Genetics Lesson Plan Links:
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Activity Description of A Tour Through DNA
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Students design a 3 dimensional DNA Model and a Tour Guide and lead tourists on an imaginary trip through a DNA model. The Tour Guide explains how DNA works and what happens if it is altered.
http://www.accessexcellence.org/AE/ATG/data/released/0531-KathyParis/index.html
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Basic Human Inheritance Patterns
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Using simple tools such as colored yarn and paper, students create long banners showing stages of meiosis (spermatogenesis and oogenesis) and formation of gametes. These projects are used again when studying crossing over, gene linkage, segregation and independent assortment of alleles in the gametes and studying certain human inheritance patterns.
http://www.kumc.edu/gec/lpneurga.html
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Bioethics and the HGP
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Case studies of Fragile-X, colon cancer, Huntington disease and schizophrenia are used in decision-making situations which are evaluated using the Principles and Rules of Ethics. DNA fingerprinting is evaluated in terms of privacy issues. Knappers and Chadwick's 5 Basic Principles Regarding Ethical or Legal Norms of the Human Genome Project are discussed.
http://www.kumc.edu/gec/lpmorris.html
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Bioethics of Eugenics
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In this lesson plan from A Teacher's Guide to the Holocaust, students consider and discuss the ethical aspects of Nazi racial ideology including sterilization, marriage prohibitions, and euthanasia
http://www.fcit.usf.edu/holocaust/activity/912plan/science.htm
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Birth Defects, Genetic Disorders and Pedigree Analysis
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Students research a genetic condition and orally present their results to the class. After all presentations, the teacher presents a slide program summarizing selected genetic conditions. Students present major modes of inheritance and solve problems related to each type
http://www.kumc.edu/gec/lpfloor.html
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Create-A-Kid
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Students flip a pair of coins to determine what genotype and what phenotype their child will have for 29 given traits. They then draw a picture of their kid based on their coin flip phenotypes
http://www.kumc.edu/gec/lpbennet.html
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Detection of Alu by PCR
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In this experiment, polymerase chain reaction (PCR) is used to amplify a nucleotide sequence from chromosome 8 to look for an insertion of a short DNA sequence called Alu within the tissue plasminogen activator (TPA) gene. Although the DNA from different individuals is more alike than different, there are many regions of the human chromosomes that exhibit a great deal of diversity. Such variable sequences are termed "polymorphic" (meaning many forms) and provide the basis for genetic disease diagnosis, forensic identification, and paternity testing.
http://www.accessexcellence.com/AE/AEPC/DNA/detection.html
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DNA Scavenger Hunt
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The code shown is the DNA code; students change the code to the m-RNA codon and then look up each triplet codon to determine the letter the coden equals. The letters will form words, in this case, items to find in a scavenger hunt. The items must be listed in the order the code dictates.
http://www.accessexcellence.org/AE/ATG/data/released/0532-KathyParis/index.html
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DNA the Easy Way
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This lesson asks students to visualize DNA from cells, and for advanced classes, to understand the basis and importance of the Gram-stain reaction and to perform the KOH test equivalent.
http://www.apsnet.org/education/K-12PlantPathways/TeachersGuide/Activities/DNA_Easy/lessonplan.htm
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Drosophila Melanogaster and Mendelian Genetics
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These lessons are designed to teach high school students how to use the fruit fly, Drosophila melanogaster, to apply their knowledge of Mendelian genetics. After the students sharpen their observations skills by looking closely at the various life stages of the fly, they set up matings to follow the inheritance of easy to observe dominant and recessive mutations. Tips for the teacher on how to rear and use fruit flies are included.
http://biology.arizona.edu/sciconn/lessons2/Geiger/prelude.htm
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Ethics and Reproductive Issues: The Dilemma of Choice
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Students will be asked to consider numerous ethical issues related to genetic testing and will find that there are no easy answers. Most importantly, students will learn that there is no one "answer" to an ethical question; rather, there exist a multitude of perspectives that must be taken into account. Ultimately, students will learn that making an ethical choice requires scientific knowledge and rational inquiry
http://www.sciencenetlinks.com/Lessons.cfm?DocID=61
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Extracting DNA
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This lesson for students in grades 9-12 introduces DNA, genes, chromosomes, the chemicals that make up DNA. After the basic information, students will do an experiment in which they will separate out DNA from peas. Knowing that DNA can be separated will give them a base of understanding for future lessons in biology, evolution, biotechnology, and health technology.
http://www.sciencenetlinks.com/Lessons.cfm?DocID=98
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Genetic Diversity
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The purpose of this lesson is to develop an understanding of genetic diversity and how heritable characteristics can influence an organism's ability to survive and reproduce
http://www.sciencenetlinks.com/Lessons.cfm?DocID=89
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Genetics
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In this lesson, students use computer simulation to learn about transmission genetics--how traits are inherited from one generation to the next.
http://books.nap.edu/readingroom/books/nses/html/genetics4.html
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Genetics Role Play: Decisions, Decisions
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This activity is an excellent way to involve your students in discovering more about various genetic anomalies. They must participate in groups as they explore the implications of genetic disorders, and then make some decisions based on the information they have gathered. I find this to be one of the best activities I use all year in my classroom!
http://www.accessexcellence.org/AE/ATG/data/released/0350-SharonNelson/index.html
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Introduction to DNA Extractions
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There are two to three basic steps in DNA extraction. The cell must be lysed (broken open) to release the nucleus. The nucleus (if present) must also be opened to release the DNA. At this point the DNA must be protected from enzymes that will degrade it, causing shearing. Once the DNA is released, it must then be precipitated in alcohol. These labs extract DNA from onions, wheat germ, lima beans, yeast and thymus.
http://www.accessexcellence.com/AE/AEC/CC/DNA_extractions.html
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Investigating DNA
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The teacher would be involved as a facilitator and coach: answering student questions, modeling techniques, asking questions to check for understanding, and helping the students evaluate their work. Students learn basic techniques of modern biology, the story of the discovery of DNA, and the structure and properties of DNA. They also learn to work as a team, manage their time in the classroom and lab, follow written and demonstrated procedures, and evaluate their own work. Investigating DNA includes a rationale for this approach, strategies for managing the activities, a description of each activity and a listing of resources available.
http://www.accessexcellence.com/AE/AEC/CC/investigating_DNA.html
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Molecular Sequences & Primate Evolution
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Students compare differences in amino acids in the beta hemoglobin from representative primates, complete a matrix of those differences, and from these data, construct and interpret cladograms as they reflect relationships and timing of divergence.
http://www.indiana.edu/~ensiweb/lessons/mol.prim.html
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Pseudogene Suite: Lesson A: Why Do we Need Vitamin C in our Diet? or Why Do we Carry Old Inactive Ge
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Students compare the DNA sequence data for a portion of the rat GULO gene (which helps make vitamin C) to the corresponding sequence in the inactive human GULO gene by translating the sequences and by aligning them. This lays ground work for exploring pseudogenes and the significance of these DNA sequences in recognizing shared common ancestry vs the notion of "intelligent design"
http://www.indiana.edu/~ensiweb/lessons/psa.ball.html
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Pseudogene Suite: Lesson B: What Can Pseudogenes Tell Us About Common Ancestry?
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Students compare the DNA sequence data for a portion of the rat GULO gene to the corresponding sequence in the inactive GULO gene ("pseudogene") in humans, chimpanzees, orangutans, and crab-eating macaques by identifying the shared sequences in their alignment. They compare the pseudogene sequences and note a shared deletion. In addition, students do an alignment for the first 25 codons of the functional human beta globin gene and its pseduogene in humans, gorillas, and chimpanzees, then compare the pseudogenes and again note a shared deletion, as well as two other shared significant differences from the functional human sequence. Such shared deletions provide strong evidence for shared common ancestry (descent with modification), a natural process of macroevolution vs the more mysterious, vague, untestable "intelligent design" scenario.
http://www.indiana.edu/~ensiweb/lessons/psb.ball.html
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To Own or Not to Own DNA
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In these lessons, students evaluate the global consequences of patents on life forms. Activities include debates, role-playing, and researching court cases.
http://www.actionbioscience.org/genomic/lessons/crglessons.pdf
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