Science Learning Community: Science and Engineering Lesson Plans
[Gene Therapy for Melanoma1]
[Paul Enslin]
[07/17/2014]
INFORMATION ABOUT THE LESSON
Grade Level and Subject Area
General Biology, Grade 10, Genetics Unit
Time Frame
4 -5(85-90 minute) lessons, depending upon if optional resources and extension activities are pursued.
Objectives: Upon completion of this unit, students will be able to:
To help secondary education students to learn the basic concepts of gene therapy. To understand the impact and limitations of gene
therapy. To consider and communicate the potential effects of this technology on human health and society. To help students
understand that experimental design is more of a creative process than a step-by-step method (help them learn about the scientific
process rather than the scientific method).
Next Generation Science Standards
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry
out the essential functions of life through systems of specialized cells.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic
traits passed from parents to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic
combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of
designed materials.
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that
can be solved through engineering.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a
range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Adapted from: Integrating Engineering and Science, A Partnership for Problem-Based Learning, Amanda
Lockhart and Joseph Le Doux, p.67-73.
1
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 1
Science Learning Community: Science and Engineering Lesson Plans
Standards for Technological Literacy
8H. The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and
specifying constraints, exploring possibilities, selecting an approach (9-12)
8I. Design problems are seldom presented in a clearly defined form. (9-12)
8J. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. (9-12)
8K. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other. (9-12)
9J. Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and
think abstractly. (9-12)
9L. The process of engineering design takes into account a number of factors. (9-12)
10J. Technological problems must be researched before they can be solved. (9-12)
10K. Not all problems are technological, and not every problem can be solved using technology. (9-12)
L. Many technological problems require a multidisciplinary approach. (9-12)
Common Core State Standards in Mathematics
Common Core State Standards in English and Language Arts
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question)
or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (HS-LS1-3)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-1)
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data,
video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1),(HS-ETS1-3)
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible
and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1),(HS-ETS1-3)
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a
process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1),(HS-ETS1-3)
Prior Learning
Definition of genetics, Mendelian genetics, DNA structure and function, Central Dogma
Misconceptions: That gene therapy is as simple as putting new DNA code into cells that have abnormal code for a gene. That it
should be easy due to The Human Genome Project.
Adapted from: Integrating Engineering and Science, A Partnership for Problem-Based Learning, Amanda
Lockhart and Joseph Le Doux, p.67-73.
1
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 2
Science Learning Community: Science and Engineering Lesson Plans
Materials
Videos:
Cracking Your Genetic Code (PBS)
Cracking the Code of Life (PBS)
Handouts:
Gene therapy for Melanoma Pretest
Gene therapy for Melanoma Challenge
Gene therapy for Melanoma Flowchart
Gene therapy for Melanoma Posttest
Web Sources:
http://ghr.nlm.nih.gov/
http://clinicaltrials.gov/
http://learn.genetics.utah.edu/
http://groups.bme.gatech.edu/groups/ledoux/
LESSON IMPLEMENTATION
Objective: Upon completion of this lesson, students will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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12.
Define gene therapy and vector
Research genetic disorders and use it to design a gene therapy approach to a disease
Create a vector for the disease of interest
Design and evaluate a potential solution to a gene therapy problem
Assess their design after input from experts
Modify their design after input from experts
Share their approaches with peers and assess the benefits and risks/challenges to their approach.
Defend their gene therapy design
Explain how the type of disease affects the gene therapy design.
Differentiate between a therapy and a cure.
Explain how historical events in science and technology have laid the groundwork for gene therapy.
Discuss the social, political and ethical issues surrounding gene therapy
Adapted from: Integrating Engineering and Science, A Partnership for Problem-Based Learning, Amanda
Lockhart and Joseph Le Doux, p.67-73.
1
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 3
Science Learning Community: Science and Engineering Lesson Plans
Pre-Assessment
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Do you know what a genetic disease is? Give a definition
Give an example of a genetic disease.
Do you know what gene therapy is? Give a definition
Name a disease that can potentially be treated using gene therapy.
Do you know what genetic engineering is? Give a definition.
Procedures
Time
Instructional Strategies/Learning Tasks
Purpose
1. Take Pretest Day 1-Show “Cracking My Genetic Code” to activate
prior knowledge and bridge it to Gene Therapy technology. Pass out
challenge paragraph. Students complete Challenge questions. ;1 block
(85-90 min)
2. Students are given time to outline an approach to the challenge
based on current knowledge of content. Students view experts discussing
how they would approach the challenge. Students conduct research to help
them meet the challenge. Students complete questions about diseases and
gene therapy. Students are provided with the instructions:
•
List questions you have.
•
Answer all questions.
•
Share and compare with other group members.
1block(85-90min)
3.
4.
Students engage in a mini-challenge to evaluate what they have
learned. Students (in groups) are provided with a list of diseases and
medical conditions such as baldness, familial hypercholesterolemia,
cancer, heart disease, cystic fibrosis, muscular dystrophy, Alzheimer’s
disease, and others and asked to determine which would be
appropriate for treatment by gene therapy To evaluate the soundness
of their judgment, as a class we compared student decisions to the
opinions of the experts.
Finally, students discussed their findings with their parents or
guardians, further disseminating information about gene therapy to
the public. Students reached a decision with their parents or guardians
and then shared and justified their decision to their classmates. Take
Post Test; 1 block (85-90 min)
Optional resource: Showing Cracking the genetic code will help the
students to remember/understand what The Human Genome Project is and
how it was accomplished. They can also discuss what it might allow
researchers to do.
Adapted from: Integrating Engineering and Science, A Partnership for Problem-Based Learning, Amanda
Lockhart and Joseph Le Doux, p.67-73.
1
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 4
Science Learning Community: Science and Engineering Lesson Plans
Formative Assessment
Generating ideas: Questions to answer before addressing the challenge
1.
What do you know?
2.
What questions do you have?
3.
What questions will require further research?
Give the students time to work on these and then share with the group and check for understanding.
Closure
Pass out gene therapy for Melanoma flowchart and guide the discussion through the various components of the
flowchart with the students.
From: http://www.nsta.org/publications/news/story.aspx?id=51263, Accessed July 18th 2014
Summative Assessment
The students will receive a pretest consisting of the following 5 questions:
Adapted from: Integrating Engineering and Science, A Partnership for Problem-Based Learning, Amanda
Lockhart and Joseph Le Doux, p.67-73.
1
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 5
Science Learning Community: Science and Engineering Lesson Plans
1.
2.
3.
4.
5.
Do you know what a genetic disease is? Give a definition
Give an example of a genetic disease.
Do you know what gene therapy is? Give a definition
Name a disease that can potentially be treated using gene therapy.
Do you know what genetic engineering is? Give a definition.
Professional Resources:
1.
2.
Joe Le Doux (Georgia Tech) – joe.ledoux@bme.gatech.edu
Thomas C Tubon (Madison Area Technical College) – Tubon@madisoncolleg.edu
Gene Therapy for Melanoma
Adapted from: Integrating Engineering and Science, A Partnership for Problem-Based Learning, Amanda
Lockhart and Joseph Le Doux, p.67-73.
1
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 6
Science Learning Community: Science and Engineering Lesson Plans
th
From: http://www.nsta.org/publications/news/story.aspx?id=51263, Accessed July 18 2014
Gene Therapy for Melanoma
Adapted from: Integrating Engineering and Science, A Partnership for Problem-Based Learning, Amanda
Lockhart and Joseph Le Doux, p.67-73.
1
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 7
Science Learning Community: Science and Engineering Lesson Plans
From: http://www.nasa.gov/audience/foreducators/plantgrowth/reference/Eng_Design_5-­‐
12.html#.U8le1bGZiSo , Accessed July 18th, 2014 Adapted from: Integrating Engineering and Science, A Partnership for Problem-Based Learning, Amanda
Lockhart and Joseph Le Doux, p.67-73.
1
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 8
Science Learning Community: Science and Engineering Lesson Plans
Gene Therapy for Melanoma
Challenge: You are a high school sophomore who suffers from Melanoma.
Recently your condition has been worsening and you have been spending an
enormous amount of time in and out of the doctor’s office and hospital. You are
tired of being sick and just want the opportunity to be a teenager. Your primary
physician has recently suggested that you undergo gene therapy.
You have no idea what gene therapy is or how it works. Your doctor
keeps stating that you are lucky because there is a new study starting within the
month at your hospital to test a new form of gene therapy for your disease. The
gene therapy is very experimental and still in the very early stages, and the
outcome of the treatment is uncertain. You have a week to decide if you want to
become a part of this study, but before you decide if you want to join the study you
must do some research on the topic.
Generating ideas: Questions to answer before addressing the challenge
1. What do you know?
2. What questions do you have?
3. What questions will require further research?
Adapted from: Integrating Engineering and Science, A Partnership for Problem-Based Learning, Amanda
Lockhart and Joseph Le Doux, p.67-73.
1
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 9
Science Learning Community: Science and Engineering Lesson Plans
From: Integrating Engineering and Science, A Partnership for Problem-­‐Based Learning, Amanda Lockhart and Joseph Le Doux, p.67-­‐73.
Adapted from: Integrating Engineering and Science, A Partnership for Problem-Based Learning, Amanda
Lockhart and Joseph Le Doux, p.67-73.
1
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 10