Course: Biology Agricultural Science & Technology Unit: Genetic Alterations State Standard: Standard IV: Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression. State Objectives: Objective 1: Compare sexual and asexual reproduction. c. Formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations. Objective 2: Predict and interpret patterns of inheritance in sexually reproducing organisms. d. Analyze bioethical issues and consider the role of science in determining public policy. Objective 3: Explain how the structure and replication of DNA are essential to heredity and protein synthesis. d. Describe how mutations may affect genetic expression and cit examples of mutagens. f. Research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing). Unit Objectives: A. Formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations. B. Analyze bioethical issues and consider the role of science in determining public policy. C. Describe how mutations may affect genetic expression and cite examples of mutagens. D. Research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing). Materials Needed (Equipment): PowerPoint projector, paper, copies, glue, coloring utensils (makers, color pencils, etc.)
Facilities: Classroom, computer lab, Interest Approach: WARNING: THE POWERPOINT PRESENTATION IN THIS INTEREST APPROACH CONTAINS IMAGES THAT MAY BE DISTURBING. PLEASE PREVIEW BEFORE SHOWING TO STUDENTS AND USE YOUR BEST JUDGEMENT. Show students the grotesque PowerPoint. Ask them what they think could make these things happen? Are the real? Now move into the lesson. Objective A: Formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations. Curriculum (Content) (What to teach) A1. Genetic Alterations picture slides. Instruction (Methodology) (How to teach) Ask students what they know about genetic alterations. What do they think an alteration is? How might is occur? Could it me stopped? Then show them all of the alteration pictures and talk about what they are and emphasize that all alterations aren t bad. This will give students a better understanding that alterations aren t all bad. A1. PPT slides 1-42 A2. Writing assignment A2. This writing assignment is designed for students to experiment with having a genetic change. The genetic change could be anything they want. Examples: Grew wings, have four arms, etc. After they have decided on an alteration they need to write about how their day would be different with this alteration. Have students sketch a picture of their changed self. Activity: This is the writing activity and picture of their changed self.
Objective B: Curriculum (Content) (What to teach) Instruction (Methodology) (How to teach) Ask students if all genetic alterations are bad? Have them list a few that aren t. B1. Genetic Engineering B2. Genetic Engineering The ability to move genetic material (genes) from one organism to another B3. Genetic Engineering History 1000 s years people have changed the characteristics of plants and animals selective breeding exploitation of mutations dreamed of being able to artificially create mutations B1. PPT slide 43 Review with students about genetic alterations and that not all of them are bad. B2. PPT slide 44 Ask students if they have seen Jurassic Park? Then talk about how they moved genes to complete the dinosaurs DNA. B3. PPT slide 45 In changing characteristics of plant tell about all the different colors and how animals have changed over the years. At first we wanted animals with a lot of fat. Now we want animals with a lot of muscle and no fat. B4. PPT slide 46 B4. What is Genetic Engineering? Involves the manipulation of genes (DNA sequence) within a cell or organism to produce a desired result. a change in the genetic makeup of an organism through: deliberate addition (insertion) Removal (deletion) intentional mutation of DNA Most commonly it involves the transfer of a gene from one organism to another.
B5. Examples Bacteria produce Human insulin needed for diabetics Transgenic pigs produce human Factor VIII, a blood-clotting agent needed by hemophiliacs Bacteria produce hormone BST which helps control the production of milk. B6. B5. PPT slide 47 B6. PPT slide 48 Go through the diagram on gene splicing and how the process works. B7. Steps in Genetic Engineering 1) Isolate the gene and cut it using restriction enzymes 2) Cut bacterial DNA using restriction enzymes 3) Splice the gene into bacterial DNA by attaching sticky ends B8. Steps in Genetic Engineering 4) Place the engineered bacterial DNA into a bacteria cell 5) Clone the bacteria and collect the product B9. What Genetic Engineering Can Do B7. PPT slide 49 B8. PPT slide 50 B9. PPT slide 51 Ask students what they think the limits of genetic engineering might be. What would they like to see genetic do in everyday life?
B10. Agriculture 1. Plants resistant to virus, salt, drought 2. Plants resistant to frost and heat 3. Plants resistant to insects 4. Plants resistant to roundup 5. Animals that produce desired chemicals in their products (TPA in milk) 6. Enhanced meat and milk production B11. Medicine 1. Production of pharmaceuticals (insulin, TPA, interferon) 2. Study of human cancer in mice 3. Map the human genome 4. Correct genetically caused diseases B12. Clean up the environment 1. Bacteria to feed on oil slicks and toxic chemicals 2. Convert waste materials into useful products (cellulose into plastic) 3. Improve efficiency of industrial processes B13. Using Bacteria as Factories B14. Bovine somatotropin BST A hormone composed of protein that that is produced by the cows pituitary gland Helps control the production of milk by assisting the regulation of nutrients into the production of milk or fat B15. BST Supplementary BST causes the cow to produce less fat and more milk By splicing genetic material into E. coli bacteria the hormone can be produced at relatively low cost B10. PPT slide 52 B11. PPT slide 53 B12. PPT slide 54 B13. PPT slide 55 B14. PPT slide 56 B15. PPT slide 57
B16. Genetic Alterations Genetic engineering doesn t have to be completed in a lab. Some other ways to genetically alter genes are: Controlled Breeding Changing the hereditary characteristics of offspring by selecting parents B17. Inbreeding Breeding of phenotypically similar individuals May eventually produce weaker organisms Increases the chances of harmful homozygous recessive traits B18. Hybridization Cross breeding two different but related individuals Hybrid vigor individual outproduces its parents Decreases the chances of harmful homozygous recessive traits B19. Artificial Insemination Placing sperm into the female reproductive tract by means other than natural mating. B20. Embryo Transfer The transfer of fertilized egg(s) from a donor female to one or more recipient females B21. Cloning The production of an exact genetic copy of an organism B16. PPT slide 58 B17. PPT slide 59 B18. PPT slide 60 B19. PPT slide 61 Talk about sexing semen so that you can now guarantee that you get a male or female depending on what you want. B20. PPT slide 62 This done in cattle so that you can own a bunch of low dollar cattle and only have to own one high dollar cow and get more money. B21. PPT slide 63 Talk about Dolly the sheep and the affects that cloning has had on cells.
B22. Cloning Activity. B22. Go to: http://learn.genetics.utah.edu/units/cloning/printand-go/clonemouse.cfm and do the cloning a mouse activity. You can print out the activity or do it on the computer. Activity: Have students do the genetics alterations cross word.
Objective C: Describe how mutations may affect genetic expression and cite examples of mutagens. Curriculum (Content) (What to teach) Instruction (Methodology) (How to teach) C1. Mistakes Sometimes, chromosomes break, leading to 4 types of changes in chromosome structure: Deletion Duplication Translocation Inversions C2. Cell Changes Mutation A change in the DNA Affects the production of proteins and gives a new phenotype C1. PPT slide 64 C2. PPT slide 65 C3. Cell Changes Chromosome Mutations change the structure of the chromosome Occur during cell division C4. Cell Changes Deletion A portion of one chromosome is lost during cell division. That chromosome is now missing certain genes. When this chromosome is passed on to offspring the result is usually lethal due to missing genes. C3. PPT slide 66 C4. PPT slide 67, 68, 69, and 70 Explain to students how part of a chromosome can be deleted. All slides show the location of the deletion.
C5. Cell Changes Duplication If the fragment joins the homologous chromosome, then that region is repeated C6. Cell Changes Inversion piece of chromosome breaks and reattaches itself in reverse C7. Cell Changes Translocation - Broken piece attaches to a different chromosome - A fragment of a chromosome is moved ("trans-located") from one chromosome to another - joins a non-homologous chromosome. - The balance of genes is still normal (nothing has been gained or lost) but can alter phenotype as it places genes in a new environment. - Can also cause difficulties in egg or sperm development and normal development of a zygote. C8. Cell Changes Non-Disjunction Chromosome pair fails to separate during meiosis Trisomy Downs Edwards Patau Monosomy Turners Polyploidy Plants C5. PPT slide 71 and 72 Show students slide 72 to visualize a duplication of a chromosome C6. PPT slide 73, 74, and 75 C7. PPT slide 76, 77, 78, and 79 C8. PPT slide 80 and 81
C9. Gene Changes Gene Mutations involve a single nitrogen base within a codon Point Mutation substitution, deletion, or addition of a base Frame-Shift Mutation the addition or deletion of a base Causes the gene to be read out of order C10. Gene Changes Mutagens environmental factors that damage DNA Examples Cigarette Tars Radiation Asbestos UV Light C11. Chromosome Changes Chromosome Map diagram of where genes are on a particular chromosome Crossing Over parts of genes become rearranged during meiosis The closer genes are on a chromosome, the less likely crossing over will occur C12. Chromosome Changes Electrophoresis separation of segments of DNA by electricity based on their size Enzymes cut DNA at a specific base sequence The shorter the pieces, the further they travel in the gel C13. Chromosome Changes DNA Fingerprinting the use of electrophoresis to determine matches in DNA Why map chromosomes? C9. PPT slide 82 C10. PPT slide 83 C11. PPT slide 84 C12. PPT slide 85-86 C13. PPT slide 87
Ask students their opinion on DNA Fingerprinting. Should law enforcement be able to keep that on record? Should law enforcement have access to everyone s DNA fingerprint? C14. Human Genetics More difficult to study than other organisms because it takes 75 years to produce 3 generations of humans C15. Population Sampling Use a small number of individuals to represent the entire population. C16. Twins Use identical twins to distinguish between environmental and hereditary factors C17. Pedigree Studies Use family history to determine how a trait is inherited Carrier heterozygous does not have the trait, but may pass it on to offspring C18. Pedigree Symbols Male Female Affected male Affected female Mating Parents Siblings Known heterozygote for recessive allele Death C19. Pedigree Examples C14. PPT slide 88 C15. PPT slide 89 C16. PPT slide 90 Here talk about how Hilter used twin to determine differences and similarities in genetics. C17. PPT slide 91 C18. PPT slide 92-94 C19. PPT slide 95 104 In these slides there are several examples of how pedigrees work and how traits are passed on. Show students how the genes are passed on and which gene they got from the mother and which gene they got from the father.
C20. Pedigree activity. C21. Human Genetic Traits Single Allele Traits: Dominant Huntington Disease, Dwarfism, Polydactyly (extra fingers and toes) Recessive Albinism, Cystic fibrosis C22. Human Genetic Traits Polygenic Traits: Skin Hair and Eye Color Foot Size Height Nose Length C23. Human Genetic Traits Multiple-Allele Traits ABO blood groups Rh Factor in Blood C24. Human Genetic Traits Sex Linked Traits Color-blindness Hemophilia Muscular Dystrophy C25. Human Genetic Traits Sex-Influenced Traits: Baldness C26. Human Genetic Traits Nondisjunction: Down Syndrome Kleinfelter Syndrome Turner Syndrome C20. At this point make up an activity that has the students have to do pedigree charts. Make up different ones each year so that they vary and all different types of changes are shown. C21. PPT slide 105 C22. PPT slide 106 C23. PPT slide 107 C24. PPT slide 108 C25. PPT slide 109 C26. PPT slide 110
C27. Detecting Genetic Disorders Karyotype The grouping of the chromosomes based on size and the position of the centromere Amniocentesis The process of removing fluid and cells from around the fetus and checking for abnormalities C28. Classification of Chromosomes C29. Chromosome making activity. C27. PPT slide 111 C28. PPT slides 112-114 These slides are to show the difference between the male and female chromosomes. C29. Have students make 23 pairs of chromosomes. Each pair has to match each other and each pair has to be unique. The only pair that can be different is the XY pair. Then have them paste them in order. You could have them to male and female to show how all are the same except the XX and the XY. Activity: Have students do the genetic alterations word search
Objective D: Research, report, and debate genetic technologies that may improve the quality of life. (e.g., genetic engineering, cloning, gene splicing.) Curriculum (Content) (What to teach) Instruction (Methodology) (How to teach) Ask students which disordered interested them the most? Why did that particular disorder stand out to them? What more would they like to learn about that disorder? D1. Disorder research project. (Remember that disorders are classified as anything that causes a change in the DNA.) Examples: Multiple Sclerosis Down Syndrome Kleinfelter s Syndrome Turner s Syndrome Baldness D2. After presentations or test show the Animals with Genetic Alterations PPT. D1. Come up with a list of your own disorders that you would like the students to research. You could assign them in pairs or make them do their own. This is to be a presentation to the class so that many different disorders have been researched and discussed. Have them research the disorder and answer questions like: 1. When was this disorder discovered? 2. What chromosome does it happen on? 3. What are the signs that this disorder is present in an individual? 4. How long does an individual live with this ordered? 5. Can this disorder be detected before birth? 6. Can medication regulate this disorder? 7. Is this a disorder that shows up later in life? Example Multiple Sclerosis. 8. Is this disorder hereditary? Plus, any other questions you would like to add! D2. Animals with Genetic Alterations PPT. The whole thing. Evaluation: Review sheet for test Genetic Alterations Test