PTC Unit: Lesson #1 An Inquiry Activity – Why can some people taste PTC and others cannot?Grade(s)/ Courses

Biology I (9th grade) Biology II (12th grade)

Title and/or Essential Question(s)

PTC Inquiry Activity

Why do some people taste PTC and others do not?

GSEs and Benchmarks

Which GSEs or Benchmarks will be the primary focus of this lesson?Which specific indicator(s) will be addressed within this lesson?

GSE’s: LS1 (9-11) 2c LS3 (9-11) 6a

Context for the Lesson

What is the reason for using this lesson? What data/evidence supports using this lesson? How much time is required for this lesson? What other information supports using this lesson?Determine whether they are tasters / nontasters.To understand the role of mutations.The connection between phenotype and genotype.The chronology of trait development in humans through mutations.Analysis of DNA snippets to cite differences.This lesson is designed for 1 class period.

Opportunities to Learn

How are you using multiple ways of approaching or engaging students in the lesson activities? Physical and sensory perceptionHow are students given an opportunity to apply skills and concepts learned?They will analyze the sequence of DNA of a taster and a nontaster.What is the rigor of the activity/activities in which students are engaged? (Depth of Knowledge) DOK 3How do you differentiate instruction to accommodate different learning styles of your students?Students will collaborate with other students.How do you group the class to best engage students in this lesson?They will work with their lab partners / lab groupWhat does the student need to have prepared prior to this lesson?Prior knowledge as listed in the unit plan.What materials do you need to have prepared prior to this lesson?

Handouts, writing implements, PTC paper, etc.What conditions must exist to facilitate or enhance this lesson?

Access to DNLC website to compare species DNA sequences forPTC.

ObjectivesWhat do you want the students to know, understand, and be able to do as a result of this lesson?That genotype causes phenotypeDifferent genotype exist (via mutations)Compare DNA sequences of organismsIdentify variations in species.Compile possible hypothesize regarding the value of being a taster/nontaster.

Instructional procedures

What activities will you and your students do and how are they connected to the objectives?

See final pageAssessment How will you determine what the students know and are able to do during and as

a result of the lesson?Reflection JournalInquiry questions and activity worksheet.Quiz to check for understanding

Reflection on student work

What does the student work tell you about the students’ understanding and the effectiveness of your lesson?What are student misunderstandings, if any? How will you provide instructional support to improve student learning?

Reflection onlessonimplementation

Were the lesson objectives met? What worked well in this lesson?What changes would you propose for the next time you teach this lesson? What did you learn from teaching this lesson?

Project ARISE 4/2008

Instructional Procedures What activities will you and your students do and how are they connected to the objectives?

What will you be doing? What will the students be doing?OPENING(How do you activate and assess students’ prior knowledge and connect it to this new learning? How do you get students engage in this lesson?)

Have students complete journal: “What do you know about genetics”?

ENGAGEMENT(What questions can you pose to encourage students to take risks and to deepen students’ understanding? How do you facilitate student discourse? How do you facilitate the lesson so that all students are active learners and reflective during this lesson?How do you monitor students’ learning throughout this lesson?What formative assessment is imbedded in the lesson?)Present Hook: Tasting PTCFacilitate lesson

CLOSURE(What kinds of questions do you ask to get meaningful student feedback? What opportunities do you provide for students to share their understandings of the task(s)? How do you ensure that the salient points of this lesson are highlighted to guide student understanding?

Grade packet & discuss where we are going from here…

Complete journal

Collect and record student data on the board.Students record class data.Have students complete the understanding check and inquiry questions with their lab group.

Students hypothesize: How would this data be used?

PTC Unit: Lesson #2 An Inquiry Activity – Genetic variation over time

Grade(s)/ Courses

Biology I (9th grade) Biology II (12th grade)

Title and/or Essential Question(s)

Mutations: Genetic Variation Over Time

GSEs and Benchmarks

Which GSEs or Benchmarks will be the primary focus of this lesson?Which specific indicator(s) will be addressed within this lesson?

GSE’s: LS3 (9-11) 6a

Context for the Lesson

What is the reason for using this lesson? What data/evidence supports using this lesson? How much time is required for this lesson? What other information supports using this lesson?The chronology of trait development in humans through mutations.Analysis of DNA sequences to find differences and interpret their significance.This lesson is designed for 1 class period.

Opportunities to Learn

How are you using multiple ways of approaching or engaging students in the lesson activities? Hands on activity, discussion, and personal writing reflectionHow are students given an opportunity to apply skills and concepts learned?They will analyze the sequence of DNA from humans and chimps.What is the rigor of the activity/activities in which students are engaged? (Depth of Knowledge) DOK 3How do you differentiate instruction to accommodate different learning styles of your students?Students will collaborate with other students.How do you group the class to best engage students in this lesson?They will work with their lab partners / lab groupWhat does the student need to have prepared prior to this lesson?Prior knowledge as listed in the unit plan.What materials do you need to have prepared prior to this lesson?

Handouts, writing implements, board or computer with projectorWhat conditions must exist to facilitate or enhance this lesson?

They must have already started the PTC unit to know whether they are tasters or non-tasters.

ObjectivesWhat do you want the students to know, understand, and be able to do as a result of this lesson?Different genotype exist (via mutations)Compare DNA sequences of organismsIdentify variations in species.Compile possible hypotheses regarding the evolution of mutation.

Instructional procedures

What activities will you and your students do and how are they connected to the objectives?

See final pageAssessment How will you determine what the students know and are able to do during and as

a result of the lesson?Reflection JournalInquiry questions and activity worksheet.

Reflection on What does the student work tell you about the students’ understanding and the

student work effectiveness of your lesson?What are student misunderstandings, if any? How will you provide instructional support to improve student learning?

Reflection onlessonimplementation

Were the lesson objectives met? What worked well in this lesson?What changes would you propose for the next time you teach this lesson? What did you learn from teaching this lesson?

Instructional Procedures What activities will you and your students do and how are they connected to the objectives?

What will you be doing? What will the students be doing?OPENING(How do you activate and assess students’ prior knowledge and connect it to this new learning? How do you get students engage in this lesson?)

We have been examining PTC taste receptor DNA sequences from two different people. Is it possible to determine whether the taster sequence changed to the non-taster or vice versa? Can you propose a way to determine this? What species are most closely related to humans? What data would we need from non human primates to determine if some humans have evolved the ability to taste PTC or lost the ability to taste PTC? Scientists can now compare the PTC receptor DNA sequence from humans to that of non-human primates and begin to determine if humans evolved the ability to taste bitter compounds or if we have evolved to be non-tasters

ENGAGEMENT(What questions can you pose to encourage students to take risks and to deepen students’ understanding? How do you facilitate student discourse? How do you facilitate the lesson so that all students are active learners and reflective during this lesson?How do you monitor students’ learning throughout this lesson?What formative assessment is imbedded in the lesson?)

At each of the different locations in the gene, which human sequence matches the sequence of non-human primates?

Based on the sequence data, can you predict our “ancestral state” for the PTC taste receptor? Can you predict if the common ancestor of humans and non-human primates had the ability to taste the bitter compound PTC?

Can you predict if humans have evolved the ability to taste bitter compounds or have evolved to be non-tasters?

How does DNA evidence support your interpretation?

How is it possible that chimps differ in their ability to taste PTC if the sequences examined all match that of human tasters?

Predict: what can DNA sequence comparisons tell us about our common ancestor?

Students compare PTC taste receptor DNA sequences of a human taster, a human non taster and non-human primates.

From data presented on DNA sequence of the PTC taste receptor, is it possible to determine if bonobos, chimps and gorillas can taste PTC? Why or why not?

What would scientists need to do to determine if non-human primates are tasters or non-tasters?

Taste tests using PTC in non human primates have been done. Since we cannot work with non-human primates in class, studies have shown that chimps also differ in their sensitivity to PTC.

What data is missing? Do we have complete DNA sequences of the PTC taste receptor gene?

Study the sequence alignments comparing PTC DNA from human non-tasters, human tasters and chimps.

What differences do you observe? How many differences exist between humans (either taster or non-taster) and chimps?

Can you predict why some chimps do not taste PTC? How would DNA evidence support your prediction?

What experiment or study would you design to investigate your prediction?

CLOSURE(What kinds of questions do you ask to get meaningful student feedback? What opportunities do you provide for students to share their understandings of the task(s)? How do you ensure that the salient points of this lesson are highlighted to guide student understanding?

Grade packet & discuss where we are going from here…

PTC Unit Lesson #3: Techniques in Micropipetting

Grade(s)/ Courses

Biology I (9th grade) Biology II (12th grade)

Title and/or Essential Question(s)

Techniques in Micropipetting How are small volumes measured and transferred in biology?

GSEs and Benchmarks

Which GSEs or Benchmarks will be the primary focus of this lesson?Which specific indicator(s) will be addressed within this lesson?

GSE: LS3 (9-11)- 6a NOS

Context for the Lesson

What is the reason for using this lesson? What data/evidence supports using this lesson? How much time is required for this lesson? What other information supports using this lesson?The students will develop the skills necessary to measure small volumes using techniques in micropipetting in preparation for the PCR lab.

This lesson will take 1 class period.

Opportunities to Learn

How are you using multiple ways of approaching or engaging students in the lesson activities? Students will practice measuring volumes using the appropriate laboratory equipment. Students will answer inquiry questions posed by the teacher and provided with the lab worksheet. How are students given an opportunity to apply skills and concepts learned?Students will use skills learned in this activity when following the PCR protocol.

What is the rigor of the activity/activities in which students are engaged? (Depth of Knowledge) DOK 1 & 2

How do you differentiate instruction to accommodate different learning styles of your students? Have students work with a partner to complete the lab. What materials do you need to have prepared prior to this lesson?

Handouts, writing implements,and manipulatives.What conditions must exist to facilitate or enhance this lesson?

special equipment, Lab space

ObjectivesWhat do you want the students to know, understand, and be able to do as a result of this lesson?Students will know:Proper procedures used for measuring small volumes in biology.Students will be able to:Follow the procedures outlined in the activity.Measure small volumes using the various sized micropipettes.

Instructional What activities will you and your students do and how are they connected to the

procedures objectives?

See final page

Assessment How will you determine what the students know and are able to do during and as a result of the lesson?Teacher will circulate the room to ensure student procedure is correct.Students will complete the micropipetter challenge.End of lesson class discussion.

Reflection on student work

What does the student work tell you about the students’ understanding and the effectiveness of your lesson?What are student misunderstandings, if any? How will you provide instructional support to improve student learning?

Reflection onlessonimplementation

Were the lesson objectives met? What worked well in this lesson?What changes would you propose for the next time you teach this lesson? What did you learn from teaching this lesson?

Instructional Procedures What activities will you and your students do and how are they connected to the objectives?

What will you be doing? What will the students be doing?OPENING(How do you activate and assess students’ prior knowledge and connect it to this new learning? How do you get students engage in this lesson?)Show micropipettes to students and model the correct procedure for their use in measuring small volumes.Engagement: How have you measured small volumes in science in the past?Discuss / Review prior knowledge of conversions and small volumes.

ENGAGEMENT(What questions can you pose to encourage students to take risks and to deepen students’ understanding? How do you facilitate student discourse? How do you facilitate the lesson so that all students are active learners and reflective during this lesson?How do you monitor students’ learning throughout this lesson?What formative assessment is imbedded in the lesson?)

CLOSURE(What kinds of questions do you ask to get meaningful student feedback? What opportunities do you provide for students to share their understandings of the task(s)? How do you ensure that the salient points of this lesson are highlighted to guide student understanding?

Journal Entry:Why would scientists need to measure very small quantities?

Students receive micropipettes and lab handout.

Use micropipettes to complete lab exercise.

Complete Micropipetter Challenge

Review Micropipetter challenge and discuss how the micropipettes will be used in the upcoming PCR protocol.

PTC Unit Lesson #4: PCR Protocol

Grade(s)/ Courses

Biology I (9th grade) Biology II (12th grade)

Title and/or Essential Question(s)

PTC Protocol – Inquiry Activity Days 4-6

GSEs and Benchmarks

Which GSEs or Benchmarks will be the primary focus of this lesson?Which specific indicator(s) will be addressed within this lesson?LS3 (9-11) 6a NOS

Context for the Lesson

What is the reason for using this lesson? What data/evidence supports using this lesson? How much time is required for this lesson? What other information supports using this lesson?This activity will give students real world application of science skills such as following procedures, collecting data and analyzing data. Students can see the relevance of the activity to answer the question “Why do some people taste PTC and others do not taste PTC?” by observing and analyzing their own DNA and thereby giving them a personal stake in the outcome that goes beyond a grade.This lesson will take 3 days.Students will already have completed the inquiry activity on Day 1 that shows the DNA sequence and compares tasters non-tasters and nonhuman primates and the PCR Dry Lab on Day 2 that enables students to simulate how a restriction enzyme works and what you can expect to see in the actual PCR.

Opportunities to Learn

How are you using multiple ways of approaching or engaging students in the lesson activities?

How are students given an opportunity to apply skills and concepts learned?Each student will isolate their own DNA and prepare it for the PCR. Additionally,

each student will demonstrate their skills in the use of micropipettes, preparing

and loading their samples, and analyzing the data collected.

What is the rigor of the activity/activities in which students are engaged? (Depth

of Knowledge)

Level 1 Perform a clearly defined set of stepsLevel 3 Form conclusions from experimental or observational data

How do you differentiate instruction to accommodate different learning styles of your students?Students work in groups and students with fine motor disabilities can be aided in

the use of micropipettes.

How do you group the class to best engage students in this lesson?

Students are placed in groups of 4

What does the student need to have prepared prior to this lesson?What materials do you need to have prepared prior to this lesson?

Picture protocol of PTC lab, Saline solution, cups, microcentrifuge tubes, Chelex, primer dye, HaeIII enzyme, ice, markers.

What conditions must exist to facilitate or enhance this lesson? Lab tables necessary for equipment. Access to technology, special equipment, structure of working space centrifuge, micropipettes, access to PCR, Integration across content areas

ObjectivesWhat do you want the students to know, understand, and be able to do as a result of this lesson?Students will follow scientific protocols to generate and analyze sets of data and accurately interpret the results of a gel electrophoresis.

Instructional procedures

What activities will you and your students do and how are they connected to the objectives?

See final page

Assessment How will you determine what the students know and are able to do during and as a result of the lesson?

Periodic reflective / notebook journal for identifying student questions and reflecting on activities conducted during class. Demonstrate proficiency in scientific measuringStudents will isolate DNA and set up PCR reactionInterpret electrophoresis data by answering questions.Student will develop and orally present electrophoresis experimental data, followed by student / teacher debriefing.

Reflection on student work

What does the student work tell you about the students’ understanding and the effectiveness of your lesson?Student responses to questions about techniques used and what results they expect.What are student misunderstandings, if any? How will you provide instructional support to improve student learning?

Reflection onlessonimplementation

Were the lesson objectives met? What worked well in this lesson?What changes would you propose for the next time you teach this lesson? What did you learn from teaching this lesson?

Instructional Procedures What activities will you and your students do and how are they connected to the objectives?

What will you be doing? What will the students be doing?OPENING(How do you activate and assess students’ prior knowledge and connect it to this new learning? How do you get students engage in this lesson?)

ENGAGEMENT(What questions can you pose to encourage students to take risks and to deepen students’ understanding? How do you facilitate student discourse? How do you facilitate the lesson so that all students are active learners and reflective during this lesson?How do you monitor students’ learning throughout this lesson?What formative assessment is imbedded in the lesson?)

CLOSURE(What kinds of questions do you ask to get meaningful student feedback? What opportunities do you provide for students to share their understandings of the task(s)? How do you ensure that the salient points of this lesson are highlighted to guide student understanding?

Using previous experience from the micropipette lab students will follow the PTC protocol for isolating DNA, preparing it for the PCR, digestion of the PCR product, and loading and running of gel electropheresis.

Students will demonstrate proper use of tools. Students will answer questions during the lab as to why certain steps or products are necessary.Students will answer questions for their journal.

Students will complete questions relating to procedures and analysis of data.Individual Unit TestOral Presentation / final group presentation

PTC Unit Lesson #5: End of unit inquiry activity: The Genetics of Taste

Grade(s)/ Courses

Biology I (9th grade) Biology II (12th grade)

Title and/or Essential Question(s)

End of PTC Unit: Wrap up Inquiry Activity

Is there a relationship between tasting PTC and tasting other substances (Thiourea, Sodium Benzoate)?

GSEs and Benchmarks

Which GSEs or Benchmarks will be the primary focus of this lesson?Which specific indicator(s) will be addressed within this lesson?

GSE: LS3 – 6a NOS

Benchmarks:

Context for the Lesson

What is the reason for using this lesson? This lesson is designed to provide closure to the PTC unit.

What data/evidence supports using this lesson? This lesson is designed to provide closure to the PTC unit. Students will take the data they have collected at the beginning of the unit and compare it to data they will collect in this activity.

What other information supports using this lesson?In their analysis, they will develop a data table that organizes the class results for each substance. In addition they will analyze the data to identify any patterns.

This lesson will give the students an opportunity to establish the presence or absence of a relationship being a taster of PTC and a taster of Sodium benzoate and Thiourea and vice versa.

How much time is required for this lesson? This lesson will take one class period as the last day of the unit.

Opportunities to Learn

How are you using multiple ways of approaching or engaging students in the lesson activities?Using physical and sensory perception.

How are students given an opportunity to apply skills and concepts learned?Data analysis of the relationship between being a PTC taster and a taster of either thiourea and/or sodium benzoate.

Opportunity to hypothesize reasons for patterns/trends that they observe.

What is the rigor of the activity/activities in which students are engaged? (Depth of Knowledge) DOK 3How do you differentiate instruction to accommodate different learning styles of your students?This can be done as either whole group, small group or on an individual basis. In all cases the activity will be followed by class discussion.

What does the student need to have prepared prior to this lesson?All materials from prior activities completed in the PTC unit.

What materials do you need to have prepared prior to this lesson? Handouts, calculators, test paper (Thiourea, Sodium benzoate),

rulers, writing implements.

ObjectivesWhat do you want the students to know, understand, and be able to do as a result of this lesson?Students will know:How to interpret data and identify relationships.Possible connection exists between tasters of one substance and particular other substances.

Students will be able to:Analyze data to establish patterns or trends.Develop a hypothesis as to why such patterns may or may not exist.

Instructional procedures

What activities will you and your students do and how are they connected to the objectives?

See final page

Assessment How will you determine what the students know and are able to do during and as a result of the lesson?

Formative assessmentAnalysis questionsPedigree constructionData tables

Summative assessment Detailed explanation by student which incorporates major concepts conveyed in the activity.

Reflection on student work

What does the student work tell you about the students’ understanding and the effectiveness of your lesson?What are student misunderstandings, if any? How will you provide instructional support to improve student learning?

Reflection onlessonimplementation

Were the lesson objectives met? What worked well in this lesson?What changes would you propose for the next time you teach this lesson? What did you learn from teaching this lesson?

Instructional Procedures What activities will you and your students do and how are they connected to the objectives?

What will you be doing? What will the students be doing?OPENING(How do you activate and assess students’ prior knowledge and connect it to this new learning? How do you get students engage in this lesson?)

Journal: Review prior knowledge: Based on the activities you have completed, How is PTC inherited?Post Student electrophoresis data on the Projector for reference. What do these results tell you?Review procedure for constructing a data table and the process of analyzing collected data.Review procedure for constructing and analyzing a pedigree.

ENGAGEMENT(What questions can you pose to encourage students to take risks and to deepen students’ understanding? How do you facilitate student discourse? How do you facilitate the lesson so that all students are active learners and reflective during this lesson?How do you monitor students’ learning throughout this lesson?What formative assessment is imbedded in the lesson?)

Ask the question: Do you think the inheritance of either PTC taster or nontaster could be linked to the ability to taste other substances?Instruct students to taste Sodium benzoate and Thiourea and record their results. Circulate the room questioning the groups of students to verify understanding and answer questions. Formative assessment includes lab data and inquiry questions.

CLOSURE(What kinds of questions do you ask to get meaningful student feedback? What opportunities do you provide for students to share their understandings of the task(s)? How do you ensure that the salient points of this lesson are highlighted to guide student understanding?

Post Student Data on the board and Ask questions: Why did we do this? What does this data tell us?Can you develop a hypothesis that corresponds to your results?What could you do to explore the tasting/ nontasting relationship.

Complete the journal activity.

Reviewing and discussing electrophoresis data.

Test ability to taste Thiourea and sodium benzoate. Construct a data table to record all data.Secure class data and work collaboratively with group members to analyze and interpret the data. Analyze a typical pedigree.

Optional Activity: Take PTC paper samples home to test family members and develop a pedigree for the family for the ability to taste PTC.

Students complete inquiry questions.Complete a unit test and an essay where they justify the statement: “The ability to taste is inherited”

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