Unit Plan: Genetics Biology 9-12

Genetics Victoria Spera

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Unit Plan: Genetics

Biology 9-12

Victoria Spera

3/2011


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Title: Genetics

The study of the molecular structure and function of genes, heredity, variation and its

contribution to biotechnology. The discipline celebrates the work of Gregor Mendel and most

notably, James Watson and Francis Crick. Genetics also reinforces cell processes such as mitosis

and meiosis as well as provides a transition into concepts of evolution.

Abstract:

The unit to follow covers the foundational elements for the understanding of Genetics. The

underlining concepts outlined include: inheritance patterns, the structure and function of DNA

and RNA in replication and protein synthesis, the use of laboratory technology to extract DNA

from a strawberry, certain types of genetic and chromosomal mutations in humans and the use

and ethical issues surrounding genetically modified organisms (GMOs). In a nutshell, the

overall concepts covered are inheritance, DNA & RNA, human genetics and genetic engineering.

The concepts covered in this unit are organized in such a way that students engage in hands-on

inquiry-based learning. Each lesson focuses on students constructing their own knowledge and

understanding of genetics as scientists have encountered it and how they experience it every day.

With that said, you will find lessons that are student-centered, hands-on and that incorporate

elements of cooperative group work.

Rationale:

Genetics holds a very central role in the biological sciences and is very interdisciplinary in

nature as it pulls upon concepts of chemistry. Genetics also provides an explanation for who we

are, why we look the way we do and what connects us with our relatives; this is an exciting

venture in itself. Genetics also lends itself well to problem solving, the use of models in science

and to the application of science to society, technology and medicine. DNA is a very unique

discovery as it helps us identify people, helps explain why some of us have blue eyes and others

brown, it helps to explain why and how some of us may inherit sickle cell anemia, how high

cholesterol is connected to a particular change in our DNA sequence and the uses that this

information has for scientists that try and alter the genome.

More specifically, students encounter with Mendelian genetics and inheritance patterns exposes

them to the importance of trials, experimentation, patterns, probabilities, ratios and problem


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solving skills. Furthermore, the use of punnett squares, Mendels law of segregation and ratios

enables students to understand the usefulness of rules, laws and procedures when working out a

problem. I feel strongly that if there were one thing that our youth needs to take away from

learning is the ability to take information and problem solve accordingly.

In science it is also important to work as scientists do and scientists oftentimes construct models

that represent scientific concepts and phenomena that are intangible and unobservable to the

naked eye. Just as Watson and Crick created a life-size model of DNA, students will construct

their own DNA models that accurately represent its structure and reflect its function.

Understanding the process of protein synthesis is crucial as it lays the foundation for how our

body makes proteins, where mutations occur and how geneticists go about utilizing

biotechnology and genetic engineering. Students must understand the basic principles of

DNA/RNA structure and function in order to engage in higher order thinking. Understanding this

also reinforces what students have learned previously about the cell and organelle structure and

function.

As mentioned previously, genetics lends itself well to real-world applications as students can

apply their understanding of science to instances of cancer, disease, phenotypic diversity and

inheritance. Furthermore, students can understand the concept of recombinant DNA as it pertains

to their own diet, their own ethics, diverse perspectives, the environment and the economy. This

creates an underlining importance behind genetics and its supporting principles. Students must

illustrate a level of scientific literacy to rationally assess societal decisions. With that said,

students are able to build their problem-solving skills and think critically about science in an

array of settings.

Goals/Objectives:

SC.912.L.16.16 - Describe the process of meiosis, including independent assortment and

crossing over.

SC.912.N.3.5 - Describe the function of models in science, and identify the wide range of

models used in science.

SC.912.L.16.1 - Use Mendel's laws of segregation and independent assortment to analyze

patterns of inheritance.

SC.912.L.16.2 - Discuss observed inheritance patterns caused by various modes of inheritance,

including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles.


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SC.7.L.16.1 - Understand and explain that every organism requires a set of instructions that

specifies its traits,that this hereditary information (DNA) contains genes located in the

chromosomes of each cell, and that heredity is the passage of these instructions from one

generation to another.

SC.912.N.3.5 - Describe the function of models in science, and identify the wide range of

models used in science.

SC.912.L.16.3 - Describe the basic process of DNA replication and how it relates to the

transmission and conservation of the genetic information.

SC.7.L.16.1 - Understand and explain that every organism requires a set of instructions that

specifies its traits, that this hereditary information (DNA) contains genes located in the

chromosomes of each cell, and that heredity is the passage of these instructions from one

generation to another.

SC.912.L.16.10 - Evaluate the impact of biotechnology on the individual, society and the

environment, including medical and ethical issues.

SC.912.N.1 - Define a problem based on a specific body of knowledge, for example: biology,

chemistry, physics, and earth/space science

SC.912.N.4.2 - Weigh the merits of alternative strategies for solving a specific societal problem

by comparing a number of different costs and benefits, such as human, economic, and

SC.912.L.16.4 - Explain how mutations in the DNA sequence may or may not result in

phenotypic change. Explain how mutations in gametes may result in phenotypic changes in

offspring.

SC.912.L.15.15 - Describe how mutation and genetic recombination increase genetic variation.

SC.912.L.16.5 - Explain the basic processes of transcription and translation, and how they result

in the expression of genes.

SC.912.N.1 - Define a problem based on a specific body of knowledge, for example: biology,

chemistry, physics, and earth/space science, and do the following:

1. pose questions about the natural world,

2. conduct systematic observations,

3. examine books and other sources of information to see what is already known,

4. review what is known in light of empirical evidence,

5. plan investigations,


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6. use tools to gather, analyze, and interpret data (this includes the use of measurement in

metric and other systems, and also the generation and interpretation of graphical

representations of data, including data tables and graphs),

7. pose answers, explanations, or descriptions of events,

8. generate explanations that explicate or describe natural phenomena (inferences),

9. use appropriate evidence and reasoning to justify these explanations to others,

10. communicate results of scientific investigations, and

11. evaluate the merits of the explanations produced by others.

Day-to-Day Activities: 15 classes (48 minutes each)

Activities

Inheritance

Week 1

Patterns of inheritance

Day 1 & 2:

- Mendels Laws/Punnett Square Practice

- Students will refer back to their Meiosis posters to visual the inheritance of traits

DNA/RNA

Structure and Function of DNA

Day 3:

- Review D.A.R.T (Part I)

- Structure/Function of the DNA double helix (Notes)

- Begin Double Helix Activity (DNA cutouts/models)

Day 4:

- Complete Double Helix Activity

- Introduction to DNA Replication

i. DNA animation

ii. DNA rap song

DNA Replication

Day 5:

- Manipulating the process of DNA replication with DNA model cutouts

- Illustrating/labeling processes on poster paper.

Week 2

Day 6:

- Extracting DNA from a Strawberry (lab)

Structure and Function of RNA

Day 7:


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- Differences between DNA & RNA/ Four Corners

Protein Synthesis

Day 8:

- Review D.A.R.T (Part II)

- Protein Synthesis (SmartBoard Illustration Notes)

- Polypeptide Activity

Day 9:

- Review using Classroom Response Clickers(TEFA)

Day 10:

- Test:

i. DNA/RNA structure

ii. DNA replication

iii. Protein Synthesis

Human Genetics

Week 3

Mutations

Day 11:

- Traits Bingo

- Types of Mutations (Slides)

- Sickle Cell Anemia Pretest

Day 12:

- Sickle Cell Anemia Chart: Genetic mutation (SmartBoard)

- Sickle Cell Anemia Posttest

Day 13:

- Karyotypes activity: Chromosomal mutations

Genetic Engineering

Day 14:

- Debate Preparation: Genetically Modified Organisms

i. Initial thoughts

ii. Chose a side

iii. Research information/develop argument

Day 15:

- Debate Preparation: Genetically Modified Organisms

i. Wrap up preparation/organize argument

ii. Hold Debate

iii. Final thoughts


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Vocabulary: heredity, genetics, purebred, hybrid, dominant, recessive, codominant, incomplete

dominance, sex-linked, pigment, alleles, gene, homozygous, heterozygous, gamete, genotype,

phenotype, segregation, assortment, pedigree, autosome, mutation, karyotype, trait, replication,

transcription, translation

Lesson One: Patterns of Inheritance (2 days)

Topic/Concepts:

- Students will be able to determine the probability of inheriting certain traits. Students will

be able to explain the law of independent assortment as well as define genotype, F1 and F2

generations, heterozygous and homozygous, phenotype and distinguish between dominant

alleles and recessive alleles.

- Students will apply what they know about laws of inheritance to their understanding of

instances of incomplete dominance and codominance.

Materials:

- Large Paper

- Inheritance questions/scenarios

- Meiosis Posters completed in a previous unit.

- Black Markers

Part I

Procedures:

1. Engage: begin the lesson addressing the following:

- How do we look the way we look?

- How many of you look just like your parents/siblings?

- Have you ever wondered what your children would look like?

Show students a family portrait on the board of a family with several similar-looking

siblings and with some that look different.

- How does this happen?

2. Explain: Students will review what they know about our genes and where they come

from in the process of meiosis. Adding to this will be the fact that each chromosome

inherited from our mom and from our dad contain an allele for a certain trait. Students

will be allowed to visualize this with their completed meiosis posters.

Explain to students and illustrate the differences between dominant alleles and recessive

alleles and how we identify them. Redraw the process of meiosis and trace the path of


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each allele from our dad and allele from our mom to reinforce this process. This will be

an opportunity to introduce students to the law of independent assortment.

Repeat this same process for an individual that inherits two of the same alleles and for an

individual that inherits two different alleles and define each instance as homozygous and

heterozygous respectively.

3. Explore: Students will then be instructed to work out their own Punnett Square problems

using large paper, markers and the following question types:

Question 1: In rabbits, black fur is dominant over white fur. Two rabbits who carry the

gene for white fur but have black fur are mated. What are the possible phenotypes and

genotypes of the offspring? What are the chances of each?

Genotype: Phenotype: Probability:

Question 2: In humans, straight toes is dominant over curled toes . What would be the

result of a cross between a recessive male(tt) and a heterozygous female(Tt)? What are

the possible phenotypes and genotypes of the offspring? What are the chances of each?


4. Evaluate: Students will then compare their problems with peers to assess their work and

the work of their peers.

Part II

1. Engage: The lesson will begin with a short demonstration mixing red and white paint in

one glass followed by mixing balsamic vinegar and oil in another glass.


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- What will happen if we mix the red paint and the pink paint/What do you see?

- What will happen if we mix the oil and vinegar/What do you see?

2. Explain: Define on the board what incomplete dominance and codominance mean in the

context of inheritance. Ask students to label each glass demonstration as either

incomplete dominance or codominance. Encourage students to provide their own

examples or situations that demonstrate these two inheritance patterns.

3. Explore: Students will continue with their Punnett Square probability practice but will

instead work out problems of incomplete dominance and codominance:

Question 1: In chestnut horses, their coat (hair) color can be reddish brown (AA), light

red/pink (Aa) and creamy white (aa). Fill in the punnett square and determine the

expected genotypes and phenotypes from crossing two heterozygous parents.


Is this an example of codominance or incomplete dominance?

Question 2: Camellia flowers can be red, white or white and red. The red color is

dominant. Fill in the punnett square and determine the expected genotypes and

phenotypes from crossing homozygous red and heterozygous red white parents.


Is this an example of codominance or incomplete dominance?

4. Evaluate: Again, students will compare their answers with peers to evaluate their own

work and the work of peers. The large poster paper will be handed in graded according

to the following rubric:

i. Correctly identified genotype for parents. (2pts)


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ii. Punnett Square filled out accurately. (4pts)

iii. Each genotype corresponds to its correct phenotype and probability (%). (9 pts)

iv. Correctly identified each scenario as codominance and/or incomplete dominance.

(1pt)

Lesson Two: DNA Double Helix and Replication

Topic/Concepts:

- Students will illustrate the double helical structure of DNA, identify the components that

make up the backbone (phosphate group and five-ringed sugar) and each nucleotide (sugar,

phosphate and nitrogen base).

- Students will learn and apply their knowledge of the base pairing rules between nitrogen

bases and classify each base as a purine and/or pyrimidine.

- With understanding of the structure of DNA and use of their models, students will

manipulate the process of DNA replication; specifically semi-conservative replication and

will be able to distinguish between the template strand and new strand.

Materials:

- Construction paper cutouts- 7 colors

- Envelops

- Glue/Tape

- Markers

- Large Paper

- Student Project/DNA rap song:

http://www.youtube.com/watch?v=d1UPf7lXeO8&feature=related

- Learn360 Video clip on DNA: http://www.learn360.com/ShowVideo.aspx?ID=144865

- Learn360 Video clip on DNA replication:

http://www.learn360.com/ShowVideo.aspx?ID=144851

Procedures:

Part I: DNA double helix (2 days)

1. Students will come to class with their DNA/RNA handout (see example handout below)

Part I

In your textbook, read about the structure of DNA

Complete each statement.

http://www.youtube.com/watch?v=d1UPf7lXeO8&feature=related




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1. _________________ and ______________________ were the first scientists responsible for constructing a DNA model.

2. Proteins are made up of __________________________ . 3. There are twenty different types of __________________________ . 4. The message of the DNA code is information for building __________________________ . 5. Each set of three nitrogen bases that codes for an amino acid is known as a

__________________________ . 6. Adenine and Guanine belong to a group of compounds known as __________________. 7. Cytosine and Thymine are known as ______________________. 8. Chromosomes contain both DNA and Protein tightly packed together to form ___________. 9. Before a cell divides, it duplicates its DNA in a copying process called ________________.

Label the below diagram:

2. Instruct students to take out their DARTs and fill in what they can while the lesson

proceeds.

3. Engage: Include students in an open discussion to get students thinking about the topic,

connect to what they have learned about inheritance and identify any misconceptions:

- What is DNA and where can you find DNA in you?

- What have you heard about DNA and what would you like to know about DNA?

- Explain to students that what they learned about inheritance patterns comes down

to the fact that genes contain nothing more than instructions for making proteins and

this is what Gregor Mendel had realized in his study of pea plants.

- What are proteins?

- Transition from Gregor Mendel and the study of inheritance to Watson and Crick

studying the structure of DNA by building three-dimensional models of the

molecule.

- Explain to students that this is what scientists do; they create models that

represent abstract ideas or scientific phenomena that they cannot manipulate in its

real form.


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- Inform students that they will do what scientists have done and that is construct

their own DNA model in efforts to better understand its structure but first they must

know what makes up a DNA strand.

4. Explain/Direct teaching (Smartboard): Illustrate the DNA double helix, identify the

components of its backbone, and explain how the official name for DNA (deoxiribonucleic

acid) is derived from its 5-ringed sugar and how the base pairing rules link the two strands

together. Explain to students that it is referred to as a spiral ladder.

5. Explore/Investigate: Students will then work in pairs to assemble their DNA molecules one

nucleotide at a time. There will be precut backbones, bases, sugars and phosphates. Students

are responsible for assembling them in their correct location.

6. Once complete, students will leave their models in their designated envelopes and will be

instructed to watch video clips that will reinforce DNA structure and introduce the process

of DNA replication. The students will need to answer the following question based on the

video clip:

- What is DNA replication?

Part II: DNA replication (1 day)

1. Students will come to class with their DNA models and part I of their DNA/RNA D.A.R.T

complete.

2. The lesson will begin with a review of DNA structure while students are asked to label a

blank DNA molecule and link complimentary pairs.

3. Engage: Include students in an open discussion to get students thinking about the topic,

connect it to previously learned material and identify any misconceptions:

- What is the process of mitosis/how many cells/chromosomes do we begin with and

how many do we end with?

- When and where in our body does this happen?

- What must our DNA do before the cell divides into two new cells?

4. Explain/Direct teaching: on the smartboard, the three stages of replication are listed and

accompanied by illustrations.

5. Materials are then handed out along with students envelopes containing their models.

Students work in pairs to manipulate the process of replication using their models while I

circulate the classroom to assess students understanding and provide guidance when needed.

6. Explore: Once complete, students will then glue their models onto large paper and label their

final product according to the instructions on the board (rubric to follow).

7. Evaluate: Students will present their posters to the class while other students engage in peer

evaluation using one thumb up for good work and two thumbs up for excellent work.

8. The posters are turned in and assessed based on the below rubric:

Final Product (DNA Replication Poster) Rubric


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DNA Structure

DNA Replication

Objective Points

Objective Points

1

DNA

Strands are

assembled

properly 7 pts

1

Step 1 of

DNA

Replication 4 pts

2

Nitrogenous

bases are

circled in

red 2 pts

2

Step 2 of

DNA

replication 4 pts

3

Backbone

circled in

blue 2 pts

3

Step 3 of

DNA

replication 4 pts

4

Nucleotide

circled in

yellow 2 pts

4

Can

distinguish

between

new and

template

strands 3 pts

5

Hydrogen

bonds

labeled 2 pts

total

points: 15

total

points: 15

total points: 30

Lesson Three: Extracting DNA from a Strawberry

Topic/Concepts:

- The idea that DNA is present in all living things will be reinforced as students extract DNA

from a strawberry.


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- Students will apply their knowledge of the structure and function of DNA to a real world

scenario.

- Students will be able to provide rationales behind why it would be useful to extract DNA

from an organism.

- Scientific tools/technology used in extracting DNA from a strawberry

Materials:

- Lab instructions/reflection questions

- Safety Goggles

- Aprons

- heavy duty ziploc bag

- 1 strawberry (36 total)

- 10 mL DNA extraction buffer (soapy, salty water)

- cheesecloth

- funnel

- 50mL vial / test tube

- glass rod, inoculating loop, or popsicle stick

- 20 mL ethanol

Procedures:

Lab Introduction:

1. Students will come to class with their DNA packets containing notes.

2. Lesson will begin by asking students why scientists would want to extract DNA from

organisms.

- Induce mutations

i. Bigger produce

ii. Resistant crops

- Analyze the structure and sequence of DNA

- Identify genetic disorders and possible cures

3. Inform students that they will be extracting DNA from Strawberries. Why would scientists

want to do that?

4. Present Scenario:

“In the past two years, strawberry farms in Plant City, Florida have experienced winter

freezes that resulted in decreased strawberry production. Farmers have looked into

genetically modifying their strawberries to be more resistant to freeze. They have consulted

local biologists (you) to extract the DNA from their strawberries…”

5. A prelab demonstration will be done to ensure students understand safety requirements

(safety goggles) and precautions (glass rods).


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6. The class as a whole will discuss the functioning of lab materials including the purpose of

the buffer and ethanol. For example, students will be asked to provide an answer to the

following probing questions:

- Why do we use soap to wash our dishes/why can’t we simply wash our dishes

with hot water?

- Where have you heard the term buffer/to buff?

- What is the outer cell membrane made of?

- What is ethanol? Where do we use it?

- What does it mean that ethanol is not soluble in water?

- How does temperature affect solubility?

i. Does sugar dissolve better in your hot cup of coffee or iced coffee?

DNA extraction lab: The lab will begin once all students have received their bins of materials

and their lab instructions/reflection questions; have their safety goggles over their eyes and lab

jackets on. The lab will proceed in groups of four.

7. Students will begin by carefully smashing/grinding their strawberry inside of their Ziploc

bags for 2 minutes.

8. 10 ml of the buffer solution will be measured out by students but added to the bag by the

teacher and students will continue to mush/kneed the bag for 1 minute.

9. The filtration apparatus will be assembled and students will be instructed to pour the

strawberry slurry into it and allow it to drain into their test tubes.

10. The students will measure out 20 ml of cold ethanol and carefully pour it into their tubes and

observe.

- What happened/ What do you see?(introduce students to the term precipitate)

11. Students will then carefully dip their glass rods into their tubes where the strawberry extract

and ethanol come into contact and observe.

Example Lab questions:

1. Match the procedure with its proper function:

Procedure Function

a. Filter strawberry slurry through the cheesecloth ___ To precipitate DNA from solution

b. Mush strawberry with buffer solution ___ Separate components of the cell

c. Addition of ethanol to filtered extract ___ Break up proteins and dissolve

cell membranes.

2. What did the DNA look like? Relate what you know about the chemical structure of DNA

to what you observed.

3. Explain what happened in the final step when you added ethanol to your strawberry

extract.


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4. A person cannot see a single cotton thread 100 feet away, but if you wound thousands of

threads together into a rope, it would be visible much farther away. Is this statement

analogous (a representation of) to our DNA extraction? Explain.

5. What are two important reasons that scientists would want to extract DNA from an

organism?

6. Is there DNA in your food? How do you know?

Lesson Four: DNA/RNA Four Corners

Topic/Concepts:

- Students will understand the structure and function of both DNA and RNA by reviewing

their similarities and differences.

Materials:

- DNA/RNA quo cards

Procedures:

1. Engage: The lesson will begin with a short review of DNA structure as students are

referred back to previously learned material and the video clips viewed days prior. An

analogy is used to illustrate the function of DNA in making our blueprint inside of our

cell’s nucleus. This is then generalized to our bodies need to make proteins. The

following questions are asked:

- Where are proteins made?

- What provides the instructions for making these proteins and where is it stuck?

- How is the message passed along?

- What is RNA/what types of RNA do we have?

- What does it look like?

- How does it compare to what we know about DNA?

2. Explain: Students are then instructed to copy down illustrations based on the information

provided by peers. The students are guided by the teacher while the teacher illustrates the

two nucleotide strands on the board and helps to identify the different types of RNA

molecules and their function.

3. Explore: The class will then participate in a game of four-corners using quo cards

containing terms that define DNA, that define RNA and that define both. One corner is

designated “DNA”, one corner “RNA, the other “Both” and the last “I don’t know”.

Each student is given a quo card and asked to go to their correct corner. The quo cards

contain an example of the following:


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Adenine pairs with Thymine Formed during transcription Made of nucleotides

Contains the sugar

deoxyribose

Made up of a single strand

Contains a sugar-phosphate

backbone

Can replicate itself Contains the sugar ribose Cytosine pairs with Guanine

Within its molecule is the

“blueprint” that specifies how

proteins are made

3 different types: messenger,

ribosomal and transfer

Watson & Crick first

described is structure

Adenine pairs with Uracil

4. Evaluate: Each student will read off their card and the class as a whole will assess

whether the student chose the correct corner and why. The “I don’t know” corner would

be addressed last in hopes that peer interaction and evaluation will help the student arrive

at the correct answer. If necessary, terms or concepts will be revisited should students

need elaboration.

Lesson five: Polypeptide Activity

Topic/Concepts:

- Students will be able to model/simulate the process of transcription and translation as they

progress from a DNA sequence strand to a polypeptide chain/protein.

Materials:

- DNA/RNA handout

- Photocopied Sheets

- Codon Wheel(textbook or photocopy)

- Organelle labels (nucleus, ribosome and cytoplasm)

Procedures:

Students will come to class with their DNA/RNA handouts and will be responsible for

completing part II by the end of the class:

Part II In your textbook, read about RNA and Protein Synthesis

Complete each statement.

1. Proteins are made in the cytoplasm of a cell, whereas DNA is found only in the __________________________ .


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2. The process of making RNA from DNA is called __________________________ . 3. The process of transcription is similar to the process of DNA __________________________ . 4. __________________________ carries information from the DNA in the nucleus out into the cytoplasm

of the cell. 5. mRNA carries the information for making proteins to the __________________________ . 6. The amino acid __________________________ is represented by the mRNA codon ACA.

________________________ and ________________________ are mRNA codons for phenylalanine. 7. There can be more than one __________________________ for the same amino acid. 8. ______________________ , _____________________ , and _____________________ are stop codons. 9. ____________________________ and __________________________ are amino acids that are each

represented by only one codon.

10. __________________is a nitrogenous base that can only be found in DNA where __________________ is a nitrogenous base found only in RNA.

Label the below diagram:

1. Explain/Direct Teaching: Students will illustrate the different steps of protein synthesis in

their interactive notebooks while the steps are outlined/illustrated on the Smartboard.

2. Engage: The lesson will begin with student’s attention being directed to the part of the room

labeled nucleus followed by their desktops labeled ribosome and the center of the room

containing the ribosome as the cytoplasm. The students will be told that they will be

simulating the process of protein synthesis in pairs where one student will be the mRNA


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strand and the other the tRNA strand. The following instructions would be given in question

form:

- Which partner will go up to the nucleus and transcribe the DNA message strand?

- Where are proteins made?

- Where must the mRNA partner return to?

- Pointing to the box filled of amino acids at one of the desks in the cytoplasm: which

partner will need to retrieve the amino acids and bring it back to their ribosome?

- How will the tRNA partner know what to grab?

- How will you know when to stop?

- What is your final product?

3. Explore/Elaborate: Students will then begin simulating the process of protein synthesis

starting with the mRNA partner transcribing the DNA strand and returning it back to his/her

table (ribosome). The tRNA will then decode the codons on the mRNA strand in

complimentary anticodons before he/she gets up to retrieve the correct amino acids. The

tRNA and mRNA student will work together to figure out the correct amino acids based on

the codon wheel in their textbook. The process will be repeated until a STOP codon is

reached.

4. Explain/Evaluate: While the students work in pairs the teacher will reinforce students

knowledge of the material by engaging students in questions. Students will also need to be

able to interpret and use a codon wheel, distinguish between codons and anticodons, place

their amino acids in the correct sequence and label the bonds in between them. Each pair will

be responsible for consulting peers to compare their results and ensure that they have

understood the concepts required to successfully complete the assignment.

Lesson Six: Traits Bingo

Topic/Concepts:

- Students will be introduced to mutations and how mutations occur in our gene sequence and

on our chromosomes.

- Students will understand that mutations contribute to the diversity we see in organisms.

- Students will be able to classify a mutation as harmful, beneficial or insignificant once they

are reminded that living organisms thrive to reproduce.

- Students will be able to identify possible genotypes for certain phenotypic traits.

Materials:

- Bingo Sheets

- PTC paper

- Candy

- Colored pencils/markers


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- Notebooks

Procedures:

1. Engage. The lesson will begin with the following discussion questions:

i. In the process of DNA replication or protein synthesis, do you think there are ever

any mistakes made?

ii. What do you think results in this/what is a mutation?

iii. Are mutations always bad/are they always passed on?

2. Explore/Elaborate. In efforts to answer these questions, students will participate in a traits

bingo game (see below) to explore different mutations that they can find in themselves

and others. These traits will not be termed mutations, but rather recessive and/or

dominant traits. Once each trait is explained and students identify whether they are

dominant for the trait or recessive for the trait, they will color their box and record the

possible genotype(s) for this trait.

B I N G O

I have a bent little finger

I do not have a dimpled chin

I cross my left thumb over

my right

Straight Hairline Mother

Genotype: Genotype: Genotype: Genotype:

I have detached earlobes

I am a tongue roller

My little finger is straight

I have blue eyes

I have hitchhikers

thumb

Genotype: Genotype: Genotype: Genotype: Genotype:

I cross my right thumb over my left.

I am a PTC nontaster FREE

I am a PTC taster

I have a different trait

than the person sitting next to me. Genotype: Genotype: Genotype:

I do not have hitchhikers

thumb

I have mid digital hair

I do not have blue eyes

I have attached earlobes

I have freckles



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I am colorblind I cannot roll my tongue

I have a dimpled chin

I have a widows peak

I do not have freckles


3. Explain: Once bingo has been reached. Students will be instructed to take brief notes on

the different types of mutations and will elaborate on the game by providing additional

examples of these mutations. The will be exposed to a Pedigree as diagram to map the

inheritance of mutations and karyotypes as a way to depict the genome of an individual.

More specifically, students will be shown the differences between a male and female

karyotypes and how to organize and interpret karyotypes.

4. Evaluate: Students are allowed to take home their bingo cards to review and closing the

class will be a brief pretest on Sickle Cell Anemia. This functions not only to help

students summarize what they have learned, but also assess their prior knowledge on the

topic before delving in the following day.

Sickle Cell Response Clicker Questions Pretest

1 Sickle Cell Anemia is considered:

a. A harmful mutation

b. A beneficial mutation

c. It depends.

d. I'm not sure

2 Sickle Cell Anemia effects:

a. The lungs

b. Red blood cells

c. White blood cells

d. I'm not sure

3 The blood is responsible for:

a. Carrying Carbon Dioxide to the body

b. Carrying Oxygen to the body organs

c. Producing hormones

d. I'm not sure

4 Sickle Cell Anemia is inherited.

a. True

b. False

c. I'm not sure

5

Is Sickle Cell Anemia more common in individuals of a certain

descent?


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a. Yes

b. No, anyone can inherit it.

c. I'm not sure

6 Sickle Cell Anemia is considered what type of mutation?

a. Genetic Mutation

b. Chromosomal Mutation

c. I'm not sure

Lesson Seven: Sickle Cell Anemia: Beneficial or Harmful?

Topic/Concepts:

- Students will continue to explore the differences between types of mutations and distinguish

between those that are beneficial and those that are harmful.

- Students will apply their knowledge of inheritance patterns, pedigrees and protein synthesis

to human genetics in efforts to construct their own understanding of genetic diseases.

- Students will investigate the relationship between Sickle Cell Anemia and the Malaria

endemic.

Materials:

- Sickle Cell Anemia Charts

- Response Clicker Pre and Post test

- Response Clickers

- Slides

Procedures:

1. Engage. The lesson will begin by asking students the following questions as an open

discussion:

i. What they know about Sickle Cell Anemia?

ii. Do they know anyone with the disease?

iii. What does this disease affect in the body?

iv. What does our blood do?

v. How would we classify this disease: harmful or beneficial?

2. Explore/Explain. The lesson will proceed with students working out answers to their own

questions by filling out a chart divided into four boxes (see below). The boxes will

address the following:


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Sickle Cell Genotype: Sickle Cell Phenotype:

Punnett Square Probability: Relationship to Malaria:

i. Sickle Cell Genotype: Students will need to transcribe and translate the DNA

strand of normal hemoglobin and defective hemoblogin. In this same box students

will also identify the genotypes for normal hemoglobin, sickle cell trait and the

sickle cell disease.

ii. Sickle Cell Phenotype: Once students have established the change in one base in

the DNA strand (point mutation) and the resulting change in the amino acid coded

for, they will explain the physical differences between normal hemoglobin and

sickled hemoglobin. Students will also draw a picture in this box.

iii. Punnett Square Probability: Students will be shown a pedigree and asked to figure

out the probability of carrying the sickle celled gene when crossing two

individuals who are carriers. Students should know that diagramming a Punnett

Square will provide them with these probabilities.

iv. Relationship to Malaria: Before this box is filled in, students will be asked to

analyze a map showing the occurrence of Malaria next to a map showing the

occurrence of Sickle Cell Anemia and draw some conclusions. What is malaria?

How do we get Malaria? Where do we find Malaria most common in? Students

will be unaware of how the two relate but will be able to establish a relationship.

Students will then be responsible for creating a plus/delta for each genotype:

a. AA: +Normal Hemoglobin/-Resistance to Malaria

b. AS: 0 Mixed Hemoglobin/+ Resistance to Malaria

c. SS: -Defective Hemoglobin/+Resistance to Malaria

3. Elaborate. Following the completion of the squares, students will be asked to reflect and

decide based on their information, who makes out best in the situation( those with normal

hemoglobin, those with the sickle cell trait or those with the sickle cell disease) and why.

They will then be asked whether they think that Sickle Cell Anemia is a beneficial or

harmful mutation.

4. Evaluate. Closing the lesson will be a short 7-question post assessment using response

clickers. This will allow students to assess what they learned and provide feedback to the

teacher about what the students have learned and the effectiveness of the lesson.

Sickle Cell Response Clicker Example Questions


24

1. The phenotype resulting in defective hemoglobin (Sickle Cell Anemia) is a result of what

type of Genetic Mutation:

a. Point Mutation

b. Frameshift mutation

c. Chromosomal mutation

2. The change of just one base on a DNA nucleotide in cases of Sickle Cell Anemia alters

the amino acid on normal hemoglobin from Glutamic Acid to:

a. Proline

b. Valine

c. Lysine

3. The sickling of hemoglobin is due to:

a. Hydrophilic regions on the hemoglobin

b. Hydrophobic regions of the molecule

4. Which genotype below represents an individual with the sickle cell trait?

a. SS

b. AS

c. AA

5. If two parents are heterozygous for the sickle cell trait(AS), then the probability of their

children having the sickle cell trait is:

a. 25%

b. 75%

c. 50%

6. Sickle cell trait provides a survival advantage in the face of which disease?

a. Influenza

b. HIV

c. Malaria

7. Sickle cell anemia is predominantly found in individuals who are of:

a. American descent

b. African descent

c. Asian descent

Lesson Eight: Karyotypes

Topic/Concepts:

- Students will be able to interpret and construct their own karyotype in efforts to distinguish

between a normal male and female karyotype and those karyotpyes consisting of a

chromosomal abnormality: Down syndrome male, Down syndrome female, turners female

and klinefelters male.

Materials:


25

- Jumbled Karyotype Sheets

- Scissors

- Glue

Procedures:

1. Engage: The lesson will begin with a scenario projected up on the board to get students

thinking about chromosomal mutations in a real-life situation:

2. Explore/Explain: Before students begin the hands-on activity, a series of brief slides will

introduce students to the following in 5 brief Power Point slides:

- The explanation of nondisjunction

- Mapping the human genome using a karyotype

- Explanation of specific chromosomal abnormalities in humans:

i. Down Syndrome

ii. Turners Syndrome

iii. Klinefelters Syndrome

The scenario will be put back u p on the board and students will transition into the

activity. Materials will be handed out and students will cut out their chromosomes,

arrange them onto lined paper in the correct order and label each chromosome.

3. Evaluate: Once complete, the students will be responsible for writing a brief diagnosis to

report to the inquiring couple.

- How will you diagnose this fetus?

- How do you know?

Lesson Nine: Genetically Modified Organisms

Topic/Concepts:


26

- Students will understand that genetically modified organisms (GMOs) are genomes that are

altered using recombinant technology.

- Students will also be exposed to the different ethical issues surrounding biotechnology.

Materials:

- Computer access

- Debate Rubric

- Following websites:

i. http://www.brighthub.com/science/genetics/articles/23358.aspx

ii. http://www.wholefoodsmarket.com/values/

iii. http://www.monsanto.com/products/pages/biotechnology.aspx

- Three essential questions

i. What is a genome?

ii. What is a genetically modified organism?

iii. What is recombinant DNA/technology?

Procedures:

1. Engage: To start the lesson, students will read over the following scenario and explain

what they know about the topic and how they feel about GMOs.

In efforts to address world hunger in third world countries, the

United States Government has decided to invest in genetically

modified rice crops locally and export them to third world

countries suffering from famine and poverty. This is done by

inserting engineered proteins into the rice genome to improve

nutritional value.

2. Explore: After the students have reflected and provided their own thoughts and opinion

about the scenario, they are assigned to a certain group and asked to argue for or against

genetically modified organisms on behalf of the group they are representing.

i. Nutritionist

ii. Economist

iii. Representative of Monsato

iv. Local organic farmer

In doing so, students will research websites and/or any articles to develop their argument

and will be required to identified the possible arguments of the other groups. Each

individual student will be responsible for turning in the following sheet:

Topic:

http://www.brighthub.com/science/genetics/articles/23358.aspx

http://www.wholefoodsmarket.com/values/

http://www.monsanto.com/products/pages/biotechnology.aspx


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For/Against:

Representative group:

Fact 1:

Source: Expert Witness:

Fact 2:


Fact 3:


Fact 4:


In preparation for counter arguments:

Counter Argument: Rebuttal:



They will be told that a debate will follow where they will be graded on the following

rubric:

CLASSROOM DEBATE RUBRIC

Levels of Performance

Criteria 1 2 3 4

1.

Organization

and Clarity:

Viewpoints and

responses are

outlined both

clearly and

orderly.

Unclear in most

parts

Clear in some parts

but not over all

Most clear and

orderly in all

parts

Completely

clear and

orderly

presentation

2. Use of

Arguments:

Reasons are

Few or no

relevant reasons

given

Some relevant

reasons given

Most reasons

given: most

relevant

Most relevant

reasons given

in support


28

given to

support

viewpoint.

3. Use of

Examples and

Facts:

Examples and

facts are given

to support

reasons.

Few or no

relevant

supporting

examples/facts

Some relevant

examples/facts

given

Many

examples/facts

given: most

relevant

Many relevant

supporting

examples and

facts given

4. Use of

Rebuttal:

Arguments

made by the

other teams are

responded to

and dealt with

effectively.

No effective

counter-

arguments made

Few effective

counter-

arguments made

Some effective

counter-

arguments made

Many effective

counter-

arguments

made

5.

Presentation

Style:

Tone of voice,

use of gestures,

and level of

enthusiasm are

convincing to

audience.

Few style

features were

used; not

convincingly

Few style features

were used

convincingly

All style features

were used, most

convincingly

All style

features were

used

convincingly

3. Explain: Students will have access to the rubrics as they plan for their arguments to have

a clear understanding of what is expected of them. Following the debate, each group will

assess the other groups as a whole using the same rubric above. Once complete, the

rubrics will be given to each group to allow for immediate feedback from peers.

Final Assessment:

Assessing students on this unit will take on a more comprehensive approach as students

are assessed almost daily on their classroom activities, mini-projects, directed reading skills and

debate. Assessment in this sense takes the form of rubrics, levels of participation and completion

of work. There will be a more summative assessment administered following the DNA/RNA


29

subunit as this contains the foundation for the entire unit. It is imperative that students retain,

apply, synthesize and evaluate upcoming concepts that require a sound grasp of DNA/RNA. In

addition to this, the DNA/RNA subunit is challenging and difficult. With that said, a review day-

with use of response clickers- and a test day are factored into the unit.

The assessment’s format is multiple choice, matching, true/false and problem-solving. Two

separate forms are created; both containing a total of 25 questions (see sample test below).

Additionally, students are responsible for submitting their Unit notebooks that contain notes

taken during the class, vocabulary, video-clip questions and any other classroom activities. This

is also assessed. In doing so, students are responsible for submitting their notebooks with a table

of contents and need to be ordered correctly and organized.

DNA/RNA Test B

Multiple Choice: Choose the best answer.

1. To fit into the tiny nucleus of the cell, the long DNA strand must:

a. shrink b. break c. coil

2. What is the organelle found in the cell that provides the site for making protein?

a. ribosome b. nucleus c. endoplasmic reticulum

3. A Nucleotide consists of:

a. nitrogen base b. sugar, phosphate and a nitrogen base c. sugar and phosphate

4. The backbone of a DNA and RNA strand is made up of:

a. sugar, phosphate and nitrogen base b. sugar c. sugar and phosphate

5. Nitrogenous bases are bound together by:

a. covalent bonds b. nitrogen bonds c. hydrogen bonds

6. What is the official name for DNA?

a. Ribonucleic Acid b. Deoxyribonucleic Acid c. DoNotAnswer

7. DNA provides instructions for making what?

a. Ribosomes b. Carbohydrates c. Proteins

8. Ribonucleic acid is the official name for:

a. RNA b. DNA c. CJA

9. _______________ and _________________ were first responsible for identifying the structure of

DNA.

a. Watson & Crick b. Topping and Hughes c. Mendel & Darwin

10. How many bases make up a codon?

a.4 b. 3 c. 2

11. The process occurring in the nucleus where a complimentary RNA strand is created is known as:

a. Transcription b. Replication c. Translation

12. What would be the complimentary DNA strand for ATTCAG?

a. ATTCAG b. UAAGUC c. TAAGTC


30

13. The tRNA anticodon for the DNA template strand ATGCCCTAG would be?

a. AUGCCCUAG b. UACGGGAUC c. ABCDEFGHIJK

14. The process that results in two identical DNA molecules is known as the process of:

a. Translation b. Transcription c. Replication

15. Protein is made up of a chain of:

a. amino acids b. enzymes c. DNA

Match the correct letter on the right with the term on the left.

16. tRNA a. Transcribes the message of DNA and takes this message from inside the

nucleus out into the cytoplasm.

17. rRNA b. Has a very specific structure that binds an amino acid at one end and the

mRNA at the other end.

18. mRNA c. Located inside of the ribosomes where proteins are assembled.

Questions 19 & 20:

Using the Codon Wheel above:

19. The DNA base sequence, TAC, codes for which amino acid?

a. Stop b. Methionine c. Tyrosine

20. The mRNA base sequence, CCA, codes for which amino acid?

a. Proline b. Glycine c. Histidine

True/False: Identify whether the statement below is true or false.


31

21. The process where amino acids are assembled into chains within ribosomes is known as

translation.

a. True b. False

22. Only DNA contains nucleotides.

a. True b. False

23. Transcription results in a new DNA strand.

a. True b. False

24. RNA aids in protein synthesis.

a. True b. False

25. DNA replication involves the enzyme DNA polymerase

a. True b. False

Extra credit: Chose one question and provide a written answer.

a. The buffer in our DNA extraction lab had two specific functions. What were they?

b. What two bases are considered Purines and what two bases are considered Pyrimidines.

Resources

U.S. Department of Energy, Human Genome Project. (2003). Genetic disease profile: sickle cell anemia

Retrieved from genomics.energy.gov

DNA. Standard Deviants

1996 Retrieved March 23, 2011, from

Learn360: http://www.learn360.com/ShowVideo.aspx?ID=144865

Knauft, D. (2004). Strawberry dna extraction. Unpublished raw data, College of Agricutural and

Environmental Sciences, University of Georgia, Georgia. Retrieved from

http://www.uga.edu/discover/sbof/index.htm

Mitosis. Standard Deviants

1996 Retrieved March 23, 2011, from

Learn360: http://www.learn360.com/ShowVideo.aspx?ID=144851

Lesson plans inc. . (2007). Retrieved from http://www.lessonplansinc.com/

Postlethwait, J.H, & Hopson, J.L. (2006). Modern biology. Austin, Texas: Holt, Rinehart and Winston.




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Documents

Unit Plan: Genetics Biology 9-12