Genetics Resources
What is Genetics?
Activity 1 (Learn More About DNA)
Activity 2 (Finding DNA)
Forensics
Activity 1 (Using DNA to Solve Crimes)
Activity 2 (DNA and the Law )
Cloning
Activity 1 (Debate the Future of Cloning Research)
Activity 2 (Survey Your Community)
Connect The Tech
Final Project
What is Genetics?
DNA,Chromosomes, and Genes
(Approximately 1 hour)
Students learn about the topics of genetics through text, illustrations, and a website.
Activity 1: Learn More About DNA
(Approximately 1 hour)
This activity is intended to introduce the basics about genetics using an informational web site developed by The Tech. The Tech's genetics site goes on a cellular tour. Starting with a hand, students click to go deeper and deeper into the human body to see exactly where DNA resides.
The worksheet will track the students' understanding of the concepts presented on the site.
This activity will work well in groups of 2 or 3 or individually.
Questions and Answers:
1. What is the name of the tiny building blocks that make up every part of you?
Cells
2. Is DNA bigger or smaller than a cell?
DNA is smaller than a cell. It lives inside of the cell.
3. What are three different types of cells?
Skin cells, muscle cell,
4. Where in you cell can you find DNA?
DNA is found in the cell nucleus
5. Why is the cell nucleus called the brain of the cell?
The nucleus is called the brain of the cell because it controls all of the cell's functions
6. How long is the DNA from one cell? How long is the entire DNA from all of the body cells?
7. What is the Genome?
8. Why is the order of the base pairs important?
9. Write down the sequence for these sections of DNA.
TTCCAGGATTGGG
Activity 2: Finding DNA
(Approximately 1 hour)
This activity is intended to give students first hand experience with DNA. Most of the needed materials can be found easily. Cow thymus can be found in a local butcher store and should be cut into small pieces. In addition to graduated cylinders, plastic pipettes with graduations work well for liquid measurements.
It is important that students realize that they are not looking at one strand of DNA but thousands of strands of DNA twisted together.
This activity will work well with groups of 2נ. The Internet is not needed for this activity.
Credits
This activity was developed for The Tech by Lynn Adler.
Forensics
This section will introduce students to questions raised by using DNA evidence. Student should be familiar with navigating the web and taking notes. They should also have some understanding of what DNA is.
History of Criminal Identification (Approximately 1 hour)
In this activity students will experience fingerprinting first hand. This activity is intended to introduce students to the concept of identification in the eyes of the law. The students begin the activity by visiting a FBI web site that explains fingerprinting. Students then practice taking their own fingerprints.
Materials:
Computers with Internet access
Ink stamp pad and paper
This activity will work well with students in pairs.
Activity 1: Using DNA to Solve Crimes
(Approximately 1 hour)
This activity uses FBI sites to teach students about how DNA evidence is collected and used. As students are researching the FBI sites, they should fill in the evidence chart.
This activity will work well in groups of 2ן
Materials
Computers connected to the Internet
Evidence chart
Activity 2: DNA and the Law
(Approximately 1 hour)
This activity is intended to reinforce students understanding of DNA and introduce them to the how the legal world views DNA as evidence. Now that students are familiar with what evidence is, what DNA is, and how DNA can be used as evidence, they can use their knowledge to tackle the ethical questions raised. Students will play the role of a judge deciding whether or not to allow DNA evidence in a murder trial. This is the culminating activity for this supporting idea so students should represent their knowledge in their opinion. This activity should take one class period. Students should be prepared to take notes on what they learn at the site.
Materials
Computers with Internet access
Cloning
Background on Cloning
(Approximately one hour)
Students will visit websites to gain an understanding of how cloning works, and how Dolly, the first cloned mammal, was cloned.
Activity 1: Debate the Future of Cloning Research (Approximately 2 hours)
In this activity students will research different arguments for and against cloning and then debate the issue. This activity is intended to get students thinking about the moral, ethical, and religious questions raised by cloning, as well as the scientific questions.
Students should be familiar with basic genetics and should spend time learning about the process used to develop Dolly. Then students should divide up and start their research. This activity is designed with students breaking into four different groups, each with a different role: Pro cloning research in all cases, pro cloning research in some cases, anti cloning research, and the policy makers. All students should do some research on cloning. The debaters should do research to form an argument and the lawmakers should do research to form intelligent questions.
This activity will work well using multiple forms of media. Bringing in newspaper or magazine articles on cloning could provide non–Internet based research resources for students. If you have limited access to the Internet, some students could use non–Internet resources while other are on–line.
Activity 2: Survey Your Community
(Approximately 2 hours)
This activity is intended to give students the opportunity to share what they have learned about cloning with their community. Students should develop survey questions to ask different people in their community. There are three questions given, to get students started. If you choose, you can have your students write up their three–minute speech as an assessment of their knowledge of cloning.
You may want to introduce basic interviewing tips to make it easier for them to complete this activity.
This activity can be connected to a math activity on percentages or graphing. It can also be connected to an activity on using a spreadsheet program.
Connect The Tech
Put it Together
(Approximately 2 hours)
The final project is an opportunity for students to do something with what they have learned. They should write a persuasive piece based on their personal point of view. These letters are a way to assess students' understanding of cloning and provide them with an opportunity to take a role in the democratic process. Students can choose one of the topics covered and research the issue behind it in more detail.