Career Exploration Module – DAY FIVE
Lesson Title
“Face Lab”
A study in
Human Variation
Cluster
Pathways
Biotechnology
Research and
Development
Essential
Question
What careers
are within the
Health Science
clusters?
TEKS
Career Portals:
1.A, 2.A, 2.B,
4.F
Prior Student
Learning
Students should
have already
been presented
the Career
Module
Introduction.
Estimated time
45 minutes
Objectives
- Identify and explore career opportunities within the Health Science
Cluster
- Understand the basic terms in heredity
- Explore the variations that could occur in reproduction
- Recognize the different fields of genetic research found in the medical
field
Materials/Equipment/Handouts Needed
- Handout: “Face Lab” Instruction sheet per group
- Handout: “Face Lab” result sheet per group
- Blank paper for face drawing
- Two coins per group
- Handout: “Construct a Model of DNA Activity” (extension)
- Construction paper (extension)
- Pipe cleaners (extension)
- Candy (extension)
- Marshmallows (extension)
- Beads (extension)
- Just about anything….(extension)
Introduction/Engage
- Start off a discussion about how many of the students have brothers
or sisters; begin talking about similarities and difference between
them. Today we are going to look at a branch of health care that is
dedicated to examining the individual characteristic that make up
each person. These people study medicine at the “GENE” level.
- Genes are very small parts of a cell that determine how a cell works
and reproduces. By looking at just this small area of the body
hopefully you will begin to see what an important part they play in
making you YOU, and how scientists must study each small part to
understand certain problems.
- Biotechnology Research and Development: Primarily focused on
discovery, research and development for new diagnostic test, new
treatments and medical devices to improve patient care, for example,
Specialized Scientists, Researchers and Quality Control Technicians
Activities
- Put students into pairs for the Face Lab Activity
- Review vocabulary terms and definitions relevant to today’s lesson
such as recessive and dominant found on “Health Science Vocab”
- Activity: “Face Lab”
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Page 1
Lesson Closure
- Review details of the Health Science pathways using questioning
techniques
- Instruct students to complete the vocabulary list for homework
- Discuss upcoming career module experiences and expectations
Assessment
- Verbal responses to questions
- Participation in all activities
- Successful completion of “Face Lab”
Extension
- Construct a model of DNA Activity
Accommodations for Learning Differences
- Accommodations Manual
- Guidelines and Procedures for Adapting Instructional Materials
- Sample Curriculum Customizations for Learning Differences
- Lesson Plan/Curriculum Modification Checklist
- Instructor Format for Curriculum Customization for Learning
Differences
-
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Page 2
Face Lab Activity
Materials needed:
Handout: “Face Lab” Instruction sheet per group
Handout: “Face Lab” result sheet per group
Blank paper for face drawing
Two coins per group
TEKS:
§127.4.(c)(1)(A), (2)(A)(B), (4)(F)
Approximate time:
30-40 minutes
Directions:
1. Place students in pairs and give each pair a Face Lab Instruction Sheet, Face
Lab Results Sheet and blank paper. Go over the directions with them.
2. Students may use computers and the internet to find information needed on the
activity sheet.
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Day 5 of 10
Page 3
FACE LAB...A study in Human Variation
Have you ever wondered why so much variation in appearance is present, even when
people are closely related? This phenomenon is present, not only because a large
variety of traits exist in a human population, but also because humans continue to
create variation as they reproduce. Even relatives as close as brother and sister
can vary widely in their appearance. Why siblings are very different both in
genotype and phenotype is the question we want to address. This activity should
help you answer that question and should raise other questions. You and your
partner are going to act as parents in order to better understand all the possibilities a
geneticist must look at when working with parents.
What would your baby look like if you (and a spouse) have one dominant gene and
one recessive gene for each of the facial features illustrated in the fallowing
pages? In other words, the genes will be heterozygous for each trait.
Genotype: an organism’s full hereditary information like Rr
Phenotype: an organisms observed properties like red hair
Medical genetics: the specialty of medicine that involves the diagnosis and
management of heredity disorders. Medical genetics incorporates areas such as:
- Gene Therapy: an experimental technique that uses genes to treat or
prevent disease by correcting genes in a patient’s cells instead of using
drugs or surgery
- Personal Medicine: emerging practice of medicine that uses an individual’s
genetic profile to guide decisions made in regard to prevention of a disease
or disorder
- Predictive Medicine: an emerging field of medicine that entails predicting the
probability of a disease and taking proactive steps to prevent it or
significantly decrease its impact
Research Genetics: study of the inherited characteristics of humans, animals and
plants
Research Geneticists: their experiments lead to the development of new products,
such as drug treatments, disease-resistant livestock and larger-growing crops;
additionally, those working for law enforcement organizations use DNA sampling to
positively identify suspects
Clinical Geneticists: physicians who specialize in the diagnosis and treatment of
genetic diseases; they deal with inherited diseases, such as hemophilia, or illnesses
stemming from DNA alterations, like familial breast cancer, leukemia, and lymphoma
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Genetic Counselors: provide information and support for a variety of health issues of
genetic origin; they can coordinate treatment for those with birth disorders, as well as
counsel patients who might have inherited conditions or are concerned about passing
a condition to a child
Investigation
1. To determine the facial appearance of your child, you and your partner,
(spouse), will flip a coin to determine what piece of information or genes you will
contribute to the child.
2. HEADS will represent the DOMINANT allele, (shown with a large letter),and
TAILS will represent the RECESSIVE allele,(shown with a small letter).
3.
Flip the coins to determine which gene of each pair you will contribute. Each
child will have two genes for each trait, one from each parent (or you'll have to
flip twice to represent both parents).
.
4. Record the genetic contributions of each parent, or each of the two flips, on the chart
provided.
5. When you determine all of the features for a particular structure, (eyes for
example), draw and color the way the baby will look after he/she has reached
high school age. You and your partner, (spouse), will produce one child.
"
The traits indicated by an asterisk are believed to be inherited in the explained
manner. Most of the traits, however, in this activity were created to illustrate
how human heredity works in a simplified model and to reinforce basic genetic
principles. In actuality, inherited characteristics of the face are much more
complicated that this activity illustrates. Most of these facial characteristics are
determined by many genes working together. We hope you will be successful in this
very important role as parent(s). Your first task is to record your name(s), as
parent(s), on the attached data sheet.
First, you should determine the sex of the child. Heads will be a BOY, (Y· bearing
sperm), and tails will be a GIRL, (X. bearing sperm). Give your child a name and
record the name on your data sheet.
CONTINUE
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1. FACE SHAPE:
Round (RR, Rr)
Square (rr)
2. CHIN SHAPE: Next three flips...
VERY PROMINENT (VV, Vv)
LESS PROMINENT (vv)
3. CHIN SHAPE:
ONLY flip coins for this trait if the Chin Shape GENOTYPE is VV, or Vv. (The
genotype "w" prevents the expression of the next two pairs of genes.)
ROUND (RR, Rr)
4. CLEFT CHIN:
PRESENT (AA, Aa)
SQUARE (rr)
ABSENT (aa)
**Be sure to keep record of each trait (1-4) on your data sheet.
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Page 6
5. SKIN COLOR:
Skin color is polygenic trait; to determine the color of skin, assume there are three
gene pairs involved
 Flip your coins ·first to determine the genotype of the first pair of genes
(AA, Aa, aa)
 Then flip your coins to determine the genotype of the second pair of genes
(BB, Bb, bb)  Flip for the last time to determine the third pair of genes (CC, Cc, cc)
 Choose your genotype from column (1) to determine the skin color from
column (2)
Each capital letter represents an active allele for skin pigmentation.
Column 1
Letters
6 capitals
5 capitals
4 capitals
3 capitals
2 capitals
1 capital
NO capitals
6.
7.
HAIR TYPE:
CURLY (CC)
Column 2
Skin Color
Very dark black
Very dark brown
Dark brown
Medium brown
Light brown
Light tan
White
WAW (Cc)
STRAIGHT (cc)
WIDOW'S PEAK: hair-line comes to a point in the center of the forehead
PRESENT (WW, Ww)
ABSENT (ww)
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8.
HAIR COLOR: difficult to predict because of all the shades; for simplification for this activity
we will go with the basic tones and use the same method we used for skin color
Each capital letter represents an active allele for skin pigmentation.
Column 1
(Letters)
6 capitals
5capitals
4 capitals
3 capitals
2 capitals
1 capital
NO capitals
9.
COLOR Of EYEBROWS: consider all eyebrow traits,(next 3 items, 9-11), before drawing
VERY DARK (HH)
10.
11.
Column 2
(Hair Color)
Black
Very dark brown
Medium brown
Light brown
Dark blond
Blond
Red
MEDIUM DARK (Hh)
EYEBROW THICKNESS:
BUSHY (BB, Bb)
EYEBROW PLACEMENT:
NOT CONNECTED (NN,Nn)
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LIGHT (hh)
FINE (bb)
CONNECTED (nn)
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12. EYE COLOR: a Multiple Allele Trait. Darker eyes are produced in the presence
of more active alleles. In this situation, the large letters (A or B) represent
alleles which are active in depositing dark pigment; small letters, (a & b),
represent alleles which deposit little pigment.
To determine the color of the eyes, assume there are two gene pairs
involved, one which codes for depositing pigment in the front of the iris and one
which codes for depositing pigment in the back of the iris. Determine the
genotype of the first pair (AA, Aa, aa) and then the second pair (BB, Bb, bb).
Choose your genotype from column (1) to determine eye color from column (2).
In reality, the determination of eye color is much more complicated.
(1)
AABB
AABb
AaBB
AaBb
AAbb
aaBB
Aabb
aaBb
aabb
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(2)
Dark Brown
Brown
Brown
Brown
Dark Blue
Dark Blue
Light Blue
Blue
Pale Blue
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EYE TRAITS:
Next 4 flips….determine the phenotype with respect to all 4 flips before drawing:
13. EYES - DISTANCE APART:
AVERAGE DISTANCE (Ee)
CLOSE TOGETHER (EE)
14. EYES - SIZE:
LARGE (EE)
MEDIUM (Ee)
15. EYES - SHAPE:
ALMOND (AA,Aa)
16. EYES- SLANTEDNESS:
HORIZONTAL (HH,Hh)
17. EYELASHES:
LONG (LL,Ll)
FAR APART (ee)
SMALL (ee)
ROUND (aa)
UPWARD SLANT (hh)
SHORT (II)
Be sure to continue recording all data on the data sheet.
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Page 10
**Mouth and Lip traits will be determined in the next four flips.
18. MOUTH - SIZE:
LONG(MM)
MEDIUM(Mm)
SHORT(mm)
19. LIPS:
THICK (LL,Ll)
THIN (II)
'
.. .
20. PROTRUDING LIPS:
VERY PROTRUDING (HH)
SLIGHTLY PROTRUDING (Hh)
ABSENT (hh)
21. DIMPLES:
ABSENT(dd)
PRESENT (DD, Dd)
** Next three flips control nose traits.
22. NOSE SIZE:
BIG (NN)
MEDIUM (N,n)
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SMALL (nn)
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23. NOSE SHAPE:
ROUNDED (RR, Rr)
24. NOSTRIL SHAPE:
POINTED (rr)
POINTED (rr)
ROUND (RR, Rr)
**Next four flips control ear traits.
25. EARLOBE ATTACHMENT:
FREE (FF, Ff)
ATTACHED(ff)
26. DARWIN'S EARPOINT:
PRESENT (DD,Dd)
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ABSENT (dd)
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27. EAR PITS:
PRESENT (PP,Pp)
ABSENT(pp)
28. HAIRY EARS: Hairy ears is sex-limited to males
ABSENT (HH,Hh)
PRESENT (hh)
29. FRECKLES ON CHEEKS:
PRESENT (FF, Ff)
ABSENT(ff)
30. FRECKLES ON FOREHEAD:
PRESENT (FF,Ff)
ABSENT (ff)
**Be sure all the data is recorded and then begin your drawing.
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Page 13
Face Lab Data Sheet
Student - Parent’s Name(s): ___________________ and ___________________
Child’s Name: _________________________ Sex ___________________
TRAITS
Gene from Gene from
Mother
Father
Baby’s
GENOTYPE
Baby’s
PHENOTYPE
1. Face shape
2. Chin shape
(prominence)
3. Chin shape
(rnd or squ)
4. Cleft chin
5. Skin color
6. Hair type
7. Widow’s peak
8. Color of hair
9. Color of
eyebrows
10. Eyebrow
Thickness
11. Eyebrow
placement
12. Eye color
13. Eye distance
apart
14. Eyes size
15. Eyes shape
16. Eyes slant
17. Eyelashes
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TRAITS
Genes from
Mother
Genes from
Father
GENOTYPE
PHENOTYPE
18. Mouth/Size
19. Lips
20. Lips
Protruding
21. Dimples
22. Nose Size
23. Nose Shape
24. Nostril Shape
25. Earlobe
Attachment
26. Darwin’s Ear
points
27. Ear Pits
28. Hairy Ears
29. Freckles on
Cheeks
30. Freckles on
Forehead
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Page 15
Construct a Model of DNA Activity
Materials needed:
- Handout: “Construct a Model of DNA Activity” Instruction sheet per group
- Construction paper
- Candy
- Marshmallows
- Beads
- Just about anything….
TEKS:
§127.4.(c)(1)(A), (2)(A)(B), (4)(F)
Approximate time:
30-40 minutes
Directions:
3. Give each student a “Construct a Model of DNA Activity”
4. Students will use materials like construction paper, candy, beads, etc. to construct a
model of DNA
5. If time allows, have students share models with the rest of the class
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Page 16
Construct a Model of DNA
In this activity, you will make a three-dimensional model of the structure of DNA.
DNA is shaped like a twisted ladder. The rungs of the ladder are made from four chemical
compounds:
 (A) Adenine
 (T) thymine
 (G) guanine
 (C) cytosine
Each rung is made of one pair of bases, and the bases are always found in the same
pairs: A-T and G-C. The pairs are exactly the same size and fit into the structure of DNA in
any sequence.
What will you use to construct your model? You choose! Use your imagination!! You can
use….
 Construction paper
 Pipe cleaners
 Candy
 Marshmallows
 Beads
 Just about anything….
Your model will resemble a twisted ladder or double helix. The sides of the ladder are
made up of alternating deoxyribose sugar (S) and Phosphate (P). The bases are linked
together in the proper combination by hydrogen (H) bonds.
-
Gather your materials. You should have different materials to represent all four bases
(A, T, G and C) as well as the sides of the ladder (S and P) and the hydrogen bonds
(H).
-
Construct your model. Remember that there is no “correct” sequence of DNA
model bases as long as A always pairs with T and G always pairs with C.
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Day 5 of 10
Page 17