GENETICS

Knowledge and Skills

MAJOR CONCEPTS
Mendelian genetics Punnett Squares Sex-linked traits Genetic disorders DNA and RNA structures Protein synthesis Genetic mutations Genetic engineering

PREREQUISITE KNOWLEDGE
Cell organelles Organic molecules Chromosomes Meiosis Organism inherit their traits from their parents

VSC CONTENT LEARNING GOALS

3.1.1 The student will be able to describe the unique characteristics of chemical substances and macromolecules utilized by living systems. Assessment limits proteins (organic molecule; amino acids are building blocks; structural and functional role, including enzymes) nucleic acids (organic molecule; nucleotides are building blocks sugar, phosphate, & nitrogen bases; DNA is a double helix, RNA is a single strand; DNA replication; DNA role in storage of genetic information) 3.3.2 The student will illustrate and explain how expressed traits are passed from parent to offspring. Assessment limits phenotypes (expression of inherited characteristics) dominant and recessive traits sex-linked traits (X-linked only; recessive phenotypes are more often expressed in the male) genotypes (represented by heterozygous and homozygous pairs of alleles) Punnett square (use to predict and/or interpret the results of a genetic cross; translate genotypes into phenotypes - monohybrid only) pedigree (use to interpret patterns of inheritance within a family) 3.3.3 The student will explain how a genetic trait is determined by the code in a DNA molecule. Assessment limits definition of gene (a segment of DNA that codes for a protein or RNA) sequence of nitrogen bases directing protein formation (role of DNA, mRNA, tRNA, rRNA) proteins determine traits 3.3.4 The student will interpret how the effects of DNA alteration can be beneficial or harmful to the individual, society, and/or the environment. Assessment limits mutations chromosome number (abnormalities) genetic engineering (gene splicing, recombinant DNA, cloning)

VSC SKILLS AND PROCESSES LEARNING GOALS

1.1 The student will explain why curiosity, honesty, openness, and skepticism are highly regarded in science. Page 1 Modified for Department of Homeland Security Integration Biology Lesson by: J. Enrico & R. Alberca

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(1)The student will identify meaningful, answerable scientific questions. (2) The student will modify or affirm scientific ideas according to accumulated evidence. 1.2 The student will pose scientific questions and suggest investigative approaches to provide answers to questions. (1) The student will identify meaningful, answerable scientific questions. (6) The student will identify appropriate methods for conducting an investigation (independent and dependent variables, proper controls, repeat trials, appropriate sample size, etc.). (7) The student will use relationships discovered in the lab to explain phenomena observed outside the laboratory. 1.3 The student will carry out scientific investigations effectively and employ the instruments, systems of measurement, and materials of science appropriately. (2) The student will recognize safe laboratory procedures. 1.4 The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication. (1) The student will organize data appropriately using techniques such as tables, graphs, and webs. (for graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate intervals, independent and dependent variables on correct axes, appropriate title) (2) The student will analyze data to make predictions, decisions, or draw conclusions. (3) The student will use experimental data from various investigators to validate results. (4) The student will determine the relationships between quantities and develop the mathematical model that describes these relationships. 1.5 The student will use appropriate methods for communicating in writing and orally the processes and results of scientific investigation. (1) The student will demonstrate the ability to summarize data (measurements/observations). (6) The student will read a technical selection and interpret it appropriately. (8) The student will describe similarities and differences when explaining concepts and/or principles. 1.6 The student will use mathematical processes. (1) The student will use ratio and proportion in appropriate situations to solve problems. 1.7 The student will show that connections exist both within the various fields of science and among science and other disciplines including mathematics, social studies, language arts, fine arts, and technology. (1) The student will apply the skills, processes and concepts of biology, chemistry, physics, or earth science to societal issues. (2) The student will identify and evaluate the impact of scientific ideas and/or advancements in technology on society.

BIG IDEAS ESSENTIAL QUESTIONS

Page 2 Modified for Department of Homeland Security Integration Biology Lesson by: J. Enrico & R. Alberca Genetic information is passed from one generation to another allowing for both continuity and variation. All living things contain DNA.

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How are traits passed from parents to offspring? What is the molecular basis for inheritance? How does sexual reproduction affect variation? What is the relationship between DNA, proteins and traits? How do new developments lead to new technologies in genetic engineering? What is the ultimate outcome and significance of meiosis?

CONCEPTUAL UNDERSTANDINGS
Identify the three laws of heredity: dominance, independent assortment, law of segregation Identify phenotypes as the expression of inherited characteristics (identify phenotype given a genotype) Compare genotype and phenotype Explain the difference between an allele, gene, and chromosome Explain how probability is used to predict the results of genetic crosses Use a Punnett square to predict the results of monohybrid crosses Explain how a testcross is used to show the genotype of an individual whose phenotype is dominant Describe how mutations can cause genetic disorders Identify genetic disorders and describe their causes and symptoms Explain the role of sex chromosomes and sex determination Describe how sex linkage effect the inheritance of traits Show how pedigree analysis can be used to illustrate the inheritance of traits Explain the principle function of DNA Describe the structure of a DNA molecule (double helix, complimentary based paring) Summarize the process of DNA replication Compare the structure of RNA and DNA Describe the structure and function of each type of RNA Summarize the process of transcription and translation (protein synthesis) Distinguish between a codon and anticodon Describe current trends in genetic engineering (gel electrophoresis, DNA fingerprinting, cloning, gene splicing)

COMMON STUDENT MISCONCEPTIONS

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There is usually some confusion between genotype and phenotype. Acquired characteristics can be inherited. Students do not understand both parents contribute genes for each characteristic. They believe that one parent contribute genes for some characteristics, while the other features come from the other parent. Students believe that inherited traits are blended, but the male parent's characteristics are stronger in expression or always dominant. Some students think that boys get their traits from their dad and girls get their mom.

VOCABULARY
Adenine Allele Anticodon Biometrics (traits) Codon Cytosine DNA Dominant Gene Genotype Guanine Heredity Heterozygous Homozygous Independent assortment Monohybrid Pedigrees Phenotype Probability Punnett square Recessive Replication RNA Segregation Sex chromosomes Sex-linked Test cross Thymine Trait Transcription Translation Uracil

Human DNA is unique and very different from other organisms.

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Suggested Learning Strategies

LEARNING ACTIVITIES AND STRATEGIES Objectives: 5 E Lesson Plan Engagement

Students will be able to demonstrate understanding on the inheritance pattern of organism based on finger printing analysis and link its importance to Department of Homeland Security.

Description
An Inventory of My Traits - Survey Students will answer the survey of their own traits by answering the inventory sheet. Fingerprint Pattern Analysis

Materials/Resources
Paper & page 12 of the link below http://www.usc.edu/org/coseewest/AprilLectureMaterials/Activities/AnInv entoryofMyTraits.pdf http://www.tip.duke.edu/independent_lear ning/cdrom_courses/clues_interactive.swf

Students use the interactive fingerprint pattern analysis and identify each given fingerprint. This is in connection with the engagement activity that traits are unique.

Exploration

Whats Your Fingerprint Like? (Job 1) Students make their own thumb print and identify their own pattern and everyones fingerprint will be part of the class database. Whose Fingerprint Is It? (Job 2-4) Students do the fingerprinting activity of determining a latent (hidden) fingerprint by following the procedures.

Black ink pads (washable ink) Rolls of clear sticky tape Pieces of black card, approx. 10cm x 10cm Pieces of clean glass (use propanone for cleaning) Talcum powder Hand lenses Fingerprint Record Sheets Fingerprint activity taken from the website: http://www.creativechemistry.org.uk/activities/documents/fing erprints.pdf PowerPoint Presentation combined from links below: www.dellpassovoy.com/DNA%20Notes.ppt https://docs.google.com/present/view? id=dfh23k67_2072gvpsczzh

Explanation

Why Are Fingerprints Important? Students answer this open-ended question. Why Are Fingerprints Unique? Teacher Input: PowerPoint Presentation on DNA Why fingerprinting is one of the concern of the DHS?

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What is Biometrics? (Teacher input) Students are assigned roles as the computer, the person being described and the describer and the teacher facilitates the computer process of recognition from an input and retrieval of data for identification. Scenario: The computer is blindfolded while the describer tells certain description of a student, then after wards the computer would try to determine who it was among his/her classmates. Strategy adapted from DHS professional development speaker.

Extension

Evaluation

Challenge: Create a short video presentation on the Use guides from the DHS workshop on relevance of biometrics at the Department of vodcasting and podcasting.

Homeland Security to you as a student and as a US citizen. Think in a broader perspective. Why is a fingerprint NOT enough for identification and security of US homeland?

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DIFFERENTIATIONS/ACCOMODATIONS
Resource Student Give the student extra processing time and individual instruction. Have support personnel or volunteers help with lab assignments. Reduce the number of concepts needed to master. Pair students according to levels of difficulty with the more able ones. Maintain a work folder. Verbatim reading directions. Provide page guide for the acitivities. English Language Learner Allow the student to study science concepts with an ELL assistant during supplemental instruction outside of class. Pair the student with others during project/lab work when the language load indicates a necessity. Have the student prepare materials in the students first language. Virtual lab wet lab dry lab Literacy strategies- guided notes, 2 column notes, anticipation guides, PowerPoint lecture Cornell Notes Frayer concept maps Graphic Organizershttp://www.everythingesl.net/inservices/graphic_organizers.php BINGO Card Maker (and Tic Tac Toe too) http://teachers.teach-nology.com/web_tools/materials/bingo/ Links to create puzzles (by you or your students) http://school.discovery.com/customclassroom/userguide/puzzlemaker.html

BSCS: A HUMAN APPROACH

Page 7 Chapter 11Continuity of Information through Inheritance Page 420, Lab activityGame of Chance Page 428, Lab activityInheritance of One Trait Page 432, Lab activityMeiosis Chapter 12Gene Action Page 452, Lab activityModeling DNA Page 476, EssayCloning Page 492, EssayPhenotype and Genotype Page 512, EssayDNA Modified for Department of Homeland Security Integration

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Additional Resources

Page Page Page Page

519, 524, 527, 530,

EssayMutations EssayRNA EssayProtein Synthesis EssayManipulating Genetic Material

BIOLOGY, PRINCIPLES & EXPLORATIONS

Chapter 7Mendel and Heredity Page 162, LabMonohybrid Crosses Chapter 8DNA: The Genetic Material Chapter 9Gene Expression Page 200, LabDNA and Proteins Chapter 10Gene Technology

ADDITIONAL WEB REFERENCES

Pedigree Investigator http://teach.genetics.utah.edu/content/addiction/pedigreeinv.html Dolan Learning Center http://www.dnaftb.org/dnaftb/ Whats Your Disorder Project http://www.sunnysidescience.com/genetic_disorder_project.htm List of Genetic Activities- http://www.nclark.net/Genetics My Science Box - http://www.mysciencebox.org/geneticsbox Variety of Activities - http://www.science-class.net/Biology/Genetics.htm Parenthood Lab - http://faculty.valenciacc.edu/tklenk/labs/newfacelab.pdf Virtual DNA Extraction- http://learn.genetics.utah.edu/content/labs/extraction/ Variety of Activities- http://www.nclark.net/DNA_RNA DNA Fingerprinting - http://www.horton.ednet.ns.ca/staff/selig/handouts/bio12/molgen/dnafinger.pdf Paper Plasmid Splicing http://www.horton.ednet.ns.ca/staff/jfuller/selig/labs/bio12ap_adv/eBioPaperPlasmid.pdf Lets Clone a Mouse http://teach.genetics.utah.edu/content/tech/cloning/clonemouse.html Animation Paternity Testing - http://www.sumanasinc.com/webcontent/animations/content/paternitytesting.html

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