Dr. Forrest Spencer Christine Roberts Towson High School is a suburban high school located in Towson, Maryland. Biology is a graduation requirement and is offered to grade 9 and 10 students at a standard/inclusion, honors, and gifted and talented level. Dr. Spencer and I will deliver the learning cycle to 2 standard level classes and one standard special education inclusion class. The students have little exposure to and understanding of biological concepts, including genetics. Misconceptions, misunderstandings and questions students have about Meiosis, sexual reproduction and the inheritance of traits: Misconceptions

• DNA is not present in all living things • Meiosis ends in zygote formation • Only mammalian life cycles contain meiosis, mitosis and fertilization

Misunderstandings and questions:

• Traits result from an organism’s DNA sequence • What is a flower? What is a fruit?

State standards to be addressed by the intervention: GOAL 3 : Concepts of Biology The student will demonstrate the ability to use scientific skills and processes and major biological concepts to explain the uniqueness and interdependence of living organisms, their interactions with the environment, and the continuation of life on earth. Expectation 3: The student will analyze how traits are inherited and passed on from one generation to another. Indicator 1: The student will demonstrate that the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring Indicator 3: The student will explain how a genetic trait is determined by the code in a DNA molecule. In my experience and in discussions with colleagues, there is a consensus that students do not have an understanding of how traits are inherited and expressed. The topics of meiosis and protein synthesis are extremely challenging to teach for a variety of reasons. They are often taught in isolation, with no connection to gene expression. Students have no frame of reference for the idea that their DNA sequence determines the synthesis of proteins that determine their traits. Students are exposed to these concepts for the first time in 9th grade biology. Simply put, in the minds of the students, traits are characteristics that are inherited from their parents- nothing more. Furthermore, sexual reproduction is a believed to be a process exhibited in mammals exclusively. The idea that pollen is the male gamete and that plants reproduce sexually is completely foreign. Students do not have any concept of what a fruit is or how it comes about.

Partnership Planning A goal was set to implement the intervention in February of 2008. Once this was decided, the following events occurred: September 2007- Dr. Spencer and Christine Roberts communicated via email and made a plan to meet at Johns Hopkins lab in October. This meeting served to familiarize Christine with Forrest’s research and the lab facility and also to collaborate and brainstorm ideas for the intervention. October 2007- Email correspondence continues. Christine visits Dr. Spencer’s lab. Pre-planning for the intervention occurs. The team decides to focus on the disconnect between meiosis, protein synthesis and the inheritance of traits in the intervention. December 2007- Communication continues. Dr. Spencer and Christine update each other on internet research completed and plan a class visit in mid-February. January 2008- Christine visits Dr. Spencer’s house. Lessons are finalized leading up to, during and after Dr. Spencer’s visit. It is decided that Dr. Spencer will run a DNA extraction lab using strawberries with 3 standard level and inclusion Biology classes. February 14, 2008- Dr. Spencer visits Towson High School and runs the lab. Christine and Forrest debrief after the lesson and tweak follow-up lessons now that more misconceptions/misunderstandings have been noted. March 2008- Christine visits Dr. Spencer’s house and organize and reflect on the learning cycle. Plans are made for improvements next year and to submit the learning cycle to GENA. April 2008- Dr. Spencer and Christine work on the write-up. May 2008- Dr. Spencer and Christine meet at Towson High School to finish the write-up.

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GENA Project Final Report, 2007-2008 Academic Year Learning Cycle: Genetics in Ninth Grade Biology, Standard and Inclusion Classes Christine Roberts, Towson High School Forrest Spencer, Johns Hopkins University School of Medicine Rationale: To address misconceptions and misunderstandings in genetics. Our goal was to present a common theme throughout the genetics unit emphasizing that the sequence of DNA determines an organism’s traits. The following is a chronology of several strategies used to clearly delineate and reinforce this concept. Most of these ideas were not utilized last year during genetics instruction.

(1) Genes – More Than Just Letters Associated Documents Our study of protein synthesis ended with this exercise to make a connection between DNA code, amino acid sequence, and traits. Two versions of the investigation were provided (1stTraitsLab.pdf and 2ndTraitsLab.pdf), in which the initial gene sequence differed by a single nucleotide deletion. Students compared results with one another, and observed the effect of the deletion on protein expression and the associated traits. An evaluation of this resource is provided as a separate attachment (Evaluation_GenesMoreThan). (2) Meiosis Anticipation Guide page 3 The anticipation guide includes a pre + post test, providing information reflecting the students understanding before and after the meiosis unit. (3) Meiosis pages 4-7 The events and vocabulary associated with meiosis were presented in class and homework reading assignments, with support for note taking (Meiosis Notes, pages 4-5) and an exit ticket to gauge student understanding (page 6). A Meiosis BCR (page 7) was used to reinforce the use of terminology and to evaluate comprehension. (4) Paper model of homologue crossing-over Our study of meiosis included extra emphasis on variation resulting from crossing over which altered germ cell DNA content, leading to different combinations of traits in offspring. Students used large paper models of homologous chromosomes to simulate the steps of meiosis which resulted in 4 genetically different sperm.

(5) DNA Extraction Lab pages 8-11 The DNA extraction lab emphasized the generality of sexual reproduction by presenting mitosis and meiosis in the context of this familiar fruit. It illustrated some simple principles of biochemical extraction used by research laboratories to study DNA as a physical substance. It was used as an opportunity to point out how DNA codes for proteins that determine characteristics of strawberry plants, and strawberry fruits. A 5E lesson plan (page 8), mind jog/exit ticket (page 9), lab instructions (page 10), and analysis questions (page 11) are included below. A powerpoint presentation used for discussion during the lab is provided as an accompanying document (Strawberries.ppt). Short Cycle and Genetics Unit Assessments gave additional evaluation for this investigation. (5) Kidney Bean Germination Demonstration

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Kidney beans were germinated in the classroom to reinforce the idea that seeds (new individuals created by sexual reproduction) contain DNA that can direct the development of many plant tissues. (6) Punnett Square Introduction When introducing Punnett Squares, sperm and egg were drawn to make the connection between meiosis and the inheritance of traits in humans. (7) Hemoglobin BCR page 12 This essay was chosen to reinforce the connection between DNA code, enzyme formation, enzyme activity, and a human trait. (8) Concept Map Concept map template (ppt) A concept map template was created as a visual aid to help illustrate the journey through genetics that the students encountered in material stretched over several weeks. It is structured to highlight the relationships between DNA structure, protein synthesis, cell division (mitosis and meiosis), and the inheritance of traits. The concept map template lacks arrows: the ‘roads’ are missing from the concept map to allow the same image to support emphasis on different connections as appropriate for the day on which it is used. (9) Evolution pages 13-16 The evolution unit included an analysis of amino acid sequences to illustrate relatedness between species. Organisms that share similar traits, share similarity in DNA sequence.

Ideas for Future Additions and Improvements 1) Use Mind jog engagements to not only interest the students but as a way to connect concepts as the topics move from gene expression through meiosis to inheritance patterns. We plan to get together this summer to brainstorm over generating a well-planned mind jog series for this purpose. 2) Have students create and discuss their own concept maps at key points within the Genetics Unit. Provide them with pictures representing main ideas and let them discuss organization of them. In support of this idea, see Morse and Jutras, CBE-Life Science Education 7:243-253 (2008). For example: use images from the Concept Map (8) separated onto laminated cards. 3) Add more examples from different organisms to illustrate how the concepts being presented combine in ways that are useful in understanding real life situations. Use these to reinforce vocabulary and concepts. Examples Might Mouse, Parts 1 and 2 pages 17-18 CCR5 and AIDS page 19

Name______________________________ Period_______ Page 1 Date_______________________________ Biology

Meiosis Anticipation Guide

Agree Disagree Agree Disagree

1. _____ ______ Sex cells are called gametes _____ _____

2. _____ ______ Meiosis is a process that produces _____ _____

cells with ½ the normal number

of chromosomes

3. _____ ______ Body cells are haploid and _____ _____

sex cells are diploid

4. _____ ______ The chromosomes in all body cells _____ _____

are identical but the chromosomes

in sperm or egg cells differ

5. _____ ______ Mitosis provides variety is a species _____ _____

6. _____ ______ A zygote is created when gametes _____ _____

unite

7. _____ ______ Plants reproduce asexually, therefore _____ _____

the DNA in strawberries from the

same plant is identical

8. _____ ______ Fertilization occurs when _____ _____

gametes unite

9. _____ ______ In humans, 2n= 46 _____ _____

10._____ ______ A fruit is created when a _____ _____

flower is fertilized 3

Class Notes /Textbook Notes

Topic:

Meiosis

Genes, Chrom

DIPLOID ce Example: HAPLOID c GAMETE- The gamete inumber of chorganism repof chromosom Example: Hu Hu HOMOLOG

•

•

•

Meiosis and Genetic Variatio

4

Name: Class: Period/Block: Date:

osomes and Numbers

ll-

ell-

s a haploid cell that contains__________ the romosomes as a body cell. When an roduces, it passes on ________ the number

es.

man body cell: _______ chromosomes man gametes: _______ chromosomes

OUS chromosomes-

n

5

6

Questions/Main Ideas: Notes: MEIOSIS- • • Sperm : Egg: ZYGOTE- SEXUAL REPRODUCTION- Stages of Meiosis:

CROSSING OVER- Genetic Variation: Nondisjunction: Summary, Reflection, Analysis

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Name_________________________________ Date____________________

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Name_________________________________ Date____________________

EXIT TICKET

1. A body cell of an animal has 20 chromosomes. This animal produces gametes with _________chromosomes.

A. 20 B. 10 C. 40

2. The gametes are produced by the process of __________________ a. Meiosis B. Mitosis C. Protein Synthesis

3. The gametes that are produced ARE NOT identical. Think about the different sperm

created in the demonstration today. How and when does the opportunity for genetic variety occur?

1. 2.

MEIOSIS BCR

Carlos (30 years old) and Michelle (26 years old) are expecting their first child. They come to you, a genetic counselor, for advice. The are concerned about their child inheriting a chromosome abnormality, particularly Down Syndrome. From your research, you have obtained the following data on how the age of the mother and father affect the occurrence of Down Syndrome.

Write a letter to Carlos and Michelle advising them about the probability that they will have a child with Down Syndrome. In your response, be sure to

• Describe how gametes are produced during meiosis • Explain the importance of the number of chromosomes in each gamete under normal

conditions • Describe the error in meiosis that can lead to Down Syndrome • Use data from the graphs to inform Carlos and Michelle if they have a high or low chance

of having a child with Down Syndrome • Include appropriate scientific terminology to support and enhance your answer

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5 E’s Lesson Plan Engagement: (Warm-up Questions)

1. Do you think the DNA of different strawberries from the same plant is identical? Why or why not?

2. Where does fruit come from? Exploration: Power Point Presentation (included). The strawberry was chosen for our investigation because it is familiar to students and is a non-mammalian example of an organism that contains DNA and reproduces sexually. Students are able to see how strawberries come in different varieties and have different traits. They are introduced to the life cycle of the strawberry, some students realizing for the first time what a fruit is, how a fruit develops as a result of sexual reproduction and how sexual reproduction is shared by many living things. Explanation: A question and answer discussion with the students follows the PowerPoint to make connections between what they have already learned about DNA, protein synthesis, meiosis and sexual reproduction. Elaboration: Students participate in “Extracting DNA from Strawberries” lab. (included) By taking part in this activity, the students are able to make a real world connection that DNA is in all living things, and that traits - even in strawberries - are determined by the genes which code for proteins. Evaluation:

• Lab Analysis questions from the lab to be completed for homework • Exit Ticket: (to be completed prior to leaving class)

o Describe how our investigation of strawberry DNA helped you understand that DNA, the inheritance of traits and sexual reproduction is not limited to mammals. Use examples from the PowerPoint and the lab activity in your response.

Students also are assessed by taking an SCA (Short Cycle Assessment) on genetics and also a Unit Benchmark Exam provided by Baltimore County Public Schools. The students are ultimately assessed on the state HSA (High School Assessment) in May.

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Name______________________

Mind Jog- Think about the following questions. Write your ideas in the space provided.

1. Do you think the DNA in different strawberries from the same plant is identical? Why or why

not?

2. How is a fruit or vegetable created?

Exit Ticket-

• List 3 facts you learned about strawberries and DNA today. 1- 2- 3-

• List one question you still have about strawberries (or other plants) and DNA. 1-

• List one reason you enjoyed our guest scientist today and how her visit helped you understand DNA!

I enjoyed spending class with Dr. Spencer because… I understand DNA and genetics a little better because…

Extracting DNA from Strawberries

You will never be able to eat a strawberry again without thinking of how much DNA is in it! Background: Why use strawberries? Strawberries are soft and easy to crush. Most interestingly, strawberries have eight copies of each chromosome – that is a lot of DNA in each cell! You will need, for one extraction:

- a zip lock bag - 1 strawberry - 2 teaspoons DNA extraction buffer - Gauze, cut into squares - Funnel - Ice cold ethanol or Isopropyl rubbing alcohol - Test tube with lid - Long l stick

The DNA extraction buffer: Makes 500ml (enough for 50 extractions) 50ml shampoo (or 25ml liquid dish washing detergent) 7.5g kitchen salt (1 teaspoon) 450ml water What to do:

1. Wash the strawberry and remove the sepals (the green leaves) 2. Place the strawberry in a zip lock plastic bag and crush it with your fist 3. Add 2 teaspoons of the DNA extraction buffer to the bag, zip it up and squeeze it in your

hands for 1 minute 4. Place a funnel in the test tube. Place the strip of gauze in the funnel. 5. Pour the strawberry-shampoo mixture into the gauze. Filter the mixture into the tube 6. Carefully pour ice-cold ethanol into the tube, until it is about half full. The ethanol will form

a layer on top of the filtrate. 7. Keep the tube still at eye level; do not shake it. Watch what happens. 8. Scoop out the DNA with the stick. 9. Spread the DNA out on a black card and leave it to dry, to create a DNA print

HOW DOES IT WORK? Crushing the strawberries breaks open many of the strawberry cells, where the DNA is. The soap in the shampoo in the extraction buffer breaks down the membranes of the cells, releasing the DNA. The salt makes the DNA molecules stick together, and separate from the proteins that are also released from the cells. The gauze will retain cell debris and unmashed pieces of fruit. The DNA will pass through the gauze into the test tube. DNA is not soluble in alcohol, so it precipitates. What you see are long, rope-like DNA molecules in the alcohol. Once the DNA dries, you should be able to see its stringy, spider-web structure

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Questions 1. What did the DNA look like? 2. DNA is soluble in water, but not in ethanol. What does this fact have to do with our method of extraction? Explain what happened when the ethanol came in contact with the strawberry extract. 3. A person cannot see a single cotton thread 100 feet away, but if you wound thousands of threads together into a rope, it would be visible at some distance. How is this statement an analogy to our DNA extraction? 4. Would the DNA be the same in any cell in the human body? 5. If you wanted to extract DNA from a living person, what cells would you use and why? FUN FACTS! There are about 2m of DNA in each of your cells? If all the DNA in your body was put end to end, it would reach to the sun and back over 600

times? Human DNA is 98 percent identical to chimpanzee DNA? My DNA is 99% identical to your DNA…yet we are so different! WOW!!! Credits Extraction method and fun facts from www.iscr.ed.ac.uk/outreach/Extracting%20DNA%20prot.pdfQuestions from http://carnegieinstitution.org/first_light_case/horn/DNA/BERRYteacDNA

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Brief Constructed Response (BCR) Item - Released in 2004

Hemoglobin, a protein found in red blood cells, carries oxygen. Abnormal hemoglobin cannot carry as much oxygen as normal hemoglobin. The sequences below show sections of the DNA sequence that produce both the normal and abnormal types of hemoglobin.

Write the messenger RNA sequences that would be produced from the normal and abnormal DNA sequences shown above.

Using the codon table, write the amino acid sequences produced from the DNA for normal and abnormal hemoglobin.

Beginning with DNA, describe the process that forms proteins such as hemoglobin.

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17

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Muscular Mighty Mouse: Part 1 The transcription and translation of some genes is limited to specific cell types, where they are used to generate proteins that give rise to cell type differentiation. For example, muscle cells transcribe and translate genes that encode muscle proteins that are required for muscle movement. Fat cells transcribe and translate genes that encode proteins that create, store, and release fat. That is, proteins are among the molecules that give each cell type its characteristic properties. One type of property a cell type has is regulated growth to create an organ of a given size. Clearly, this is important if cells are going to cooperate to make a functioning body where all the parts form in correct relationships.

from (1)

In 1997, researchers at Johns Hopkins were curious about a new gene they had identified. They engineered a mouse without it to see what would happen. At first, they had to study mice that lacked one copy of the gene: remember, mice are diploid and have two copies of every gene. Their ‘knockout’ (absent) allele was present in one copy, and the normal gene was present in one copy. They saw nothing unusual. But, they wondered if their knockout allele was recessive. They generated male and female mice each containing one copy of the mutant allele, and crossed them together.

Fill in the Punnett Square below to explain what happened in this cross. Designate ‘gene+’ as the normal allele that makes a gene product, and ‘gene-’ as the allele that does not make anything.

Mom’s alleles (oocyte genotypes)

Dad’s alleles (sperm genotypes)

Here are the parents: Mom = gene+

gene-

Dad = gene+gene-

What proportion of offspring will make no gene product?

In fact, that many baby mice grew to be HUGE (like the one on the left in the picture). When the researchers took a closer look, they noted that muscles were overdeveloping. They named the protein made by their gene ‘myostatin’ to indicate that its role was to limit the growth (stasis) of muscles (myo). The gene is therefore referred to as the myostatin gene.

Circle the homozygous genotype in your Punnett square above.

What do you predict from a cross between male and female mice of this genotype? Will all the offspring look the same, or will there be different phenotypes? For more information, see (1) www.hopkinsmedicine.org/Press_releases/2004/06_23_04.html

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(2) www.npr.com Research News, November 13, 2006, “Myostatin Therapies Hold Hope for Muscle Diseases”, Jon Hamilton.

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Muscular Mighty Mouse: Part 2 Mice and people are clearly not the same. Why should you care about a muscular mouse? There is a gene in people that transcribes and translates a protein that looks similar to mouse myostatin, and this gene is therefore referred to as the ‘human myostatin gene’. Researchers wondered whether the human gene might provide the same function as the mouse gene. It would be useful to know this because one might be able to reverse muscle wasting diseases (such as muscular dystrophy) by developing a drug that would inhibit the human myostatin. But how can we know whether the human protein is really providing a function similar to the mouse protein? An insightful doctor found evidence that it does. In 2002, a doctor who happened to know the Mighty Mouse story was providing care for a baby boy in Germany who had muscle development beyond that expected for his age. His advanced development was very unusual, beyond anything this doctor had seen. The boy’s family agreed to find out whether he had inherited any changes in his myostatin gene. In fact, both of his myostatin alleles were unable to make a functional transcript – so he did not make myostatin protein. This strongly suggests that human myostatin protein plays a role in humans similar to its role in mice.

What does this make you expect to find in his parents’ genotypes? Write down what you predict they will be. (MST = normal, functional gene; mst = nonfunctional gene) As another point of interest, in 1997 researchers learned that a premier breed of cattle that produces more meat also lacks myostatin protein due to a mutation. These are called Belgian Blue. The cow mutation was naturally occurring, and the phenotype was captured by breeders who noticed large muscled cows and bred them together.

What do you expect the genotype of the Belgian Blue cows to be at the myostatin gene? (They are pure-breeding for large muscle mass). Now, for your information, you may be interested to know that the DNA sequence of myostatin genes has been obtained from mice, humans, cows, pigs, turkeys, sheep, baboons, zebrafish, and rats. There are relatively few differences in the proteins that are produced by genes in all of these species. For more information, see (1) www.hopkinsmedicine.org/Press_releases/2004/06_23_04.html (2) www.npr.com Research News, November 13, 2006, “Myostatin Therapies Hold Hope for Muscle Diseases”, Jon Hamilton. (3) McPherron AC and S-J Lee, Double muscling in cattle due to mutations in the myostatin gene, Proc Nat Acad Sci USA 94:12457-12461 (1997).

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Human Gene CCRX5 and HIV Infection The human CCR5 gene translates and transcribes a protein that ends up on the surface of specialized white blood cells called macrophages. Macrophages are large cells that engulf and digest debris that they encounter, including pathogens such as bacteria. Their job is to recognize what does not belong (debris), to destroy it (by engulfing it), and to present parts of it to other white blood cells which help in surrounding and neutralizing any threat the debris may pose to the host organism. The CCR5 protein on the macrophage cell surface acts as part of a docking station for Human Immunodeficiency Virus (HIV), before it gains entry into this cell type. Cell entry is required for HIV to replicate. The HIV copies made by replication will later be released from the infected cell to find other macrophage cells to enter. And so an infection begins that can lead to acquired immunodeficiency syndrome (AIDS). Here is the interesting fact about CCR5: About 1 in 5 Caucasians of European descent have a 32 nucleotide deletion in the protein coding region of the CCR5 gene. What will this mutation do to the CCR5 mRNA that is produced in transcription? What will it do to the CCR5 protein made by translation? You may not be surprised to learn that people with two mutant copies of the CCR5 gene are relatively resistant to HIV infection. These people are _____zygous for the mutation. In addition, people with one mutant copy and one standard copy (_____zygous people) show reduced infection by the virus, presumably because their macrophages have a reduced amount of CCR5 on the cell surface. This is an example of a mutation that has a positive benefit under a specific circumstance: exposure to HIV. Researchers have speculated that this mutation was favored during a catastrophic disease occurring in northern Europe between 1,200 and 4,300 years ago. It is imagined that this disease also used CCR5 protein to gain entry into macrophages, and people who had the CCR5 deletion allele were among the few who survived. In this scenario, it is believed that their children lived to repopulate much northern Europe. This would explain why the CCR5 mutation is found among some people of European descent today.

For more information, see SJ O’Brien and M Dean, In Search of AIDS-Resistance Genes, Scientific American, September 1997, pp 44-51.

DNA is in chromosomes: mitosis and meiosis

Mitosis and meiosis: where are they in the life cycle?

DNA: what does it look like?

DNA: what how does it lead to traits?

What, exactly, is a strawberry?

The fruit is part of a living organism. The fruit is a food.

(1)

(2)

What, exactly, is a strawberry?

(2)

(3)

Mitosis and meiosis occur in the life cycle of most eukaryotic organisms.

Generalized diagram of a flower. Meiosis produces:pollen in anthersovule in ovary

Fertilization: leads to a seed

Strawberry is a flowering plant.

(4)

Here are pictures of a strawberry life cycle

(5)

(7)

(8)

(9)

(6)

(6) (6)

Points to consider:

Nucleic acids are the basis for inheritance in all living things.

Meiosis promotes ‘reassortment’ of traits to generate a variety of individuals.

Mitosis promotes growth without ‘reassortment’.

Meiosis and mitosis both contribute to life cycles that are based on sexual reproduction. Sexual reproduction occurs in most plants and animals.

Mash the strawberry

Add extraction bufferWaterShampoo (detergent)Salt

Collect liquid

Add Alcoholgently; keep the layers separate

Watchuse your stick to remove what forms at the interface

Let the mixture sit

DNA Extraction Lab

Cell Disruption

+

-----------

-----------

Na+Na+Na+Na+Na+Na+Na+Na+Na+Na+Na+

-----------

-----------DNA

precipitation

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How does chromosomal DNA contribute to these phenotypes?

Variety Location Production Firmness Flavor ColorResistance

to SpotResistance to Scorch

Howard 17* MD 9 4 6 7 9 9Howard 17* MA 10 6 8 8 9 9Missionary FL 10 8 6-9 8 7 7Missionary NC 8 5 6-9 7 6 6Marshall OR 9 6 9 8 7 9Marshall MD 1-3 3 3-5 5 3 7* Premier10=best

Variety Characteristics

Data from (12)

Where does meiosis occur?

Where does mitosis occur?

What is the benefit of meiosis? Of mitosis?

How does this life cycle compare to ours?

(9)

Sources

1) www.nal.usda.gov/pgdic/Strawberry/darpubs.htm#book, Figure 19-1

2) www.ars.usda.gov/Services/docs.htm?docid=8597

3) www.vegparadise.com/highestperch45.html

4) www.shamefree.org/wp-content/uploads/2007/09/016_flower.jpg

5) http://strawberrygenes.unh.edu/strawinfo.html#octoploid

6) www.nal.usda.gov/pgdic/Strawberry/plates/plat19-2.htm

7) http://waynesword.palomar.edu/ecoph18.html

8) www.lima.ohio-state.edu/biology/archive/flowers.html

9) www.britannica.com

10) www.nal.usda.gov/pgdic/Strawberry/book/bokeigh.htm

11) www.csb.yale.edu

12) www.nal.usda.gov/pgdic/Strawberry/book/boktwnt3.htm

Condensed chromosome

Chromosomal DNA

TranscriptionReplication

mitosis

Sexual reproduction:one generation

Life cycle

Haploid products

Gametecombinations

cell cycle

Inheritancethrough families

Diversity fromMutation

Cystic Fibrosis

Phenotypes from Proteins

Sickle cellanemia

Meiosis promotes diversity

Mitosis is growth

segregation or

recombination

duplication

+

mitosis

Diverse gametes

1 2 3

4 5 6

Translation

Genes generate proteins

Diversity fromInheritance

Chromosomal DNAwww.geneticengineering.org

TranscriptionMougey, EB et al Genes Dev 1609-1619 (1993)

http://images.google.com/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/0/0e/DNA_transcription.gif/800px-DNA_transcription.gif&imgrefurl=http://commons.wikimedia.org/wiki/Image:DNA_transcription.gif&h=442&w=800&sz=54&hl=en&start=36&tbnid=fDruBMdnKoR-3M:&tbnh=79&tbnw=143&prev=/images%3Fq%3Dtranscription%26start%3D20%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN

Translationhttp://images.google.com/imgres?imgurl=http://ghs.gresham.k12.or.us/science/ps/sci/ibbio/chem/nucleic/chpt15/transcription1.gif&imgrefurl=http://ghs.gresham.k12.or.us/science/ps/sci/ibbio/chem/nucleic/chpt15/chpt15.htm&h=590&w=869&sz=142&hl=en&start=6&tbnid=KLRqmtkt2sBAwM:&tbnh=98&tbnw=145&prev=/images%3Fq%3Dtranscription%26gbv%3D2%26hl%3Den%26sa%3DG

Cell cyclehttp://faculty.clintoncc.suny.edu/faculty/Michael.Gregory/files/Bio%20101/Bio%20101%20Lectures/Meiosis/meiosis.htm

Cystic fibrosishttp://www.cbp.pitt.edu/bradbury/images/CFTR-model.gif

http://content.answers.com/main/content/wp/en-commons/d/d9/Mucoviscidose.PNG

Sickle cell anemiahttp://www.koshland-science-museum.org/exhibitdna/inh04.jsp

Modified from www.dartmouth.edu

Image Credits

Replicationhttp://images.google.com/imgres?imgurl=http://serc.carleton.edu/images/microbelife/microbservatories/methods/replication.v3.jpg&imgrefurl=http://serc.carleton.edu/microbelife/research_methods/genomics/transcrip.html&h=502&w=650&sz=112&hl=en&start=38&tbnid=GnHwbEiN_NpfSM:&tbnh=106&tbnw=137&prev=/images%3Fq%3DDNA%2Breplication%26start%3D20%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN

http://images.google.com/imgres?imgurl=http://kentsimmons.uwinnipeg.ca/cm1504/Image269.gif&imgrefurl=http://kentsimmons.uwinnipeg.ca/cm1504/dnareplication.htm&h=561&w=800&sz=60&hl=en&start=91&tbnid=TvoABDtQHmxqwM:&tbnh=100&tbnw=143&prev=/images%3Fq%3DDNA%2Breplication%26start%3D80%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN

Phenotypes from proteinshttp://www.thetech.org/genetics/ask.php?id=159

Haploid productshttp://homepage1.nifty.com

Gamete combinationshttp://www.agen.ufl.edu/~chyn/age2062/lect/lect_10/lect_10.htm

Inheritance through familieswww.accessexcellence.org/ AE/AEPC/NIH/gene14.html

Sexual reproduction: one generationhttp://faculty.clintoncc.suny.edu/faculty/Michael.Gregory/files/Bio%20101/Bio%20101%20Lectures/Meiosis/meiosis.htm

Life cyclehttp://www.koshland-science-museum.org/exhibitdna/inh04.jsp

www.cosmosmagazine.com

www.voagno.org

http://www.brumm.com/genealogy/walkers_moyers/tour/biggroup3-1970.html

Mutationhttp://publications.nigms.nih.gov/thenewgenetics/chapter1.html

http://images.google.com/imgres?imgurl=http://www.viewingspace.com/genetics_culture/images_genetics_culture/gc_assign/dna_replication.gif&imgrefurl=http://www.viewingspace.com/genetics_culture/pages_genetics_culture/gc_assign/design_by_sequence.htm&h=555&w=246&sz=42&hl=en&start=27&tbnid=c-NZ7QK4g3yqyM:&tbnh=133&tbnw=59&prev=/images%3Fq%3DDNA%2Breplication%26start%3D20%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN l

Condensed chromosomehttp://cnx.org/content/m15083/latest/01%20Human%20Chromosome.JPG

Mitosishttp://fig.cox.miami.edu/~cmallery/150/mitosis/mitosis.htm

http://faculty.clintoncc.suny.edu/faculty/Michael.Gregory/files/Bio%20101/Bio%20101%20Lectures/Meiosis/meiosis.htm

Genes: More Than Just Letters 1 Name: __________________

Pre-lab Concept Mapping

Problem: How do amino acid sequences affect organisms’ traits?

Hypothesis: A change in amino acid sequence will ___________________

_____________________________________________________________.

Directions:

1. In the results table, examine the DNA nucleotide sequence for each

gene and transcribe the corresponding sequence of mRNA codons.

2. On the following line, record the tRNA anticodon sequence.

3. Use the mRNA decoder to translate the mRNA sequence into an

amino acid sequence.

4. Use the reference table and the amino acid sequences to find the traits

of your animal.

RESULTS

Gene A

DNA ACC GGT TAT

mRNA _______________________

tRNA ________________________

aa sequence ____________________

trait _________________________

Gene B

DNA AGC CGA CCG AAT TTC

mRNA ________________________

tRNA _________________________

aa sequence _____________________

trait __________________________

Gene C

DNA GGA CGC CGA AGT

mRNA _______________________

tRNA ________________________

aa sequence ____________________

trait _________________________

Gene D

DNA TTT AAC

mRNA ________________________

tRNA _________________________

aa sequence _____________________

trait __________________________

mRNADecoder

Results Table

Reference Table

Amino Acid Sequence (Gene) Trait

Lysine - Leucine four-legged

Asparagine - Cysteine two legs, two wings

Tryptophan – Proline - Isoleucine hairy

Glycine – Glutamine - Tyrosine hairless

Proline – Alanine – Alanine - Serine hooves

Leucine - Arginine – Leucine - Glutamine claws

Serine – Alanine – Glycine – Leucine - Lysine plump

Arginine – Leucine – Alanine - Stop skinny

Proline – Proline – Leucine - Glycine no stripes

Proline – Serine – Phenylalanine - Glycine striped

Glutamine – Lysine – Aspartic acid long nose, floppy ears

Arginine – Arginine - Isoleucine short nose, pointed ears

Gene E

DNA GGG AGG AAA CCC

mRNA _______________________

tRNA ________________________

aa sequence ____________________

trait _________________________

Gene F

DNA GTC TTC CTA

mRNA _______________________

tRNA ________________________

aa sequence ____________________

trait _________________________

5. Using all of the inherited traits draw and COLOR your animal below.

6. Name your animal: ________________________________________

7. When the teacher instructs you to, pair up with someone with a

different DNA sequence & compare your animals.

Summary Statement:

8. For homework, answer the post-lab questions.

Post-lab Questions:

Use COMPLETE SENTENCES for all questions, RESTATE the questions

and do not use “it” or “they.”

1. Describe OR draw transcription and translation. (If you describe, use

3 sentences minimum, if drawing, label the structures involved).

2. Where does transcription occur?

3. Where does translation occur?

4. How many nucleotides form a tRNA anticodon that binds to a mRNA

codon?

5. Suppose you knew the amino acid sequence of a protein. How could

you determine the DNA sequence of the protein?

6. How can one change in an amino acid sequence alter the function of a

protein?

More Than Just Letters Lab Scores

Concept Map (complete, neat & correct terms)

Hypothesis (makes sense, correct)

Gene A (4 categories completed correctly, neat)

Gene B (4 categories completed correctly, neat)

Gene C (4 categories completed correctly, neat)

Gene D (4 categories completed correctly, neat)

Gene E (4 categories completed correctly, neat)

Gene F (4 categories completed correctly, neat)

Drawing (colored, represents all traits)

Name (complete, creative)

Summary Statement (included, complete sentence)

Post-Lab Question 1 (requirements listed)

Questions 2- 4 (complete sentences, correct)

Question 5 (complete sentences, plausible)

Question 6 (complete sentences, correct)

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

2 1 0

2 1 0

4 3 2 1 0

3 2 1 0

2 1 0

2 1 0

Comments:Raw Score: / 60

Percentage: %

Genes: More Than Just Letters 2 Name: __________________

Pre-lab Concept Mapping

Problem: How do amino acid sequences affect organisms’ traits?

Hypothesis: A change in amino acid sequence will ___________________

_____________________________________________________________.

Directions:

1. In the results table, examine the DNA nucleotide sequence for each

gene and transcribe the corresponding sequence of mRNA codons.

2. On the following line, record the tRNA anticodon sequence.

3. Use the mRNA decoder to translate the mRNA sequence into an

amino acid sequence.

4. Use the reference table and the amino acid sequences to find the traits

of your animal.

RESULTS

Gene A

DNA CCG GTT ATA

mRNA _______________________

tRNA ________________________

aa sequence ____________________

trait _________________________

Gene B

DNA GCC GAC CGA ATT TCG

mRNA ________________________

tRNA _________________________

aa sequence _____________________

trait __________________________

Gene C

DNA GAC GCC GAA GTT

mRNA _______________________

tRNA ________________________

aa sequence ____________________

trait _________________________

Gene D

DNA TTA ACG

mRNA ________________________

tRNA _________________________

aa sequence _____________________

trait __________________________

mRNA Decoder

Results Table

Reference Table

Amino Acid Sequence (Gene) Trait

Lysine - Leucine four-legged

Asparagine - Cysteine two legs, two wings

Tryptophan – Proline - Isoleucine hairy

Glycine – Glutamine - Tyrosine hairless

Proline – Alanine – Alanine - Serine hooves

Leucine - Arginine – Leucine - Glutamine claws

Serine – Alanine – Glycine – Leucine - Lysine plump

Arginine – Leucine – Alanine - Stop skinny

Proline – Proline – Leucine - Glycine no stripes

Proline – Serine – Phenylalanine - Glycine striped

Glutamine – Lysine – Aspartic acid long nose, floppy ears

Arginine – Arginine - Isoleucine short nose, pointed ears

Gene E

DNA GGA GGA AAC CCG

mRNA _______________________

tRNA ________________________

aa sequence ____________________

trait _________________________

Gene F

DNA TCT TCC TAG

mRNA _______________________

tRNA ________________________

aa sequence ____________________

trait _________________________

Using all of the inherited traits draw and COLOR your animal below.

5. Name your animal: ________________________________________

6. When the teacher instructs you to, pair up with someone with a

different DNA sequence & compare your animals.

Summary Statement:

7. For homework, answer the post-lab questions.

Post-lab Questions:

Use COMPLETE SENTENCES for all questions, RESTATE the questions

and do not use “it” or “they.”

1. Describe OR draw transcription and translation. (If you describe, use

3 sentences minimum, if drawing, label the structures involved).

2. Where does transcription occur?

3. Where does translation occur?

4. How many nucleotides form a tRNA anticodon that binds to a mRNA

codon?

5. Suppose you knew the amino acid sequence of a protein. How could

you determine the DNA sequence of the protein?

6. How can one change in an amino acid sequence alter the function of a

protein?

More Than Just Letters Lab Scores

Concept Map (complete, neat & correct terms)

Hypothesis (makes sense, correct)

Gene A (4 categories completed correctly, neat)

Gene B (4 categories completed correctly, neat)

Gene C (4 categories completed correctly, neat)

Gene D (4 categories completed correctly, neat)

Gene E (4 categories completed correctly, neat)

Gene F (4 categories completed correctly, neat)

Drawing (colored, represents all traits)

Name (complete, creative)

Summary Statement (included, complete sentence)

Post-Lab Question 1 (requirements listed)

Questions 2- 4 (complete sentences, correct)

Question 5 (complete sentences, plausible)

Question 6 (complete sentences, correct)

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

2 1 0

2 1 0

4 3 2 1 0

3 2 1 0

2 1 0

2 1 0

Comments:Raw Score: / 60

Percentage: %

EVALUATION CRITERIA HIGH SCHOOL GENETICS CURRICULUM MATERIALS

TITLE: Genes – Not Just Letters SERIES TITLE: if applicable AUTHOR(S): if applicable CITY/STATE: where published PUBLISHER/SOURCE: COPYRIGHT DATE: ISBN NO: ADVERTISED GRADE LEVEL(S): grades(s) SUPPLIES: availability of materials and kits for core curriculum materials COST: suggested list price RESOURCE TYPE: student activity book, teacher's guide, books on teaching science, etc. URL if available: SUBJECT: REVIEWER’S NAME: Forrest Spencer, Christine Roberts DATE OF REVIEW: June 13, 2008 GRADE LEVEL(S) RECOMMENDED BY REVIEWER IF DIFFERENT FROM THE ADVERTISED LEVEL(S) STATED ABOVE: (Please circle the specific grade level(s) for which you believe these materials are most appropriate or just delete the grade levels that are not applicable.)

7 8 9 10 11 12

GENETICS CONTENT COVERAGE

The 2007 GENA partnerships will be focusing on Patterns of Inheritance. After reviewing your resource, please indicate which topics under this broad theme the resource covers by placing an “X” next to the topic. If we have missed a topic(s) you feel relevant, you may add it under “other.”

__Meiosis __Recombination __Mendelian genetics/probability __Linkage _X_Alleles __Sex determination _X_Human genetic disorders __Complementation __Epistasis __Polygenic inheritance __Role of the environment __Imprinting _X_Pedigree Analysis __Non-Mendelian inheritance __Other- Please Specify ________________________Social Issues in Genetics __Other- Please Specify ______________________ After reviewing the resource, please reflect upon how well this tool addresses the following areas of pedagogy and content. Please place your score, 1 through 10 in the box to the right with 10 being the highest rating and 1 being the lowest. If you would like to add comments on why you scored something in a particular way or would like to comment on specific strengths and weaknesses, feel free to do so in the comments section.

Criteria Rating How well does the material address the important goals a high school teacher would have for the teaching of major principles in Patterns of Inheritance? Comments: This activity addresses an important challenge in high school genetics by illustrating the connections between gene expression and inherited characteristics. These concepts are presented over the course of several weeks. This activity reinforces the big picture.

9

How well does the material focus on inquiry and activity as the basis of learning experiences? Comments: This is an activity in which students are asked to link concepts from DNA structure through phenotype themselves as they follow structured steps.

9

How developmentally appropriate are the modes of instruction, writing style and materials and equipment utilized?

10

Comments: The activity is appropriate for high school students and teachers. The expectations are clear and it is a creative, good evaluation of student mastery of the process of transcription and translation. Students are able to understand what is being asked of them and teachers are able to evaluate understanding with a pencil-paper activity that engages the students. It also allows reinforcement of the connections between often isolated topics of DNA, protein synthesis, mutation and inheritance of traits. How accurate is the science content presented? Comments: The relationships among transcription and translation elements are accurate. The actual genetic code and phenotypes are entirely imaginary, but obviously so, as a practical matter. The genetic code used is too short to represent a typical gene and requires comment to clarify.

8

How well do the suggested investigations (if applicable) lead to an understanding of basic concepts and principles of science? Comments: n/a

n/a

How well does this resource reflect the unbiased nature of science (i.e. is the resource free of dogmatism)? Comments: n/a

n/a

How engaging would high school students find this activity? Comments: The students are engaged actively as they transcribe and translate the code. It is just long enough to avoid tedium. Although the traits are imaginary, it is an effective method to maintain their interest as they explore a real scientific concept. It also challenges them at the end of the activity to figure out exactly what caused the changes by working collaboratively with other groups.

10

How well does the material define scientific terminology and concepts? Comments: This activity requires that students recognize the structural and functional relationships among elements of gene expression leading to phenotype. This requires precise vocabulary. The scientific terminology employed is accurate, with the exception of the students’ application of imaginary phenotypes to a provided short DNA sequence.

9

Does the content provide sufficient information for the teacher to effectively conduct the activity in the context of a complete learning cycle? Comments: Yes- perhaps though, more instruction to complete the Pre-lab concept mapping- I suggest including the terms for students to use to complete the concept map. (this is a concept map to go over protein synthesis)

7

Does the content provide sufficient information for the teacher to conduct an effective assessment of student understanding? Comments: Yes.

10

Are the materials required easily obtained and affordable for the average high school classroom? Comments: Yes.

10

RECOMMENDATION BASED ON ALL CRITERIA

Instructions: Complete the section below. If you "recommend with reservations" or "do not recommend" a material for inclusion, briefly state your primary reason in the space provided. Based upon all aspects of my review of this material, ________ I highly recommend this material. X I recommend this material. ________ I recommend this material with reservations.

Primary reasons for reservations: ________ I do not recommend this material.

Primary reasons for rejection:

This document was created using the official National Science Resource Center Evaluation Criteria for Curriculum Materials

designed for Middle Schools and adapted for our use.