APEX Anatomy of Genes

BIOLOGY
Anatomy of Genes
Table of Contents
Lesson 1 Heredity and Genetics ................................................................................................... 1

Lesson 2 Variations Among Individuals ....................................................................................... 6
Lesson 3 The Structure of DNA .................................................................................................. 12
Lesson 4 DNA Extraction ............................................................................................................ 17
Lesson 5 Chromosomes and Genes ........................................................................................... 22
Lesson 6 Karyotyping ................................................................................................................. 30
Lesson 7 Mendelian Principles of Inheritance ........................................................................... 34
Lesson 8 Inheritance of Plants ................................................................................................... 38
Lesson 9 Monohybrid Cross ....................................................................................................... 44
Lesson 10 Dihybrid Crosses ........................................................................................................ 49
Lesson 11 Non-Mendelian Genetics .......................................................................................... 54
Lesson 12 Multiple Alleles.......................................................................................................... 57
Lesson 13 Genetic Disorders ..................................................................................................... 63
Lesson 14 Genetically Modified Organisms .............................................................................. 68
Lesson 15 Applications of Genetic Engineering ......................................................................... 74
Lesson 16 Cloning and Gene Splicing ......................................................................................... 79
BIOLOGY: UNIT VI - ANATOMY OF GENES
Lesson 1
HEREDITY AND GENETICS
TIME
One session
SETTING
Classroom/School grounds
OBJECTIVES
At the end of the lesson, students should be able to:

identify the physical traits an individual has inherited from his/her parents;
explain heredity; and
explain the basis of inheritance of traits.
RESOURCES
family portrait
paper
pen
PREREQUISITE
Before the lesson, ask the students to bring their family portrait to class for
use in the activity. Meanwhile, prepare pictures of animals and their offspring
for the students to examine their similarities and differences.
PROCEDURE
Opening Activity
1. Motivate the learners by singing the song entitled Father Abraham.

2. Relate the meaning of the song to human reproduction and how a living
organism is formed from the union of gametes.
1
3. Introduce the lesson by showing pictures or posters of animals and their

offspring. Ask the students to identify the similarities and differences
between and among the pictures.
4. Summarize their responses by saying:

Many of your traits and features like the color and shape of your eyes,
hair color, height, nose and even your weight resemble those of your
parents. The passing of traits from parents to their offspring is called
heredity. The degree to which you resemble your father and mother
was established before your birth by the particular chromosomes that
you received. You are not exactly like your parents in the real sense.
In this lesson, you will discover the basis of inherited traits and the role
of chromosomes in the inheritance of a particular trait.
Main Activity: MY FAMILY TRAITS
1. Let the students perform the activity as contained in the activity sheet.
2. Facilitate the presentation of group outputs.
3. Ask the following questions:
What traits did you inherit from your parents?
How were these traits formed?
What do you think is the unit of inheriting traits?
Who of your parents do you resemble more?
Discussion Ideas
When a child is born, people always ask: Who does the child resemble
more? The father or mother? A child may have the physical features of both
parents. Why do you think you resemble your father more than your mother,
and vice versa? Do you look like your brothers or sisters? Why do they look
different from one another?
2
Extension Ideas
Do you and your grandparents share similar traits? Trace the similar traits in
three generations of your family. Construct a family tree. You may paste
pictures in your family tree.
ASSESSMENT
You may grade your students based on the individual worksheets and family
tree.
HOMEWORK
What makes you look different or unique from your classmates?
REFERENCE
Johnson, G. and P. Raven. 1996. Biology Principles and Explorations. 141

144.
3
Student Activity
MY FAMILY TRAITS
Objective
In this activity, you will identify the physical traits you inherited from your
parents.
Resources
family portrait
paper
pen
Procedure
1. Examine the family portrait you brought to class. Take note of similar traits
between:
a) you and your parents,
b) your brother and your parents
c) your sister and your parents.
2. List down the traits you inherited.

3. Check out where you obtained each particular trait.
Observations
OFFSPRING PHYSICAL TRAITS FATHER MOTHER
4
Analysis
1. Who among (a) your parents (b) your brothers (c) your sisters do you
resemble the most?
2. How were these traits formed?
3. What do you think is the unit of heredity?
Generalization
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________
5
Lesson 2
VARIATIONS AMONG INDIVIDUALS
TIME
Two sessions
SETTING
Classroom
OBJECTIVES
distinguish the difference between genotype and phenotype; and
demonstrate that a recombination of genes will result in the formation of
unique individuals.
RESOURCES
activity sheet
white paper
colored pencil
pen
PREREQUISITE
Prepare copies of some inherited traits and their descriptions, as well as the
checklist of different traits, their phenotype and genotype which the students
will use in creating their own child.
PROCEDURE
Opening Activity: RECOGNIZING INIDIVIDUAL TRAITS
1. Introduce some of the hereditary traits and their descriptions. See Student
Activity Sheet.
2. Let students work in pairs to determine whether or not they possess these
hereditary traits.
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3. Based on the students responses, connect the new lesson by saying:
After knowing how certain traits are passed from parents to offspring,
we will identify and compare their traits with others. Genes determine a
particular trait. They always come in pairs. One of each pair of genes
comes from your mother and the other from your father. Some genes
are dominant while others are recessive. Because of infinite possible
combinations of traits in humans, individuals, with the exception of
identical twins, are not absolutely alike due to the modification of the
genes as influenced by their environment.
4. Introduce new vocabulary words, namely, dominant genes, recessive
genes, homozygous and heterozygous.
Main Activity: CREATE-A-KID
1. Instruct the students to perform the activity as contained in the Activity

Sheet.
3. Ask the following questions to stimulate discussions of key points:
How can you distinguish a dominant gene from a recessive gene?
Differentiate between phenotype and genotype.
Discussion Ideas
Who among you have played with cards? What happened when you shuffled
the deck of cards? If the deck of cards represents your chromosomes, how
will it result to individual differences?
Extension Ideas
Why is it that you have different features from your classmates? Why is it that
the kind of child that your group created was different from that of the other
group?
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ASSESSMENT
Grade the students based on the create-a-kid activity and neatness of output.
HOMEWORK
1. What is DNA?
2. How important is DNA in the inheritance of traits?
REFERENCES
Olivarez, M. et al. Science and Technology for the Modern World. 202.
Applications in Biology/Chemistry A Contextual Approach to Laboratory

Science (1995). Center for Organizational Research and Development
(CORD) International.
http://www.kumc.edu/gen/gec/lpbennet.html
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Opening Activity
RECOGNIZING INDIVIDUAL TRAITS
1. Read the description of each trait listed below:
A. Free Earlobe
The earlobe hangs freely below the point of attachment to the head
B. Tongue-Rolling
Ability to roll your tongue into a U-shape
C. Widows Peak
The midpoint of the hairline along the front of the forehead points
downward
D. Cleft chin
The center of the chin has an indentation resembling a deep dimple
E. Bent little finger
The little finger is bent toward the ring finger
F. Mid-digital hair
Hair is present in the middle section of any of the fingers
2. Work with a partner. Using the given traits, identify the phenotype that you and your
partner have.
PHENOTYPE SELF PARTNER
A. Free earlobe/attached
B. Roller/ Non-roller
C. Widows Peak Present/Absent
D. Cleft Chin Present/ Absent
E. Little Finger Bent/ Not
F. Mid-digital Hair Present/ Absent
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Main Activity
CREATE-A-KID
1. Study the phenotype and genotype traits listed below.
TRAIT PHENOTYPE GENOTYPE

1. Face Shape Round RR, Rr
Square rr
2. Eyebrow I Bushy BB, Bb
Fine bb
3. Eyebrow II Not connected NN, Nn
Connected nn
4. Color of Eyebrows Darker than hair HH
Same color as hair Hh
Lighter hh
5. Eye Distance Apart Close together EE
Average distance Ee
Far Apart ee
6. Eye Shape Almond (wide) AA, Aa
Round (narrow) aa
7. Eye Size Large EE
Medium Ee
Small ee
8. Eyelashes Long LL, Ll
Short ll
9. Nose Shape Rounded RR, Rr
Pointed rr
10. Earlobe Attachment Free FF, Ff
Attached ff
11. Mouth Size Wide MM
Average Mm
Narrow mm
12. Lips Thick LL. Ll
Thin ll
13. Dimple Present DD, Dd
Absent dd
14. Cleft Chin Present AA, Aa
Absent aa
15. Chin Shape Round RR, Rr
Square rr
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TRAIT PHENOTYPE GENOTYPE

16. Hair type Curly CC
Wavy Cc
Straight cc
17. Widows Peak Present WW, Ww
Absent ww
18. Hair color Black BB, Bb
Blond Bb
2. Flip 2 coins to determine the phenotype. Head (HH,Hh) is the dominant gene. Tail
(hh) is the recessive gene. Create your own child based on the tossed coin then
draw its picture on bond paper.
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Lesson 3
THE STRUCTURE OF DNA
TIME
One session
SETTING
Classroom activity
OBJECTIVES

describe the composition and structure of DNA and
construct a model of DNA .
RESOURCES
4 plastic drinking straws in the following colors: yellow, green, pink, blue
(3cm long)
16 large paper pins
16 small paper clips
metric ruler
scissors
PREREQUISITE
Divide the students heterogeneously into 6 groups. Ask each group to bring
the materials necessary for the activity. Before the lesson, make sure that the
students will read about DNA in advance. You may prepare a diagram of the
DNA structure.
PROCEDURE
Opening Activity
1. Review the hereditary traits that were passed from the parents to their
offspring.
2. Ask the students: What do you think is responsible for the formation of
such traits?
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3. Summarize individual responses and relate their ideas to DNA.

4. Ask students: What is DNA?
DNA is a macromolecule that forms a double helix structure in the cells

(mostly in the nuclei and mitochondria) of living organism. The DNA
molecule is considered the genetic material of all living cells. It is
present in bacteria, protists, fungi, plants and animals. DNA is
responsible for making an organism.
You are what you are because of DNA. The shape of your nose, your
height, your complexion and your other traits are controlled by your
DNA. The building blocks of DNA are called nucleotides which are
composed of three important groups: the phosphate group,
deoxyribose sugar and the nitrogenous bases joined by hydrogen
bonds consisting of adenine, guanine, cytosine and thymine.
Two parallel DNA chains are connected by nitrous bases. Adenine is

always paired with thymine, cytosine with guanine. Without DNA, there
would be no cells, tissues, organs, systems, organisms nor a
population of species.
This lesson will help develop your skills in constructing and

manipulating a DNA model.
Main Activity: MAKING A DNA REPLICA
1. Let each group perform the activity as described in the sheet you
provided.
2. Check the students answers to the following questions:

a) What is the basic shape of DNA?
b) What is the function of DNA in the cells of living organisms?
c) What are the building blocks of DNA?
d) What four bases determine the type of nucleotides?
Discussion Ideas
What is the work of forensic experts? Who among you would like to be
forensic experts in the future?
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Extension Ideas
Can a person be identified by a DNA probe? Cite examples.
ASSESSMENT
A. Multiple Choice. Write the letters only.
1. The building blocks of DNA are

a. acids
b. nucleotides
c. phosphates
d. sugar
2. The sugar present in DNA is

a. fructose
b. glucose
c. deoxyribose
d. ribose
3. The adenine is always paired with

a. cytosine
b. guanine
c. thymine
d. uracil
4. The shape of DNA is

a. coiled
b. single stranded
c. double helical
d. linear
5. Cytosine is always paired with

a. adenine
b. guanine
c. thymine
d. uracil
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B. As an alternative assessment, students may also be graded on the

following components:
1. Cooperation during the group activity

2. DNA model submitted
HOMEWORK
Bring to school the following materials for the next lesson:
cup dry split beans

dish detergent
meat tenderizer
70-percent rubbing alcohol
2 small glass containers
3 forks
strainer
measuring spoon
REFERENCES
Johnson, G.B. and P.H. Raven. 1996. Biology Principles and Explorations.
169173.
Essenfeld, B. et al. Biology. Addison-Wesley Publishing Company Inc.

168171.
15
Student Activity
MAKING A DNA REPLICA
Objective
In this activity, your group will construct a simple model of the DNA and
describe its components.
Resources
plastic drinking straws colored yellow, green, pink, and blue
large paper clip
small paper clip
metric ruler
scissors
Procedure
1. Read the suggested uses of the different materials:

a) Large paper clip to represent deoxyribose sugar
b) Small paper clip to represent the phosphate group
c) Yellow straw adenine base
d) Green straw thymine base
e) Pink straw guanine
f) Blue straw cytosine
2. Cut each straw 3 cm long.
3. Make a nucleotide.
Hook a large paper clip to a small paper clip. Then insert it inside
the straw. Be sure that the straw is at the center of the large paper clip.
Remember what each of the materials represents. Do the same for the
remaining materials. Connect the eight
nucleotides to make one strand of DNA.
4. Form the DNA Model.
Make another strand of DNA as you did in #3. Be sure that you match the
base pair correctly. Adenine is paired with thymine, while cytosine is
always paired with guanine. Fasten the bases and paper clip together to
form two DNA molecules.
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Lesson 4
DNA EXTRACTION
TIME
One session
SETTING
Classroom
OBJECTIVES
extract DNA from food samples and
understand that DNA can be extracted from any cell in the body that
contains a nucleus.
RESOURCES
cup dry split peas
blender (optional)
dish detergent
meat tenderizer
70-percent rubbing alcohol
small glass container
fork
strainer
PREREQUISITE
Divide the students heterogeneously into six groups. Ask each group to bring
the necessary materials for the activity. Give them proper instructions on how
to proceed with the activity. Beforehand, let them soak the peas overnight to
soften these.
PROCEDURE
Opening Activity
1. Ask students: Whats inside the DNA? Expound by saying: Every cell in
your body contains DNA. Cells contain water, protein and nucleic acids.
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2. How can DNA be extracted from a living organism?

DNA can be extracted from any cell in your body that contains a nucleus.
It can also be extracted from various foods like peas.
Note that when soap is added to the cell, the cell membrane will spill out.
The addition of salt, on the other hand, can change the ionic concentration
of the water that makes it easier for the DNA and RNA to separate.
DNA does not dissolve in alcohol so that when you add alcohol to the salt
solution, the DNA collects where the two layers meet.
In this lesson, you will have a chance to collect or extract DNA samples.
Main Activity: INVESTIGATING DNA
Instruct each group to perform the activity as contained in a sheet you

provided. After the activity, let each group present its output. Ask the
following questions to clarify the key learning points:
1. How is DNA extracted from peas?

2. What parts of the cell are affected by soap?
3. What is in the meat tenderizer that breaks down meat?
4. Why is it that only the DNA and not the other parts of the cell rise to the
top after the addition of alcohol?
Discussion Ideas
Why is the use of a DNA profile analysis important in crime investigation?
Extension Ideas
Do you want to collect your own DNA? Perform this procedure:
1. Take 1 tbsp. of water and swirl it around your mouth for 30 seconds.
2. Split the water into small, clear juice glasses. Add 1 tbsp. of salt solution
and 1 tsp. of soap solution to each glass. Mix by swirling.
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3. Gently add 1 tbsp. of rubbing alcohol to each glass. Try to pour it along
the side of the glass so that it forms a layer on top of the salt or water or
soap solution. Wait for one minute.
ASSESSMENT
Students may be graded on the following:

1. extracted DNA
2. teamwork and cooperation
REFERENCES
http://www.mischicago.org/exhibit/genetics/activity_pages/collect_DNA.htl
http://www.iit.edu/~smile/blolinde.html
19
Student Activity
INVESTIGATING DNA
Objective
In this activity, your group will extract DNA from various foods in your
refrigerator.
Resources
dry split peas
blender (optional)
dish detergent
toothpicks
meat tenderizer
Procedure
Read and follow the instructions as indicated.
1. Measure 1 cup water, cup peas and tsp. salt. Stir until salt is
dissolved. Leave the peas in water until they soften.
2. Put the peas and the salt water in the blender and blend for just a couple
of seconds. Or use a fork to squash the peas. The mixture must be
lumpy, containing small fragments of peas. Too much blending will break
the DNA and will make it too hard to see.
3. Gently mix the peas and water from the blender with a few drops of soap
in a new container.
4. Pour the pea mixture into the strainer. Filter about 1/3 cup of the liquid into
a small container.
5. Wet one end of a toothpick and dip it into the meat tenderizer.
6. Put the dipped end with the enzymes in the cell mixture and gently stir.
7. Slowly pour equal amounts of alcohol (about 1/3 cup) into the mixture.
8. The alcohol will form a layer on top of the cell debris.
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9. Watch carefully as the DNA precipitates through the alcohol. DNA is clear.
Small bubbles will attach themselves to the strands as they migrate
upwards through the alcohol. Use the toothpick to gently stir the alcohol
layer. Notice how the strands move like snots. The snotty substance is the
DNA.
Analysis
1. How did each of the ingredients help in the extraction of DNA from other
parts of the cell?
2. What part of the DNA is most affected by soap?
3. What is it in meat tenderizer that breaks down meat?
4. On alcohol and salt: Why does only the DNA, and not the other parts of
the cell rise to the top after the addition of alcohol?
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Lesson 5
CHROMOSOMES AND GENES
TIME
Two sessions
SETTING
Classroom
OBJECTIVES

determine the location of chromosomes and genes;
determine the genetic traits of a fictitious animal by translating DNA codes
to the amino acid sequence responsible for the traits; and
construct chromosomes of the fictitious animal using the genetic traits
determined.
RESOURCES
Part A Part B
coin Oslo paper
colored pencil crayons
crayons glue
PREREQUISITE
Divide the students heterogeneously into six groups. Tell each group to bring
the needed materials for the activity. You may prepare an illustration showing
mitosis and meiosis cell division.
PROCEDURE
Opening Activity
1. Ask the students to review what happens to the cell and chromosomes
during meiosis and mitosis cell division. Likewise, recall the difference
between mitosis and meiosis cell division.
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2. Discuss what happens to the cell and chromosomes. Relate the new
lesson by saying:
The fact that you look more like your relatives than your classmates lies in
the chemical information that you inherited from your mother and father in
the form of DNA. How you act also depends on the chromosomes that you
inherited from both parents.
Your 23 pairs of chromosomes include one chromosome contributed by

your mother and one contributed by your father. Each chromosome
contains many genes that determine individual traits such as the shape of
ones nose and skin color.
In this investigation, you will develop skills in constructing chromosome

models and genes.
Main Activity: DESIGNING A CHROMOSOME MODEL
Ask each group to perform the activity described in the activity sheet you
provided and present the results to the class. Check the students
understanding of the concepts by asking the following questions:
1. What are the similarities of chromosomes and genes during meiosis and
fertilization?
2. What is formed in the chromosomes?
3. Is the number of genes equal to the number of chromosomes?
Discussion Ideas
What do you think will happen if the genes of the mother and the father do not
combine during fertilization?
Extension Ideas
A chromosome map is used to locate the different genes in a chromosome.

Draw a chromosome model. Represent the DNA with horizontal lines and
mark off points at 1 cm, 3 cm, 5 cm, 9 cm, 12 cm and 15 cm. Locate the
genes of the peas in the chromosomes.
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ASSESSMENT
Students may be graded based on the quality of their chromosome models

and attitude towards working in groups.
HOMEWORK
1. What is DNA replication?

2. Give the complementary pair of the following base pair:
ACTGTCAAGCCT
REFERENCES
Carale, L., E. Galvez, R. Reyes. 1999. Science and Technology for a Better
Life. 267268.
Science and Technology II 1990. 1st edition. 295301.
24
Student Activity
DESIGNING A CHROMOSOME MODEL
Objectives
In this activity, your group will:
1. determine the genetic traits of a fictitious animal by translating DNA codes
to the amino acid sequences responsible for the traits.
2. construct the chromosome of the fictitious animal using the genetic traits
determined in Part A of the activity.
Resources
Part A Part B
coin Oslo paper
colored pencil crayons
crayons glue
Procedure
Part A
1. Examine Table 1. For each gene, flip a coin to determine which of each
pair of traits your organism will have. This will give the DNA code for the
gene. Repeat the procedure for each gene.
2. Record the complementary mRNA and tRNA codes in the proper spaces
in Table 1. Using the tRNA codes in the table, consult Table 2 to
determine the amino acid number of each. Record your amino acid
sequence in Table 1.
3. Look up each of the exact same sequences in Table 3 to determine the

traits of your organism and record each trait on the space provided in
Table 1. Draw the animal.
Part B
1. Using Table 1, determine whether your creature is male or female. If it is a
male, use a blue chromosome template. If it is a female, use a pink
chromosome template.
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2. Cut strips of paper measuring 1 x 4, then glue two strips of paper to form a
paper chain. Approximately six strips will be needed to form a paper chain
long enough to hold the entire nucleotide sequence.
3. Using the DNA code for each of the genes selected in Part A, write down the
first DNA triplet, the second triplet and then the third triplet. Remember that
the bases must remain in the exact order that they appear in the table.
4. Draw a double line across each gene to separate the individual amino acids.
Draw a double line across each gene to separate Gene A from Gene B.
Continue with the second gene and proceed until all genes have been coded.
5. Identify the gene on the left side of the chromosome strip. Identify the gene
trait on the right side.
T
G A
E C P
N A L
E G U
C M
A C P
G
A
A
G
B C
C
G
A
4. Color the nitrogen bases using the following code:
C yellow A red
G green T blue
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TABLE 1
Gene A Gene B
DNA DNA
___H TAC AGC CGA ___H ACC GGA TAT
___T TAC AGC CGA ___T ACC GGT TAT
mRNA_______________ mRNA_______________
tRNA________________ tRNA________________
Amino acid sequence number Amino acid sequence number
_____________________ _____________________
Trait_________________ Trait_________________
Gene C Gene D
DNA DNA
___H ACC ATA TCC ___H GGT AGG AAA CCC
___H TAT ATA - TCC ___T GGG AGG AAA CCC
mRNA_______________ mRNA_______________
tRNA________________ tRNA________________
_____________________ _____________________
Trait_________________ Trait_________________
Gene E Gene F
DNA DNA
___H TTT AAA ___H TGA ACG
___T TTT AAC ___T TGA ATA
mRNA_______________ mRNA_______________
tRNA________________ tRNA________________
_____________________ _____________________
Trait_________________ Trait_________________
Gene G Gene H
DNA DNA
___H ACC GGT TAT GAG ___H TGA GGT GGT
___T ACC GGT TAT CAG ___T TGA GGT AAA
mRNA_______________ mRNA_______________
tRNA________________ tRNA________________
_____________________ _____________________
Trait_________________ Trait_________________
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Gene I Gene J
DNA DNA
___H CAC AGG AAA ___H GGA CGC CGA
___T CGT AGG AAA ___T GGA CGC CGC
mRNA_______________ mRNA_______________
tRNA_______________ tRNA_______________
_____________________ _____________________
Trait_________________ Trait_________________
Gene K Gene L
DNA DNA
___H GGA CGC TCC ___H CTA ATC
___T GGA CGC TAG ___T TTA ATC
mRNA_______________ mRNA_______________
tRNA_______________ tRNA_______________
_____________________ _____________________
Trait_________________ Trait_________________
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TABLE 2
tRNA Amino acid number tRNA Triplet Amino acid
Triplet number
ACC 20 AAA 8
ACG 22 AAC 4
AGG 7 AGC 16
AUC 6 AUA 21
CAC 24 CAG 23
CGA 2 CCC 1
CGC 3 CGU 25
GGA 11 CUA 10
UAC 26 GAG 19
UAU 13 GGG 5
UCC 15 GGU 12
UGA 18 UAG 17
UUU 9 UUA 14
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Lesson 6
KARYOTYPING
TIME
One session
SETTING
Classroom/Laboratory
OBJECTIVES

make a model of a human karyotype and
identify the different chromosomal aberrations/abnormalities.
RESOURCES
copy of a human karyotype and the karyotype of a child with Down

Syndrome
black yarn/ clay
cardboard
PREREQUISITE
Divide the students heterogeneously into six groups. Ask each group to
bring the necessary materialsblack yarn/clayfor making the model of a
human karyotype.
Beforehand, ask the students do advance reading on karyotyping.
Prepare images of a human karyotype and the karyotype of a child with
Down Syndrome or any chromosomal abnormalities.
PROCEDURE
1. Review the number of chromosomes an individual has and how it was

obtained.
2. Tell students that one way of studying chromosomes is through
karyotyping.
30
3. Show a sample photograph of an individuals chromosome in homologous

pairs. This is called a karyotype.
4. Discuss the following key points:
In karyotyping a geneticist/medical technician obtains cells from a
person, usually white blood cells, which are treated with a chemical
that stimulates mitosis.
After the cells have been grown in a special medium for several days,
they are treated with another chemical to stop cell division at
metaphase. At this point, chromosomes are easy to isolate, stain and
photograph through a MICROSCOPE.
The technician then cuts the photograph apart and arranges the
chromosomes in pairs, starting with the longest chromosomes. A
karyotype can be used to find any visible chromosomal abnormality. It
may show too many or too few chromosomes.
A chromosome that is abnormal is unusual in size due to the deletion

or addition of chromosomes. Birth defects are associated with extra or
missing chromosomes.
Main Activity: HUMAN KARYOTYPE MODELLING
1. Distribute copies of karyotypes to each group for analysis.

2. Ask the students to perform the activity as contained in the sheets
provided by the teacher.
3. Have one member of each group present its output.
4. Check the students understanding by asking the following questions:
a. How is a karyotype prepared?
b. What is the importance of a karyotype?
c. How many chromosomes are found in the karyotype that you are
looking for?
d. How many pairs of chromosomes are found in the karyotype that you
have on hand?
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Discussion Ideas
Have you seen the children of Gaches Village? They are mongoloids.
Describe how they look. Why do they all look alike? What other abnormalities
can be observed in an individual in your community that was possibly caused
by chromosomal aberrations?
Extension Ideas
What birth defects are associated with extra or missing chromosomes?
ASSESSMENT
Grade the students based on the following:

1. human karyotype model
2. ability to analyze correctly the karyotype of a child afflicted with Downs
Syndrome
3. teamwork
HOMEWORK
Research on some abnormalities such as:
Polydactyl
Cleft palate
Dimple
Turners syndrome
Kleinfelters syndrome
REFERENCES
Essenfeld, Gontang, and Moore. 1996. Biology 3rd edition. 206.
Science and Technology II. SEDP Series. 305306.
32
Student Activity
HUMAN KARYOTYPE MODELLING
Objectives
1. make a model of a human karyotype and
2. identify the chromosomal aberration in Downs syndrome.
Resources
copy of the karyotype of a normal individual and that of a child with
Downs syndrome
black yarn/ strings of clay
cardboard
plastic cover
Procedure
Read and follow the instructions below.
A. Karyotype Analysis
1. Study the karyotype given by your teacher.
2. Compare the chromosomes.
3. Note the difference between body chromosomes and sex
chromosomes, then locate where the abnormality exists in the
karyotype.
B. Model of the Human Karyotype

With the use of black yarn/ strings of clay, make chromosomes. Copy the
chromosomes in the karyotype and mount your chromosomes on
cardboard. Cover it with plastic.
Guide Questions
1. How does the karyotype of a child with Downs syndrome differ from that
of a normal individual?
2. In which chromosome is the aberration found?
3. What is the number of chromosomes in the karyotype of a child with
Downs syndrome?
33
Lesson 7
MENDELIAN PRINCIPLES OF INHERITANCE
TIME
Two sessions
SETTING
OBJECTIVES

determine the principles of heredity that govern Mendelian genetics;
discuss Mendels experiment on heredity; and
illustrate the principles of Mendelian genetics by citing examples.
RESOURCES
overhead projector
transparencies of Mendels experiments
Punnett square table
PREREQUISITE
Before the lesson, assign your students to read facts about Mendels
experiment.
You may prepare transparencies about Mendels experiment on the
mating of pea plants.
Also, prepare a Punnett square table to show how a certain genotype
resulted upon the combination of alleles during fertilization.
PROCEDURE
Opening Activity
1. Motivate the students by asking questions such as this: Can long- legged
parents produce short-legged offspring?
34
2. Relate their responses on how genetic traits are usually listed when the
genes are dominant or recessive.
3. Review vocabulary words such as homozygous, heterozygous, parental

generation and filial generation.
4. Introduce the concept of inheritance by using a simulation game. Give

each student one card, which has either a dominant or a recessive gene.
Each student will represent a single chromosome that will move around in
search of a partner.
Remember that each student needs to link with another student to form a
gene pair. Students may form homozygous dominant or recessive and
heterozygous gene pairs.
5. Have your students share their basic knowledge about Mendels

experiments with the rest of the class. Expound further by saying:
The study of genetics involves learning how traits are passed on from
one generation to the next. Humans have been interested in genetics
since the beginning of agriculture.
In the 19th century, Gregor Mendel, an Austrian monk, conducted a

series of experiments to determine how traits or features of pea plants
were passed from generation to generation. He carefully studied seven
traits of successive generations of pea plants to discover how many
were shared traits, such as smooth or wrinkled seeds. He came to the
conclusion that these traits were passed on from generation to
generation through the inheritance of some kind of factor known as
gene.
He also discovered that an individual possesses more than one gene

although only one of the genes is seen in any individual. Mendel
suspected that heredity depended on the genes from both parents.
The specific characteristics of each parent were then passed on or
blended in the offspring.
Main Activity: THE PEA EXPERIMENT
1. Show the students a transparency of the cross between homozygous

parents and introduce the use of a Punnett square to predict the outcome
of the cross between hybrid parents.
35
2. Ask the students to make their own hybrid pea plants. See Activity Sheet
for instructions.
3. Finally, ask them the following questions:

3.1 What are the laws involved in Mendelian genetics?
3.2 What is a monohybrid cross?
3.3 What offspring can be obtained from the cross between:
a. homozygous parents
b. heterozygous parents
c. homozygous parent x heterozygous parent
Discussion Ideas
You love flowers very much. White flowers are very beautiful. You would like
to produce more of them. Will you be successful in obtaining the same trait
when you cross a white flower plant with a hybrid white plant? How many
offspring will possess the same trait?
Extension Ideas
Try breeding your own plant by choosing a pea plant trait, aside from pea
color and shape that you want to develop. Assign letters for the allele.
ASSESSMENT
The students output may be graded based on the correct presentation of the
cross between hybrids and on neatness of work.
HOMEWORK
1. What is a dihybrid cross?

2. Define the law of independent assortment.
REFERENCES
Carale L. et al. Science and Technology for a Better Life. 266271.
Olivarez, Maria et al. Science and Technology II for the Modern World. 200
204.
Rabago, L. et al. Biology. 350354.
36
Student Activity
THE PEA EXPERIMENT
Objective
In this activity, you will make your own hybrid pea plants to demonstrate the
principles of heredity that govern Mendelian genetics.
Resources
paper
pen
Procedure
Read and follow the instructions below:
1. Breed your pea plant with parents having a pea color of either green or
yellow. A green pea is dominant over a yellow pea.
2. Assign capital letter Y for allele in the green color and a small letter y for
yellow.
3. Use the Punnett square table to predict the combination of gametes.
4. Illustrate the cross between:
a) Homozygous green x homozygous green
b) Homozygous green x homozygous yellow
c) Heterozygous green x heterozygous green
5. Do the same activity but focus on pea shape instead of color. Round is
dominant over wrinkled.
Observations
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________
Analysis
1. What is the genotype of the two parents in each cross?
2. What are the genotypes and phenotypes of the parents in each cross?
37
Lesson 8
INHERITANCE OF PLANTS
TIME
One session
SETTING
OBJECTIVES
illustrate the effects of dominant and recessive genes, and;
calculate the likelihood of different genetic combinations to understand
the basis of inheritance.
RESOURCES
paper and pen
PREREQUISITE
Divide students heterogeneously into six groups. Ask each group to prepare a
Punnett square for the activity.
PROCEDURE
Opening Activity
1. Ask the students to recall the seven traits of garden peas as observed by
Mendel.
2. Recall the Law of Dominance.
3. Tell the students to identify the contrasting characteristics of each trait.
4. Ask the students, too, how Mendel was able to obtain such a result from
cross-pollination. Add some information such as these:
38
Gregor Mendel became very curious about his pea plants. There were tall
ones and there were short ones. He noted that some of the seeds were
yellow, while the others were green. He experimented on his pea plants and
observed variations in traits.
He noted seven pairs of contrasting characters. Mendels experiments

involved cross-pollination where he transferred pollen from the flower of one
pea plant to the flower of another. He removed the stamen from a young
flower and when the flower matured, he transferred pollen to it from another
plant. He observed that tall plants, which were crossed with short plants,
produced tall plants in the first generation. Short plants appeared only in the
second generation.
Main Activity: SEED SAVERS AND GENETIC INHERITANCE
1. Through cooperative learning students should be able to solve problems in

genetics involving traits observed by Mendel. In this activity, expect the
students to develop skills in analyzing, illustrating and computing ratios.
2. A discussion of the results will follow.
Discussion Ideas
Gumamela plants have different varieties. Cite the traits that you can observe
in gumamela varieties. Aside from gumamela, can you identify other samples
of plants that possess many characteristics/traits?
Extension Ideas
Does human genetics also follow the Mendelian pattern of inheritance?

Cite an example of traits observed in your family and show an illustration
of how the traits were passed from parents to their offspring.
Assessment
Suppose you are a farmer raising flowers. You discovered that the petals are
the same and ruffled. If one of the parents has all the dominant genes and
another has all the recessive genes, which genes were inherited?
39
HOMEWORK
Conduct a research on plant breeding and cite its significance in the

improvement of agriculture.
REFERENCES
Carale, Lourdes, Elvira Galvez and Riza Reyes. 1999. Biology, 3rd edition.
268271.
Science and Technology II. 1st edition. 1990. 284287.
40
Student Activity 1
SEED SAVERS AND GENETIC INHERITANCE
Objectives
illustrate the effects of dominant and recessive genes and
calculate the likelihood of different genetic combinations to understand the
basis of heredity.
Resources
paper and pen
Procedure
1. Genetic traits are usually listed as letters. Capital letters represent

dominant genes, lowercase letters represent recessive genes. Write the
genetic code of two flowers: one yellow and one white. Use uppercase Y
to represent yellow and lowercase y to represent white.
2. Cross the two parents: both heterozygous, one dominant and one
recessive.
3. Both parents will hand over one gene during sexual reproduction. The
offspring will have a genotype of Yy.
4. In the next generation, Yy will self-pollinate and produce a number of
possibilities. Each gene will segregate. Both parents will contribute one
gene each to the next generation. Since there are two genes from each
parent, there are four possibilities for the next generation.
5. Fill in the Punnett square to show what gene combinations are possible.
Observations
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________
Guide Questions
1. How many of the new flowers will have the two yellow genes? What
percentage of the total is that?
41
2. How many of the new flowers will have white genes? What percentage of
the total is that?
3. How many of the new flowers will be yellow? How many will be white?
4. Why will so many more of the new flowers be yellow than white?
42
Student Activity 2
SOLVING GENETIC PROBLEMS
1. In a garden, the flowers of some plants are red while those of the others are white.
If some pollen from the red flowers are dusted on the stigma of a white flower, the
two plants are being crossed. The seeds develop and mature. They are sown in the
soil, germinate and grow into new plants bearing red flowers.
Choose a letter to represent the allele for each trait.
Use a diagram to illustrate the cross between a homozygous dominant individual
and a homozygous recessive individual.
Give the genotype and phenotype of the offspring.
When you allow the hybrid to self-pollinate, what result will you get?
Draw a diagram here:
2. Suppose you cross-pollinate a pure-bred, long-stemmed plant and a pure-bred,

short-stemmed plant. The long stem is the dominant trait. Using a Punnett square to
do the following:
predict the length of the stem of the offspring
determine all the probable genotypes of the offspring and state the phenotypes
identify the law of Mendelian genetics that the result illustrates
Mendel also performed experiments on hybrids. When you cross-pollinate two
hybrid, long-stemmed plants:
What are all the probable genotypes and phenotypes?
What law of genetics does the problem illustrate?
43
Lesson 9
MONOHYBRID CROSS
TIME
One session
SETTING
Classroom/Laboratory /School grounds
OBJECTIVES

solve the monohybrid cross and
use the Punnett square to predict the genotypic and phenotypic ratios of
offspring resulting from the random pairing of gametes.
RESOURCES
25 red beans, 25 white beans

plastic bags
paper and pen
PREREQUISITE
Divide the students into seven heterogeneous groups. Before the lesson,
remind them to bring the needed materials.
Prepare a copy of Tables 1 and 2 as shown in the activity sheet. Prepare

a Punnett square as well.
PROCEDURE
Opening Activity
1. Review the fate of genes during the formation of gametes. Remind the
students that during the formation of gametes, the genes separate to
introduce Mendels second law: the Law of Segregation.
44
2. Discuss Mendels experiment to prove the Law of Segregation:
Mendel experimented on one pair of contrasting characters at a time. He

allowed plants to self-pollinate for several generations, thereby showing
only one characteristic. A plant that produces the same character from
generation to generation is called a pure breed.
Mendel called the parent plants first parental generation (P1) and the
offspring, the first filial generation (F1). When pure breeding plants having
contrasting characters are crossed, all the offspring will show only one of
the characters.
The character that appears is the dominant character, while the character
that does not appear is the recessive gene. When F2 is allowed to self-
pollinate, the ratio is 3:1, wherein 3 of the offsprings show the dominant
character and one the recessive character.
Main Activity: PREDICTING A MONOHYBRID CROSS

1. Ask the students to identify what gene pair is involved in a monohybrid
cross:
a. Provide each group with a copy of the Activity Sheet.
b. Assign one member of each group to present the groups output in
class.
2. Check how much the students understand the lesson by asking the
following questions:
a. What are the phenotype and genotype of each parent?
b. Describe both parents using the terms homozygous or
heterozygous, or both.
c. What phenotypic ratio and genotypic ratio did we obtain?
Discussion Ideas
Can a monohybrid cross be used to predict whether a dimpled child will

appear from parents who are both dominant in this trait?
If human traits are determined by a single gene locus that has two
different alleles, one dominant and one recessive, what do you think will
happen if a trait does not link with another trait?
45
Extension Ideas
Why is the monohybrid cross technique effective in studying the transmission

of factors?
ASSESSMENT
Students may be graded based on the following:

1. Group output
2. Correct presentation
3. Working cooperatively
HOMEWORK
What are the other laws of heredity that do not follow the Mendelian pattern of
inheritance?
REFERENCES
Rabago, L. et al. Science and Technology II. 350354.
Science and Technology II, 1st edition. 1990. 279386.
46
Student Activity
PREDICTING A MONOHYBRID CROSS
Objective
In this investigation, you will predict the genotypic and phenotypic ratios of
offspring resulting from the random pairing of gametes.
Resources
25 red beans, 25 white beans

2 plastic bags / Petri dishes
Procedure
1. Count 25 pieces of each seed and place them in two plastic bags. Mark
one plastic bag female gamete and the other, male gamete.
2. Since each parent contributes one allele at random to each offspring,
model a cross between these two parents by choosing 10 random pairings
of the seed from the two containers. Without looking, do this by
simultaneously picking one seed from each container. The pair of seeds
represents one offspring.
3. Record the result on table 1. Return the seeds to their original container
and repeat the procedure four more times.
4. Determine the genotypic and phenotypic ratios among the offspring.
Observations
Table 1. Gamete Pairings
Trial Offspring Genotype Offspring Phenotype

1.
2.
3.
4.
5.
6.

50.
47
Table 2. Offspring Ratios
Genotypes Total Genotypic Ratios

Homozygous dominant(RR) _____ _____:_____:_____
Heterozygous (Rr) _____
Homozygous recessive(rr) _____
Phenotype Total Phenotypic Ratios
Red _____ _____:_____;_____
White _____
Construct a Punnett square showing parents and their offspring.
Guide Questions
1. What are the genotypes and phenotypes of the parents?
2. What does each seed in the plastic bags represent?
3. When the seeds were selected and paired, what did the pairs represent?
4. Describe the genotype of both parents using the terms homozygous,
heterozygous, or both
5. What trait is being studied in this investigation?
6. Did Table 2 reflect a classic monohybrid cross phenotypic ratio of 3:1?
Analysis
a. If a genotypic ratio of 1:2:1 is observed, what must be the genotypes of
both parents?
b. Show what the genotype of the parents would be if 50 percent of the
offspring were red and 50 percent of the offspring were white.
48
Lesson 10
DIHYBRID CROSSES
TIME
One session
SETTING
OBJECTIVES

define a dihybrid cross;
determine the phenotypic and genotypic ratios in a dihybrid cross;
solve problems involving the inheritance of two traits.
RESOURCES
paper and pen

Punnett square
transparency / visual aid showing a dihybrid cross
overhead projector (optional)
PREREQUISITE
Divide the students heterogeneously into groups of six. Before the lesson,
ask them to do advanced reading on dihybrid cross. Ask each group to bring
gumamela flowers to the class.
PROCEDURE
Opening Activity
1. Recall the Mendelian Laws of Heredity and vocabulary such as

homozygous dominant, homozygous recessive and heterozygous hybrid.
2. As a motivation, ask the students to observe the gumamela flower and to

look for variations which are evident in the gumamela flower.
49
3. Relate the variations observed by the students to the nature of dihybrid

cross.
4. Provide a brief explanation of Mendels experiments about dihybrid cross.
The second phase of Mendels experiments on garden peas involved

the inheritance of two traits at a time. This cross between individuals
where two traits are considered is called a dihybrid cross.
Predicting the results of a dihybrid cross is more complicated than

predicting the results of a monohybrid cross because one has to
consider how the two alleles of each of the two traits from each parent
can combine.
In this activity, you solve problems on dihybrid crosses and/or laws of

Mendelian genetics.
Main Activity: PREDICTING A DIHYBRID CROSS
1. Instruct the students to predict the outcome of a dihybrid cross by

following the steps provided in their Activity Sheet.
3. Develop the students understanding of dihybrid cross by asking the
a. How many kinds of offspring were seen in the dihybrid cross?
b. What were the phenotypic and genotypic ratios of the offspring?
Discussion Ideas
Suppose you are a cut-flower grower and would like to produce the flower
that you like most for aesthetic and business purposes. What will you do?
Extension Ideas
Suppose you cross-pollinate a pure-bred blue-pitted bell flower with a pure-

bred, yellow smooth bell flower. Blue-pitted is dominant over yellow smooth
bell.
Determine the hybrid offspring in the F1 generation. State the genotype and
phenotype. Then do a cross study of the hybrids. Determine the genotypes
and phenotypes of the offspring.
50
ASSESSMENT
Students may be graded on their correct presentation of the dihybrid cross,

and how they cooperate during group work.
HOMEWORK
Cross two traits that you would like to develop on garden peas, aside from the
color and the shape of the seed. Cross-pollinate F1 and determine the
offspring genotypes and phenotypes.
REFERENCES
Johnson,G. and P. Raven. 1996. Biology Principles and Explorations. 150

151.
Rabago,L. et al. 1997. Biology. 354356.
Science and Technology II, SEDP Series. 1990. 290292.
51
Student Activity
PREDICTING A DIHYBRID CROSS
Objectives
In this investigation, your group will solve problems involving dihybrid crosses.
Resources
paper
pen
Procedure
1. The outcome of a dihybrid cross can be determined in the same manner

as a monohybrid cross. List all the possible gametes that each parent can
produce and form all combinations possible. When you are determining
what the gametes will be, remember that each gamete must be a member
of each homologous pair of chromosomes.
2. If you are considering an A gene and an R gene, for example, be sure that
each gamete has one allele for the A gene (either A or a) and one allele
for the R gene (either R or r). Try the following examples:
Genotype: RRAA Gametes____________________

Genotype: RrAA Gametes____________________ Genotype:
rrAa Gametes____________________
Genotype: RrAa Gametes____________________
3. Predict the outcome of the cross. Construct a Punnett square to

accommodate the gametes from each parent. For example, cross two
heterozygous parents using the Punnett square (RrAa x RrAa).
4. List the possible genotypes of the offspring.
5. List the possible phenotypes of the offspring and the expected ratios in
which they will occur.
6. Give the genotypic ratio.
52
Observations
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________
Analysis
1. How many kinds of offspring were seen in the dihybrid cross?

2. What are the phenotypic and genotypic ratios of the offspring?
53
Lesson 11
NON-MENDELIAN GENETICS
TIME
One session
SETTING
OBJECTIVES

determine the traits that do not follow the Mendelian principle of
genetics
describe how non-Mendelian traits occur
differentiate the principles that govern non-Mendelian traits
RESOURCES
paper and pen

gumamela /bougainvillaea flowers (different colors)
PREREQUISITE
Prepare problems concerning non-Mendelian genetics. Write this on

transparencies to facilitate reading.
Group the students heterogeneously into six. Give each group a copy of
the activity sheet for their collaborative learning.
PROCEDURE
Opening Activity
1. Ask the students if it is possible to have offspring whose trait is not found
in both parents. Let them explain the reasons why they say so.
54
2. Show pictures of a snapdragon flower that produces pink-flowered

offspring from the cross between red-flowered and white-flowered
snapdragons. If red is dominant over white, another trait shows up.
3. Ask the students to give other examples of traits not governed by
Mendelian genetics.
Main Activity: THE LAW OF DOMINANCE
1. Provide students an Activity Sheet containing problems on non-Mendelian

genetics for group analysis.
2. Lead students understanding of non-Mendelian genetics by asking the
following:
How is the Law of Incomplete Dominance different from the Law of
Dominance?
What is the difference between the Law of Incomplete Dominance and
the Law of Codominance?
Discussion Ideas
What is the significance of breeding rice?
What varieties of rice are now being developed and/or cultivated at the
Agricultural State University in your community? (e.g., VISCA in Baybay,
Leyte; UP Los Banos)
Can you give other example of plants that are being bred in your
community or in our country?
Extension Ideas
If a red cow is mated with a white bull, the offspring will be roan (the color of
cream of tomato soup). Can a roan cow and a roan bull produce a white calf?
Explain.
ASSESSMENT
The students may be graded based on the following:
1. active group participation
2. correct analysis of cross-breeding
REFERENCES
CORD Applications in Biology/Chemistry Continuity of Life. 118.
Olivares, M., M. E. Bermio, and Juanita Cruz. 2003. Science and Technology
for the Modern World. 206.
55
Student Activity
THE LAWS OF DOMINANCE
Objective
In this investigation, you will compare the Law of Incomplete Dominance and
the Law of Dominance.
Resources
sample problem on Non-Mendelian Genetics
paper and pen
Procedure
Using the Law of Incomplete Dominance, analyze the given cross below:
P2 Pure red-flowered x Pure white-flowered
Gumamela gumamela
RR rr
Gametes R x r
F1 Rr
Pink-flowered
Self-pollinate:
P2 Pink-flowered x Pink-flowered
Rr x Rr
Gametes Rr x Rr
F2 RR Rr Rr rr
Red Pink Pink white
Guide Questions
a. What are the phenotypes of F2 plants?
b. Give the phenotypic and genotypic ratios of the F2 plants.
c. If red is completely dominant over white, what would be the phenotypes of
F1 and F2 plants? What are the phenotypic and genotypic ratios of F1 and
F2 plants?
56
Lesson 12
MULTIPLE ALLELES
TIME
Two sessions
SETTING
Classroom/Laboratory Room
OBJECTIVES

determine individual blood types;
define multiple alleles; and
solve problems involving multiple allelism.
RESOURCES
ABO blood typing sera (anti-A and anti-B)

blood lancet/disposable needle
cotton
alcohol
glass slides
a box of toothpicks
paper and pen
PREREQUISITE
Before the activity, prepare the table of genotypes for different blood types
and obtain blood sera from the rural health unit. Take necessary
precautions when performing the activity.
Ask a qualified nurse or medical technician to do the blood typing. Have

ammonia or strong-smelling substances ready. Some people may faint at
the sight of blood.
57
PROCEDURE
Opening Statement
1) Begin by saying:
Human genetics is governed by the same principles as the genetics of

other organisms. Some human genes work in the same dominant-
recessive fashion described in a pea plant. Many traits cannot be simply
dominant or recessive. Each gene could only have two different
forms/alleles. A gene with more than two alleles is said to have multiple
alleles. In traits governed by multiple alleles, each individual can carry only
two of the possible alleles, one on each homologous chromosome. A
combination of any two of the alleles may be present in the individual.
2) Recall the previous lesson on how alleles carry a pair of alternate genes
which could either be homozygous or heterozygous. Review also the
different human blood types.
Motivate the students by asking what important information is usually

found in the identification cards of an individual.
Main Activity: 1) WHATS MY BLOOD TYPE?

2) MULTIPLE ALLELISM
In the following activity, students will identify their own blood type and realize
how blood typing can be used in solving crimes and cases, such as
demanding financial support for an illegitimate child.
The first session of the lesson will focus on knowing ones blood type, while
the second session will be devoted to solving problems about multiple
allelism.
1. The activity may be performed with the help of a qualified nurse or a

medical technologist.
2. Provide each group with an activity sheet for doing the analysis.
3. Facilitate the presentation of output.
4. Ask the following questions:
a. Which blood type is the most common in class? The rarest?
b. Define multiple alleles.
58
c. What three alleles control the inheritance of human blood type?

d. Which allele(s) is/are dominant? Recessive?
Discussion Ideas
Knowing ones blood type is necessary for blood transfusions. Can this
knowledge also lead to the solution of crimes and identifying ones relatives?
How important is this for an illegitimate child seeking financial support?
Extension Ideas
If you were healthy, would you volunteer to donate blood to the Red Cross?
Why?
ASSESSMENT
A. Problem Solving
Illustrate the cross between a type O male and a type AB female. Use a
Punnett square to show the offspring. What percent of their children will be
Type O? Type AB? Type A? Type B?
B. The students may be graded based on the quality of their group output
presentation and level of cooperation in producing the output.
HOMEWORK
1. What are sex-linked traits?

2. Give examples of sex-linked traits.
REFERENCES
Olivares M. et al. 2003. Science and Technology for the Modern World. 209
210.
Rabago, L. et al. 1997. Science and Technology II. 362363.
59
Student Activity 1
WHATS MY BLOOD TYPE?
Objective
In this investigation, you will determine your own blood type.
Resources
ABO blood typing sera (anti-A and anti-B)

alcohol
blood lancet/disposable needle
cotton
glass slides
a box of toothpicks
Procedure
1. Prepare a clean glass slide. Drop anti-A serum on the anti-A slide and
anti-B serum on the anti-B slide.
2. Have a nurse/medical technologist dab alcohol on a piece of cotton to

clean every students pointing finger. Be sure he/she uses a sterile,
disposable needle. With a needle, the nurse/medical technologist will prick
the part of the finger that was cleaned. If the student is right-handed, be
sure the finger pricked is on the left hand, and vice versa.
3. Ask the students to do the following:
Squeeze a drop of blood from your finger. Let it drop to the slide with the
serum. Stir each drop of blood in the slide using a toothpick. (Use a clean
toothpick for every student).
4. Further, instruct the students to look for clumping of the blood mixture.
Clumping indicates a reaction of the sera with the antigen in the blood
mixture. When the blood clumps with anti-A serum, the blood type is A.
When clumps form with anti-B, the blood type is B. If blood clumps with
both sera, then the blood type is AB. For blood type O, neither anti-A nor
anti-B serum clumps with the mixture.
60
Analysis
1. What is your blood type?

2. There are blood types other than A, B, AB and O. What are some of these
blood types?
3. What would happen if blood typing were not invented?
4. What are the advantages of blood typing other than its usefulness in
health?
61
Student Activity 2
MULTIPLE ALLELISM
Objective
In this activity, your group will solve problems on multiple allelism in relation to
the human blood type inheritance.
Resources
paper
pen
Procedure
Solve the following problems:
1. Andrei, a two-year-old child, met a vehicular accident. He suffered cuts

and had profuse bleeding. At the emergency ward, the doctor told the
mother that the child needed blood transfusion. He told her to go to the
Red Cross office and ask for Type O blood. She secured blood for the
child and the child survived.
Later, the mother informed her husband about the accident through a
letter. But the father angrily wrote his wife that the boy was probably not
his son because they had different blood types. The father also declared
that therefore, the said boy did not deserve any financial support from him.
Can a type A father and a type B mother have a type O child? Refer to the
table of genotypes of type A and type B. Use a Punnett square to show
your solution.
2. A type A woman is seeking support for her type AB offspring from a type
O man. Is she right in doing this?
3. Write Your Answers Here

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________________
62
Lesson 13
GENETIC DISORDERS
TIME
One session
SETTING
OBJECTIVES
At the end of the lesson, students should be able to identify sex-linked

character traits.
RESOURCES
paper
pen
PREREQUISITE
Group the students heterogeneously into six. Prepare a table for the
genotypes of sex-linked characteristics.
PROCEDURE
Opening Activity
1. Help students recall the previous lesson on the karyotype of the human
species. Then, relate the nature of karyotypes to genetic disorders.
2. Discuss the origins of genetic disorders:
Geneticists have found that many human traits are inherited by the action
of genes that have dominant and recessive alleles. Most genetic disorders
are recessive, although a few are dominant.
63
An early geneticist made an interesting observation: some characteristics

are commonly associated with one sex because the genes responsible for
them to happen lie on one of the sex chromosomes. These genes are
described as having sex-linked characteristics.
If the allele is dominant, both male and female are readily affected and
traits are expressed. However, if the alllele is recessive, the female
becomes a carrier, as both of her X chromosomes must carry the allele to
be affected. Males are readily affected due to the single X chromosome
they have.
Knowledge of these inheritable character traits can guide young men and
women in the choice of their future partners.
In this lesson, you will analyze the different heritable traits and use the
information in decision-making.
Main Activity: I LOVE YOU, BUT
1. Distribute the Activity Sheets to each group.

2. Ask each group to determine the sex-linked traits of different people.
4. Develop the students understanding of the lesson by asking:
a. What are sex-linked traits?
b. Give examples of sex-linked traits.
Discussion Ideas
Mr. and Mrs. X are thinking of having a child. However they are worried
about the health of their potential child because they are both carriers of
sickle-cell anemia, a blood disease that can be fatal. They have minor
negative symptoms such as respiratory ailments at high altitudes. Blood tests
have confirmed that they are carriers.
Will it be right for them to go to a genetic counselor to seek advice?
64
Extension Ideas
Cystic fibrosis is a fatal genetic disorder wherein persons with the disorder
have difficulty breathing due to the accumulation of thick mucus in the lungs.
How would you counsel a young couple about to be married or already
married whose families have histories of cystic fibrosis?
ASSESSMENT
Grade the students on their presentation of output.
HOMEWORK
What are some examples of diseases due to chromosomal mutation?
REFERENCE
Olivares, M. et al. 2003. Science and Technology for the Modern World. 208.
65
Student Activity
I LOVE YOU, BUT!
Objectives
In this activity, your group will determine sex-linked traits of various people.
Resources
mirror
paper
pen
Procedure
Study the diagram below:
Figure B) Both Parents are Carriers

Figure A) One Carrier Parent
Source:http://www.brps.org.uk/Graphics/G_Genetics.html
In Figure A, either mother or father may be affected, and the affected child may be a
boy or a girl. An affected person has a 50% or 1 in 2 risk of having an affected child.
In Figure B, both mother and father are carriers, and the affected child may be a boy
or a girl.
66
Figure A shows that if a father is a carrier of a particular trait, 25 percent of his

daughters might become carriers, while 25 percent will be normal or non-normal
carrier females. Meanwhile, 25 percent of the sons will be carriers of the trait; 25
percent will be normal.
Figure B shows that if both parents are carriers of a particular trait, 25 percent of the
daughters will be carriers of the trait, while the other 25 percent will be non-carriers.
Twenty-five percent of the sons will be affected while the other 25 percent will be
carriers of the trait.
2. The table below shows some inherited traits in humans.
TRAIT DOMINANT RECESSIVE

1. Hair color Dark Light
2. Hair Curly Straight
3. Eye vision Normal Color-blind
4. Number of fingers Six on each hand Five on each hand
5. Earlobe Free Attached
6. Tongue rolling Can roll edges Cannot roll edges
7. Shape of foot / palm Flat-footed Normal
8. Varicose veins With varicose Normal
9. Chin shape Dimple in middle No dimple
10. Hemorrhoids Present Normal
4. Record your dominant and recessive traits.
Analysis
1. What are some sex-linked traits?
2. Why is hemophilia more common in males than in females?
3. Show the possible genotypes of the offspring when a color-blind male
marries a female with normal vision.
Discuss and Debate
Suppose you are a carrier of a serious genetic disease like cancer,

determined by a recessive gene, and you meet and fall in love with someone
who is also a carrier of the same genetic disease.
Should you marry this person?
If you marry, should you have children?
What are the chances that you will produce a child with cancer?
67
Lesson 14
GENETICALLY MODIFIED ORGANISMS
TIME
Two sessions
SETTING
Classroom
OBJECTIVES
explain the nature of genetically modified organisms and
give examples of varieties of animals and plants which can be selectively
bred.
RESOURCES
bond paper
marker
Manila paper
PREREQUISITE
As this is a cooperative learning activity via role-play, assign roles to the

students through their respective groupings. A suggestion of the
assignment of roles is indicated in the Student Activity sheet.
Allow each group to decide among themselves the assignment of roles, as
well as their strategies. Inform them that they will be graded according to
group performance and that creativity matters.
In a real court, some of the jurors listed may not be chosen. Tell the
students to assume they were chosen for the sake of the activity.
PROCEDURE
Opening Statement
Many people question the need to alter nature. Worries about bio-engineered
foods deal with potential risks in two main areas: the peoples health and the
environment. The greatest fears are over the effects of transgenic organisms
on the environment as these transgenic plants or animals may interact with
other creatures in unpredictable ways.
68
2. Ask students to give examples of varieties of animals and plants that can
be selectively bred.
Main Activity: THE LEGAL AND MORAL ISSUES OF GENETIC ENGINEERING
Distribute the students worksheets. Allow the students to work individually at

first, and then send them to their respective groupings to pool their arguments
together and formulate a strategy. Decide whether to proceed with the role-
play presentation immediately or set it for the next meeting. This will give
ample time to students to practice their scripts or look for costumes.
Possible arguments are as follows:
Pros
1. Most parents wish to give their children the best possible advantages in
life.
2. Modifying the traits of the unborn child through genetic engineering may
make it possible to cure genetic diseases such as sickle-cell anemia,
hemophilia, and Tay-Sachs diseases.
Cons
1. It is unethical to change the characteristics of a person as yet unborn.
2. Scientists do not yet fully understand how genes in eukaryotes are

regulated.
3. What are some of the principal ethical issues involved in human genetic
engineering?
4. If you could create an ideal organism by combining the traits of two

organisms, what two organisms would you select and why?
Discussion Ideas
Have you read the label of some food items you bought from the
supermarket?
Are these food items genetically modified?
If they are, do you think they are safe for human consumption? Why or
why not?
Extension Ideas
Write a paragraph discussing the answers to these issues.

69
Explain how DNA probes can identify a person. Is it possible for more than
one individual to be identified by a DNA probe? Would DNA probes with
longer or shorter sequences be more likely to identify only one individual?
ASSESSMENT
Word relationship
1. hybridization, genetic engineering, selective breeding, inbreeding

2. restriction enzymes, recombinant DNA, DNA cloning, mutagenesis
3. clone, chimera, transgenic, recombinant DNA
Explain
Genetic engineers use resistance to antibiotics to identify bacteria that

contain recombinant plasmids. How do you think this is done? Remember
that plasmids without the insulin gene are resistant to two antibiotics, while
those with the insulin gene are resistant to only one.
ASSIGNMENT
Compare the advantages and disadvantages of breeding techniques and

genetic engineering.
REFERENCES
Bienvenido, R. 2001. To clone or not to clone. Bato Balani. 1213.
Essenfeld, B. et.al. 1996. Biology. Canada: Addison-Wesley

Publishing Co., Inc. 192193.
Olivarez, M. et al. 2003. Science and Technology for the Modern

World. Makati City, Philippines: Diwa Scholastic Press Inc. 223.
70
Student Activity
THE LEGAL AND MORAL ISSUES OF
GENETIC ENGINEERING
Objectives
1. simulate a court case in which you decide whether two parents are
allowed to use genetic engineering to choose the characteristics of their
unborn child; and
2. role-play in class about genetic engineering.
Procedure
You are going to simulate a court case in which you will decide whether two
parents should be allowed to use genetic engineering to choose the
characteristics of their unborn child. There will also be news conferences
about the case. The case and the roles are described below.
Go to your respective groups and pool your arguments together. Assume

that you are facing a real court trial. Help prepare the representatives in your
group to play your assigned groups role in this courtroom play. You may
wear proper attire to make the play as realistic as possible. Remember, you
will be graded according to the relevance and creativity of your groups
presentation. (Adapted from Bellamy 199).
The Case
A husband and his wife are both in their thirties. The woman is four feet two
inches tall, and the man, five feet tall. Throughout their lives they have both
been called shorty by others. Both were excluded from sports in school
because of their height. The man has been passed over for promotion in his
job because his boss thinks that someone taller would command more
respect.
Now the couple would like to have a child. Although they realize that height
should not be the problem that it is, they do not want their child to experience
the same difficulties that they have been through. Instead of passing on their
short genes, they wish for a child taller than they.
They read about genetic engineerings being used to create a child with
certain desired characteristics in a local hospital. All of the genes of the
71
parents are used except those that are undesirable. In this case, the short
genes are replaced by tall genes from a bank of donated reproductive cells
maintained in a hospital laboratory. Persons who donated these cells signed
a consent form giving the hospital permission to use their genes in this way.
A newly formed organization, the Right to Natural Conception group, is

suing the parents and the hospital, claiming that such tampering with nature
is immoral and should be illegal.
Roles to Play
For the role assigned to your group, you may fill in details not listed, such as
occupation, socioeconomic status and age.
Group 1: Right to natural conception side

a. a lawyer
b. four members taking the right to natural conception argument
c. group to assist the lawyer in preparing the case
Group 2: Parents side
a. a lawyer for the parents and the hospital
b. one set of parents
c. two doctors
d. two hospital administrators
Group 3: Jurors
a. a basketball superstar 6 11 tall
b. a chemical engineer 5 tall
c. a 28-year-old woman with Huntingtons disease
d. a man with a sickle cell trait
e. mother of a child with Downs syndrome
f. a man with diabetes
g. man born with severe facial deformities
h. a woman carrying a gene for a recessive, fatal genetic disease
i. a nurse who works in the maternity ward of the hospital
j. an obstetrician
k. a priest
72
Group 4: News reporters (Reporters 1 and 2)
Guide Questions
1. What roles did you choose? Are these persons likely to be for or against
the decision of the parents? Explain.
2. List arguments in favor of your position. Beside each, indicate how you will
address the argument.
3. For the news reporter: List the questions you will ask the following:
a. parents
b. employees of the hospital
c. members of the rights to natural conception group
73
Lesson 15
APPLICATIONS OF GENETIC ENGINEERING
TIME
One session
SETTING
Classroom
OBJECTIVES

relate genetic engineering to recombinant DNA;
explain the stages of gene transfer; and
give examples of applications of genetic engineering in agriculture,
industry and medicine.
RESOURCES
scissors
graphing paper
PREREQUISITE
Before the lab session, assemble the materials needed for each student or
group. The strips and data table that you prepare can be used as visuals
to help clarify your explanation.
Issue proper instructions on how to proceed with the activity. Provide

guidance on these aspects.
Encourage the students to work in groups. Emphasize that accuracy is

as much a part of police work as it is of science.
74
PROCEDURE
Opening Statement
1. Not long ago, transcribing the sequence of nucleotides in any gene
seemed an impossible dream to many scientists. Today, however, the
new tools and techniques of genetic engineering make scientists feel
confident about decoding the information hidden in human genes.
In this investigation, you will infer, explain and give examples of genetic
engineering.
2. Discuss genetic engineering in relation to DNA. Review the similarities

that exist between blood typing, fingerprinting, and DNA fingerprinting.
Review the ways that DNA fingerprinting can be used in criminal
investigations.
Main Activity: DNA FINGERPRINTING
1. Allow students to simulate the construction of DNA models to demonstrate

how DNA fingerprinting is used to identify criminals.
2. Guide the students in understanding genetic engineering using the

a. What was the purpose of this lab session?
b. What did each strip of graph represent?
c. What do the marks on the data table represent?
d. How can be a vector be an example of recombinant DNA?
e. How can a gene be transferred from one organism to another?
f. How do you feel about taking medicines that have been made
using genetically engineered bacteria? Why?
Discussion Ideas
Genpharm, a California biotechnology company, produced a bull that
possesses the gene for human lactoferrin (HLF). HLF confers antibacterial
and iron transport properties to humans. Many of the Hermans female
offsprings now produce milk containing HLF and Genpharm intends to build a
herd of transgenic cows for the large-scale commercial production of HLF.
Do you think this is good practice? Why or why not?
Extension Ideas
75
Imagine that you are the director of a genetic engineering program. Write a
paper to explain your proposal for a new project. Describe your project and its
goals. Explain the contribution you hope to make.
ASSESSMENT
Probe
What would you say to a classmate planning to drop her biology class
because she wants to help her parents in farming and does not want to
become a scientist? Share your answer.
ASSIGNMENT
Make a collage that demonstrates the impact of genetic engineering on

agriculture, industry, and medicine. Use newspapers and magazines to obtain
photographs and articles.
REFERENCES
Capco, C. and G. Yang. 1999. Biology. Quezon City: Phoenix Publishing

House, Inc. 278.
Essenfeld, B. et al. 1996. Biology. Canada: Addison-Wesley Publishing

Company Inc. 192.
Payawal, P. et al. 1992. Biology. Manila, Philippines: Academe Publishing

House. 92.
76
Student Activity
DNA FINGERPRINTING
Objective
In this investigation, you will simulate how to construct DNA models and show
how DNA fingerprinting is used to identify criminals.
Resources
scissors
graphing paper
Procedure
1. The accompanying table describes the pattern of genes and repeats of a

particular segment of DNA for five individuals. This information will be
used to construct models of DNA segments for each of the five individuals.
Individual DNA Sequence
1 G1 G2 10R G3 4R G4 G5 7R G6 6R G7
2 G1 G2 1R G3 15R G4 G5 3R G6 2R G7
3 G1 G2 11R G3 8R G4 G5 5R G6 3R G7
4 G1 G2 6R G3 2R G4 G5 9R G6 7R G7
5 G1 G2 4R G3 5R G4 G5 12R G6 4R 7R
2. Cut a lengthwise strip of graphing paper two boxes wide. Starting at the
top, label the first box G1 and the second box G2.
3. For each repeat, label a box R. For example, for individual 1, the ten
boxes following G2 should be labeled R.
4. Continue labeling the boxes through to G7, remembering to put the proper
number of the individual on the back of the strip.
5. Fold a clean sheet of graphing paper into sixths lengthwise. Unfold the
paper and number the boxes on the upper left-hand edge, starting at the
bottom, from 1 through 25. This sheet will be used to record the DNA
fingerprints of individuals 1 through 5, and of an unknown criminal. Label
the first of the six columns 1 for individual 1; the second, 2 for individual 2;
and so on. Label the sixth column CRIMINAL.
77
6. Select one of the five individuals to act as the criminal. Note: do not tell
your classmates which individual you have selected. Make a duplicate
strip of DNA for that individual following the procedure outlined in steps 2
to 4.
7. Cut the strip representing the criminals DNA between genes 4 and 5. This
represents the cutting of DNA by restrictions enzymes.
8. Arrange the two DNA strips in order of size; put the larger one first. This
represents the separation of DNA pieces through electrophoresis.
9. Count the number of boxes in the longer strip of DNA. Color the column of
your data table marked CRIMINAL, directly across from this number.
Repeat this procedure using the shorter fragment. You should have two
marks in the column to represent the marks that the DNA tagged with a
radioactive probe would leave on a photographic plate - a DNA fingerprint.
10.Exchange the DNA fingerprint of your criminal with one of your

classmates.
11.Prepare DNA fingerprints for individuals 1 through 5.

Did any of the five individuals have the same DNA fingerprints?
Which individual was the criminal?
Why is it unlikely that two individuals would have the same DNA
fingerprint?
If blood or hair samples are recovered at the scene of a crime, how
could they be used to make a positive identification of the criminal?
(Source: Miller and Levine 1998)
78
Lesson 16
CLONING AND GENE SPLICING
TIME
Two sessions
SETTING
Classroom
OBJECTIVES

describe the process of gene splicing and cloning;
explain some methods employed in breeding; and
appreciate the improved animal and plant species produced by genetic
breeding methods.
RESOURCES
Manila paper
marker
PREREQUISITE
Let the students research on cloning. Tell them to analyze the article on
cloning. Ask them to cite some reasons why some people object to the idea of
cloning human beings. They can use the Internet or the library for obtaining
information.
PROCEDURE
Opening Statement
1. What do you mean by cloning? The ethical debate over cloning
encompasses its possible psychological impact on the offspring. Would a
human clone tend to have a diminished sense of individuality? Perhaps
human clones would think that they were genetically destined to the same
fate as the persons from whom their donor cells came.
79
In this lesson, we will discuss cloning and the application of genetics in

animals and plant species produced by genetic breeding methods.
2. Define cloning then ask some issues concerning human cloning.
Main Activity: HUMAN CLONING ISSUES
a. Distribute the worksheets and give the students time to read them.
b. Be sure all the students understand what cloning means.
c. It is up to you to decide whether to have the students work in pairs or
individually.
d. After all the worksheets are completed, ask for arguments supporting each
statement.
e. Record them on the board and put a check mark beside each. Indicate
the number of times an argument is cited.
Discussion Ideas
a. Elicit the students ideas and opinions about human cloning using the
following guide questions
Which viewpoint do you support and why?
Does having the same genes insure that people will appear and
behave in exactly the same manner?
When a clone is made from a human being, should the duplicate
have the same legal rights as the original? Why or why not?
b. Relate cloning to surrogate motherhood:
Surrogate motherhood is sometimes used when a woman is infertile. Her

husbands semen is used to artificially inseminate the surrogate, who
surrenders her rights to the child upon birth.
However, the numerous legal and ethical complications of this technique

have limited its acceptance. Are you in favor of surrogate motherhood?
80
Extension Ideas
Challenge students to try this:
Suppose a genetics laboratory advertises that it can engineer a couples

gamete so that their new child will have a more attractive nose, eye color or
lips.
Design and write the advertisement to attract customers. Then, pretend you
are a concerned citizen who is shocked by the laboratory advertisement and
procedures.
Write a letter to that laboratory, or to the editor of the major newspaper where
it was published, expressing your opposing views or opinions about the
questionable advertisement.
ASSESSMENT
Essay
Genetic engineering and the sequencing of human genes are becoming

increasingly popular. However, many problems, risks, and doubts have
created barriers to further carrying out these procedures on human beings.
Who should decide on whether these things could be done to manipulate

the precious gift of life in humans?
Is it you, society, the scientist, or the community? Prove your point.
HOMEWORK
Clip news articles or pictures showing modern breakthroughs in genetics.

Include information on the latest technological advancements.
REFERENCES
Capco, C. and G. Yang. 1999. Biology. Quezon City: Phoenix Publishing

House Inc. 278279.
Essenfeld, B. et al. 1996. Biology. Canada: Addison-Wesley Publishing

Company Inc. 189.
81
Student Activity
HUMAN CLONING ISSUES
Objectives

1. cite certain possible consequences of human cloning and
2. list arguments for and against the cloning of human beings.
Key Concept
Cloning is a process whereby the chromosomes of a somatic cell are

inserted into an egg cell, whose nucleus has been removed. Theoretically, an
entire adult organism can be produced in this way from one cell. Although
some animals and plants have been cloned and the process has yet to be
applied to human cells, it may actually be already possible. The mere
possibility has frightened a lot of people.
The Case
A woman, aged 39, and her husband, aged 43, have tried to have children
since their marriage nine years ago. The woman has had three miscarriages,
and her doctors had warned her that because of her advanced age, any child
she gives birth to might have birth defects.
Nonetheless, she recently delivered an infant boy after a six-month gestation

period. Although the child appeared physically normal, it was quite weak and
had serious respiratory problems attributable to his early birth. The child died
soon after it was born, but, at the request of the parents, the doctors kept
some of the babys skin cells alive in a tissue culture dishes to be used for
cloning.
The couple heard about an experimental procedure at a major university

where human beings can be cloned. They desperately wanted a child of their
own and feared that this may be their last chance. Should the parents be
allowed to have their premature infant cloned?
82
Procedure
List arguments supporting each of the statements below:
a. Yes, the parents should be allowed to have their premature infant cloned
because:
___________________________________________________________
___________________________________________________________
_________________________________________
b. No, the parents should not be allowed to have their premature infant
cloned because:
___________________________________________________________
___________________________________________________________
_________________________________________
83
Unit Integration Plan

PUBLIC OPINION ON GMOs
Option 1
Objectives
At the end of the culminating activity, students should be able to:

gather public opinion on the effects of genetic engineering in agriculture
discuss and analyze the merits of the campaign to ban genetically
engineered crops/food products.
Procedure
1. Launch a campaign to ban Genetically Engineered crops/food products

(Genetically Modified Organisms). For example, interview a farmer
organization in your community and ask their opinion on genetic
engineering in agriculture.
2. Ask them to make a written declaration of their standpoint on the effects of

genetic engineering in agriculture using their local dialect. Let them sign
the statement. See sample declaration below:
What Farmers Say About Genetic Engineering
Genetic engineering in agriculture has significantly increased the economic

uncertainty of farmers throughout the Philippines and the world. Filipino
farmers have lost critical markets which are closed to genetically engineered
products. Corporate control of the seed supply threatens farmers'
independence. The risk of genetic drift has made it difficult and expensive for
farmers to market a pure product.
Genetic engineering has created social and economic disruption that

threatens traditional agricultural practices for farmers around the world.
Farmers, who have maintained the consumer's trust by producing safe,
reasonably priced and nutritious food, now fear losing that trust as a result of
consumer rejection of genetically engineered foods.
Many scientists believe genetically engineered organisms have been

released into the environment and the food supply without adequate testing.
Farmers who have used this new technology may be facing massive liability
from damage caused by genetic drift, increased weed and pest resistance,
and the destruction of wildlife and beneficial insects.
84
Because of all the unknowns, we, the undersigned farmers, therefore demand
the following:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Guide Questions
What are the farmers demands? Are they reasonable, legitimate and fair?
If you were asked to sign the farmers declaration, will you sign? Why?
Are there facts and figures that can back up the claims/demands of
farmers against genetic engineering? What are these and the sources of
information?
Teachers Note
End the discussion with a brief summary of the entire unit. See Unit
Summary.
Assessment
Grading Rubric
Elaboration 5 10 15 20 25
Personal Best 5 10 15 20 25
Correct Information 5 10 15 20 25
Time on Task 5 10 15 20 25
Teamwork.Cooperation 5 10 15 20 25
Total Points ___

100
85
GENETIC ENGINEERING DISCOVERIES

Option 2
Objectives
At the end of the culminating activity, students should be able to:

design and defend a genetically improved agricultural product
prepare a tri-fold brochure to market the new product.
Procedure
1. Assume that you are all Genetic Engineers. Design and defend a
genetically improved agricultural product to secure findings to market the
new product. Example: tomato production.
2. Develop an advertisement for this product. As the advertising team for this
product you need to create a tri-fold brochure to be distributed to the class
(acting as consumers). Your goal is to make people want to buy your
product based on your brochure.
Your brochure needs to include:

a picture of the product
slogan
history behind the product
features and benefits of the product
testimonials from consumers and availability (where can this product
be found)
Produce sample photocopies of your product brochures for distribution to

consumers after your commercial presentation.
3. Create a collage or free-standing display of plant products changed

through biotechnology.
Examples may include tomatoes and the technologies used in todays

tomato industry. Other options include cotton, canola oil, papayas,
soybeans, corn and rice.
4. Also, create a display illustrating the sequence of events that occurs to

produce a genetically modified plant product.
86
Guide Questions
Did you find it easy to design and defend your genetically improved
product? Why? Or Why not?
What specific step(s) were done by your group to successfully market the
product?
What have you learned from this project?
Teachers Note
End the discussion with a brief summary of the entire unit. See Unit
Summary.
Assessment
Grading Rubric Points Possible Points Earned

Content Quality
Picture of the product 5
Product Slogan 10
History of Product 10
Features 10
Benefits 10
Testimonials 10
Availability 10
Editing Quality
Spelling is correct 5
Punctuation is correct 5
Capitalization is correct 5
Complete Sentences 5
Fluent Sentences 5
Presentation Quality
Orderly Layout 5
Clear and easy to read 5
Interesting 5
Total Points 100

References
http://www.remc11.k12.mi.us/bstpract/bpII/Lessons/99004/rubric.pdf
http://regentsprep.org/Regents/biology/units/heredity/index.cfm
http://www.inmotionmagazine.com/nfrel.html
87
Unit Summary
All Organisms have a set of instructions that determine their characteristics. These
instructions are called genes and contain the instructions for life that are passed from
parents to offspring during reproduction. The inherited instructions that are passed from
parent to offspring exist as a code. The DNA molecule, which makes up our genes
contains this code. The DNA molecules must be accurately replicated before being
passed on. Asexually reproducing organisms normally pass on this genetic code
identically between the parent and offspring, while the offspring of sexual reproduction
produce offspring that resemble their parents, but exhibit some variations from them.
Changes in DNA or mutations, which occur in non sex cells of a sexually reproducing
organism will not be passed on to their offspring. Mutations, which occur in sex cells
or gametes, will be frequently be passed on to their offspring. Once the coded
information contained in the DNA molecule is passed on, a cell uses it to make proteins.
The proteins that are made become cell parts and carry out most functions of the cell.
The subtle differences in DNA between different human beings and different species
result in the production of different proteins. This is a major reason why we show
individual differences.
Throughout recorded history, humans have used selective breeding and other
methods to produce organisms with desirable traits. Our current understanding of
genetics and heredity allows for the manipulation of genes and the development of new
combinations of traits and new varieties of organisms. This includes various aspects of
DNA technology, including recombinant DNA technology. Scientists have also
developed many ways of determining the genetic makeup of different organisms,
including humans.
Genetic engineering involves taking a gene from one species and splicing it into another
to transfer a desired trait. Genetic engineering allows specific genes isolated from any
organism (such as a bacterium) to be added to the genetic material of a different
organism (such as a corn plant). That differs from traditional plant and animal breeding
in which the genes of only closely related organisms (such as a corn plant and its wild
relatives) can be exchanged. That means that GE foods can carry traits that were never
previously in our foods.
88
That unique technique for manipulating hereditary traits can provide significant benefits,
but also raises environmental, food safety, and societal concerns. Genetic engineering
has the potential to decrease adverse environmental effects of conventional agriculture,
increase yields for farmers (especially in developing countries), improve the nutritional
quality and taste of crops, and contribute to sustainable agriculture. Those benefits must
be balanced against potential problems, such as the introduction of an allergen, the
transfer of the engineered gene to other species, the emergence of pesticide-resistant
pests, and the adverse effects on small farmers or developing nations.
89

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BIOLOGY

Lesson 1 Heredity and Genetics ................................................................................................... 1

At the end of the lesson, students should be able to:

1. Motivate the learners by singing the song entitled Father Abraham.

3. Introduce the lesson by showing pictures or posters of animals and their

4. Summarize their responses by saying:

Main Activity: MY FAMILY TRAITS

What makes you look different or unique from your classmates?

Johnson, G. and P. Raven. 1996. Biology Principles and Explorations. 141

2. List down the traits you inherited.

OFFSPRING PHYSICAL TRAITS FATHER MOTHER

3. Based on the students responses, connect the new lesson by saying:

Main Activity: CREATE-A-KID

1. Instruct the students to perform the activity as contained in the Activity

Applications in Biology/Chemistry A Contextual Approach to Laboratory

PHENOTYPE SELF PARTNER

1. Study the phenotype and genotype traits listed below.

TRAIT PHENOTYPE GENOTYPE

TRAIT PHENOTYPE GENOTYPE

At the end of the lesson, students should be able to:

3. Summarize individual responses and relate their ideas to DNA.

DNA is a macromolecule that forms a double helix structure in the cells

Two parallel DNA chains are connected by nitrous bases. Adenine is

This lesson will help develop your skills in constructing and

Main Activity: MAKING A DNA REPLICA

2. Check the students answers to the following questions:

Can a person be identified by a DNA probe? Cite examples.

A. Multiple Choice. Write the letters only.

1. The building blocks of DNA are

2. The sugar present in DNA is

3. The adenine is always paired with

4. The shape of DNA is

5. Cytosine is always paired with

B. As an alternative assessment, students may also be graded on the

1. Cooperation during the group activity

Bring to school the following materials for the next lesson:

cup dry split beans

Essenfeld, B. et al. Biology. Addison-Wesley Publishing Company Inc.

1. Read the suggested uses of the different materials:

2. Cut each straw 3 cm long.

4. Form the DNA Model.

2. How can DNA be extracted from a living organism?

Main Activity: INVESTIGATING DNA

Instruct each group to perform the activity as contained in a sheet you

1. How is DNA extracted from peas?

Why is the use of a DNA profile analysis important in crime investigation?

Do you want to collect your own DNA? Perform this procedure:

Students may be graded on the following:

Read and follow the instructions as indicated.

At the end of the lesson, students should be able to:

Your 23 pairs of chromosomes include one chromosome contributed by

In this investigation, you will develop skills in constructing chromosome

Main Activity: DESIGNING A CHROMOSOME MODEL

A chromosome map is used to locate the different genes in a chromosome.

Students may be graded based on the quality of their chromosome models

1. What is DNA replication?

Science and Technology II 1990. 1st edition. 295301.

3. Look up each of the exact same sequences in Table 3 to determine the

4. Color the nitrogen bases using the following code:

At the end of the lesson, students should be able to:

copy of a human karyotype and the karyotype of a child with Down

1. Review the number of chromosomes an individual has and how it was

3. Show a sample photograph of an individuals chromosome in homologous