Beacon Lesson Plan Library

Don't Delete Me

Elizabeth Burnett

Description

Students identify how a malfunction in a particular chromosome can result in a myriad of genetic disorders that may lead to a person requiring medical care, as a result of a condition caused by the genetic mutation.

Objectives

The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity.

Materials

-Karyotyping Worksheets (These can be ordered this from NASCO or Carolina Biological Company.)
-Don't Delete Me! activity sheets located in the associated file, one copy per student
-Genetics Activity Rubric sheets located in the associated file, one copy per student
-Glue, one small bottle per group of four students
-Scissors, three per group of four students
-Poster paper, two sheets per group of four students
-Markers, five per group of four students
-Rulers, five per group of four students
-Movie [Lorenzo's Oil] (This can be found at most video stores.)

Preparations

1. Prepare Karotyping worksheets ordered from Carolina Biological Company or NASCO. Remember to give each group a different template.
2. Purchase white glue, one bottle per group of four students.
3. Gather pairs of scissors, three per group of four students.
4. Purchase poster paper, two sheets per group of four students.
5. Purchase markers, five per group of four students.
6. Gather rulers, five per group of four students.
7. Purchase envelopes, one per group of four students for storing chromosomes.
8. Reserve your school's library for computer research.
9. Prepare copies of the Don't Delete Me! activity sheet and the Genetics Activity Rubric sheet, one copy of each per student.
10. Cue up Lorenzo's Oil. Go to the part where the father discovers that the olive oil contains the necessary chemical component for Lorenzo's viability.

Procedures

DAY 1 - 50 minutes
1. Show the class the excerpt of Lorenzo’s Oil where the father discovers that the olive oil contains the necessary chemical component for Lorenzo's viability. This activates background knowledge for the research of chromosomal mutations.

2. Assign students to groups of four. Distribute the Don't Delete Me! activity sheets, the Genetics Activity Rubric sheets, and the karotyping activity sheets to the students.

3. Have students complete the karotyping activity using the kits ordered from NASCO or the Carolina Biological Company. Remember to give each group a different karotyping template. This leads to a discussion of what causes mutations. Ask students to list factors of what causes chromosomal mutations.

DAY 2 and DAY 3 - 50 minutes per day
1. Take students to the library to research one hereditary disease from the following list:
a. Achondroplasia
b. Canavan Disease
c. Cystic Fibrosis
d. Dercum'sdisease
e. Turner’s syndrome
f. Urea Cycle Disorder
g. Tuberous sclerosis
h. Retinoblastoma
i. Cri du Chat
j. Thrombocytopenia Absent
k. Moebius Syndrome
l. Huntington's Disease

DAY 4 and DAY 5 - 50 minutes per day
1. After the research is completed, tell the students to create a chart showing the assigned mutations. Tell the students to produce a group presentation that includes the chromosomal mutation, the cause of the mutation, indication of where the deletion occurs, the symptoms of the disease as a result of the deletion, and chromosomal repair information if necessary. Circulate as students work, offering feedback and guidance. Remind students of the assessment criteria.

DAY 6 - 50 minutes
1. Using formative assessment, assess student presentations using Genetics Activity Rubric. See attached file: Genetics Activity Rubric.

2. Allow time for feedback on group presentations.

Assessments

The students will produce group presentations of the assigned chromosomal mutations as a formative assessment. Each group should do the following:
a. Follow the rubric to show the assigned chromosomal mutation.
b. Determine the cause of the mutation.
c. Determine where the deletion occurs.
d. List the symptoms of the disease or condition as a result of the deletion.
e. Supply chromosomal repair information.

The students will correctly evaluate the causes and effects of the various types of mutations by:
a. Point.
b. Frameshift.
c. Chromosomal mutations.
d. Disjunction.

Evidence: The students will produce group presentations of the assigned chromosomal mutations. Criteria: The students will follow the rubric to show the following:
a. The assigned chromosomal mutation.
b. The cause of the mutation.
c. Indication of where the deletion occurs.
d. The symptoms of the diseases as a result of the deletions and chromosomal repair information.

Upon completion of the group presentations, allow time for individual group asssessment using the genetics rubrics. Express appreciation of the presentations as well as the strengths and weaknesses of each group.

Extensions

1. Please note: You can find other types of mutations for the students to research. This lesson is concerned with hereditary chromosomal mutations.
2. This lesson can be employed with ESOL students by having them research multicultural contributors of genetic mutations. Allow extra time for completion.
3. ESE students can research the information and create a circle book, a fold out book, or an accordian book. Allow extra time for completion.
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