.html Barnum museum
http://brightbytes.com/collection/special_people.html classic photos and info.
http://rarediseases.about.com/cs/proteussyndrome/a/031301.htm elephant man
Facts about genetics and albinism
http://www.albinism.org/faq/children.html#Anchor-What-30408 myths about albinism
http://www.genome.gov/page.cfm?pageID=10001191 FAQs about genetics and disorders
http://en.wikipedia.org/wiki/List_of_genetic_disorders genetic disorders by type
http://dir.yahoo.com/Health/Diseases_and_Conditions/Genetic_Disorders/ long list of disorders
http://gslc.genetics.utah.edu/teachers/tindex/ online lesson plans for genetics labs
http://www.noah-health.org/english/illness/genetic_diseases/geneticdis.html links to genetics sites
and
specific diseases will organized
http://www.accessexcellence.org/RC/genetics.html access excellence genetics sites
http://www.dnai.org/index.htm DNA interactive site very cool
http://www.ygyh.org/ your genes your health cover genetic disease in a way that is
not so
complicated- good class site
http://genethics.ca/topics.html genetics and ethics
http://ehrweb.aaas.org/ehr/books/ genetic testing scenarios and a very concise explanation of how
genetics works
http://www.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/ online book with a
chromosome viewer that includes all the traits found on the chromosome- in color
http://www.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/faqs.shtml cool chart that
shows how many
http://www.pbs.org/wgbh/nova/baby/divide.html# mitosis and meiosis animation
http://www.genetics.gsk.com/kids/index_kids.htm
http://www.genecrc.org/site/ko/ko5c.htm# make a karyoptype
http://www.biotechinstitute.org/pdf/Vol_10_1_2pg.pdf article on genetically engineered food
http://www.boston.com/news/globe/editorial_opinion/oped/articles/2005/03/27/albino_like_me/ current
event
http://www.rednova.com/news/stories/5/2003/11/24/story002.html
Ethics
http://www.pawsweb.org/
snowflake albino gorilla
GENETICS via SESAME STREET CHARACTERS
http://gslc.genetics.utah.edu/- good kids discussions and activities good transcription online game
http://www.childrensmuseum.org/biotech/kids.htm othe rlinks
http://www.dnaftb.org/dnaftb/1/concept/index.html dna powerpoint section
http://www.childrensmuseum.org/biotech/glossary.htm#biotechnology glossary
http://www.childrensmuseum.org/biotech/worldofyeast.htm yeast growing in pop bottle expirement
http://www.geocities.com/gm_crops/linksfor.html sites in favor of genetic engineering
http://www.newscientist.com/weblinks/categories/biotech1.jsp web links
http://chroma.mbt.washington.edu/outreach/genetics/classact.html
http://chroma.mbt.washington.edu/outreach/genetics/download/toothpickfish.pdf toothpick fish genetics
activity
http://www.kumc.edu/gec/ links
http://www.gig.org.uk/education.htm living with genetic disroders
http://bmc.ub.uni-potsdam.de/1471-2350-2-5/ genetic disorders in Roma
gypsies
Links for albinism
http://www.albinism.org/publications/index.html
http://members.optusnet.com.au/~msafier/albinism/c19albinos.html
http://kidshealth.org/kid/health_problems/skin/albinism.html good kid site
http://news.bbc.co.uk/cbbcnews/hi/pictures/galleries/newsid_1764000/1764125.stm animals
http://news.bbc.co.uk/cbbcnews/hi/animals/newsid_1764000/1764157.stm story with above site
http://www.pantheon.org/articles/a/albino_spirit_animals.html
http://www.lairweb.org.nz/tiger/albinos.html site for Tony
http://www.zetatalk.com/theword/tworx339.htm animals
http://news.google.com/news?hl=en&lr=&ie=ISO-8859-1&edition=us&q=albino+animals&sa=N&tab=wn
google news sites
http://www.altonstreet.org.uk/PILS/Albinism.htm albinism issues
http://www.lunaeterna.net/popcult/scifi.htm the invisible man
http://www.lunaeterna.net/popcult/classic.htm Moby Dick
http://www.rickguidotti.com/sprdintr.htm positive images of people with albinism
http://www.rickguidotti.com/sprd2intr.htm more images
http://www.albinism.org.uk/frameset.html albinism society
http://princesspale.20megsfree.com/index.html online journal of girl who has albinism
http://angelblonde.20megsfree.com/frameset.html poem about being albino
http://angelblonde.20megsfree.com/frameset.html poem about being albino
http://members.optusnet.com.au/~msafier/albinism/c19albinos.html albinism images from 1890s
Folklore
http://www.earthbow.com/native/chickasaw/ghost.htm
http://www.findarticles.com/cf_dls/m2386/1_113/86063329/p1/article.jhtml
lab activities
http://www.life.uiuc.edu/hughes/footlocker/Activities/Cheek_DNA.pdf
http://whyfiles.org/teach/view.html?id=1 Why files
Site links for genetics
http://www.pbs.org/wgbh/harvest/
GENETICS via SESAME STREET CHARACTERS
Genetic Disorder Research
Evaluation
Name:__________________________
Group:_________________________
Date Presented:________________
1. Research
Used class time to complete work 0 - 10
(daily reflection sheets have been turned in)
_____
Cards presented to teacher at time of presentation:
8 cards (may be more) possible points 0 - 10
Used two DIFFERENT kinds of sources 0 - 10
2. Project Visual:
Appealing to the eye/viewer; shows effort
_____
_____
0 - 10
_____
All necessary information is present:( 0 - 20 )
Name of disorder 5
Info on how obtained
_____
5
_____
Specifics on what it is like to “have” 5
_____
Possibilities of passing on to your children 5
_____
Extras:
_____
3. Oral Presentation:
Demonstrates knowledge of subject 0 - 10
_____
Keeps eye contact with the audience 0 - 5
_____
Speaks clearly with appropriate volume 0 - 5
_____
Show enthusiasm for subject/project 0 - 5
_____
4. Final Reflection (written)
What is the best thing about your project, convince me! 0 - 15
Possible points out of 100
_____
_____