# Correlation between Biotechnology and its Effects on Society

Biotechnology

Oct 23, 2013 (4 years and 8 months ago)

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Correlation between Biotechnology and its Effects on
S
ociety

Biology
Partnership

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1

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Identifying Information:

(Group Members and Schools, Title of Lesson, Length in Minutes, Course Level)

David Woods, Janece Campbell, Travis

Moore
; Correlation between biotechnology and its
effects on society; 52 minute class period; Biology I

M
otivation:

1.

Teacher will show a video on Huntington’s disease involving karyotyping and genetics

2.

Bell Ringer Question: Would you marry or have a child with someone that could or you knew
had undesirable traits within their genetic code.

3.

Students will
answer the following questions to determine a diagnostic

I.

Students will be asked if they think they should be karyotyped before they are allowed to apply
for a marriage certificate.

II.

Construct a punnet square with parents having the code Hh and hh.

III.

Based on

your punnet square constructed, what is the percentage chance of the child getting
Huntington’s disease?

IV.

Analyze the question above and identify the odds of the child not inheriting Huntington’s
disease.

N
eeded Materials & Set
-
Up:

-
SCQ

Huntington’s
Disease

DNA
Paternity Testing Simulation 114, \$75.00

http://www.edvotek.com/114

Follow instructions according to the DNA Paternity Testing Simulation 114

Student Practice Shee
t “
Probability

of Genetics Disease”
; See attached sheet

Student Note Taking sheet “Keys to Genes”
; See attached sheet

Class is bro
ken down into groups of 4

Correlation between Biotechnology and its Effects on
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ociety

Biology
Partnership

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O
utcomes

Dimensions of K
-
12 Science Education Standards:

Scientific and engineering practices: 3: Obtaining, evaluating, and communicating information.

Crosscutting concepts: 1: Patterns, 7:Stability and change

Disciplinary

Core ideas: ETS2: Links among engineering, technology, science, and society

Next Generation Sunshine State Standards:

SC.912.L.16.1: Use Mendel’s laws of segregation and independent assortment to analyze patterns of
inUeri瑡nce.

S䌮912.L.16.10㨠 Nvalua瑥

incluTing 浥Tical anT e瑨ical issues.

Content Literacy Standards:

Writing Standards: Write informative/explanatory texts to examine and convey complex ideas,

concepts,
and informat
ion clearly and accurately through the effective

selection, organization, and analysis of
c
ontent.

Specific Learning Outcomes:

Correlation between Biotechnology and its Effects on
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ociety

Biology
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Students will be able to

accurately

identify patterns of inheritance in 80% of punnet squares

using the
given alleles
.

Students

will be able to
correctly
determine the percent of children inheriting a genetic disorder/disease
from 80% of the punnet squares

P
resentation and
P
art
icipation:

Behavior: Lecture

Assign genetic samples to each group of students

Bell Ringer Class discussion.

Cognitive: Demonstration

Teacher will run gel electrophoresis on sample parent and child dna and compare it against a baseline.

Behavior: lecture (continue)

Lead class discussion in review over:

Dominate/ recessive traits pat
h of inheritance

Punnet squares and Pedigree lines

Review Vocab:
Genotype: what is expressed in the alleles/ an organism’s allele pairs? Example Hh

PUeno瑹pe㨠observable cUarac瑥ristic 瑨a琠is expresseT as a resul琠of an allele pair. (PUa琠you see or
w
Ua琠TisorTer 瑨ey inUeri琮

Pedigree royal Families recessive sex linked Hemophilia “explain”

ApplieT Genetics

cUap瑥r in book

Link applieT gene瑩cs back 瑯 瑨e opening bell ringer By asking 瑨e ques瑩on wou
lT knowing peoples
gene瑩c 浡ke
-
up before Uaving c
UilTren wi瑨 瑨e洠be a for洠of selec瑩ve breeTing

Miscussion in inbreeTing

Are 瑨ere any pro/ cons of selec瑩ve breeTing? PUa琠I any 浯ral i浰lica瑩ons 浩gU琠瑨ere be?

Nxplain gel
-
elec瑲opUoresis/ cUeck 瑨e 瑡nk anT see Uow i琠is going

䍯gni瑩ve㨠
Su浭mrizing anT no瑥 瑡king

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ociety

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Students will be provided a structured note taking sheet to put key terms and ideas in.

Application/Process:
Debate

Students will be asked to construct a debate about whether they think they should do DNA testing on
their child
ren while they are in the womb.

Other: Practice

Students will practice the punnet squares for possible percentage outcome of dominant and recessive
traits.

Q
uestions:

(3 higher order

analysis, synthesis, evaluation)

1.

Based on the information provided in
class
, would you still marry/ have children with someone
has undesirable traits

in their genetic code.

2.

Construct a punnet
square with parents having the code Hh and hh.

3.

Based on your punnet square constructed, what is the percent
age

chance of
the

child ge
tting
Huntington’s disease?

Analyze the question above and identify
the odds of
the child
not inheriting

Huntington’s
Tisease
.

Based on the laboratory experiment run in the class, which is the Dad of the child?

R
eflection:

questions on selective breeding worksheet and will be graded and returned the
next day.

1.

h

h

H

Hh

Hh

h

hh

hh

2.

Child has a 50% change of getting Huntington’s

The child has a high probability of getting
Huntington’s based on the percentage

Parent 2

S
afety:

Students have been reviewed safety procedures prior to coming to class the day before. Teacher will
give a quick demonstration during
demonstration

activity on possible safety problems
. Teacher needs
to be aware of all possible electrical safety concerns and keep care. Make sure students are aware that
Correlation between Biotechnology and its Effects on
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teacher is running the lab and shouldn’t crowd lab

Safe瑹 re浩nTers will be given wUen 瑨e s瑵Ten瑳 firs琠walk in 瑯 lab.

The stude
nts could bump into each as the
y

move around the classroom.

The students could get cut if they break a test tube.

It is possible that some of the students could be allergic to the agar.

Teacher should warn students of possible staining of clothing with bl
ue dye

T
ransformative:

(Accommodations for at least 2 special needs students)

There is 1 ESE student in the class having learning disabilities, he will be provided a longer time to
complete the Selective breeding worksheet. Any students with ESOL will

be provided the worksheet in
digital form to translate to their native language. Students with hearing and visual disabilities will be
provided digital forms of the lesson to read to them as well as show bigger print.

U
tilize:

Students will possibly need
re
-
teaching on pedigree examples. If it is unclear how DNA traits match with
a parent and child, a reteach example will be given as a motivation tool in the next lesson.

If more than 10% of students fail to correctly complete

the punnet square, I will reteach this concept by
providing another sample of
a genetic disorder.