Summary
In this lesson students will describe where genes are located and how they influence the traits of an individual. Students will conduct research and create presentations about different genetic mutations, identify mutations as harmful, neutral, or beneficial, and understand how genes and mutations affect the structures and functions of proteins created in the DNA and change traits.
Essential Question(s)
How do genes affect the structure and function of an organism?
Learning Objectives
Explain what a gene is and how it provides instructions for making proteins.
Describe what a mutation is and how it changes the DNA sequence.
Snapshot
Engage
Students develop a Driving Question Board based on a video about different types of genetic mutations.
Explore
Students survey classmates’ genetic characteristics and graph the provided data.
Explain
Students identify the different types of mutations and the impact of mutations on gene expression.
Extend
Students research, create, and showcase a presentation of a genetic mutation.
Evaluate
Students complete Fiction in the Facts to assess their knowledge of mutations.
Materials
Lesson Slides (attached)
The Legend of the First Milk Drinker (attached; one per student)
Note-catcher (attached; one per student)
Note-catcher Teacher Guide (attached)
Mutations Presentation Instructions and Checklist (attached; one per student)
Presentation Rubric (attached; one per student)
Types of Mutations List (one per class—see preparation note)
Fiction in the Facts (attached; one half-sheet per student)
Colored pencils or markers
Preparation
Setting up the Mentimeter
Navigate to Mentimeter.com
Login or create an account.
Select “New Menti.”
Select “Start from scratch.”
Select “Multiple Choice.”
For the question, type the prompt “Which Traits Do You Have?”
Click anywhere on the body of the slide. This will bring up a toolbar on the right-hand side.
Under “Visualization type” select “Pie.”
Under “Options” add the following options:
Curly hair
Freckles
Unattached earlobes
Dimples
Left-handed
Right-handed
Rolled tongue
Below the options, click the toggle to turn on “Select multiple options.”
Select “Share.”
Copy your Join Code.
Add join code to slide 11.
Selecting Mutations
Review the Types of Mutations List and select up to five mutations from each section for students to research in the Extend activity. Consider the availability of information for each mutation and the specific needs of your classroom. Use this abbreviated list in the Extend section when assigning research topics.
Engage
20 Minute(s)
Introduce the lesson using the attached Lesson Slides. Display slide 3 and read the essential question: “How do genes affect the structure and function of an organism?” Display slide 4 to go over the lesson objectives.
Move to slide 5, inform students that they will watch a video about mutations. Instruct them to write down at least two questions based on the video for the upcoming discussion. Transition to slide 6 and play the video “Uncombable Hair Syndrome and Other Rare Genetic Conditions.”
After the video, display slide 7 and instruct students to turn to a partner and share the questions they wrote while watching. Working together, each pair should discuss their ideas and consolidate them into three shared questions.
Next, display slide 8. Have each pair join another pair to form a group of four students. Within their group, students should share their questions and collaboratively select one question they believe best represents their discussion to share with the class.
Display slide 9 and introduce the Driving Question Board strategy. Ask a representative from each group to share their selected question, and record each question on the chosen board, such as a corkboard, whiteboard, easel pad paper, or a digital slide.
Once all groups have shared their question, ask if any student would like to add a question that they feel is not yet represented on the board.
Explore
25 Minute(s)
Display slide 10 and distribute copies of The Legend of the First Milk Drinker. Have students read the story independently. After reading, ask students to silently respond to the questions on the slide: “Do you know of anyone who is lactose intolerant? If so, what is their experience with lactose intolerance?”
Once all students have completed their responses, have them turn to a partner and discuss the story and their answers together. After a few minutes of discussion, move to slide 11 and have students respond to the Mentimeter about their genetic mutations traits.
Once all students have responded, share the class results aloud. Then, display slide 12 and have students take out a sheet of paper and select two seven colored pencils or markers. After students have completed their bar graphs, facilitate a brief class discussion using the question provided on the slide.
Explain
15 Minute(s)
Display slide 13, and play the “What Is a Gene?” video.
After the video, pass out the Gene Mutations Note-catcher. Have students follow along in their notes as you review the information on slides 14–20.
Extend
60 Minute(s)
Divide students into groups of three and pass out the attached Mutations Presentation Instructions and Checklist and Presentation Rubric. Move to slide 21 and inform students that they will work with their group to create a slide presentation for a mutation. Assign one mutation from the Types of Mutations List to each group, either by random draw or by assigning one mutation to each group.
Review the instructions, checklist, and rubric as needed, emphasizing that each group member is responsible for presenting a portion of the slide content. If you plan to establish or review presentation norms, do so at this time. After expectations are clear, allow groups time to research and develop their presentations. Depending on classroom needs and available time, this work may take two to three class periods.
On the day of presentations, begin by reminding students of the presentation norms. These norms are outlined on slide 22, or you may replace them with your own classroom expectations.
Evaluate
10 Minute(s)
Display slide 23 and pass out the Fiction in the Facts half-sheet handout. Give students a few minutes to write two true statements and one false statement about mutations. If time allows, ask for a few volunteers to share out all three of their statements and allow the class to guess which is the false statement.
Resources
Frazier, G. H. (2019). Defusing a Ticking Time Bomb: The Complicated Considerations Underlying Compulsory Human Genetic Editing. Hastings Sci. & Tech. LJ, 10, 39. Available at: https://repository.uclawsf.edu/hastings_science_technology_law_journal/vol10/iss1/3
Inside Edition. (2023, January 16). Uncombable Hair Syndrome and Other Rare Genetic Conditions. YouTube. https://www.youtube.com/watch?v=teoDWJPMHKM
K20 Center. (n.d.). Driving question board. Strategies. https://learn.k20center.ou.edu/strategy/1511
K20 Center. (n.d.). Fiction in the Facts. Strategies. https://learn.k20center.ou.edu/strategy/60
K20 Center. (n.d.). Mentimeter. Tech Tools. https://learn.k20center.ou.edu/tech-tool/645
Stated Clearly. (2012). What is a gene? [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=5MQdXjRPHmQ