WHAT MAKES YOU THE SAME AS YOUR NEIGHBOR, SIMILAR TO YOUR PARENTS, YET TOTALLY UNIQUE?

A 10TH GRADE GENETICS & HEREDITY INQUIRY

MEGHAN K. LENA ANTIOCH UNIVERSITY NEW ENGLAND SPRING 2013

CONTENTS
Dear Teacher Student Introduction Macro The Devil is in the Details Challenge Board Unit Assessment Rubric Micro Lesson: What Do You and a Library Have in Common? GeneSprouts Investigation GeneSprouts Rubric Micro Lesson: How do you inherit things that arent in a will? Micro Lesson: What are the Chances? Micro Lesson: Chimparades Micro Lesson: Which Fish Crawled onto Land First? Micro Lesson: Be the Bee Micro Lesson: Can a Mutant be a Good Thing? Micro Lesson: How Can a Cell Behave Like a Sociopath? Micro Lesson: Can You Make Bacteria Glow? Micro Lesson: What Would You Do? Micro Lesson: Flex Day Micro Lesson: The Great GMO Debate Unit Exam Self-assessment form VT Science Standards 3 6 9 10 12 13 14 22 24 25 29 31 33 37 39 45 51 54 58 59 63 65 66

May 2013

Dear Teacher,
This curriculum is the result of a semester-long project that has tested my creativity, patience, time management and critical thinking skills. I hope my efforts have resulted in transforming the topic of genetics and heredity into an innovating, and engaging inquiry. It is my ultimate hope that when implemented this curriculum will continue to grow while providing opportunities for students to see genetics at work in the world around them. BOTTOM LINES I want my curriculum to provide every student with what they need to construct a meaningful and lasting learning experience. As such, I have tried to stay true to these elements: Problem-solving skills: students solve problems that uncover the concept Uncovers misconceptions: starting with misconceptions allows real learning to occur Real-world relevance: students apply concepts to the real world & learn about current research discoveries Personal: students self-reflect on the information, on their own process of learning & performance Open: curriculum is authentic, dynamic, & adaptable Scaffolding: curriculum provides support, structure, and guidance Engaging: student curiosity sparks engagement THE CURRICULUM1 The ultimate goal of my month-long curriculum is for students to walk away with an understanding of the patterns of inheritance for traits, using the principles of Mendelian and molecular genetics, the role of genetics in evolution and species resiliency, and the application of biotechnology in modern society and the ethical and moral dilemmas associated with it. I have designed the curriculum with the assumption that students have been exposed to: - DNA structure, nucleotides, base pairs, and bonds - Function: how DNA is replicated, and the role of enzymes - RNA and DNA transcription
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Notes intended for the teachers eyes only are indicated in red font

If the students have already been exposed to DNA structure and replication, I believe that they will be in a good place to start investigating genes, genomes, genetics, and heredity. MAKING SENSE OF THE MACRO: UNIT VISION & SEQUENCE WEEK 1: DNA, genomes & meiosis The first week of the unit is framed by the question: how can something so small (DNA) create an infinite number of possibilities? The unit will start with an activity that gets the students thinking about the pieces that make up the whole, we then move on to the notion of genetic complexity (i.e. does the size of an organisms genome makes it bigger, better, or stronger than another?). The latter part of the first week is based around learning about meiosis and sexual reproduction, delving briefly into how selection leads to variation. I tried to introduce these concepts without getting lost in vocabulary. We will also begin the GeneSprouts Investigation activity, which will wind its way through the unit. The purpose of this investigation is for students to refine their scientific inquiry skills by investigating inheritance through the expression and repression of observable traits in a fast-producing plant called Brassica Rapa. WEEK 2: Inheritance In the second week of the unit, we will learn about how we acquire traits from our parents. We will learn about dominant and recessive genes, homologous and heterozygous pairs and gene expression. WEEK 3: Evolutionary implications of genetic variation, mutations and cancer In the third week of the unit, students will learn how environmental conditions, pathogen exposure, mutations, and cellular mistakes impact genetic variation and evolution of species. Well look at Lamarck and Darwin, how exposure to pathogens can make organisms resistant to them, why were 99% similar to chimpanzees but so very different, types of mutations and why cancer behaves like a sociopath. The GeneSprouts investigation will continue through week three, as the students will need to be vigilant about controlling the variablestheyll need to make sure that new buds get clipped to avoid additional pollination between plants, but once they pollinate, its a waiting game until the seeds can be harvested. WEEK 4: Modern science, genetic manipulation, ethics and genetically modified organisms.

In the final week of the unit, well look at modern science and the ethical issues around genetics. Challenge board projects will be due, and some (the games) will be used to review for the exam.

INTRODUCTION
WELCOME TO THE STUDY OF YOU, ME, HIM AND THAT
Has anyone ever told you that you have beautiful eyes? Has someone told you that you have your fathers nose or your mothers chin? Maybe people are constantly thinking that your brother who is two years older than you is actually your twin. Traits, such as eye color, chins and noses, are inherited through genes passed on from parents to their offspring. I have blue eyes. So do both of my brothers, my parents, and all four of my grandparents. But what color would my eyes and the eyes of my brothers be if my moms eyes were brown? This is a game of probability and its called genetics! Geneticsthe study of what makes us who we arestarts with a universal language that is understood by every single cell in our bodies. Every single living organism, from plants, to bacteria, to humans shares a single, unifying substance that dictates everythings growth and reproduction. This unifying substance creates the instruction manual for building and maintaining cells, and for passing on the traits of those cells to future generations. But it takes more than blueprints to get the job done. It takes organization. Within this set of instructions are specific groupings of information that encode specific physical characteristics called genes. The complete set of an organisms genes is called the genome. Organisms can have hundreds, to tens of thousands of genes within their genome, regardless of structural complexity! In fact, genes are remarkably similar across all earthly organisms. You may have heard this one before, but we humans share more than 98% of our genes with the CHIMPANZEE. Our differences are almost negligible! And this incredible diversity of lifethe adaptability, the capacity to experiment and improve and evolve new species with relative speed is greatly facilitated by a strategy called that allows for the sharing of genetic information between individuals within species. Many lower organisms still pass on genetic information from generation to generation by merely duplicating their genetic material. But organisms like us that come in both male and female forms are able to combine genetic material to ensure that their offspring are a completely unique combination of various traits inherited from the two parents! You, me, and every organism that comes to be through sexual reproduction is a product of an experiment from randomly shuffling the parental genes.

Our understanding of genetics allows us to solve crimes, deconstruct ancient history, understand our evolutionary past, and now, we are changing the world by learning how to alleviate the suffering that comes when badly matched genes cause disorders and diseases, or when chromosomes are damaged. In this unit we are essentially studying each and every one of us. By studying genetics we can begin to better understand our limits, our abilities and our potential, and ultimately to understand with meaning and purpose how each one of us relates to each other and

the living world around us.

ENJOY!

MACRO
WHAT MAKES YOU THE SAME AS YOUR NEIGHBOR, SIMILAR TO YOU PARENTS, YET TOTALLY UNIQUE?
The BIG ideas
How can something so small create an infinite number of unique organisms?

MONDAY
What do you and a library have in common? What makes a good code? How the structure of DNA makes us unique Introduce GeneSprout parents &challenge What do we really inherit from our parents? GeneSprouts Pedigree Charts

TUESDAY
Are you better than a roundworm?

WEDNESDAY
GeneSprouts Investigation

THURSDAY
Why do we need sex?

FRIDAY
Should a female organism be more selective in choosing a mate than a male? selection

Do more complex organisms have more genes?

Observe parent generation, predict possible combinations of F1 generation

Week 1

Mechanics of gene mixing Sex-linked traits

Why do you resemble your parents?

Week 2

Introduce challenge board How do you inherit things that arent in a will? Traits

Plant your GeneSprouts What are the Chances? Punnett Squares

Facilitations Punnett Square Bingo

Journal prompt Midway Review activity

Punnett Squares Facilitations Challenge Board worktime Can a mutant be a good thing? Genetic mutations Challenge board worktime Flex-Day to work on CB projects, GeneSprout assignments for portfolio or consult with the teacher

Check on GeneSprouts, adjust protocol

Whats Darwin got to do with it?

Journal Prompt Chimparades

Facilitations Which Fish Crawled onto Land First?

Be the Bee GeneSprout Pollination!

Journal Prompt How can a cell behave like a sociopath? Cancer

Week 3

Evolution and genetic variability

Evolution, genetic coding and modern science Facilitations What Would You Do?

Can you make glow in the dark bacteria? Modern science, biotechnology and ethics

Week 4

GeneSprouts Can you make bacteria glow in the dark and resistant to antibiotics? Genetic Engineering lab

Journal Prompt The great GMO debate Ethics of genetically modified organisms

The ethics of knowing too much

Facilitations Genetics Gaming and Challenge board presentations --exam next week

Journal Prompt

Facilitations

VT Standards

The Devil is in the Details

Facilitations You will each sign up for a date to facilitate small-group discussions of current genetics news and/or research. On each facilitation day there will be 2-3 small groups, each discussing a different article. As facilitator, you must bring in a copy of the article a week ahead of time for approval by the teacher. The reading will then be distributed to the discussion groups 3 days ahead of time. On the day of the facilitation, the facilitators will need to come prepared with questions and prompts to illicit a 10minute discussion with their group. In the last 10 minutes of class we will debrief and each group will have several minutes to fill the rest of the class in on their article. They will need to give a brief overview, explain controversies or possible ethical dilemmas, and what it means for the field of genetics research. Challenge Board Each of you is required to complete at least one challenge board activity to count towards your overall unit grade. If you have another idea for a challenge board activity you must submit a proposal to the teacher and a small group of peers to review your proposal. Challenge board presentations must be ready for presentations on the day indicated on the syllabus. You will have some time throughout the unit to work on your projects, but the majority of time will be spent outside of class. Moral Dilemmas We have one moral dilemma planned during this unit. Moral dilemmas will challenge your moral fibers in relation to the unit content. Participation during the moral dilemma contributes to your participation grade. Students will be formatively assessed during class based on their participation and analysis. Self Assessments & Journals You will be required to free-write or respond to prompts in your journal throughout the unit. Several journals entries that demonstrate your process of learning are to be included in your GeneSprout portfolio. You will also be required to complete a self-assessment following the midway test and the unit exam. This form is included in this packet. Incentives The class is given the opportunity to earn pieces of a DNA sequence that lead towards a wholeclass reward if the model is completed. Reward could be a movie day, class outside one day, or something else determined by instructor. Genetics Concept Map The genetics concept map provided in this curriculum is a powerful tool I envision coming into play repeatedly throughout the unit to help students see the relationships and connections

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between the many pieces of the genetics puzzle. It can be used in assessments, discussions, and projects; the more exposure to this tool, the better! Summative Assessments Students will have two summative assessments during the unit. One will occur midway through the unit. The students will grade each others tests and complete a self-assessment following the test. In preparation for the midway quiz, (at the end of week 2), pairs of students will pick a topic that has so far been covered. They will have 20 minutes to create an interesting and engaging way to help their classmates remember the concept, and they will submit the following: - 1 enduring phrase or sentence that will help trigger their classmates memory of the concept - 2 potential quiz questions for a quick quiz at the start of week 3. There is a final exam at the end of the unit, as well as a portfolio for the GeneSprouts Investigation.

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CHALLENGE BOARD
PERSONAL PEDIGREE Pick a trait that you have and create a pedigree chart that shows how that trait has been expressed (or not expressed) through you, your siblings (if you have them), your parents, and grandparents. You may have to interview your grandparents or other family members. If you can trace it beyond your grandparents, do! GOT A BETTER IDEA? Submit a proposal for peer and teacher review for an alternative challenge board activity! STORYTELLER Write a creative, yet factually accurate story that draws analogies to the concepts and relationships of the unit. You must be prepared to present it to the class and defend your analogies! CONTROVERSIAL HISTORY Create a timeline that shows the evolution of the study of genetics and the controversies that have plagued it along the way.

PERFORMANCE ARTS Write a poem, song, rap, monologue or dance that explains how DNA replication leads to genetic variation GENE GAMING Create a genetics board game or trivia game (think Cranium or Taboo) that can help you and your classmates study for the end of unit exam!
(must be submitted for review one week before the exam)

Challenge board projects contribute to part of 50% of unit grade (see rubric)

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UNIT ASSESSMENT RUBRIC

Throughout the unit, the students will be asked to self-assess, assess their peers, and be assessed by the teacher. For their overall unit grade, they will be graded by their mastery of the content and their performance. This is not to say that summative assessment is the only means to demonstrate mastery; in fact the students will have many opportunities and mediums through which to construct an understanding of the content. I have chosen to only to provide guidelines exemplary work, because I believe it sets the bar high, encourages students to strive for more than the bare minimum and leaves more flexibility for assessing a student on an individual basis, rather than a game of comparison. Goals Grade Percentage 50% Exemplary Performance Measures Comments

Conceptual Understanding

Displays a profound understanding of the concepts and information covered through projects, presentations, assignments, challenge board project, inclass discussions and/or assessments. Achieves exemplary performance on midway and final summative assessments Self-reflections highlight the students process of learning, misconceptions, gaps in knowledge, a-ha moments and overall progress towards gaining a solid conceptual understanding of the content

120 points

GeneSprouts Investigation Portfolio Homework

25% 60 points 5%

Student submits an exemplary portfolio based project rubric Shows effort and competency in the work they turn in. Assignments are turned in on time. Writing is clear and error-free, artistic elements are well done and grounded in course content. Student provides class with a compelling news or journal article Student submits 2-3 insightful questions to guide discussion of their article or report.

Meghan Lena 4/22/13 8:46 PM Comment [1]: Figure out points/scoring

Facilitation

5%

MICRO-LESSONS | 10 Days In Detail

Days in Focus: 1, 7, 8, 12, 13, 14, 15, 16, 17, 18, 19

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Day 1: What do you and a library have in common? & What makes a good code?
Goals Elicit current understandings, identify misconceptions and introduce GeneSprouts Investigation. Objectives - Students will complete an anticipation guide that illuminates misconceptions - Students will complete a puzzle that demonstrates an analogy between the pieces of genetics to something familiar to them. - Students will create a secret code that will be decoded by a classmate and then transcribed into a class DNA model that represents the individuality of the students. - Students will try to fill in the missing pieces of a genetic mind-map Agenda: - Anticipation guide 10 minutes - Hierarchy of Packaging activity 15 minutes - Long and Winding Code activity 25 minutes - Genetics Mind Map 20 minutes - Introduction to GeneSprouts Investigation 10 minutes

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Anticipation Guide True / False A skin cell carries the information needed for brain and liver cells True / False The DNA in lung cells is different than the DNA found in brain cells. Heredity means True / False Mutations in our DNA is always causes disabilities True / False If your mom has blonde hair, and your dad has brown hair, and you have brown hair, there is no way your children will have blonde hair. Why does this cat look like this?

Activity - Hierarchy of Packaging Materials: Analogy CardsSet A and Set B (see below) Time: 15 minutes Group Size: pairs Task: Put the analogy cards from Set A in order from smallest unit to largest. Then align the cards from Set B to tell the same story. Set A contains: A letter, a three-letter word (a string of letters that conveys a unit of meaning), a paragraph (a string of words that conveys an idea), a picture of a book and picture of a set of encyclopedias. Set B contains: pictures of a nucleotide, a triplet (three nucleotides specify one amino acid), a gene (a string of triplets that specify a protein), a chromosome (a spooled-up string of genes packaged in a single unit), and a genome (all of

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the chromosomes of a single organism, usually collected in the nucleus of each cell). If the entire class gets the same sequence of BOTH sets, they win a nucleotide for their DNA-incentive (see details of incentive program in the devil is in the details.
For teachers eyes The idea is that like the words of a paragraph, DNAs nucleotides comprise the letters of its languageand that language is the language of heredity. Because the students have already been introduced to nucleotides and DNA, so they should be able to draw this analogyhowever, I think it provides an opportunity to elicit current understandings

Activity - The Long and Winding Code Materials: DNA Code Time: 30 minutes Group size: individual Task: You have already learned that every living thing carries with it a unique code within that contains the information needed to develop and maintain lifethis is our DNA. The DNA alphabet is made up of only 4 letters A,T,C,G. These letters make up the instruction manuals for you, for me, the bluebird, and the pine tree and the code is contained within a single organelle in every single cell.

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Activity - Genetics Mind-Map Time: 15 minutes Group Size: Pairs Materials: One mind-map per two students with words missing Task: On the next page there is a mind-map that highlights many of the elements that tie genetics and heredity to biology. However, it is missing some of the pieces that are crucial. In pairs, use the word bank provided to try and fill in the missing pieces of the Genetics Mind Map. If 75% of the groups have matching mind-maps, the entire class will receive 5 pieces for the DNA sequence.

Word Bank Chromosomes Genes DNA Alleles Genotype Cytosine Homozygous Genetic Engineering Thymine Bases Adenine Phenotype Guanine Heterozygous Gender Gene Therapy

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Homework Spend 10 minutes looking at the complete mind-map (provided on the next page) and do the following: a) Put a circle around 5 relationships you already knew exist b) Put a square around 5 terms or relationships you have never ever seen before. c) Write a sentence or two in your journal about each of the relationships you recognize without using any of the same connecting terms from the concept map. d) What is the study of genetics all about? Respond in at least 3 sentences in your journal.

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http://sciencevideos.files.wordpress.com/2009/05/g9-genetics-review.jpg

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GENESPROUTS INVESTIGATION
INTRODUCTION

Investigating Genetics with Brassica rapa

OH NO! We have a genetic mess on our hands, and I need YOU to help me solve it! A few weeks ago, I planted the seeds of a plant called Brassica rapa. I was going to use this plant to show you how genetic traits are expressed and transferred in subsequent generations. Unfortunately, the jars of seeds that I had harvested from the parent generation got all mixed up, and now I dont know which seeds came from which parents. This is where you come in. Over the course of the next month, you will be designing and refining an experiment to help us figure out which plants are your plants parents. You will grow multiple generations of your own plants, and in the process unlock the intracasies of genetics and heredity. CHALLENGE! 1. Defend which individual plants from the parent stock you believe created your first generation plant using observations from multiple generations of your plants 2. Prove whether or not a trait that is present in a parent but is not passed on to a child is lost forever. 3. Prove beyond a reasonable doubt whether or not traits are passed on independently of one another from parents to children. Brassica rapa is a preferred plant to use in this type of investigation because they: - Have a relatively short cultivation period, allowing for multiple generations to be bred in a short amount of time - Have multiple observable traits

Meghan Lena 5/12/13 10:08 PM Comment [2]: Make sure to make your Objectives are ACTION words. Include a few short sentences that get at what the students will DO. Observable behaviors (build, write) Goal statements are general (explore the meaning of the periodic table; understand how 118+ things) concept goals

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For teachers eyes: Process: In order to maximize the learning potential for this project, the teacher should pre-plant a few of the P generation plants and harvest and prepare the seeds before the unit begins. About 45 days is needed for this. This will streamline a meaningful inquiry into one that is more than just a waiting game! Students wont know it, but the half of the seeds from the F1 generation will also be nearly full-grown plants, waiting for pollination day (they will need to be kept in isolation from the P generation.) Step 1: Students will observe traits from the full-grown P generation Step 2: Students will plant F1 generation seeds previously harvested from the P generation. 4-5 days later they will observe traits Step 3: Students will pollinate the pre-grown F1 generation plants Step 4: Students will harvest seeds from the pre-grown F1 generation & plant them Step 5: plant F2 seeds, 4-5 days later, observe traits

On genotypes & phenotypes When b. Rapa is between 4-7 days old, a purple pigment called Anthocyanin can be found on many plants. Check the stems, hypocotyls, under the cotyledons, and on leaf tips to see if its expressed. A single gene, the anthocyaninless gene (anl) regulates whether or not anthocyanin will be expressed. In the homozygous recessive form (anl/anl) anthocyanin expression is completely suppressed, and the plants will be bright green. If the genotype is anl/ANL or ANL/ANL, then anthocyanin is expressed at various levels and the plant will be of the purple stem phenotype. The wild type genotype is ANL/ANL. The yellow-green (ygr) gene in the plants determines whether the leaves will be yellow-green or green. In the homozygous recessive form (ygr/ygr) form, the leaves are pale, yellow-green. If the genotype is ygr/YGR or YGR/YRG then the leaves will be green. The wild type genotype is YGR/YGR. There is also a homozygous recessive mutant gene from a stock of FastPlants called the rosette stock; this is a homozygous recessive mutant gene that results in a short plant. In the ros/ros (homozygous recessive) form, the plants are short. If the genotype is ros/ROS or ROS/ROS the plants will be of a standard height. Expect an approximate 9:3:3:1 ratio of plants in the F2 generation.

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GeneSprouts Portfolio Rubric

Expectations/Assignments Scientific Methods 60 points - 25% of unit grade Exemplary Performance
Student creates a coherent, longterm (adaptable) plan on how to investigate the plants in order to respond to the challenge statement. Students submit 2 thoughtful journal entries that respond to the prompts and demonstrate their process of learning with their final paper Peer-review & self assessment, to be turned in with paper Asks questions and responds voluntarily to teachers questions. Contributes to an open, safe learning environment where others feel comfortable voicing opinions and sharing ideas Works productively as a member of a team. Adds to the overall productivity without dominating the group dynamic or detracting from another group members experience. Final paper (3-4 pages) that includes: Statement of purpose Discussion of how theyve proved the challenge statements true or false. An explanation as to how humans and plants are similar. Discussion of evolutionary and environmental implications of genetic variation

Jump to challenge Comments

5 points Journals

10 points Participation & Engagement

10 points Report

25 points Pedigree Chart

Included in portfolio is a pedigree chart showing the expression of one of the traits in three generations of their B. rapa family Portfolio includes a Punnett Square that shows the genetic possibilities of the GeneSprout lineage grown

5 points Punnett Squares

5 points

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Day 7: How do you inherit things that arent in a will?3

Objective: Students create their own creature called a reebop in a challenge aimed at discovering how traits are passed on from generation to generation. Agenda - Reebop activity 60 minutes - Facilitation groups 20 minutes Time: 80 minutes Group Size: pairs Inheriting things that arent in a will Can you roll your tongue? (stick it out and pull up the sides) Can your parents? Can your siblings? Tongue rolling is inherited the same way eye color, gender, and height are inherited as well as the propensity to get, or not get, certain diseases like breast cancer, alcohol or drug addictions, and sickle cell anemia. Genetics are in the news with genetically engineered crops, the complete human genome project and genetic screening of embryos. First off, knowing what you know about DNA and how it works, describe how you think all this looking like your parents happens:

Part 1: Mix em up
To study the fascinating world of genetic inheritance, we will work with a miraculous species called the reebop. In addition to being easy to care for and rather tasty, they conveniently only carry 1 gene on each chromosome (humans have over 23,000 genes on 46 chromosomes). Also, reebops reproduce prodigiously and rapidly, thus we are easily able to examine patterns of inheritance quickly. Being larger than fruit flies (and cuter) it is much easier to see the traits we are studying. Mama and Papa Reebop are at the front of the classroom if you would like to introduce yourself. They have provided chromosome samples for you to work with (see envelope).
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This lesson was adapted from a lesson created by past AUNE science cert, Brita Dempsey.

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To assemble your baby reebop, pull 2 chromosomes of each length, one blue and one yellow. Use the secret decoder to determine what traits your baby reebop shows (see below) You can work alone or with a partner. 1. Ask yourself, why do you think the chromosomes can be sorted by length, why they are in pairs, and why each pair is a different length? 2. Each reebop baby should have 14 chromosomes, half one color, half the other. What do you think this new pile represents? 3. Use the following information to construct your baby reebop according to its "secret code".
Secret Decoder AA 1 antenna Aa 2 antennae aa no antennae SS Ss ss TT Tt 3 body segments 3 body segments 2 body segments Knot in tail Knot in tail

NN Nn nn LL Ll ll XX XY

Red Nose Orange Nose Yellow Nose Golden legs Golden legs Brown legs dried apple dried apricot

EE Ee ee HH Hh hh

2 eyes 2 eyes 3 eyes 1 bumpy hump 2 bumpy humps 3 bumpy humps

Now that you have a baby reebop, fill out its info on the chart on the board by placing a tally mark next to each trait it exhibits. This is so we can see the genetic diversity of the next generation of reebops. While youre waiting for the rest of the class, heres some ponder-ations: Why sometimes 2 and sometimes 3 traits for the same letter? Why big letter, small letter? Watch the numbers going up on the board- see any patterns? How could we (can we??) predict what the next generation will look like in a population? Teacher notes - have a class discussion on results. Look for patterns and introduce Punnett squares for 1 way crosses.

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Challenge: can you figure out how to predict traits with 2 genes?? (Try it using this blank grid)

Part 2: Stump the Chumps

Ok, they arent chumps--theyre your classmates, but can you stump them? Work with a partner to create the trickiest set of parent genes (thats the GENOTYPE) possible. Maybe you use one of your reebop babies as a parent, maybe not. Create 3 new baby reebops possible from this combination. Thats what youll give to another team to try to make them guess the original parent genes based on what the new babies look like (PHENOTYPE). Just to mess them up, make a 4th reebop that is utterly impossible based on the genes. Dont tell them which is which.

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Write your parent genotypes here, but dont let another team see! Reebop parent 1: Reebop parent 2: Find a clever, quiet way to let other teams know you are ready to challenge them. Extra points if you catch a mistake that was made in the first round. Cant stump us! We think the parent genotypes for the offspring from Team _____________ are: Reebop parent 1: Reebop parent 2:

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Day 8: What are the Chances?

Agenda: - Brief lecture: 10 minutes - Punnett Square/GeneSprout Grid activity: 45 minutes - Facilitation groups: 15 minutes Goals: The purpose of this lesson is to practice using Punnett squares and learn about the probability of gene expression based on a parents phenotype. Materials: worksheet & GeneSprout samplesparent generation and 1st generation offspring that are 4-7 days old. Time: 80 minutes Group Size: Lab groups Quietly spend some time with one set of plants from parent generationthese are the moms and dads of the plants youre growing (there are several examples around the room). Please make the following observations: Plant 1 (mother generation) Stem color Leaf color Height Plant 2 (father generation) Stem color Leaf color Height Now, spend a few minutes observing the offspring that you are growing. How many have the same stem color as the mother generation? How many have the same stem color as the father generation? How many have the same leaf color as the mother generation? How many have the same leaf color as the father generation? How many have similar height characteristics as the mother generation? How many have similar height characteristics as the father generation?
* Note to teacher - it may be too early to discern F1 generations height characteristics

Next, we will compile the observations from the whole class, and work together to figure out which characteristics from our offspring were dominant and recessive. Then, well work on Punnett Square worksheets for monohybrid and dihybrid crosses. 29

* Note to teacher - this activity will be continued when the second-generation offspring (F2) are 3-5 days old

GeneSprout Grids
You have observed traits of brassica Rapa plants in the parent generation. Choose two parents and create a single-trait Punnett Square that shows what traits are possible in the child generation.

What trait is most likely to be exhibited in the parent generation if these two parents were to pollinate?

Now create a dihybrid Punnett Square that shows the expression of two traits from present in the parent generation in the first generation of children.

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Day 11: Chimparades

Objective: Students will develop their own understandings of how humans and chimpanzees are related. Time: 45 minutes Materials: traits written on individual slips of paper to be drawn from a bag, box or hat. Group size: Pairs Task: Students will work in pairs in this charadelike activity that will illuminate why, if we are 99% like chimpanzees, we are so different. Challenge: without speaking, act out to the class what your trait is and what you think happened in evolutionary history that has caused the change between humans and primates. You have 10 minutes to prepare with you partner. As each group does their charade, write your answer on the answer sheet provided. DO NOT SHARE YOUR ANSWERS WITH OTHER GROUPS! If 80% of the groups guess correctly, the entire class will win 10 units of the DNA sequence!

For teachers eyes: Possible traits to include: - The way we walk - Ability to speak Opposable thumbs Necessity of brute strength Fine motor skills Amount of body hair Separate male/female hierarchies (primates) versus family-based society (humans) Expression of empathy, guilt, embarrassment Self-awareness Differences in taste and scent Diet, in particular the increased preference for meat in chimps

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Group name

Trait

What could have made it change?

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Day 12: Which Fish Crawled onto Land First?

Objectives - Students will be able to explain how the study of genetics can help understand evolutionary history. Agenda: - BLAST your GeneSprouts! - 60 minutes - Group-share results 15 minutes - Clean-up- 5 minutes The African coelacanth (SEE-lah-Kanth): its big, secretive, and totally weird-looking. You definitely wouldn't want to dine on one, since they're super rare and are said to cause digestive distress if you eat them. Until a discovery in 1938, scientists thought coelacanths had died out 70 million years ago. In fact, only 309 individuals of this fish have been recorded in the past 75 years! However, the African coelacanth (SEE-lahkanth) is extremely useful in at least one way, because it closely resembles ancient marine ancestors, and biologists are using it to figure out how land vertebrates' fish forebears first climbed out from oceans 400 million years ago. What also makes this fish incredible is it hasn't changed much from its ancestors. Recently scientists decoded the genome of this weird fish. Its genetic blueprint contains 2.86 billion DNA letter pairs that could help scientists answer a host of questions about land creatures' evolution -- for instance, how fins became limbs, or how animals developed placentas4. CHALLENGE! Analyze and compare the genomes of the African coelacanth with the lungfish, the other fish that could have made the transition to land and prove beyond a reasonable doubt which fish made the leap to dry ground.

4 From http://www.latimes.com/news/science/sciencenow/la-sci-sn-coelacanth-living-fossil-genome-20130417,0,2875175.story For more information: http://www.nature.com/nature/journal/v496/n7445/pdf/nature12027.pdf

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Just kidding. It took this many scientists many years to figure that out:

Source: Nature, Volume 496, page 311, April 2013,

Based on tedious analysis of genomes from the living fossil fish and the lungfish, scientists in 2013 determined that it was most likely the coelacanths sister, the lungfish that was the first fish to crawl and adapt to life on land.

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CHALLENGE (for real) BLAST5 YOUR GENESPROUTS! Brassica rapa, the plants youre using for your GeneSprouts Investigation has extreme morphological variations and genetic variations that can give insight into its evolutionary history.

Were not really going to explode your plants. BLAST is an online tool that finds regions of local similarity between genetic sequences. BLAST can be used to infer evolutionary relationships between sequences. This is done by a highly sophisticated computer program that compares nucleotides or protein sequences to databases. This is the same database that the scientists who were trying to determine whether the lungfish or the coelacanth is the ancestor to tetrapods used!

Your challenge is to use BLAST to discover the genetic evolution of brassica Rapa and create an evolutionary tree that demonstrates how the species has evolved over time. If 75% of the class determines the SAME sequence, you will earn 20 pieces for your DNA sequence. If one group is caught consulting with another on the sequence, the class will lose 10 pieces from the DNA sequence. Group size: Pairs Time: 60 minutes Materials: computers, poster paper, markers http://blast.ncbi.nlm.nih.gov/Blast.cgi

http://blast.ncbi.nlm.nih.gov/Blast.cgi 35

Note to teacher: A meaningful alignment of the results will facilitate the comparison of two sequences with a shared evolutionary history by maximizing the juxtaposition of similar and identical residues. Your students may benefit from you demonstrating the process for them one example before they do it on their own. This paper and PowerPoint may help you understand how to use BLAST to teach evolutionary genetics: http://www.plosbiology.org/article/info%3Adoi%2F10.1371%2Fjournal.pbio.10010 14#pbio.1001014.s001

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Day 13: GeneSprout Pollination

Time: 80 minutes Group Size: lab partners Task: Your challenge is to predict the traits that the next generation of Brassica rapa will have (leaf color, stem color, height), and then pollinate your plants. Pollination Worksheet What traits do the parental generation have? Maternal Leaf Color: Stem Color: Height: Paternal Leaf Color: Stem Color: Height: Create a dihybrid Punnett Square to assess the probability of which traits will be expressed in the next generation Maternal Gametes

Paternal

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What traits are you most likely to expect in your offspring? (include percentage and explanation as to why)

What traits are you least likely to expect in your offspring? (include percentage and explanation as to why)

What should we do to ensure that uncontrolled pollinations dont occur?

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Day 14: Can a mutant be a good thing?

Students will discover what happens when genetic typos occur in DNA. Objectives: - Students will be able to explain how expressed mutations can be an advantage or a disadvantage to a species. - Students will understand the different kinds of genetic typos that can occur - Students will understand that some mutations are beneficial, some are detrimental, some are both, and some are neutral. Agenda: - Anticipation guide: 5 minutes - Mad Mutant Meal Marathon 30 minutes - Mutation Matchmaker 30 minutes - Real-life beneficial mutations: o Sickle-cell/malaria video 5 minutes - Homework: journal on hypothetical GeneSprout mutation

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Anticipation Guide 1) True/False Mutations in our genetic code always result in life-threatening disorders 2) True/False Genetic mutations can sometimes be caused by environmental factors 3) List three genetic mutations youve heard of a) b) c) 4) True/False Everyone has mutations in their genetic code

Mad Mutant Meal Marathon6 Objectives: - Students will understand how mutations affect survival skills in animals Group size: pairs Time: 30 minutes You are population of animals that can only digest peanuts.7 However, each of you has a different genetic mutation that may impact your ability to eat and therefore, survive. CHALLENGE Gather, store, retrieve, process and consume TEN peanuts faster than your mutant classmates! You must: 1. mutate yourself 2. Seal your food in your storage container and then go home, tag your partner, who will return to retrieve your food from storage. 3. Process and consume your food at home, not at the storage site.

You may use any materials in the room to mutate yourself, but you must seek approval for your mutation before the race may begin.

6 7

Adapted from http://www.usc.edu/org/cosee-west/AprilLectureMaterials/Activities/Mutations&Variation.pdf Check for peanut allergies prior to class and use an alternative food if allergies exist.

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You have 5 minutes to mutate yourselves.

Mutations (to be randomly selected by groups) A. Extremely long fingernails B. No fingers C. Lack of peripheral vision D. Hands fused together in front of body E. Short stride F. No arms G. Arms fused together behind body H. Blind

Note to teacher: Specify a home for each group of mutants somewhere in the room. Place the peanuts on a table or a blanket in one corner of the room, and containers with lids in another corner. Once all mutants are ready to begin the race, start the stopwatch. Each group must gather their peanuts, bring to the storage container, go home, return to storage container, retrieve their peanuts from the sealed contains, bring home and consume 10 peanuts. Do not stop the stopwatch until each group has consumed (or crushed, to appear eaten) 9 peanuts, but announce the time when each group completes their challenge and have them record it on the board. Which mutation caused the greatest delay in acquiring food? Which mutation caused the greatest delay in processing and consuming food? What would these mutations do to the population of the environment What were some adaptations to the mutations that your group developed? 41

Mutation Matchmaker - Part 1 You have been given a regular sentence and 10 versions of the same sentence that have experienced various types of mutations. Based on the mutated sentences, create a descriptive vocabulary word that explains what happened to cause the mutation to happen. Come back to this table in parts 2 and 3.
THE BIG BAD FLY HAD ONE RED EYE AND ONE BLU EYE Mutated sentence Descriptive vocab word Part 2: DNA Strand (#) Part 3: real terms (write in)
For teachers eyes

THE BAG BAD FLY HAD ONE RED EYE AND ONE BLU EYE THE BIG BAD BAT FLY HAD ONE RED EYE AND ONE BLU EYE THE BAD FLY HAD ONE RED EYE AND ONE BLU EYE THE BIG BAD FLY HAD ONE DER EYE AND ONE BLU EYE THE BIG BAD FLY HAO NER EDE YEA NDO NEB LUE YE THE BIG BAD FLY FLY HAD ONE RED EYE AND ONE BLU EYE THE BAD FLY BIG HAD ONE RED EYE AND ONE BLU EYE THE BIG BAD FLY HAD ONE RED EYE RED EYE RED EYE AND ONE BLU EYE THE BIG BIG BIG BIG BIG BIG BIG BIG BIG BIG BIG FLY HAD ONE RED EYE AND ONE BLU EYE

Substitution

Insertion

Deletion

Inversion

Frameshift

Duplication

Translocation

Gene amplification

Expanding trinucleotide repeat

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Mutation Matchmaker Part 2 Now match the each of mutations that this strand of DNA has experienced to the vocabulary word you created.

ATC GTA TTG CTA GGC TAG 1 2 3 4 5 6 7 8 9 ATC GTA TTG CTA GGC GGC TAG ATC GTA TTC TAG GCT AG ATC GTA TTC CTA GGC TAG
ATC ATC ATC ATC ATC ATC ATC ATC ATC ATC ATC CTA TTC CTA GGC TAG

For teachers eyes duplication Frameshift substitution Expanding trinucleotide repeat Translocation Gene amplification inversion Insertion Deletion

ATC ATC ATC ATC GTA

GTA GTA GTA GTA TTG

CTA CTA ATC CTT CTA

TTC CCG TAG TTC CTA TTC CCG TAG TTC CTA TTC CCG TAG TTC CTA TTC CCG TAG CCG TAG

If 75% of the class matches the DNA mutation to the correct mutated sentence, then the entire class wins 10 pieces of the DNA sequence!

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Mutation Matchmaker Part 3 Using the word bank below, match the real mutation terminology to the correct mutated sentence

Substitution

Expanding trinucleotide repeat Translocation Insertion Duplication Frameshift Deletion Inversion

Gene amplification

Sickle Cell/Malaria Video: http://www.pbs.org/wgbh/evolution/library/01/2/quicktime/l_012_02.html

People who are carriers for sickle cell disease but do not have the disorder have an advantage in being resistant to infection by the malaria parasite. As the body rids itself of sickle cells during natural immune response, the malaria parasite is killed as well.

Homework: Write a one-page journal entry on the evolutionary implications of a hypothetical mutation to your brassica Rapa plants that causes a chemical change in the pollen. What are the disadvantages that could occur? What potential positive adaptations could occur?

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Day 15: How can a cell behave like a sociopath?

In this lesson, students will discover the how cancer happens and learn about the genetic and environmental factors that may cause it. Objectives: - - - - Review the process normal cell replication and explain the differences that causes cancerous cell growth Understand that all disease except trauma, has both a genetic and environmental component Explain that that certain behaviors can increase or reduce a person's risk of experiencing certain medical outcomes Understand that the ability to detect genes associated with common diseases increases the prospects for prevention

Agenda: - Anticipation Guide: 10 minutes - Group cancer brainstorm 5 minutes - Normal and cancerous cell growth demonstrations 30 minutes - 5 minute prompted free-write followed by 15 minute group discussion/share 20 minutes

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Anticipation Guide 1) The difference between cancer and a tumor is: A: The two terms can be used interchangeably as they are synonymous. B: Cancer is a disease that eventually disrupts body functions whereas a tumor is a mass of cells with no apparent function in the body. C: Cancer is a disease that affects men whereas a tumor may affect both men and women. E: Cancer is a disease of the digestive tract whereas a tumor may develop anywhere in the body. 2) Which of these pictures shows a healthy ovary? Which has a cancer? Which has a non-life threatening cyst?

_____________________

______________________

_______________________

3) Cancer tends to affect older people because A: Because the immune system of older people is not as effective in distinguishing normal cells from cancer cells. B: Because older people have been exposed to more carcinogens. C: Because cancer develops after multiple mutations have occurred which takes years to happen. D: None of the above. 4) What is a sociopath?

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Group Cancer brainstorm questions

What is cancer? Where have you heard of cancer? Who gets cancer? What causes cancer?

Discuss the fact that there are many types of cancer since cancer can develop in virtually any one of the body's tissues. Also point out that no race/gender/ethnicity/age group is excluded from developing cancer. When discussing question four, ask students to differentiate between hereditary and environmental causes of cancer. Simulation: To simulate the large and unbiased impact of cancer: 1. 2. 3. Ask all males to stand. Have 1 out of every 2 sit down. Those standing will be told they have been diagnosed with some form of cancer. Ask all females to stand up. Have 1 out of every 3 sit down. Then out of the remaining students who have been identified as having cancer, ask 1 out of every 4 males and 1 out of every five females to remain standing. They will be informed that they lost their battle with cancer and did not survive.

Whats the difference? Demonstrating differences between normal cell growth and cancerous cell growth. Video: http://www.youtube.com/watch?v=IeUANxF VXKc Group Size: 4-6 students CHALLENGE: Using every person in your group, create two human demonstrations: one that demonstrates normal and one that demonstrates cancerous cell growth. Consider genetic and environmental influences. Hint cards are available if you are feeling stuck. - Performers: you must make your demonstration easy enough for a 5th grader to understand (consider analogies). 47

Observers: You must assess your peers demonstrations using the rubric and form below.

Group collaboration skills will be rewarded with DNA pieces during this activity by the teachers discretion!
Exemplary Performance Measures Performance: Group was organized, clear and concise. Creativity: Demonstration was creative and engaging Content: I understood the cell cycle they were demonstrating and from my perspective, there were no major errors in the content.

Reviewer Name: Group Members Normal cell growth

Rate on 1-5 scale (5 being exemplary)

Cancerous cell growth

Rate on 1-5 scale (5 being exemplary)

Performance 1 2 3 4 5 Creativity 1 2 3 4 5 Content 1 2 3 4 5 Performance 1 2 3 4 5 Creativity 1 2 3 4 5 Content 1 2 3 4 5 Performance 1 2 3 4 5 Creativity 1 2 3 4 5 Content 1 2 3 4 5 Performance 1 2 3 4 5 Creativity 1 2 3 4 5 Content 1 2 3 4 5 Performance 1 2 3 4 5 Creativity 1 2 3 4 5 Content 1 2 3 4 5

Performance 1 2 3 4 5 Creativity 1 2 3 4 5 Content 1 2 3 4 5 Performance 1 2 3 4 5 Creativity 1 2 3 4 5 Content 1 2 3 4 5 Performance 1 2 3 4 5 Creativity 1 2 3 4 5 Content 1 2 3 4 5 Performance 1 2 3 4 5 Creativity 1 2 3 4 5 Content 1 2 3 4 5 Performance 1 2 3 4 5 Creativity 1 2 3 4 5 Content 1 2 3 4 5

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Hint Cards

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5 -minute journal free-write prompts: Do you feel at risk for developing cancer? Why, or why not? Why does knowing about your environment help you understand your risk of developing cancer? If you are exposed to a certain industrial chemical or pollutant, does it mean that you will develop cancer? What choices might you make if you know that you have been exposed to such a chemical or pollutant or if you know that you carry a hereditary mutation?

15 minute class discussion with opportunities to share what they wrote in response to the prompt.

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Day 16: Can you create glow-in-the-dark bacteria that are also resistant to antibiotics? 8
Objectives: students take on the role of gene therapists and inject genes from a jellyfish into bacteria that will make the bacteria glow and resistant to ampicillin. Time: 80 minutes + 20 minutes after 48 hours of incubation Materials: TBD Group Size: 2-3 Challenge: Genetic engineers are scientists that can replace a portion of an individuals DNA with a portion of DNA from another organism without killing it. Its like taking some of the puzzle pieces from a puzzle of a monkey and using them in a puzzle of the empire state building and the puzzle still fits together correctly, but the picture is different. Using the materials and general guidelines below, can you make an E. Coli bacteria glow? Can you make it resistant to the antibiotic, Ampicillin?

For teachers eyes: The Green Fluorescent Protein (GFP) gene is normally found in certain Pacific jellyfish. When these jellyfish are excited, GFP causes them to give off fluorescent green light. In this experiment students will add the jellyfish gene to E.coli bacteria cells. Adding the new gene to E. coli gives them the ability to glow fluorescent green when exposed to ultra-violet light. When the E. coli are transformed they get the jellyfish gene, and express the jellyfish trait! The technique used to move genes from one organism into another is called genetic engineering. This lab requires close adherence to the steps outlined in the lab protocol. Although this lab is more prescriptive than inquiry-based, it was included in the unit because it provides students with a hands-on opportunity to assume the role of genetic engineer. The manipulation of DNA in this lab also lends itself well to the ethical dilemma and GMO debate later in the week.

8 Adapted from the Dolan DNA Learning Center http://labcenter.dnalc.org/labs/transformation/pdfs/student/Long%20Protocol.pdf

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Congratulations! You have just graduated from MIT with a degree in Genetic Engineering.9 Your parents are beaming with pride at your accomplishments, but they dont know much about genetic engineering and theyre worried that your career choice may not necessarily get you out of that debt youve accumulated. So, to prove to them that the past 8 years of student loans are not in vain, youve promised them a magic trick. In just 20 steps you will show them that you can make bacteria glow and resistant to the common antibiotic medication, ampicillin. But even a magic trick as awesome as this isnt enough. You will need to write your parents a letter explaining the possibilities and controversies of genetic engineering so that they can tell their friends what the heck youre up to. The uptake of DNA by bacteria is crucial to genetic research because large amounts of a particular DNA sequence can be produced quickly and at a low cost. The following elements are required transform DNA between host bacteria: (1) a self-replicating plasmid to carry a gene of interest into the host bacterium (2) a suitable host bacterium in which to replicate the plasmid; (3) a means of selecting for host bacterium that have taken up the plasmid. In this experiment the host organism is Escherichia coli (strain MM294). Two samples of E. coli bacterium are rendered competent to take up plasmid DNA by suspension in a solution of calcium chloride. The phosphates of the DNA and the phospholipids of the cell membrane are negatively charged causing an electrostatic repulsion that works against movement of the DNA through the adhesion zones in the cell membrane. The Ca++ cations help to shield these negative charges. One sample of E. coli cells is exposed to the plasmid, pGFP, which contains a gene for resistance to the antibiotic ampicillin. A heat shock is used to create a thermal imbalance on either side of the E. coli membrane that helps to physically pump DNA through adhesion zones. Transformed E. coli are plated onto culture medium with and without ampicillin. Notes to Teacher: Only the small fraction of cells that take up the pGFP plasmid and express the antibiotic resistance gene can grow on the culture plate containing ampicillin; untransformed cells fail to grow. Subsequent division of a single antibiotic-resistant cell produces a colony of resistant clones. Thus, each colony seen on an ampicillin plate represents a single transformation event.
9

From http://labcenter.dnalc.org/labs/transformation/pdfs/student/Long%20Protocol.pdf 52


PROCEDURE available at
http://labcenter.dnalc.org/labs/transformation/pdfs/student/Long%20Protocol.pdf

DAY 18: Glowing Bacteria Check-Up discussion questions - Which cells grew? Which did not? What was in them? What does this imply? What ethical issues could arise from manipulating DNA like this?
Homework: Write a 1-page letter to your parents explaining the benefits and possible controversies of genetic engineering and why youve chosen this as your career (or why youre rethinking it)

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Day 17: What Would You Do?10

In this moral dilemma, students will discuss the moral implications of knowing too much from genetic screening on an unborn child. Agenda - Moral dilemma 35 minutes - Facilitation and group discussion 15 minutes - Debate introduction and group work session 30 minutes Moral Dilemma What Would You Do?
Note to teacher bring students into a circle and have them go around the circle each reading a few sentences or paragraph aloud.

Rachel is expecting her first child and is filled with joy and excitement! Even though shes only four and a half months along, shes already begun to think of names for her baby. Yesterday, she had her first, second-trimester check-up with her gynecologist, Dr. Aronson. Everything has been going well for Rachel; so far, she has not experienced morning sickness or any negative symptoms sometimes associated with pregnancy. In fact, many of her close friends and family have told her that, if anything, she appears to be more glowing and even happier than usual. Dr. Aronson called and asked Rachel to come back in to the office the very next day to follow-up on the visit, and Rachel had no apprehension or uneasiness as she waited for the nurses to call her name. Not even when the nurse led her back to Dr. Aronsons office as opposed to the usual exam room did Rachel suspect anything might be amiss. So when Dr. Aronson asked Rachel to have a seat across the desk from her and told Rachel that she had some serious news to share with her based on test results from the previous day, Rachel was quite alarmed. The ultrasound results and blood tests I performed yesterday indicate that your baby likely has Trisomy 21 or Down Syndrome, Dr. Aronson said. Rachels mind began to race; But, how can this be? she pleaded, Ive done everything right! I dont drink coffee; Ive taken all the supplements you recommended, and Ive cut back on my hours at work and started to meditate! Dr. Aronson reassured Rachel, I know this is incredibly difficult news to hear, Rachel, but please know that you did nothing to cause this. It is a genetic condition caused by a third copy on chromosome 21, over which you have no control. It does; however, create serious health implications for your unborn child. Children with Down Syndrome typically experience significant mental retardationtheir IQs are generally half as high as their non-Down Syndrome

10

Moral Dilemma created by Courtney Conklin, AUNE Science Cert, Fall 2012

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peers. They are also at substantially higher risk for a multitude of other health complications, including heart problemsespecially at birth, deafness, epilepsy, spinal and thyroid problems and shorter life expectancy. You do need to begin to think about whether or not you will end this pregnancy. Rachel, 92% of Down Syndrome pregnancies are electively ended in the United States. And yet, almost 700 babies are still born with Down Syndrome each year. Their families speak of the joy these special children bring to their lives; and in seventeen years, Ive never heard one mother express that she wouldve ended her pregnancy if she had the chance to do it over. Rachel looked down at her hands and pressed them to her belly to keep them from shaking. How could she make such an enormous decision? She thought of her parents, David and Sara, and how strongly they would oppose her ending the pregnancy. They would be so furious with her! Rachel was raised in a deeply religious home that placed great importance on the value of unborn children. Is it possible the test was wrong? she implored Dr. Aronson. Dr. Aronson thought for a moment and said, Statistically, there are false positives about 2-3% of the time. She took a deep breath and said, But Rachel, consider if that is a chance you want to take. Most first-time mothers find themselves overwhelmed with balancing the tasks of caring for a newborn, returning to the workplace and maintaining their own health. Would you be equipped to handle the extra financial, physical and emotional pressures of a baby with Down Syndrome? Please take the weekend to consider it and call my office Monday morning to let me know of your decision. Remember, 92%, Rachel. It wont make you a bad person. Dr. Aronson patted Rachel on the arm and squeezed her shoulder kindly as she opened the door for her to leave. Rachel walked slowly out to her old sedan and let the door shut behind her before allowing the tears to fall down her cheeks. What should Rachel do? Note to teacher ask students to move to a designated place in the room that aligns with their opinion of what Rachel should do. Alternative Dilemmas:

If more than 70% of the students think Rachel should not end the pregnancy (or use to delve further into the moral reasoning stages): 1. Suppose the genetic condition diagnosed by Dr. Aronson were not Trisomy 21, but rather Tay-Sachs disease, which is caused by a genetic mutation on chromosome 15? (Babies with TaySachs disease appear to develop normally for the first six months. Then, a relentless deterioration of mental and physical abilities begins. The child becomes blind,

55

deaf, unable to swallow, atrophied and paralytic. Death usually occurs before the age of four.11) Discuss how this does/why this doesnt change your stance on Rachels decision? 2. Though children with Down Syndrome do experience shorter life expectancies than those who do not have it, new medicines and technologies have allowed many people with the condition to live to be close to 60 years old. Many times, parents no longer able to care for their special-needs children (due to their own health conditions, age, physical or financial limitations, etc.) have to surrender them to be wards of the state. How does this possibility affect your view on Rachels decision? 3. Rachels husband was recently hired by Kellogg, Brown & Root (KBR), a civilian contractor in Iraq, and the largest non-union construction company headquartered in the United States. The job pays very well, and prior this he had been unemployed for six months; however, he works in an extremely dangerous field, has no pension and is only able to be home for three weeks at a time, four times per year. Discuss.

If more than 65-70% of the students think Rachel should end the pregnancy (or heightening social norms presented in dilemma): 1. Dr. Aronson has informed Rachel that should she end the pregnancy, she faces a high risk of infertility (never being able to be pregnant again). Discuss. 2. Rachel calls her parents to tell them about her dilemma. David and Sara are furious that she would even consider ending her pregnancy, as they believe everything happens for a reason and no one is ever given more than she can handle. They beg Rachel to see this pregnancy, no matter what it brings, as a blessing and also let her know that should she end the pregnancy, they do not wish to speak to her again. 3. Some scientists and doctors believe that women who voluntarily end their pregnancies experience powerful feelings of guilt, remorse, anguish and depression. Some women report nightmares and an inability to move on with their lives despite feeling certain they were making the right decision prior to the end of the pregnancy. Discuss.

Probing Questions (issue-related probes, role-switch probes, universal consequence probes): 1. What are the most important factors for Rachel to consider as she tries to make a decision? Why? 2. Who is Rachel most obliged to of all those in the story? Why?

11 National Institute of Neurological Disorders and Strokes: Tay-Sachs Information Page. http://www.ninds.nih.gov/disorders/taysachs/taysachs.htm. 24 September 2012.

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3. What obligations does Rachel have to honor her parents wishes? 4. Does Rachel have a right to decide whether her child is born or not? Why? 5. To what degree do you think the fact that children with Down Syndrome cannot have children (there have been only a few recorded instances) of their own influences Rachels decision? 6. How does the desire to please others or honor the wishes of others impact an individuals decision? 7. How does the childs inability to share a voice influence Rachels decision? Should unborn children have the same rights as birthed children?

The Great GMO Debate 30 minutes to introduce and allow students time to organize and start their research in their groups Divide students into position affirmative, negative, or media position for one of two debate topics. Debate 1: GMOs can save the world. Debate 2: Consumers have the right to know if their food comes from genetically modified organisms. Introduce topic by showing these videos (or alternative ones if you prefer) (con position) video http://www.youtube.com/watch?v=M_ztZGbLEJ0 (pro position) video http://www.youtube.com/watch?v=OW9d9LexUrY

Distribute and go over debate rules (materials provided on Day 19 lesson plan)

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Day 18: Flex-Day

Flex-Day to work on Challenge Board projects, GeneSprout assignments for portfolio or consult with the teacher about other issues. Agenda - Glowing Bacteria check-up - 20 minutes - Facilitation groups 20 minutes - Work with debate groups - 20 minutes - Individual or group work on projects or challenge board assignments - 20 minutes

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Day 19: The Great GMO Debate12

Objectives Students debate about the Genetically Modified Organisms
The debate format focuses on relevant and often deeply divided positions that emphasize the development of critical thinking skills and tolerance for differing viewpoints. To facilitate these goals, debaters work together in teams and must consider multiple sides of an issue. Each team is given the opportunity to offer arguments and direct questions to the opposing team.

Preparing for Debates

We will hold two team debates during class on the topic of genetically modified organisms. Each student will participate as a team member in one debate or as the media who will be asking questions. During the debate that they are not participating, they will provide feedback at the end as an observer. The debates purpose is to encourage systematic and critical thought about arguments and claims regarding genetically modified organisms, human health, ethics and sustainability. Whether you are debating a position with which you personally agree or disagree, the value of this exercise is in teasing out the arguments/counter-arguments and determining which you find most convincing based on evidence. The propositions for debate are below. Prepare with your team for debate on one of the propositions below as assigned in advance.

Debate Schedule
1. Review agenda, debate teams meet, review debate procedure - 10 minutes 2. First Debate - 30 minutes Debate 1: Genetically Modified Organisms (GMOs) can save the world 3. Second Debate - 30 minutes Debate 2: Consumers have the right to know if their food comes from genetically modified organisms. 4. Whole-class discussion - Review and solicit feedback on process 10 minutes If you are not assigned to the debate, you will play the role of observer/audience and will be required to provide feedback.

Debate Rules
The following rules are intended to ensure that everyone shares a common set of expectations. 1. The affirmative team will define and interpret the issue.

12

Debate format adapted from James Gruber, AUNE faculty

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The affirmative should interpret the topic as the public would interpret it. The team must introduce one or more arguments in support of the issue as they have interpreted it and sustain that case throughout the debate. 2. The negative team argues against the affirmative position. The negative team may counter the affirmative team's interpretation of the proposition if they believe it is not reasonable. The negative team may challenge any aspect of the affirmative team's case and offer a case of its own.

Rules During Debate

1. No research is permitted. 2. No outside assistance is permitted. 3. Debaters should practice intellectual honesty. 4. Debate should be approached as a team activity. Each debate team is composed of multiple individuals who will speak in the roles they announce at the start of the debate.

Debate Format
The affirmative and the negative teams will have approximately equal time to present their arguments. You will be held to a strict time limit so be concise! 1. The debate is composed of multiple parts. These take the forms of: speeches - uninterrupted presentations by a designated speaker) Cross-examination - a series of questions and answers involving one speaker from each team or from the press/media Affirmative Opening Statement 2 minutes Negative Opening Statement - 2 minutes Press/Media asks each team approximately 4 questions with a 1 minute answer and a 1 minute rebuttal - 10 minutes Negative Cross-Examination 5 minutes Affirmative Cross-Examination 5 minutes Negative Closing Statement 3 minutes Positive Closing 3 minutes Observers provide constructive feedback written and turned in at the end of class

2. Breakdown of the debate: -

3. Each speech and each questioning period has a specific purpose. Affirmative Opening Statement In this speech, the affirmative team offers its complete argument in favor of the proposition. Although later affirmative speakers may repeat points and expand on them, the first affirmative speaker must present the entirety of his or her teams case, including whatever criteria or definitions the team views as instrumental. Negative Opening Statement

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Like the affirmative team in its constructive, the negative team offers a complete argument against the affirmatives position. The affirmatives definition, if not challenged at this point, should stand. Similarly, if the negative does not offer competing criteria, it is assumed that the criteria articulated by the affirmative team will govern the round. Finally, the negative team must challenge the affirmative's arguments; otherwise, it will be assumed that these arguments are acceptable.

Press/Media Questions

The press asks challenging questions of both debate teams. The questions should be balanced on not favoring one position over the other. If the question is not adequately answered, the media may do an immediate follow-up question. Negative Cross-Examination

The negative debater asks questions. The affirmative debater answers these questions; he or she should not make speeches or ask questions in return. During the cross-examination period, only the examiner may ask questions and only the speaker may answer them. Affirmative Cross-Examination

The rules of procedure for the Negative Cross-Examination" also apply here. Closing Statements of Affirmative Position

The affirmative speaker has two tasks in this speech. First, he or she must outline their refutations of the negative arguments. Second, he or she must respond to the refutations made by the negative team (i.e., the negative's objections to the affirmative case). If the affirmative speaker does not refute a given point in the negative case, then the point stands; if the affirmative speaker does not respond to a particular negative objection, then the objection is conceded. No new evidence for existing arguments may be presented. Closing Statement of Negative Position

Similarly to the previous closing statement, the negative speaker has two tasks in this speech. First, he or she must outline their refutations of the positive arguments. Second, he or she must respond to the refutations made by the positive team (i.e., the positive's objections to the negative case). If the negative speaker does not refute a given point in the positive case, then the point stands; if the negative speaker does not respond to a particular positive objection, then the objection is conceded. No new evidence for existing arguments may be presented. IV. The Role of the Audience/Observers

Following each debate, observers will share their impressions based on the content of the debate. Consider strength of arguments, did they focus solely on the content? Were positions supported by the readings and data? How creative were the tactics used? Was there an overall debating strategy present? Did you observe personal attacks rather than a focus on the issues?

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Possible Resources: http://dbp.idebate.org/en/index.php/Debate:_Genetically_modified_foods http://www.who.int/foodsafety/publications/biotech/20questions/en/ http://www.csa.com/discoveryguides/gmfood/overview.php http://www.teachersdomain.org/asset/tdc02_vid_btcorn/

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Unit Exam Multiple Choice 1. In general, genes are sections of DNA that contain instructions to assemble a. Stem cells b. More cells c. Lipids d. Proteins 2. If your mother is homozygous recessive for blonde hair, and your dad is heterozygous dominant for brown hair, you have: a. A 50% chance of having brown hair b. A 25% chance of having blonde hair c. A 30% chance of having brown hair d. A 50% chance of going bald at an early age 3. When Gregor Mendel crossed homozygous purple-flowered plants (PP) wth homozygous white-flowered plants (pp) the offspring was: a. 50% purple, 50% white b. 100% white c. 100% purple d. 75% purple, 25% white 4. Mr Braden should be concerned about male pattern baldness because a. His dad is bald (and the gene for this trait is only on the Y chromosome) b. His moms dad is bald (and the gene for this trait is only on the X chromosome) c. His dads dad was bald (and the gene for this trait is only on the Y chromosome) d. He doesnt need to be worried because baldness isnt genetic 5. Genetic engineering can do all of the following, except: a. Make pigs glow b. Repair faulty genes c. Make pesticide-resistant crops d. Help diabetics live a normal life True/False & Fill-In the Blank 6. 7. 8. 9. 10. 11. 12. True / False Traits are passed on independently of one another True/ False Chromosomes are found in the mitochondria of the cell A _______________________is used to trace inherited traits from generations A _______________________is the observable expression of _____________ _______________are different versions of genes Humans have _________chromosomes ____________ are instructions for ________________that are determined by a persons ___________________ which is the sequence of __________________ 13. What is an example of a good mutation? 14. What is a chromosome?

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Matching Match the DNA sequence with the mutation Original: AAT CAG GGT AGC 13. AAT CAG GAG GGT ACG ___________________ 14. AAT AAT CAG CCT AGC _____________________ 15. AAT GGT AGC _____________________ 16. AAT CAG AGC GGT ___________________ 17. TAA CAG GGT AGC ____________________________ 18. ATC AGG GTA GC _____________________________ a. duplication b. inversion c. deletion d. insertion e. translocation f. shift g. gene amplification Long-Answer 21. What is cancer, how does it happen, who does it affect, and what makes a person susceptible to it?

22. How are you the same as your neighbor, similar to your parents, and totally unique? Use drawings to help explain!

23. Can genetics teach us about evolutionary history? Be specific with how.

24. What make genetically modified food a good idea and a bad idea?

25. What is a mutation? Define and give an example of a mutation that, somewhere during our evolutionary history must have helped humans become who we are today. What mutagen caused it?

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Post exam self- assessment

Name ________________________________ Class ____________________ Rate yourself on a scale of 1-5, with 5 being the best. 1. I am confident that most of my responses are correct 2. I prepared myself for this exam 1 2 3 4 5 3. One question I was unsure about was 1 2 3 4 5

4. If I could go back and change an answer now it would be

5. List three things from this unit that you think youll remember forever 6. My teacher did a good job engaging the class with this unit 1 2 3 4 7. List 2 things your teacher could have done better in teaching this unit 8. What would you give yourself as an overall grade for the unit, and why?

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VERMONT STATE SCIENCE STANDARDS Grades 9-12

S9-12:1 Scientific Questioning Students demonstrate their understanding of scientific questioning by framing testable questions showing evidence of observations and prior knowledge to illustrate cause and effect and by developing a testable question appropriate to the scientific domain being investigated. S 9-12:2 Predicting and Hypothesizing Students demonstrate their understanding of predicting and hypothesizing by developing a testable/guiding hypothesis and predictions based upon evidence of scientific principles, predicting results (evidence) that supports the hypothesis, and clearly distinguishing cause and effect within a testable/guiding hypothesis. S9-12:3 Designing Experiments Students demonstrate their understanding of experimental design by writing a plan that includes procedures, tools, measurement tools, appropriate terminology and procedures. S9-12:4: Conducting Experiments Students demonstrate their ability to conduct experiments by collecting significant data through completing multiple trials, evaluating and revising procedures as investigation progresses. S9-12:5 Representing Data and Analysis Students demonstrate their ability to represent data by representing data quantitatively to the appropriate level of precision through the use of mathematical calculations, recording accurate data, and that is free of bias. S9-12:6 Representing Data and Analysis Students demonstrate their ability to analyze data by accounting for identified experimental errors, analyzing significance of experimental data, and critically comparing evidence collected with that of others S9-12:7 Explaining Data Students demonstrate their ability to explain data by proposing, synthesizing, and evaluating alternative explanations for experimental results; citing experimental evidence within explanation; including logically consistent position to explain observed phenomena; comparing experimental conclusion to other proposed explanations by peer review (e.g., students, scientists or local interest groups); conducting objective scientific analysis, free of bias; identifying and evaluating uncontrolled variables inherent in experimental model. S9-12:8 Applying Results Students demonstrate their ability to apply results by using technology to communicate results effectively and appropriately to others (e.g., power point, web site, posters, etc.); predicting/recommending how scientific conclusions can be applied to civic, economic or social issues; proposing and evaluating new questions, predictions, procedures and technology for further investigations. S9-12:39 Natural Selection/Evolution Students demonstrate their understanding of Evolution/Natural Selection by applying the theory of Natural Selection to a scenario depicting change within a given population over time (through many generations) (e.g., bacterial resistance to antibiotics, neck of the giraffe, animal camouflage). S9-12:40 Heredity Students demonstrate their understanding of Human Heredity by modeling and explaining how the structure of DNA is maintained and relates to genes and chromosomes, which code for specific protein molecules within a cell, modeling or diagramming new gene combinations that result from sexual reproduction (e.g., dominant/recessive traits), explaining how alteration of a DNA sequence may affect physical/chemical characteristics of the human body (e.g., sickle-cell anemia, cancer), and comparing and contrasting the chromosome content of somatic cells and that of sex cells (gametes). Key Concepts:

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Science Concept: (Human Heredity) Instructions for specified characteristics of an organism are carried in DNA. (NSES) The information passed from parents to offspring is coded in DNA molecules. DNA molecules are long chains linking just four kinds of smaller molecules, whose sequence encodes genetic information. b. The human body is formed from cells that contain homologous parrs two copies of each chromosome. c. New heritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells. d. All body cells have identical genetic information, but its expression may be very different from one cell to another due to the instructions given to different types of cells. - The sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations (Include value of meiosis, but not phases) - Some new gene combinations make little difference, some can produce organisms with new and perhaps enhanced capabilities and some can be deleterious. - Gene mutations can be caused by radiation and chemicals (legal and illegal) and are passed on to offspring when they occur in sex cells. - Inserting, deleting or substituting DNA segments can alter genes. - Changes in DNA (mutations) occur spontaneously at low rates, but can affect the organism in many ways or may go unnoticed. e. Gene mutations in a cell can result in uncontrolled division called cancer. Exposure of cells to certain chemicals and radiation increases mutations and thus chances of cancer. a.

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