Biology Partnership (A Teacher Quality Grant) Lesson Plan Construction Form

Transcription

1 Biology Partnership (A Teacher Quality Grant) Lesson Plan Construction Form Identifying Information: (Group Members and Schools, Title of Lesson, Length in Minutes, Course Level) Teachers in Study Group Kristin Eaton, Niceville HS Gina Emery, Niceville HS Beth Russell, Ft Walton Beach HS Lisa Jones, Niceville HS Length: Level: Title: Motivation: One 50 minute class period 9 th grade Biology, Honors or regular level (Not IB, AP) Can you get your degree in pedigrees? See attachment #1 Pretest Attachment #2 Needed Materials & Set-Up: Materials Needed: Computer and projector Pedigree power point presentation Pedigree Lab packet Set-Up: Each student will receive a lab packet. A power point presentation reviewing the basic concepts of pedigrees as well as the patterns of inheritance will begin this activity. As each pattern of inheritance is shown, the teacher will discuss the differences observed on the pedigree. Students will complete pedigrees in packet for each scenario given. The classroom set up is shown below. If there are any pairs without space in the desks, then pair them up at lab tables.

2 Lab Tables (Back of Room) Front of Classroom Teacher Desk Teacher Preparation (Prior to Class): 1. Copy one lab packet for each student. 2. Download powerpoint of pedigree information.

3 Outcomes Dimensions of K-12 Science Education Standards: Disciplinary Core Ideas: 1. LS 3: Heredity: Inheritance and variation of traits Scientific and Engineering Practices: 1. Planning and carrying out investigations 2. Analyzing and interpreting data 3. Using mathematics and computational thinking 4. Engaging argument from evidence 5. Obtaining, evaluating, and communicating information Crosscutting Concepts: 1. Patterns 2. Scale, proportion, and quantity Next Generation Sunshine State Standards: SC.912.L.16.1: Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant and recessive which are simple inheritance and codominant, sex-linked, polygenic, and multiple alleles (complex inheritance) SC.912.N.1.1: Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 1. pose questions about the natural world, 2. conduct systematic observations, 3. examine books and other sources of information to see what is already known, 4. review what is known in light of empirical evidence, 5. plan investigations, 6. use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), 7. pose answers, explanations, or descriptions of events, 8. generate explanations that explicate or describe natural phenomena (inferences), 9. use appropriate evidence and reasoning to justify these explanations to others, 10. communicate results of scientific investigations, and evaluate the merits of the explanations produced by others. Content Literacy Standards:

4 LACC.910.RST.3.7: Translate quantitative or technical information expressed in words in a text into visual form (eg. a table or chart) and translate information expressed visually or mathematically (eg. in an equation) into words. LACC.910.RST.2.4: Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. MACC.912.N-Q.1.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Specific Learning Outcomes: Specific learning outcomes are posted in the front of the classroom and discussed following the pretest and prior to the investigation. During this lab, the student will accurately identify the patterns of inheritance represented by a pedigree. Students will work in pairs. Once the students have read the information on inheritance patterns of each family member, the student will precisely complete a pedigree for each scenario. Each student must accurately complete their own pedigree but will collaborate with their partner to correctly determine the correct pattern. Students will correctly answer analysis questions and cite evidence to justify their answers. Assessment: Formative assessment includes accurate completion of pedigrees as well as completion and justification of analysis questions. A pre-test and post-test will also be included. Presentation and Participation: This activity addresses the difficulty of studying human inheritance. It shows students that human traits and inheritance patterns must be studied using pedigree analysis. Students will be given the data for completion of a pedigree following the examination of several generations of inheritance data for a given disease. The purpose of this activity is for students to investigate the inheritance patterns of certain traits, analyze data from pedigrees, and to construct a pedigree for several generations when given the data for inheritance. A pretest as well as a post test will be given as formative assessments.

5 Behavior: Questioning Students will be given a pre-test prior to the activity. Behavior: Demonstration Using the powerpoint, the teacher will demonstrate the completion and interpretation of a pedigree. Patterns of inheritance will be explained. The students will examine different pedigrees for different disease inheritance. Application / Process: Problem solving Students must correctly construct a pedigree when given the data for inheritance through several generations Other: Self-assessment Students are forced to self-assess pedigree completion when comparing the pedigree to the information given in the scenario. Behavior: Questioning Students will complete a post-test to demonstrate understanding of the concept pedigree analysis. The teacher will utilize the results of the post-test in order to identify concepts that may need further reinforcement. Cognitive: Thinking activities / Conversation The students will work with a partner to determine carriers versus those individuals that exhibit the disease trait. They will discuss the inheritance pattern, and develop a pedigree based on information given for different scenarios Questions: (3 higher order analysis, synthesis, evaluation) (5pts. each) 1. Explain the terms autosomal dominant. If a child exhibits an autosomal dominant trait, what can be said about the genotype of the parents? Justify your answer. 2. Explain how the phenotypes differ for male and female offspring when the inheritance of a disease present on the x chromosome. Give an example and justify your answer. 3. Explain why a punnett square is not sufficient for studying inheritance patterns? Justify your answer. Reflection: The students will be given a post test. The post-test will be the same as the pre-test and is simply relabeled post-test. The post-test is attachment #3. The teacher will grade the pre and post tests and hand them back at the beginning of the next class. The teacher will also go over the post tests with the class, addressing any commonly missed questions.

6 Additionally, the students will be given the bell ringer question listed below on the following day: Using what you learned in the pedigree lab, explain why a pedigree is necessary for the study of inheritance for several generations. The Pedigree lab will be assessed according to the point value listed for each component. Safety: Safety Precautions: Teacher will remind students to review previously addressed safety rules. Be sure there is adequate walk space between lab tables. Students will need to pull chairs together to work in pairs. Transformative: (Accommodations for at least 2 special needs students) Attention Deficit: Make sure that this student would have preferential seating to avoid distractions and minimize extraneous stimuli, repeated demonstration of procedure and support practice, and combination of written, verbal, and pictorial instructions. ESOL Students: Make sure that you allow for extended time, use visuals, and rewrite portions of the lesson to make them more comprehensible. Varying Exceptionalities / E.H. Students: Due to the potential for frustration, teachers need to be aware of the need to assist students with special needs who are easily frustrated, or need directions repeated. A one step at a time approach will enhance this student s success. Utilize: Strengths: Students will have partners to assist them. Students are able to apply their knowledge of inheritance patterns and analyzing pedigrees. Students are able to assess themselves by correctly constructing a pedigree.

7 Weaknesses: Students may misinterpret results for a pedigree. Students familiar with the terms "dominant" and "recessive" may apply the principals of complete dominance to those sex linked inheritance patterns. This could lead to an incorrect interpretation of the pedigree Students will not be able to construct a pedigree when given the different scenarios. Remind them when in doubt ask their partner for help. Prior to teaching this lesson again, the teacher should address all weaknesses encountered during this activity as well as any misconceptions and frequent errors found during the post test and the assessment data of the activity. Reteaching, Closure & Review Genetic Traits activity After reviewing the results of the post test, the activity below will be given to students to reinforce their knowledge of inheritance patterns and pedigree analysis From pedigrees showing difference inheritance patterns, students will be asked to interpret those inheritance patterns as well as the genotypes and phenotypes of family members. Possible Re-teaching events: During the investigation, the teacher will circulate and closely monitor students. If at any time a student becomes confused or frustrated, the teacher can use that opportunity to differentiate instruction. After analysis of the post test, each commonly missed question will be addressed during review the next class period. `

8 Attachment #1 SC.912.L.16.1 SC.912.L.16.2 The pedigree chart of Queen Victoria of England illustrates inheritance of hemophilia A. Queen Victoria herself was a carrier due to a chance mutation. Her children married other royalty and passed the trait throughout the royal families of Europe. 1. What is meant by the term carrier female? 2. According to this pedigree, which gender is affected by the hemophilia A trait? 3. Queen Victoria s daughter Alice mated with Louis IV and produced 7 children. What % of their daughters were carriers? Note: Teacher should ask students for their answers and discuss how carriers differ from affected individuals.

9 Attachment #2 SC.912.L.16.1 SC.912.L.16.2 Pedigree Lab Pre Test Name Date Period 1. An individual who has one copy of a recessive autosomal allele that causes the disorder in the homozygous condition. A. is affected by the disorder B. is a carrier for the disorder C. has a homozygous genotype D. cannot pass the disorder to their offspring Answer: B 2. Which pattern of inheritance listed below explains that whatever allele a man gets on the X chromosome from his mother will be the trait he expresses? A. codominance B. incomplete dominance C. sex linked D. multiple alleles Answer: C 3. In the pedigree to the right, the shaded shapes represent individuals with the homozygous recessive genotype. Based on this information, what is the genotype of the granddaughter (individual III-1)? A. homozygous dominant B. homozygous recessive C. heterozygous D. not enough information Answer: C 4. Hemophilia is a disorder caused by an X-linked recessive allele. A woman who is a carrier for hemophilia marries a man who is normal. What are the odds that they will have a child with hemophilia? A. 25% B. 50% C. 75% D. 100% Answer: B 5. If a man who is color blind marries a woman who has no alleles for colorblindness, the probability of their son being color blind is. A. 0% B. 25% C. 50% D. 100% Answer A

10 Attachment #3 SC.912.L.16.1 SC.912.L.16.2 Pedigree Lab Post Test Name Date Period 1. An individual who has one copy of a recessive autosomal allele that causes the disorder in the homozygous condition. A. is affected by the disorder B. is a carrier for the disorder C. has a homozygous genotype D. cannot pass the disorder to their offspring Answer: B 2. Which pattern of inheritance listed below explains that whatever allele a man gets on the X chromosome from his mother will be the trait he expresses? A. codominance B. incomplete dominance C. sex linked D. multiple alleles Answer: C 3. In the pedigree to the right, the shaded shapes represent individuals with the homozygous recessive genotype. Based on this information, what is the genotype of the granddaughter (individual III-1)? A. homozygous dominant B. homozygous recessive C. heterozygous D. not enough information Answer: C 4. Hemophilia is a disorder caused by an X-linked recessive allele. A woman who is a carrier for hemophilia marries a man who is normal. What are the odds that they will have a child with hemophilia? A. 25% B. 50% C. 75% D. 100% Answer: B 5. If a man who is color blind marries a woman who has no alleles for colorblindness, the probability of their son being color blind is. A. 0% B. 25% C. 50% D. 100% Answer A

11 Name: Period: Date: ACTIVITY Pedigree Analysis Introduction Traits in humans are often difficult to study for several reasons. Unlike fruit flies or bacteria, which produce large numbers of offspring very quickly, humans reproduce slowly and usually produce only one offspring at a time. So traits in humans must be studied through population sampling and pedigree analysis. A pedigree is a diagram that shows the occurrence and appearance (phenotype) of a particular genetic trait as it is passed from one generation to the next in a given family. From this information, along with an understanding of inheritance, genotypes of individuals can often be determined. You can think of pedigrees as genetic family trees. Making a Pedigree Read the following story about the Flipnob Family. Then, re-read the story and make a family pedigree for the Flipnob Family in the space provided on the last page of the activity. It is recommended to use PENCIL when making pedigrees, as it is common for changes to be made. Use your notes about what symbols to use and how to show connections between individuals as you create your pedigree. This is the story of Grandma and Grandpa Flipnob, and their clan! They were married way back in 1933 and have been just like newlyweds ever since. From their union, 4 individuals were created. Elizabeth, the eldest, was born in Fred soon followed in In 1939 Michelle was brought into this world. Mickey, a surprise to the whole family was the baby of the family, not being born until Elizabeth fell in love at a young age, and wed her high school sweetheart, David, in From this marriage, two bundles of joy came about (at the same time): John and Sonny 1955 (twins!) It took Fred a little longer to find his soul mate. Finally in 1970, Fred found the woman of his dreams, Wilma, and they were married. Since they married so late in life, they only brought one new person into this world: Barney 1972 Michelle was a hard working woman, and never found time in her schedule for love. She led a very productive and fulfilling life, but she never did marry and have children. Mickey was a wild one! After a long string of girlfriends, he finally chose Monica to spend the rest of his life with. They were wed in 1975 and brought two girls into this world: Krista 1977 Janet 1979

12 Pedigree One: Simple Dominant Inheritance Hairline Once a family pedigree chart is created, one trait of interest in a family can be followed through many generations. Use the information below to shade the appropriate circles and squares to document the hairline trait in the Flipnob Family. Create a DOMINANT pedigree. This means you shade all individuals with the dominant trait - widow s peak. Generation I: Grandpa Flipnob did not have a widow s peak, but his beautiful bride did. Generation II: Fred and Michelle are the only two of their siblings to have a widow s peak. Mickey s wife Monica also has a widow s peak. Generation III: Of the grandchildren, only Krista & Janet have a widow s peak. Those individuals not shaded possess two recessive alleles, and have a straight hairline. Assign two recessive alleles to any person on the pedigree whose symbol is not shaded. Small letters are written below the person s symbol. Assign one dominant allele to any person on the pedigree whose symbol is shaded. A capital letter is written below the person s symbol. Use the information provided in the pedigree to then determine the second allele for each person with the dominant phenotype. If it is not possible to determine the second allele, mark the space with a question mark. Check-in question: (5 pts) Is it possible to know Monica s genotype for sure? What other information would one need to make this determination?

13 Pedigree Two: X-Linked Recessive Inheritance - Colorblindness (X R, X r ) To follow another trait through the Flipnob Family, you will need to draw another copy of your original pedigree chart. Use the information below to shade the appropriate circles and squares to document the sex-linked trait for red-green colorblindness in the Flipnob Family. Create a X-LINKED, RECESSIVE pedigree. This means you shade all individuals with the recessive trait red-green colorblindness. Generation I: Neither Grandma nor Grandpa Flipnob is colorblind. Generation II: All of their children have normal color vision, except for Mickey. Generation III: Of the grandchildren, the twins both inherited colorblindness (though neither parent had it) as did their cousins, Barney and Janet. Before assigning genotypes, be sure to record the appropriate sex chromosomes under the male (XY) and female (XX) symbols. Those individuals shaded possess one recessive allele (if male) and two recessive alleles (if female), and are colorblind. Assign a recessive allele(s) to any person on the pedigree whose symbol is shaded. Assign one dominant allele to any person on the pedigree whose symbol is not shaded. Use the information provided in the pedigree to then determine the second allele for each person with the dominant phenotype. If it is not possible to determine the second allele, mark the space with a question mark. What must be done to illustrate those females who are carriers of the recessive allele? Shade these symbols accordingly. Check-in question: (5 pts.) Is it possible to figure out Michelle s genotype? Show a punnett square using her parents genotypes to answer this question.

14 The Flipnob Family Pedigree for Hairline (15 pts.) H = widow s peak h = straight hairline The Flipnob Family Pedigree for Colorblindness (15 pts.) X R = normal vision X r = colorblindness