MODEL TITLE - University of Notre Dame



Module 9: GeneticsEssential Questions(Indiana standards guides in parentheses-see below for script)Why are offspring different from their parents? How does that happen? (7.1, 7.2, 6.4, 6.5)Are all traits inherited the same way? (7.1, 7.2)Can we predict the possible outcome of a cross between two organisms? (7.1, 7.3)What tools do geneticists use to study inheritance patterns? What is the process that allows organisms to reproduce sexually? (6.4)Student Learning Objectives*In order to answer the above essential questions, students should be able to:1. Interpret Punnett squares (monohybrid only) to predict inherited outcomes. ?Determine parental genotypes based on offspring ratios.2. Understand that dominant alleles mask recessive alleles.3. Explain how some traits are controlled by more than one pair of genes. Recognize this pattern of inheritance is identified by the presence of a wide range of phenotypes such as: skin, hair, and eye color.4. Make predictions based on a variety of different inheritance patterns including dominance, codominance, incomplete dominance, multiple alleles, and sex-linked traits.5. Describe and model the process meiosis; including type of reproduction (asexual or sexual), replication and separation of DNA and cellular material, changes in chromosome number, number of cell divisions, and number of cells produced in a complete cycle.6. Explain the role of meiosis in sexual reproduction leading to genetic variation. (Law of Independent Assortment)7. Examine additional sources of genetic variation in sexually reproducing organisms including crossing over, law of segregation, nondisjunction, and fertilization.8. Interpret various tools used in genetics.Indiana StandardsExplain the cellular processes that occur to generate natural genetic variations between parents and offspring. (B.6.4, B.6.5)SCI.B.6.4 2010 Describe and model the process of meiosis and explain the relationship between the genetic make-up of the parent cell and the daughter cells (i.e., gametes).SCI.B.6.5 2010 Explain how in sexual reproduction that crossing over, independent assortment and random fertilization result in offspring that are genetically different from the parents.Explain how the genetic information from parents determines the unique characteristics of their offspring. (B.7.1-.5)SCI.B.7.1 2010 Distinguish between dominant and recessive alleles and determine the phenotype that would result from the different possible combinations of alleles in an offspring.SCI.B.7.2 2010 Describe dominant, recessive, codominant, sex-linked, incompletely dominant, multiply allelic and polygenic traits and illustrate their inheritance patterns over multiple generations.SCI.B.7.3 2010 Determine the likelihood of the appearance of a specific trait in an offspring given the genetic make-up of the parents.Essential vocabularyPunnett squareRatioProbabilityPhenotypeGenotypeMonohybridHeterozygousHomozygousActual ResultsHomologous PairsPredicted ResultsPedigreeCarrierSex LinkedKaryotypeAutosomeSex ChromosomeTrisomyDominant Law of SegregationLaw of Independent AssortmentRecessiveIncomplete DominantCodominantMultiple AllelePolygenicMeiosisCrossing OverHaploid, nDiploid, 2nTetradPhases for MeiosisZygoteFertilizationGameteOocyteSpermatocyteNondisjunctionSequence Timing ~18 - 21 days (timing is based on 55-minute periods)Meiosis Pre-Quiz [.5 day]Mitosis and Meiosis Comparison Lab [.5 day]Meiosis Internet Activity [1 day]Meiosis Foldable [1 day]Pipecleaner Lab [1 day]Meiosis Post-Quiz [.5 day]Mendelian Genetics Prequiz [.5 day]Paradigm Activity - Human Traits Survey [1 day]Inheritance Patterns Vocabulary Puzzle Pieces [1 day]Genetic Predictions [1 day]Spongebob Genetics Lab [1 day]Probability Pennies Lab [2 days]Incomplete Dominance and Codominant Traits [1 day]Multiple Allelic Traits [1 day]Polygenic Genes and Fingerprints [1 day]Mendelian Genetics Post-quiz [.5 day]Reading: Hemophilia [1 day]Thacker Family Pedigree [1 day]Human Karyotypes [1 day]Post TestInstructional Notes:*These activities can be modified to suite your classroom needs.Meiosis1. Meiosis Pre-Quiz [.5 day]2. Mitosis and Meiosis Comparison Activity [.5days]*This activity targets Learning Objective 5 & 6MaterialsStudent TextbooksWhiteboardsPre-activity Discussion:1. What happens during mitosis?2. Is it different in different kinds of cells?Instructions1. They have little to no prior knowledge about Meiosis, direct students to pictures in textbooks or project a picture through LCDs.2. Have students brainstorm a list of new vocab words from the images. Display these in an area the whole class can see them.3. Student will break up into groups, whiteboard: compare and contrast Mitosis vs. Meiosis. Post-activity Discussion1. Once students have completed the task, hold a boardroom meeting.2. Discuss essential vocabulary that was missed by students.3. Meiosis Computer Activity [1day]*This activity targets Learning Objective 5, 6, & 7MaterialsComputer LabStudent WorksheetPre-activity Discussion1. None is requiredInstructions1. Five websites will be utilized wgbh/nova/baby/2. There is a student handout with follow along questionsPost-activity Discussion1. What is the outcome of meiosis?2. What are the similarities and the differences between mitosis and meiosis?3. Why are mitosis and meiosis similar?4. Meiosis Foldable [1day]*This activity targets Learning Objective 5 & 6MaterialsBlank Computer Paper Teacher Background1. Students will utilize this foldable to create their own visual and descriptive study guide for the phases of meiosis. Students will also utilize this foldable to identify the differences between meiosis I and meiosis II.Pre-activity Discussion1. None is required unless no prior discussion about meiosis has taken place.2287905239395Cytokinesis IITelophase IIAnaphase IIMetaphase IIProphase IITelophase I/Cytokinesis IAnaphse IMetaphse IProphase IInterphaseMeiosis00Cytokinesis IITelophase IIAnaphase IIMetaphase IIProphase IITelophase I/Cytokinesis IAnaphse IMetaphse IProphase IInterphaseMeiosisInstructions1. Students should begin with 3 pieces of unlined computer paper. Have the students fold all the pieces of paper in half lengthwise (“hot dog” style) and then cut the papers in half along this fold. 2. Students should then take the 6 halved pieces of paper and place one paper on top of the other, with approximately ? inch separating each piece. 3. Students should then fold the bottom of the foldable up towards the middle to create a continuous ? inch space between each layer. *An example of the foldable layers is shown.4. Once the template has been created, students should then provide the following information under each category. a. Written description of all activities that take place during this portion of meiosis.b. A detailed drawing of the cells during each part of meiosis. All visible cell structures should be labeled.c. Students should identify whether the cell is diploid or haploid for each part of meiosis.Post-activity Discussion1. Upon completion of the foldable, have students compare their own foldables with the foldables of other students in the class. 2. Give students the opportunity to discuss with their peers possible details they may have forgotten or done incorrectly and make the appropriate changes.3. What is this process called if it is forming sperm cells? Egg cells?5. Lab: Pipe Cleaner [1day]*This activity targets Learning Objective 5, 6, & 7MaterialsCreate Baggies of chromosomes for each lab group. Use pipe cleaners to represent the chromosomes. Each baggie should contain:2 large green chromosomes2 medium green chromosomes2 short green chromosomes2 large white chromosomes2 medium white chromosomes2 short white chromosomes2 large red chromosomes2 medium red chromosomes2 short red chromosomes2 large black chromosomes2 medium black chromosomes2 short black chromosomes** Make sure chromosomes are cut to identical lengths; this helps to assure that students can form homologous pairs.Pre-activity Discussion1. Ask students the following questions: Why do cells need to divide? What are some ways in which cells divide? What do cells need to do before they divide? Why do they need to do this? How are new organisms produced? Which type of cell division is necessary to make new organisms? 2. Remind students that homologous pairs do not need to always be matching colors and lengths; they only need to be made of matching lengths.Instructions1. Students follow the instructions on the lab handout.2. The teacher checkpoints during the lab can be removed for higher-level students or to allow students more freedom to learn the process. The checkpoints will help facilitate students modeling the meiosis process correctly. Post-activity Discussion1. Why is it necessary for meiosis to half the number of chromosomes in a daughter cell?2. Discuss the comparison between meiosis to mitosis, including the steps involved and the outcomes.3. Ask student to demonstrate crossing over. Discuss the impact crossing over has on genetic variation.4. Use pipe cleaners to demonstrate Law of Segregation and Law of Independent Assortment6. Meiosis Post-Quiz [.5 day]*use the same quiz from activity 17. Prequiz [.5 day]Mendelian Genetics:8. Paradigm Activity - Human Traits Survey [1 day]*This activity targets Learning Objective 2Materials“An Inventory of My Traits” worksheetsPre-activity discussion1. We are all humans, just look around. We are all different or vary in some way. Why? Students should whiteboard their answers.2. Hold a Board Meeting to discuss the answers given by studentsInstructions1. Students will take the survey2. Collect data from the classroom3. Graphing data individuallyPost-activity discussion1. Why are people different?2. What causes these variations among individuals?3. Are there similarities in individuals?4. How do you think these similarities and differences relate to your families?5. What is dominant vs. recessive? Which are dominant? Which are recessive?6. Identify any traits that you share with your mother or father.7. Can you make any connections to concepts we have learned earlier this year, or that you have learned in the past?8. What do you think this next unit will focus on?9. Inheritance Patterns Vocabulary Puzzle Pieces [1 day]*This activity targets Learning Objective 2MaterialsInheritance Patterns Vocabulary Puzzle PiecesPre-activity discussion1. Do you think that are traits that are not just dominant or recessive?2. Do all traits are inherited in the same way? 3. What are the obvious and significant differences between various inheritance patterns?Instructions1. Pass out puzzle pieces to each pair.2. Have the student pairs use the vocabulary to create a whiteboard containing information on puzzle pieces.3. Students will then share this information in a board meeting.4. Students will make corrections to the whiteboards during the board meeting.5. After every group has presented, students will post their whiteboards around the classroom.6. Each student will go to each whiteboard and copy the information from each whiteboard into their biology notebooksPost-activity discussion1. How does this information change your thoughts on how traits are inherited?2. Even though inheritance patterns differ, can this information still be predicted? 10. Genetic Predictions [1 day]*This activity targets Learning Objective 2 & 4MaterialsPunnett Square WorksheetPre-activity discussion1. Can we predict the outcome of a cross between two organisms?2. Demonstrate Punnett Squares and Phenotypic / Genotypic RatiosInstructions1. Students should be given time to work through the Punnett Square worksheet. Ask them to attempt to include the ratios.2. When students have completed the Punnett Square worksheet, they should move to pairs or groups, depending on how you would like to structure whiteboarding of practice problems in your classroom.3. Pair/group should be given a Punnett Square problem. You may give two groups the same problem and have a dueling whiteboard session, or you may give each group a problem and have a presentation session. 4. Following each whiteboard probing questions should be asked regarding the whiteboards. Post-activity discussion1. Did you accurately predict the right outcomes?2. If the crosses were done repeatedly in real life, would you see the same actual results 100% of the time?3. How can a Punnett square be used to determine ratios?11. Spongebob Genetics Lab [1 day]*This activity targets Learning Objective 1, 2, & 4MaterialsBikini Bottom worksheetPre-activity discussion1. Review necessary working vocabulary.Instructions1. Have students work in groups to complete the Bikini Bottom Genetics problems.2. Assign each group a portion of the worksheet to whiteboard and present to the class.Post-activity discussion1. Have students present the whiteboards.2. Ask students what surprised them about Spongebob’s genetics. 3. Refer to the misconceptions. Help students discover the error in the misconception. For example, “Why is blue always recessive?” “When Squidward gets married, whose genes will get expressed in their offspring, and why?”Extension to evolution1. Through a mutation, which causes a different phenotype, one of Spongebob and Susie’s offspring (SpongeLarry) has the ability to get oxygen from air in addition to from the water. *Let A = non-air breathing and a = air-breathing. Some possible prompts for whiteboarding:a. Explain how SpongeLarry got his phenotype.b. If SpongeLarry finds a sweetheart who is aa, explain the advantage they would have by moving away from Bikini Bottom to live on Bikini Beach.12. Probability Pennies Lab [2 days] *Two Options: *This activity targets Learning Objective 1 & 4a. Probability in Genetics Lab – includes dihybrid crosses.b. Penny Probability – with monohybrid crosses only.MaterialsPreferred Lab HandoutsPre-activity discussion1. Review necessary working vocabulary.Instructions1. See handout for instructions.Post-activity discussion1. Have students whiteboard the answers to the questions of the activity you choose.13. Incomplete Dominance and Codominant Traits [1 day]*This activity targets Learning Objective 4MaterialsPhotograph of red, pink, and white snapdragons (find your own pictures) Photograph of white, black, and Barred Rock chickens (find your own pictures).Pre-activity discussion1. Remind students about dominant and recessive inheritance patterns. 2. Is inheritance always that simple?Instructions1. Give students both sets of photos. Ask students to make a list of differences they observe. 2. Hold a board meeting for students to share their observations.3. Discuss the patterns of incomplete dominance and codominance. (Give a clear definition of the two.) 3. Ask them to distinguish which organism represents these new patterns. Students should include possible Punnett square to support their opinions. Post-activity discussion1. Introduce students to the correct notation method for incomplete dominance.2. Ask them to reexamine their student traits inventory. Are there any traits that appear to follow these new types of inheritance patterns.14. Multiple Allelic Traits*This activity targets Learning Objective 4MaterialsSimulated Bloody Typing KitPre-activity discussion1. Does anyone know how many blood types are possible for humans? Can you name them?2. In small groups attempt to answer the following: keeping in mind the previous inheritance patterns, explain how this is possible.Instructions1. Follow the instructions included in the kit.Post-activity discussion1. Why would it be important to understand why there are multiple types of blood?15. Polygenic Genes and Fingerprints*This activity targets Learning Objective 3 & 4MaterialsIndex cards#2 pencils1” transparent tapeStudent data sheetsPre-activity discussion1. Familiarize students with the three basic types of fingerprints.2. Demonstrate how to find the tri-radius3. Demonstrate how to take the fingerprintInstructions1. Take fingerprints for all 10 digits2. Identify the type of fingerprint.3. Locate the tri-radii4. Count ridges, record dataPost-activity discussion1. Students calculate total ridge count. Discuss how genes influence the ridge count.2. Students calculate their number of additive genes.16. Mendelian Post-quiz [.5 day] *use pre-quizOther Genetic Tools:17. Reading: Hemophilia *This activity targets Learning Objective 8Materials“Hemophilia: The Royal Disease” handoutExtension: Extended Hemophilia PedigreePre-activity discussion1. Discuss how some traits are inherited on the x-chromosome and why this is important.2. Discuss the symbols associated with a pedigree.Instructions1. Have students read and answer the questions that are embedded within the reading.2. Then whiteboard answers.Post-activity discussion1. Hold a board meeting to discuss sex-linked traits.Extension to evolution1. Show the extended pedigree of the English royal family and discuss how the surviving portion of the family is not affected by the disorder.2. Tie this in to natural selection, and talk about how a deletion mutation can cause an individual to contribute less to the gene pool.biology.clc.uc.edu18. Thacker Family Pedigree*This activity targets Learning Objective 8Materials “The Thacker Family: Constructing a Pedigree” readingPre-activity discussion1. Review pedigree symbols and the basics of constructing a pedigree.2. Remind students of some key vocabulary terms.Instructions1. Have students read the family history and, in groups, whiteboard the questions at the end.Post-activity discussion1. Have a board meeting and encourage students to discuss their understanding of pedigrees.19. Human Karyotypes*This activity targets Learning Objective 8MaterialsKaryotype cut-and-paste pages from Human Karyotyping ActivityBlank paperScissorsGlue/tapePre-activity discussion1. Have a discussion on the problems that can occur during meiosis leading to chromosomal errors.Examples: Occasionally chromosomal material is lost or rearranged during the formation of gametes or during cell division of the early embryo. Such changes, primarily the result of nondisjunction or translocation, are so severe that the pregnancy ends in miscarriage – or fertilization does not occur at all. It is estimated that one in 156 live births have some kind of chromosomal abnormality.Instructions1. It is recommended to use only the Chromosomes “Set A,B,C,D” pages. OR to copy them off with the “Normal” label obscured. It may also be beneficial to obscure the “Y” label on any of the pages.2. Give the students the cut-and-paste page and have them cut out and organize the chromosomes by homologous pairs on the blank page. Label the sex chromosomes.Post-activity discussion1. Have students whiteboard the answers to these discussion questions: a. Is your person male or female? How did you know? b. Describe any abnormalities. c. In your opinion, is karyotyping ethical? Justify your answer. d. Hold a board meeting to share and discuss answers.20. Post Module Exam [1 day]Additional ActivitiesMore pedigreesMaterialsPedigree Scenarios, cut into slips for each groupPre-activity discussionReview the Thacker Family pedigree. Ask leading questions to help students realize what patterns of heredity helped them determine that polydactyly was a dominant trait. Also, get them to conclude what patterns would indicate a recessive or sex-linked trait. InstructionsAssign groups of students to read and complete the different pedigrees. Have them present their pedigrees on whiteboards, labeling only as Scenario I, II, etc. without the names of the disorder. Teacher circulates and asks leading questions to be sure that students are coming to the correct conclusion of the inheritance pattern represented by their scenario.Have students display their whiteboards and then have students identify the inheritance pattern represented by each whiteboard.Post-activity discussionAfter students have identified inheritance patterns, discuss the similarities and differences between the inheritance patterns. Each group should share the correct answer to their scenario to be sure that the class was correct.Dihybrid Spongebob Genetics Lab [1 day]MaterialsBikini Bottom – Dihybrid Crosses worksheet from Pre-activity discussionSuggest that all organisms have more than one trait. We can show that on a Punnett square.InstructionsHave students work in groups to complete the Bikini Bottom – Dihybrid Crosses Genetics problems.When they are almost done, assign each group a portion of the worksheet to whiteboard and present to the class.Post-activity discussionWas there any combination of traits that did not show up together? Which ones appeared more often? Discuss ratios.Misconceptions*Daughters inherit most of their characteristics from their mothers.*Boys inherit most of their characteristics from their fathers.*Variation between species is a result of adaptation to environment instead of inheritance.*Transmitted characteristics are acquired during the life time of the animal.*Individuals can adapt to a changing environment. These adaptations are heritable.*Students do not understand the relationship between DNA, genes, and chromosomes*One parent contributes genes for some characteristics, while the other features come from the other parent.*Inherited traits are blended, but the male parent's characteristics are stronger in expression or always dominant.*Animals consciously plan their reproductive strategies. *If there are three alleles in a population, an individual may have three alleles. *Dominant alleles are generally the most frequently occurring alleles in a population. *If a trait is genetically controlled it can't be influenced by the environment. *Dominant alleles are the most desirable ones. ................
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