Course:
7th Grade Life Science

Team: Theresa Buggage, Alan Gorlin, Sarah Horning, Rosie Magarelli, and Karla Orosco

Teacher: TBA

Date of Lesson: TBA

Name of Unit: Genetics and Genomics

INSTRUCTIONAL PLAN:
Total of lessons: 1 class period: 45 minutes

Sequence of lesson topics (and number of lessons on the topic) surrounding the research lesson.

1. DNA: The Double Helix Discovery

2. DNA Extraction

3. Chromosomes and Genes Basics: Human Genome Project Discoveries (This Lesson)

4. Humans & Other Animals: Comparing Genomes

5. Genes and Proteins

Lesson Title: The Human Genome Map: Chromosomes and Genes

Lesson Goal(s): Use an understanding of scientific concepts and processes for personal and civic decision making.

Lesson Objective(s):

1. The student should understand how a very small number of genes in the genome makes the large differences in humans.

2. The student should understand what the Human Genome Project accomplished.

3. The student should understand how genes are packed in chromosomes.

4. The student should understand quantities of genes in the human genome and the number of chromosomes that they are packed in.

5. The student should demonstrate understanding by linking the concepts of DNA, genes, chromosomes, and living things together in a concept map.

1
15 min.
(15 total)

Students might label the coiled yarn-chromosome and colored sections of yarn- genes.

They might also think that the yarn is the Genome and the colors are DNA code.

Students should be engaged in activity and following directions

Hands-on Directions
Each of you will be given a plate with a pipe cleaner and yarn. Please wrap the yard tightly around the pipe cleaner. Try to TIE or TAPE the end of the yarn so it won't unravel. Raise your hand when you finish and I'll collect.

Take questions then pass out supplies.

As students work, write these words on the board, overhead or flipchart: DNA, Chromosomes, Genome, Humans, Genes

"Can anyone think of how this activity might be related to the words I've put on the board?" In your science journal, sketch what you see and try to label parts with the words Chromosomes, Genome, Humans, and Genes.

As teacher collect projects and assembles chromosomes by attaching to chalkboard, science board, or laying out on the table. Teacher listens to students' conversation.

If students are waiting for others to finish models, they should sketch the the display that is forming in the front of the room.

Check to see if students are following directions. Teacher directions understood

See if students make the correct vocabulary connections to the activity that they are doing. Do they have a lot of prior knowlege.

Note student responses

Are students willing to do more work than others?

2
3 min
(18 total)

Student Responses: Pairs of "yarn sticks" wrapped together and numbered in 23 pairs.

Might use vocabulary of chromosomes and genes correctly

Student Question: DNA is not just one long continuous section.

Describe what you see. What do you think this model represents?

If students are incorrect or not making the connection...
The yarn represent genes. Chromosomes are tightly coiled sections of genes that resemble this shapes. DNA is not one continuous strand within in the nucleus.

Show FIGURE 2. Give students time to put this into their journals.

3
3 min
(21 total)

4
3 min
(26 total)

Looks of confusion, or looks of interests

meaning of "gen" which is produce

Might reference to gnome, genes, names

Students take notes in science journal

5
8 min
(32 total)

Students might say

Genes-
(based on what they hear in news or maybe at home)

determine what we look like

hereditary, comes from both our parents

are in every cell

The Human Genome project took 10 years to complete (ahead of schedule due to competition and development in technology). It gives us a map of where our genes are located within each chromsome. We have known for a many years that humans have 43 chromosomes that are paired together. Little was known about gene location and genetic code.

Think-Pair-Share:
1. "On this yellow card, write the definition of a gene. You have 1 min.
2. "With a partner that sits next to you, share each other's defintions then together combine your definitions and write that on the green card" You will have 2 minutes.
3. Have a pair share and ask with a show of hands who had a similar definition. Ask who had a different conceptual definition.
4. Come up with a working definition of a gene based on student knowledge and write on board, overhead, or flipchart.

Do students ask questions for more knowledge?

Do students actively participate in the Think, Pair, Share. Is this a necessary component in this lesson.

How good was the working definition based on student imput?

6
3 min
(35 total)

Student guesses should be quite high.

Student successfully answer about 1/3 or 3/10

Are all students participating in the discussion?

Are students offended by this activity?

Student guesses should be very high since we have so many physical differences.

Students might generate questions if they are confused by information.

9
3 min
(45 total)

For your homework tonight, make a concept map connecting these terms: Chromosomes, DNA, Genes, Genome. You may add other terms like yarn, coils, or maps. This is due tomorrow at the beginning of class. Then we will learn what genes do.

** Students are familiar with making concept maps**

Refer to the class website with links that will help students learn and review.

MAP OF RESEARCH IDEA

Department’s Educational Mission
Students who:
-Understand that science is a way of knowing characterized by researching other scientists' reports, designing and conducting experiments, analyzing experimental data, drawing conclusions, and reporting results.
- Use an understanding of scientific concepts and processes for personal and civic decision making.

Actual Profile of Students
- Tend to believe what they read and hear about science if it comes from a reliable source
- Tend to ask questions but not higher level thinking questions. Most question starters are who? what? where? when? why?
- Students are motivated but struggle with the entire scientific method including research.
-They need visual as well as text examples to develop conceptual understanding of biological terms and concepts.

Ideal Profile of Students (Goals)
-Understand quantitative reasoning in science: mathematical and statistical methods used to analyze, interpret, and evaluate data and draw conclusions.
-Ask and answer questions that require higher levels of thinking and research
- Independently apply science skills and conduct research using traditional and electronic resources
- Comprehend how biological advances and research have a direct impact on their lives.

Research focus To create a learning environment that facilitates the transition of students attitutes and skills toward the ideal profile and correct student misconceptions of scientific concepts relating to life science.

Research Hypothesis
If students are able to:
- comprehend and explain the relationships among The Human Genome, DNA, chromosomes, and genes
- express the significance of DNA and The Human Genome
- express the size and structure of DNA and Chromosomes
They will have developed skills in quantitative reasonsing and applying higher order thinking skills to difficult biological concepts.

Methods and Measures
Methods: Strategies for curriculum, learning materials, and teaching
Measures: Evalutation of student responses to teaching strategies and learning materials.

Materials Needed for the Lesson

- Multicolored Yarn Skein
- Pipe Cleaners
- Paper plates (to act as individual material trays)
-Tape
- Label 1, 2, 3,...23
- A Large Road Map
- Index Cards
- Two large ziplocks (one w/ 99 and 9/10 tootsie rolls marked SAME. The other with 1/10 marked DIFFERENT
-Transpariencies or PowerPoint Slides of Figures 1 and 2
-Media materials: Dry Erase Markers, Chalks, Overhead Transpariencies, or Pre-Labeled Vocabulary Mini Posters

For Teacher Reference:

FIGURE 1: Image Above:
US DOE Genome Image Gallery
http://www.ornl.gov/TechResources/Human_Genome/graphics/slides/images1.html

FIGURE 2: Image Below:
DOE Joint Genome Institute
http://www.jgi.doe.gov/whoweare/index.html

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