Technology
Integration Plan
Shannan Muskopf
Overview
Students will have already completed unit on Mendelian genetics and using Punnet
squares to predict the outcome of crosses. The intent of this unit is for students
to learn about human genetic disorders, how those disorders affect individuals
and society as a whole. Students will work in groups to evaluate how genetic
screening can impact families and individuals, and make predictions about the
future of medicine and genetics. The unit and lesson plans are designed for
an introductory science class (grades 9-10)
Alignment to Standards (Illinois)
Learning Standard 11A: Know and apply the concepts, principles
and processes of scientific inquiry.
Learning Standard 12A: Know and apply concepts that explain how
living things function, adapt and change.
Learning Standard 13A: Know and apply the accepted practices of
science
Learning Standard 13B: Know and apply concepts that describe the
interaction between science, technology and society.
Learning Goals and Standards Alignment
-Students will judge the impact the Human Genome Project has on medicine and
society (11A & 13B)
-Students will list common genetic disorders (11A)
-Students will describe at leat 5 genetic disorders (11A)
-Students will chart the statistics of the genetic disorders (how often each
occurs in the population) (11A & 13A)
-Students will analyze the severity of disorders and discuss how each affects
a persons potential quality of life (13B)
-Students will discover what tests are available to detect genetic disorders
in babies (11A & 12A)
-Students will consider who should be tested, how they will be tested, and who
should pay for these tests, and what will be done with the results of those
tests (13B)
--Understand the significance of public policy, specifically regarding genetic
testing of newborns (13B)
--Students will publish their recommendations (13B)
Summary of Plan
For this unit, students will use the internet to investigate genetic disorders
and genetic screenings. They will use this information to evaluate the impact
of genetic screening on society and individual families, and develop a set of
recommendations regarding the use of genetic tests.
The internet is an important research component of the unit, however the main
objective is for the students to work in groups and solve a problem. They will
need to think critically about genetic screening and its impact on society.
This has some relation to social studies and history, particularly how labeling
of genetic inferiority has affected the world in the past. After all, it was
Hitlers viewpoint that to preserve the race, certain elements had to be
removed. This can be extended now to cover not just appearances and races, but
how a person in the future may be judged by their genetics. Students can compare
genetic screening to how eugenics was used in Nazi Germany and elsewhere to
justify inhumane treatment and even murder.
A clip from the movie Gattaca will be shown at the beginning to spark interest.
The movie shows a possible future where humans are judged at birth by their
genetics. People are categorized and placed into occupations and social groups
based on the genotypes, it it the ultimate form of judgement.
Also, reading and comprehension will be connected to the lesson, as students
will read science-related articles and discuss those articles.
The Unit uses a constructivist approach, students are responsible for the creation
and organization of their knowledge base. Technology will be used to promote
meaningful learning in that students will take an active part in the construction
of their knowledge base. Technology will help them formulate a larger picture
of how genetics, and ethics work together in a larger social context. They will
solve the real world problems, problems that are facing society today as medical
technology increases: What kinds of tests can be performed on a fetus? Who should
be privy to this information, and what decisions should be made based on that
information. Students will learn the basics of genetic diseases, some symptoms
and their prevalence in the human population. They will then determine how pre-birth
tests can prevent or prepare parents for health problems. Larger social issues
can then be addressed, for instance: if a fetus is tested and found to have
a genetic problem, should the parents terminate pregnancy. These social concepts
and bioethics are difficult to grasp, and using the approach of technology to
foster thought and creativity is a method whereby the students can develop their
own philosophies regarding the information they gather.
Lesson Plans
for Genetic Disorders Unit (Grades 9-10)
Lesson One - What if everything you are was determined by the letters
GCAT?
Description: An attention getting introduction to human genetics and
genetic screening, students will imagine a futuristic society where a persons
life is determined by their genes. Students will discuss how a persons
genes can be used against them, and compare such practices to historical philosophies
of eugenics
Objectives:
Students will:
Consider the possible implications of genetic screening on society
Discuss their viewpoints on genetic screening.
Defend their own position on genetic screening
Materials:
VCR
Video: Gattaca
Procedure:
1. Teacher will give a brief summary of the movie Gattaca and show
a clip of the movie to spark interest in the discussion. (Teachers should watch
the whole movie, but due to the movies rating and other content, it is
not recommended that the whole movie be shown)
2. Class Discussion
--What if the moment you were born, you were categorized, and society dictates
your entire life based on that categorization?
--What if a test was available now that would determine whether you were going
to get cancer, would you take it? why or why not?
--What if there was a test available that determined whether a person had the
potential to become a murderer, an alcoholic, a child molester? Should we test
people for for these types of genes?
--If we did test people for those types of genes, who should get that information?
--The movie represents a possible future. How do you think the movie compares
to current technologies regarding genetic testing?
--Should reproductive rights be restricted? Should the government decide who
should be allowed to have children based on genetic risk?
--Should people with lesser genes be eliminated from society or
not be allowed to reproduce?
--Do you know of any historical situations where a person has been discriminated
against due to his or her appareance or race?
--Consider that babies that are not born healthy can incur a considerable cost
on society because medical and social needs. Who should pay for babies that
are born unhealthy and need medical care or care throughout their lives?
3. Individual Reflection
After the movie and class discussion, students will write a short paragraph
to answer the question: Do you feel the government has the right to restrict
a persons reproduction based on the parents genes? Consider the
medical costs involved in taking care of babies that are not healthy and defend
your position
Lesson 2 -- Introduction to the Human Genome Project
Description: Students will use an article to read about the human genome
project. The article will be discussed and students will learn vocabulary words
related to the topic.
Materials:
Transparencies of Chromosomes with gene maps
Handout of New York Times Article " Genome's Riddle: Few Genes,
Much Complexity", By NICHOLAS WADE, February 13, 2001 http://www.nytimes.com/learning/general/featured_articles/010213tuesday.html
Objectivies:
Students will:
Learn about the recent discoveries in the human genome project by reading
and discussing the article "Genome's Riddle: Few Genes, Much Complexity."
Define words related to the article and genetics
1. Read the article as a class. The following questions will also be answered
as a class:
--What was surprising about the information released regarding the human genome
project?
--What is the new "favorite estimate" for the number of human genes?
--What are some possible explanations for the meager number of human genes?
--How can a gene make different proteins from the same gene?
--What is Dr. Haseltine's response to the report regarding the low number of
human genes?
--What does Dr. Eric Lander think of Dr. Haseltine's claims?
--What, according to Dr. Lander, is the goal of the human genome project?
--Do you think that the human genome project is worthwhile? What implications
do you think it will have on future genetic research?
--Why would pharmaceutical companies be interested in the discovery of new human
genes?
--Why do you think there is so much competition and tension between different
geneticists working on genome projects?
--Do you think the human genome project results in a greater or lesser appreciation
for the complexity of the human species?
--How do you think a person who believes in creation as it is described in the
Bible would react to the findings of the human genome project? How might such
a person understand the findings if not from an evolutionary perspective?
--What famous quotation is Dr. Lander referring to when he says, "launch
a thousand ships"?
2. Vocabulary: Write the following terms on the board (from the article), have
students write the terms in the notebook. Students will use their textbooks
or dictionaries to defiine each term.
perplexity, consortium, chromosome, gene, genome, combinatorial, impoverished,
ingenious, exons, introns, splicing, divergence, enshrined, alleged, enigmatic,
pharmaceutical
Lesson 3 - Simulated Reproduction
Description: Students will enact a simulation where they choose a mate
in the class. Choices will be mostly made at random, though 5 people in the
class will have known genetic diseases. After completing their choices for mates,
the offspring will be tested to see if they have inherited a genetic
disease. Students will then discuss whether the government should require genetic
screening, and how genetic screening can affect a persons reproductive
choices.
Objectives:
Students will
Discuss how genetic screening may affect a persons reproductive
choices
Examine how genetic screening can improve a persons chances of having
healthy offspring.
Consider the implications of genetic screening and how it may lead to
bias toward people that may carry a genetic disease
Materials
- 30 cups or beakers
- Sodium Hydroxide solution
- phenothalein
Setup prior to lesson :
Beakers should contain the following:
5 beakers with 100 ml of water, 20 ml sodium hydroxide - These will be marked
with a large X to indicate they are known carriers of a genetic disease
5 beakers with 100 ml of water, 20 ml sodium hydroxide - These are not marked
visibly, and represent individuals that carry a genetic disease but do not know
it
20 beakers with 120 ml of water - representing individuals who do NOT carry
genetic diseases
Procedure:
1. Each student is given a beaker. They are told that 5 (marked with an X) have
been genetically screened and are known to carry a genetic disease. They are
also told that 5 people carry a genetic disease but they have not been tested
and do not know.
2. Students are instructed to reproduce with one member of the class.
Advise them it is just a simulation and it doesnt matter whether they
have the opposite sex partner. To reproduce they simply pour their
two beakers together. The beaker with the childs DNA is labeled
with the parents name and placed at the front of the room. (If you have
an odd number of students, the teacher can be a parent)
3. The teacher explains that she will genetically screen each child
to determine whether they carry the genetic disease.
**To each beaker add a couple drops of phenalthalein, beakers that contain sodium
hydroxide will turn pink. Those without will remain clear**
4. After the tests are completed, the parents will then know if
theyre child carries the disease.
Follow-up Discussion
--Did knowing that a person had a genetic disease affect your decision to choose
them as a parent for your offspring?
--Would you have liked to have known prior to reproducing whether your potential
mate had a genetic disease.
-- What if the genetic disease was something that wasnt very life affecting,
like having 6 fingers? Would it matter then if your potential mate carried this
disease?
-- What if the genetic disease was something very life affecting, like severe
mental retardation and deformity?
-- Should people be genetically screened before marriage? Should the government
require screening.
Lesson 4 - Research Genetic Diseases
Description: Students will use the internet to research genetic disorders. They
will be given a list of possible diseases to research, though they are not limited
to the ones on the list. Students will then construct a chart comparing the
diseases.
Duration: 2-3 days
Materials
Computer with internet connection (1 per person)
Objectives:
Students will
Use the internet to search for particular diseases
Write a brief description of 5 genetic diseases
Construct a chart that compares the diseases
Procedure:
1. Give students a list of genetic disorders. Explain that they can use a search
engine (Yahoo, Google, Lycos... etc) to find out information on 5 of the disorders.
They may also choose disorders that are not on the list. (Be careful when choosing
other diseases and make sure you have chosen one that has a known genetic basis)
Sickle-Cell Anemia
Batten Disease
Thalassemia
Edward's Syndrome/Patau's Syndrome
Turner's Syndrome
Polycystic kidney disease
Klinefelter's Syndrome
Autism
Cooley's anemia
Gaucher's disease
Hemophilia
albinism
Rett Syndrome
diabetes mellitus
Neurofibromatosis
diabetes insipidus
Marfan Syndrome
fragile X syndrome
Phenylketonuria
Parkinson's disease
Cystic Fibrosis
Alzheimers
Tay Sachs Disease
colorblindness
Down Syndrome
epidermolysis
Duchenne Muscular Dystrophy
Ataxia
Huntington's Disease
Burkitt lymphoma
Cri-du-chat Syndrome
Achondroplasia (dwarfism)
Galactosemia
Immune deficiency diseases (Boy in the bubble)
Cleft Lip/Palate
Polydactyly
Osteogenesis Imperfecta
Fragile-X Syndrome
Spina Bifida
List of Internet sites that
may be of use:
Rare Genetic Diseases in Children Homepage
http://mcrcr2.med.nyu.edu/murphp01/homenew.htm
Genetic Disorders and Birth Defects
http://www.icomm.ca/geneinfo/
Medline Plus: Genetic Disorders
http://www.nlm.nih.gov/medlineplus/geneticdisorders.html
Genetic Conditions/Rare Conditions Information
http://www.kumc.edu/gec/support/
2. They are to write down a brief description of 5 disorders
3. They are to construct a chart either in their notebook or on the computer
using a word processing program. The chart should compare the 5 diseases and
should address (but is not limited to) :
--How common is the disease in the population
--What is the expected lifespan of a person with the disease
--Rate the persons quality of life: poor, fair, good, excellent
--What other complications can occur due to the disease
-- Possible treatments
Lesson 5 - Group Discussion and Disease Ranking
Description: Students will work in groups of 4 to 5. They will use their
charts and descriptions from Lesson 4 to talk to their group members about the
diseases they found. The group will then construct a master chart that lists
all the diseases they have compiled as a group. As a group they will rank the
diseases according to their opinions about the quality of life a person is expected
to have. They will determine individual philosophies regarding termination of
pregnancies where the fetus is known to have a genetic disease.
Duration: 2 days
Objectives:
Students will:
--Discuss the diseases they researched with group members
--Analyze the symptoms of each disease
--Choose as a group, how each disease would be ranked with regard to quality
of life
--Work cooperatively
--Determine whether some diseases result in such a poor quality of life, that
termination of pregnancy is acceptable
Procedure:
Students will construct a chart and determine a rank for each. Diseases will
be ranked from the most life affecting to the least life affecting. (Example,
colorblindness may be low on the ranking chart, while Edward syndrome will be
high on the chart). Students must collaborate as a group to determine the ranking
order.
Lesson 6 - Group Challenge - Recommend how your state should deal with the
issue of testing newborns and fetuses for genetic disorders.
Description: Students will use the internet to investigate genetic tests and
how tests can affect parents. They will then develop a set of recommendations
and create a presentation to illustrate their findings.
Duration: 3 days
Materials: Computers with internet connection, PowerPoint, Microsoft
Word, Posterboard
Objectives:
Students will:
--work cooperatively and identify their roles in a Task Force
--make informed decisions based on the consideration of the bioethical issues
involved
--write a plan for the state to deal with the issues
--be prepared for a public debate of the issues
--present their plan to the class in one of the following formats: informational
poster, powerpoint presentation, web page (html)
Procedure
1. Students will access Genetic Testing of Newborn Infants at
http://gslc.genetics.utah.edu/thematic/newborn/activity/studentindex.html
2. Students will follow the directions at that site. Each section should be
read by the group to determine what issues and information will be included
in your final presentation. In addition, the following should be turned in to
ensure progress in the activity.
--Turn in a paper listing the roles of each member of the group
-- A list of questions (taken from the governors letter page) with
your groups analysis and answers
3. Students will then prepare their class presentation. Presentations should
include the following. Presentations can be in the form of posters, web sites,
or powerpoint.
--An overview of genetic testing
--A list of recommendations to your state (at least 5).
-- Should show creativity, and capture the attention of the audience
**Sample
work found in dropbox - geneticsposter.gif
The picture represents a poster that could be constructed that would gain an
excellent rating. **
RUBRICS
Lesson 4 Rubric
3- High quality, 2- adequate, 1- needs attention
Overall Content
3 - All five diseases were thoroughly described
2 - Most of the diseases were thoroughly described
1 - Only a few were described
Organization
3 - Chart is neatly organized and all parts are labeled
2 - Chart is organized and has some labels
1 - Chart lacks organization and labels
Content Details (frequency, treatment, lifespan, quality of life)
3 - Each area (question) was addressed
2 - Most of the areas were addressed
1 - Some of the areas were addressed
Grammar and Spelling
3 - No major spelling or grammar errors
2 - A few spelling or grammar errors
1 - Many errors in grammar and spelling
Lesson 6 Rubric
3- High quality, 2- adequate, 1- needs attention
Use of Internet
3 - Easily accesses internet sites, consistently locates meaningful information
2 -Access internet sites with minimal assistance, frequently locates meaninful
information
1 - Needs frequent assistance to access internet sites and locate meaningful
information
Teamwork
3-All members of the group work together, no unresolvable problems develop
2-All members of the group work together, problems are solved with minimal distraction
1-All members of the group do not get along, teacher assistance is needed to
solve problems
Presentation Layout
3-Includes title, names, many colors, and attention grabbing ideas
2-Includes title, names, many colors
1-Includes title and names
Producing and evaluation
3-Evaluates information from multiple points of view, forms a personal (group)
opinion
2-Evaluates information and forms a personal (group) point of view from a single
perspective
1-Restates ideas from information sources
Interpreting and Evaluating Information
3-Interprets, evaluates, and organizes information around major elements of
the problem, compares and contrasts
2-Interprets, evaluates and organizes information around some elements of the
problem
1-Has no organizational plan or structure, information has not been evaluated
Evaluation
3 - Offers clear recommendations regarding genetic testing, explores multiple
solutions
2 - Offers some clear recommendations, focuses on 1 or 2 solutions
1 - Offers no clear recommendations, focus unclear