The Classroom Genome Project
A
WebQuest for 10th Grade (Biology)
Student
Page.
Click HERE
For Teacher Page.
Introduction
Have you ever wondered how two brown
eyed parents can produced a blue eyed child? Or what
causes mutations to occur? This Webquest is designed to
aid you in discovering the answers to these questions
and more. Discover how genetic material influences
physical characteristics and how mutations may influence
a person’s daily life.
The Task
Students are to research a specific
genetic disorder and present a PowerPoint presentation
on their findings.
In order to this students must first acquire
basic knowledge on genotypes, phenotypes, and mutations
via the Webquest. The ultimate goal of the research
project is for students to have a better understanding
of genetic disorders and to develop empathy for people
with genetic disorders.
The Process
o Before
you reach the lab, your teacher will have assigned you
to groups of 2-4 students.
o Step 1
o
Go
to:
http://learn.genetics.utah.edu/content/begin/tour/
o
View
the
sections What is DNA, What is a gene, What is a
chromosome and What is heredity (skip What is a protein
and What is a trait)
o
Answer
questions
1-8 on worksheet that correspond with these sections.
o Step 2
o
Go
to:
http://www.teachersdomain.org/asset/hew06_int_mendelinherit/
o
Watch
and
read each section aloud before hitting the next button.
o
Answer
questions
9-11 on the worksheet.
o
Complete
Punnett
square problem (question 12).
o
If
you
cannot complete all the questions, go to the following
website for more information.
§ http://www.teachersdomain.org/asset/hew06_int_dominantgene/
§ Read
aloud the section before hitting the next button.
o Step 3
o
Go
to:
http://www.biostudio.com/d_%20Meiotic%20Recombination%20Between%20Linked%20Genes.htm
o
Click
step
through.
o
Read
aloud
the text.
o
Then
hit
play and watch the animation.
o
Hit
the
continue button and repeat the last two steps for each
slide.
o
As
you
watch the animations, complete questions 13-15 on the
worksheet.
o Step 4
o
Go
to:
http://highered.mcgraw-hill.com/sites/0072556781/student_view0/chapter11/animation_quiz_4.html
o
Watch
the
video.
o
Complete
the
quiz at the bottom.
§ Review
any incorrect answers.
o
Go
to:
http://www.bbc.co.uk/bitesize/higher/biology/genetics_adaptation/mutations/revision/1/
o
Skip
to
Gene Mutations section (pink box)
o
Look
at
different types of mutation.
o
Answer
questions
16-19.
o Step 5
o
Go
to:
http://learn.genetics.utah.edu/content/begin/traits/predictdisorder/
o
If
you
remember and understand what meiosis is, skip to the
section on How can cells end up with too many or two few
chromosomes.
§ If you
don’t remember, review the first two image files.
o
Click
play
on the image file abnormal meiosis. Read each step aloud
as you click forward.
o
Repeat
this
for each of the remaining 4 image files, trisomy,
monosomy, deletions and translocations.
o
Answer
questions
20-25 on the worksheet.
o Step 6
o
Go
to:
http://learn.genetics.utah.edu/content/disorders/whataregd/
o
Check
with
your teacher on which level 1 or 2 disorder your group
is assigned.
§ If your
group gets to select a disorder, select a level 1 or 2
disorder to research.
o
Click
on
your disorder name.
o
Utilize
the
information on this page about your disorder, as well as
the links on the right of the page to become experts on
your disorder.
o
As
a
group, you will need to present information on your
disorder in a 5-8 minute presentation.
o
The
presentation
should include (but is not limited to):
§ What is
the disorder?
§ What does
the disorder genotype look like (what type of mutation
is it)?
§ What does
the disorder phenotype look like (physical
characteristics/symptoms)?
§ What is
the treatment (if any) for this disorder?
§ How might
this disorder effect the daily life a person with the
disorder?
·
This
question
requires some research, but can also include examples
you create yourselves.
§ Any other
relevant or interesting facts.
Evaluation
The presentation will be a group grade.
Students will have the opportunity to evaluate their
group’s efforts individually as well.
Presentation
rubric:
|
Multimedia
Project : The Classroom Genome Project |
|
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Teacher Name: |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Student Name:
________________________________________ |
|
|
|
|
|
|
|
|
|
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Presentation |
Well-rehearsed with smooth delivery
that holds audience attention. |
Rehearsed with fairly smooth
delivery that holds audience attention most of
the time. |
Delivery not smooth, but able to
maintain interest of the audience most of the
time. |
Delivery not smooth and audience
attention often lost. |
|
Content |
Covers topic in-depth with details
and examples. Subject knowledge is excellent. |
Includes essential knowledge about
the topic. Subject knowledge appears to be good. |
Includes essential information
about the topic but there are 1-2 factual
errors. |
Content is minimal OR there are
several factual errors. |
|
Organization |
Content is well organized using
headings or bulleted lists to group related
material. |
Uses headings or bulleted lists to
organize, but the overall organization of topics
appears flawed. |
Content is logically organized for
the most part. |
There was no clear or logical
organizational structure, just lots of facts. |
|
Sources |
Source information collected for
all graphics, facts and quotes. All documented
in desired format. |
Source information collected for
all graphics, facts and quotes. Most documented
in desired format. |
Source information collected for
graphics, facts and quotes, but not documented
in desired format. |
Very little or no source
information was collected. |
Group
Evaluation:
Peer
Evaluation Form
Evaluate
yourself
and your teammates in the following areas.
PERSONNEL
EVALUATION: Please enter
the names of your team members in the first row and
complete the following personnel evaluation.
1
= Excellent, 2 = Good, 3 = Acceptable, 4
= Marginal, 5 = Unacceptable
|
Name
of team member
|
|
|
|
|
|
Was prepared
for class research and to begin work on project
|
|
|
|
|
|
During
meetings offered opinions and ideas |
|
|
|
|
|
During
meetings listened to others
|
|
|
|
|
|
Accepted
responsibilities and gave the project a high
priority |
|
|
|
|
|
Completed
assigned tasks as promised and on time
|
|
|
|
|
|
Helped
to identify and clarify problems
|
|
|
|
|
|
Was
willing to discuss disagreement and adapt
|
|
|
|
|
|
Produced
quality work
|
|
|
|
|
|
Saw
what had to be done and did it without prompting
or pressure |
|
|
|
|
Create
a
pie chart to graphically depict your assessment of the
time and effort each member of your team devoted to
project 2.
Conclusion
You
should now understand how an individual’s genotype can
influence their phenotype. How different types of
mutations may occur and that mutations can cause genetic
disorders. As an expert on your specific genetic
disorder you should understand the genotype, physical
traits or symptoms, treatments, and the impact of the
disorder on a person’s daily life.
Credits
&
References
·
Thank
you to the University of Utah for a wonderful and
interactive genetics website for students!
o
http://learn.genetics.utah.edu/
·
Thank
you to Teacher’s Domain for maintaining a free database
of teaching media for classroom use!
o
http://www.teachersdomain.org/
·
Thank
you BioStudio Visual Communications for informative
animations!
·
Thank
you McGraw Hill for informative videos and self
assessments !
o
http://catalogs.mhhe.com/mhhe/home.do
·
Thank
you BBC for having all kinds of cool information (and TV
shows) available to people and students around the
world!
o
http://www.bbc.co.uk/bitesize/higher/