The Classroom Genome Project
A
WebQuest for 10th Grade (Biology)
Teacher
Page.
Click HERE
For Student Page.
Designed
by
Brittany
Grgich, Morgan Sicard-Wilson and Ashely Ward
bgrgich@siue.edu,
msicard@siue.edu and asward@siue.edu
Introduction
This
lesson was designed as a part of the Master’s of Arts in
Teaching Program at Southern Illinois University
Edwardsville. It was developed as a project to teach
students in the program what a webquest is and give them
the opportunity to experience writing one in class.
This
lesson is designed to give students experience and
better understanding of gene expression and
recombination, as well as greater understanding of the
relationship between genotype and phenotype. It will
also give students a greater sense of understanding and
empathy for others who have disabilities or other issues
because of genetic mutations.
Learners
This
lesson is anchored in tenth grade biology and to a
lesser extent technology and its development Students
will need to know basic molecular and cellular biology,
specifically mitosis and meiosis, basic understanding of
how genotype and phenotype relate. This project will be
introduced during the middle of the DNA lesson unit and
would be completed at the end of the lesson unit; this
way students can start their project while they are
still learning and can add more depth to their research.
Curriculum Standards
- Illinois Learning Standard 12.A.4a
Explain how genetic combinations produce visible
effects and variations among physical features and
cellular functions of organisms.
- Illinois Learning Standard 11.A.4b
Conduct controlled experiments or simulations to test
hypotheses.
- Illinois Learning Standard 11.A.4f Using available technology, report, display and defend to an audience conclusions drawn from investigations.
Students will also get practice putting
together a presentation and presenting it to the class.
They will also gain understanding and empathy towards
others who have disabilities related to genetic
mutations. Students will also get to work on their
teamwork skills such as designating roles, splitting up
work and compromise.
Process
o Before
using this webquest, the basics of DNA and mutations
should be covered in class. This includes having covered
meiosis in class.
o Print off
the webquest worksheet, either one per student or one
per group, depending on your grading preferences.
o Take the
students to the lab and have them begin the webquest.
o Student
Process:
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
TEACHERS:
Before
going into the lab, decide if you want to assign
students disorders or have them select a disorder
themselves and how they would do this without
overlapping.
§ Be sure
to review the presentation length and guidelines and
make sure they fit the needs of your class.
§ Also
decide if you want them to use presentation software for
their presentation or if it will be oral only.
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.
Other
teacher
notes:
This
single disciplinary webquest will require 2 days to
complete the webquest and another 1-2 days to research
and put together presentations in a computer lab. There
will also need to be another 1-2 days for presentations,
depending on the presentation length and number of
groups.
Students
will be in groups of three or four for this project.
They will be grouped based on variation of skills and
skill levels and positive interaction with each other.
Try to place “A-students” with struggling students to
help facilitate cooperative learning and learning from
peers.
The
teacher would need to be observant and experienced with
using technology and the Internet so that they are able
to help students trouble shoot when needed. A teacher
needs to be prepared to have presentations at the end of
the unit that will require some use of technology
Variations
If
they cannot get into the computer lab, you could do
stations at an in class computer, having the students do
group work/cooperative learning on other lessons while
also working on this project.
Resources Needed
- Access to computers/computer lab with
internet
- PowerPoint or Prezi or another
presentation software on all computers being used
- Projectors and screens will be needed
for presentations (if using presentation software)
Evaluation
Students
will complete as a group or individually a worksheet for
the webquest in general. This can be graded at the
teacher’s discretion. Presentations will be evaluated
using a rubric and group evaluations.
The
worksheet:
The
Classroom Genome Project Worksheet
1.
What is a
DNA?__________________________________________________________
2.
What does DNA encode
for?_____________________________________________________
3.
What is a
gene?_________________________________________________________________
4.
What does hemoglobin do
in the
body?_______________________________________________
5.
What is a
chromosome?___________________________________________________________
6.
How many sets of
chromosomes does a mosquito
have?_________________________________
7.
What is
heredity?________________________________________________________________
8.
What does each parent
contribute to their
child?________________________________________
9.
What is a
genotype?______________________________________________________________
10. What is a
phenotype?_____________________________________________________________
11. What is a dominant
trait?__________________________________________________________
12. Fill in the Punnett
square for the a mother with heterozygous Bb and a
father with recessive bb.
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13. What happens during
crossing
over?_________________________________________________
______________________________________________________________________________
14. What do we think this
event is actually called?(hint, not crossing
over)________________________
______________________________________________________________________________
15. What is the crossover
structure called and what does it
do?_______________________________
_____________________________________________________________________________
16. What are the
different kinds of
mutation?____________________________________________
______________________________________________________________________________
17. What happens during
deletion?____________________________________________________
_____________________________________________________________________________
18. What is the change in
each
sequence?_______________________________________________
_____________________________________________________________________________
19. What happens during
inversion?___________________________________________________
_____________________________________________________________________________
20. What does a normal human
karyotype
contain?________________________________________
_____________________________________________________________________________
21. What happens in abnormal
meiosis?________________________________________________
_____________________________________________________________________________
22. What is
trisomy?______________________________________________________________
23. What is
monosomy?___________________________________________________________
24. What happens during a
deletion?__________________________________________________
____________________________________________________________________________
25. What happens during a
translocation?______________________________________________
_____________________________________________________________________________
The
worksheet
key:
1. Deoxyribonucleic
acid,
encodes the blueprint/instruction for building the cell
2. Instructions
for building the cell
3. Instruction
manuals for the body, made of DNA
4. Capture and carry
oxygen in the body
5. packaged,
compact DNA
6. 3
7. Passing of
traits from parents to children
8. 1 complete set
of chromosomes
9. Actual genetic
make-up, genes themselves
10. Observable, expressed traits
11. A trait that will appear if it is present in the
offspring over other traits
12.
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Bb |
bb |
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Bb |
bb |
13.
DNA breaks off of both non-sister chromatids and
reunites with the opposite non-sister chromatid
14. Recombination
15. Chiasma, it is the actual crossover structure where
DNA switches between non-sister chromatids
16. Deletion, insertion, inversion, substitution,
translocation
17. A base pair is deleted from the genetic code
18. A mutation
19. An extra base pair is put into the genetic code
20. 46 chromosomes: 22 pairs of autosomes and 2 sex
chromosomes
21. A chromosome pair does not segregate so 2 of the 4
daughter cells will only have 22
chromosomes total
22. There are three copies of one chromosome
23. There is only one copy of one chromosome
24. Genetic material is missing/falls off of the
chromosome
25. Part of a chromosome breaks off and then reunites
with a different chromosome
Presentation
rubric:
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Multimedia
Project : The Classroom Genome Project |
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Teacher Name: |
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Student Name:
________________________________________ |
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CATEGORY |
4 |
3 |
2 |
1 |
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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. |
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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. |
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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. |
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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
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Name
of team member
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Was prepared
for class research and to begin work on project
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During
meetings offered opinions and ideas |
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During
meetings listened to others
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Accepted
responsibilities and gave the project a high
priority |
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Completed
assigned tasks as promised and on time
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Helped
to identify and clarify problems
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Was
willing to discuss disagreement and adapt
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Produced
quality work
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Saw
what had to be done and did it without prompting
or pressure |
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Create a pie chart to graphically depict your assessment of the time and effort each member of your team devoted to project 2.
Conclusion
The
understanding of genetic mutations and their affect on
human (or animal) life is an important connection for
students to make as they are learning about DNA. By
developing their knowledge about genetic mutations in
DNA students are making real world connections and
increasing their understanding of genetic disorders that
they know, have heard of or have experienced. This
project also develops a student’s empathy with others
who may be afflicted with such genetic mutations. The
presentation portion of this project also develops a
student’s ability to work collaboratively as a team and
building team skills. This assignment proves it
worthiness to be taught within the classroom by
emphasizing all of these skills, all of which are
necessary for their later academic career.
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/