Students will use DNA processes such as replication, transcription, and translation to study the differences between healthy individuals and those with a genetic disorder (in this case, cystic fibrosis). Students will apply this knowledge to the inheritance of traits through the use of Punnett squares.
How are genetic disorders related to DNA processes?
Students will watch a 3-minute video on DNA replication, transcription, and translation. Students will complete two assessment probes after the video and discuss their responses to each.
Students will investigate cystic fibrosis by comparing the chest X-rays of a healthy individual and an individual with cystic fibrosis. Students will read information on cystic fibrosis and work together to determine the genetic causes of this specific disorder.
Students will share information discovered about cystic fibrosis through class discussion.
Students will select a level 1 and a level 2 genetic disorder. They will research the disorders and prepare an informational poster for a walk-about.
Students will use academic vocabulary cards to demonstrate conceptual relationships and their understanding of basic DNA processes.
short DNA processes video, see resources or a short reading out of the textbook
formative assessment probes, see attached documents
student handouts 1 through 4, see attached documents
genetic disorder readings for cystic fibrosis and several others at levels 1 and 2, see resources for website location of suggested readings
Butcher paper or computer access (with software such as PowerPoint or Internet access to create a Prezi) for presentations
Computers with Internet access
Have students watch the suggested video found here.
Pass out the "Genetic Structure Probe" document, found under Attachments, and give students time to read and respond to the prompt individually.
Using a Four Corners strategy, label the corners in this activity "Kyle," "Billy," "Kelly," and "Janet." Tell students to go the corner with the name of the person they agree with the most from the "Genetic Structure Probe."
Have students discuss why they chose the corner and pick a spokesperson from each group who will try to convince the rest of the students to join their corner.
Allow each group to state their case to convince other students to join their corner.
After each corner speech allow students to change corners, if they wish.
Students should return to their chairs.
Give students the "Dogs – Puppies and So Much More" assessment probe, and allow them time to read and respond to the prompt individually.
While they are reading the probe, go around the room and remove the names "Kyle," "Billy," "Kelly," and "Janet," replacing them with "Kevin," "Tisha," "Ahmad," "Joann," and "Maria" (there are five choices for this probe).
Repeat the same procedure as before, having the students choose the name of the person they believe is the most correct from the probe and then go to that corner.
Give students time to discuss their responses among each other in their groups and prepare a 30-second elevator speech supporting their points of view. An elevator speech is short oral presentation that mimics the type of quick conversation you may have while on an elevator.
One student from each group should be nominated to give the speech.
Allow each group to give their speeches to the class. Be sure to only allow 30 seconds per speech!
After the speeches have been made, allow students to join another group, if they wish.
Pass out "student handout 1" or show the two X-ray images to the class using a projector.
Ask students to examine the two X-rays and explain the differences. They will record their responses in the explanation boxes provided on the handout or in their notebooks.
Briefly have students share out their responses.
Pass out copies of "Cystic Fibrosis Reading." Have students use a reading strategy such as: CUS and Discuss or Why-Lighting while they read the article to encourage close reading and to make them think about the article critically.
Have students Think-Pair-Share with a partner and discuss the article they just read.
With their partner, students should complete handouts 2 and 3.
Monitor students' progress and assist them when needed by using guiding questions or by giving them technical information, if certain material has yet to be covered in class.
Lead students through a class discussion going over handouts 1 through 3 using an Inverted Pyramid strategy.
Ask students to answer the essential question: How are genetic disorders related to DNA processes? This can be done individually or in small groups.
Have students share responses to the essential question.
See teacher note below about handout 4.
Using the Inverted Pyramid strategy again, have students attempt handout 4, covering nucleotide base pairing.
Start with students in pairs, then groups, then discuss the handout as a whole class.
Once again, ask students to answer the essential question: How are genetic disorders related to DNA processes? This can be done individually or in small groups.
Next, put students in groups and have them select another genetic disorder to investigate. You may have students research on their own, or you may use the information provided from the website.
Have each group make a poster, Power Point, or Prezi including the following information: Name of disorder, brief description, chromosome affected, inheritance of disorder, a possible Punnett square for the disorder, cause of disorder (such as deletion, insertion, duplication), possible treatments, and interesting facts. Have students do a Gallery Walk. You can have one student from each group remain with the poster to explain, or have a question and answer session after everyone has had a chance to see all of the posters. If a group chooses to make a Power Point or Prezi, have them present it to the class.
Have students do a Gallery Walk. You can have one student from each group remain with the poster to explain, or have a question and answer session after everyone has had a chance to see all of the posters. If a group chooses to make a Power Point or Prezi, have them present it to the class.
Give a set of academic vocabulary cards to pairs of students. Have each pair sort the cards in a way that makes sense to them. Give them a few minutes without allowing them to look at the back of the card. Then tell them they can flip over five cards to read the back before finalizing their arrangement.
Each pair shares how they arranged their cards and why. You may have students tape or paste their cards on butcher paper to help them show and explain their arrangement.
Engage video: DNA replication, transcription, translation, such ashttps://www.youtube.com/watch?v=gG7uCskUOrA
Informational texts for various genetic disorders: http://learn.genetics.utah.edu/content/disorders/singlegene/