Summary
This lesson explores DNA fingerprinting and how it relates to paternity (or familial) tests and police investigations. After talking about what DNA fingerprinting is and what it covers, students will read an article to decide whether they agree or disagree with the practice of DNA fingerprinting in law enforcement. Knowing the role and function of DNA, as well as how DNA is passed along in sexually-reproducing organisms to create new generations, is the prior background needed for the lesson.
Essential Question(s)
Is DNA fingerprinting an ethical practice?
Snapshot
Engage
Students watch a video about paternity.
Explore
Students complete a card sort about DNA fingerprinting tools.
Explain
Students verify their answers from the Card Sort.
Extend
Students read and discuss an article about DNA fingerprinting.
Evaluate
Students engage in a Fold the Line activity to debate DNA fingerprinting.
Materials
DNA Tools Card Sort (attached, one per student)
DNA fingerprinting article (one per student)
Engage
Show students the Maury show video clip in which child paternity is being debated. Allow students to watch eight minutes of the clip and pause the video before the results are read (which is at 6:30 in the video).
Have the students do a modified C.E.R. in response to the question “Do you think he’s the father?” There are no other resources to offer, just ask the students if they think he is the father, what evidence they saw that created their claim, and their reasoning for their claim. Have students share their responses with an elbow partner, then take an informal poll of whether the class thinks he’s the father or not. After the poll has been taken, play the rest of the video to see if he is the father.
Explore
Bio I Option: Give each pair of students a Card Sort associated with the various investigation techniques. Direct the students to put the cards into groups of what techniques would be appropriate for DNA analysis. They can be grouped in different ways; and some of the cards don't relate to DNA at all, which is OK because the way the cards are constructed are intended to help the students differentiate multiple variables and determine which of the cards could be the most precise investigation tool.
Advanced Option: Give each pair of students a Card Sort associated with the various genetic tools. First, direct the students to match the tool with its use/definition. When they’ve completed that task, ask them to sort the items based on relevancy to the task of DNA fingerprinting and, then, the order of importance. Once pairs decide on the most important item and why they feel that way, ask various groups to share their answers with the whole group.
Explain
Present the included PowerPoint of the correct answers to the Card Sort. Give the students time to fix their Card Sorts and discuss with their partner why they made that error. Also, now is the time to address any misconceptions or curiosities the students have about these tools.
Extend
Pass a copy of the article over DNA fingerprinting in law enforcement to each student. Group students in fours for the strategy Jigsaw. The article is seven pages long with six sections. However, some of the sections are short so it'll be easy to make four chunks out of the article. Students will read the entire article, then reread the section they were assigned. For sharing, have students not only give both a summary of the information in their section and the most important detail that relates to DNA analysis in law enforcement or the ethics of DNA analysis.
Evaluate
Show this video about the BTK serial killer. Just have students watch, but tell them that if something really stood out to them, either in the article or video, to write it down because they may be using it later.
In this modified Fold the Line activity, have the statement "Using DNA family fingerprinting in police investigations should be allowed." Students will go to the right side of the room if they agree with the statement and to the left side of the room if they disagree with the statement. In those groups, have students discuss together why they agree or disagree. Then, have them form two lines facing one another, so someone from the agree side is facing someone from the disagree side. Have the students who face one another become partners. These made partners will then share their logic and feelings on the topic. When they're done sharing, ask if any students want to change their minds based on their conversation. To wrap up their thinking, have students write their view and reasoning on a piece of paper and turn it in as an exit ticket.
Resources
K20 Center. (n.d.). Card Sort. Strategies. https://learn.k20center.ou.edu/strategy/d9908066f654727934df7bf4f506976b
K20 Center. (n.d.). Claim, Evidence, Reasoning (CER). Strategies. https://learn.k20center.ou.edu/strategy/d9908066f654727934df7bf4f506fc09
K20 Center. (n.d.). Fold the Line. Strategies. https://learn.k20center.ou.edu/strategy/d9908066f654727934df7bf4f5079658
K20 Center. (n.d.). Jigsaw. Strategies. https://learn.k20center.ou.edu/strategy/d9908066f654727934df7bf4f507c1b8
Nakashima, E. (2008, April 21). Genes and justice mining the database: From DNA to family, a tool to make arrests. Washington Post. http://www.washingtonpost.com/wp-dyn/content/article/2008/04/20/AR2008042002388.html?sid=ST2008042100610
Rob Dyke. (2015). BTK killer - Dennis Rader [Video]. https://www.youtube.com/watch?v=CsE1zjr965U
TheMauryShowOfficial. (2015). I could tell by the ultrasound picture... that's not my baby! [Video]. https://www.youtube.com/watch?v=u0SCtv__GiM