Summer Technology Institute Mini-Unit
Unit Title: Mendelian Genetics- Blood Types
Grade Level: 9th
Grade
Unit Essential Questions
1. How does DNA determine human traits?
2. How does the inheritance of genes determine human blood type?
Unit Essential Understandings
Students will understand…
1. DNA is the fabric of one’s genetic make-up.
2. DNA is transcribed into RNA which in term is translated into proteins
which function to determine phenotype.
3. One’s genetic make-up determines human blood type as the alleles of
the human blood gene encode for proteins.
Key Standards Addressed in Unit
NC Science Essential Standards- http://www.learnnc.org/lp/editions/nces2010science/
General: The learner will be able to demonstrate an understanding of scientific
inquiry.
Science- Grade 7
7.L.2 Understand the relationship of the mechanisms of cellular reproduction, patterns of
inheritance and external factors to potential variation among offspring.
7.L.2.2 Infer patterns of heredity using information from Punnett squares and
pedigree analysis.
---Biology (Grades 9-12, Required for graduation)
Bio.1.1 Structure and Functions of Living Organisms
Bio.1.1.3 Explain how instructions in DNA lead to cell differentiation and result
in cells specialized to perform specific functions in multicellular organisms.
Bio.3.1 Explain how traits are determined by the structure and function of DNA.
Bio.3.1.1 Explain the double-stranded, complementary nature of DNA as related
to its function in the cell.
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Bio.3.2.2 Predict offspring ratios based on a variety of inheritance patterns
(including: dominance, co-dominance, incomplete dominance, multiple alleles,
and sex-linked traits).
NETS- http://www.iste.org/standards/nets-for-students/nets-student-standards2007.aspx
(Standards addressed are in red.)
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:
a.
b.
c.
d.
apply existing knowledge to generate new ideas, products, or processes.
create original works as a means of personal or group expression.
use models and simulations to explore complex systems and issues.
identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety
of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of
other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness
to specific tasks.
d. process data and report results.
Summer Technology Institute Mini-Unit
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship Students understand human, cultural, and societal issues related
to technology and practice legal and ethical behavior. Students:
advocate and practice safe, legal, and responsible use of information and technology.
a.
b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts Students demonstrate a sound understanding
of technology concepts, systems, and operations. Students:
understand and use technology systems.
a.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Summative Assessment Description
Students will create a screencast using an interactive applet to explain how the
inheritance of one’s genes (DNA) determines blood type.
As an alternative assessment or extension, students will complete a series of
problems that become increasingly more difficult and ask the learner to interpret
and predict human blood types and ratios given a random mating.
Lesson One
Content Objectives: Students will understand
1. the relationship between DNA, genes, chromosomes, and protein
production.
2. that humans inherit 23 chromosomes from their father and 23 from their
mother.
3. the molecular make-up of DNA.
Summer Technology Institute Mini-Unit
Skill Objectives: Students will be able to
1. explain the relationship between the DNA they inherited as it is related to
genes, chromosomes, and protein via an illustration
2. “create” DNA by matching DNA basepairs
3. use an online whiteboard, Dabbleboard, to illustrate the relationship
between DNA, genes, chromosomes, and proteins. (Tech)
4. Use an online “game” to practice the making of DNA and matching of
basepairs.
(Tech)(http://www.nobelprize.org/educational/medicine/dna_double_hel
ix/dnahelix.html )
Pedagogy/Strategies
1. Have students view and reflect upon a cartoon video regarding inheritance.
2. Formatively assess students’ initial understanding through online and
face-to-face discussion.
3. Through illustration have students explore the relationships between DNA,
genes, chromosomes, and proteins.
4. Use an online game to have students practice “making DNA.”
Technology Leveraged & Rationale
1. The YouTube cartoon video is accessible to a variety of age levels and
serves as a starting point for study.
2. The whiteboard (dabbleboard) allows students to express their
understanding of the relationship between the primary concepts using
illustration (creativity).
3. An online “game” assists students in learning the makeup of DNA and its
basepairs in an engaging, interactive way.
Activity Steps
1. Students watch a video about…..
(http://www.youtube.com/watch?v=eOvMNOMRRm8) During this video,
students are asked to take notes and create questions about anything they
are curious about or do not understand.
2. Short facilitated discussion using a wiki discussion widget. Questions for
the discussion:
- What surprised you about the information in the 23andMe Video?
- What questions do you have about the information in the cartoon?
(http://wilkespd.wikispaces.com/Getting_Started )
3. Each students will create illustrations of the relationships between DNA,
Genes, Chromosomes, RNA, and Proteins using a cloud-based whiteboard
based upon their understanding of the cartoon
video.(http://www.dabbleboard.com/draw?b=Guest1165792&i=0&c=381
996caf3570dd8e09e74fc67cb35c1d883c839 )
4. Students practice making DNA using an online game.
Summer Technology Institute Mini-Unit
5. http://nobelprize.org/educational_games/medicine/dna_double_helix/dn
ahelix.html
Formative Assessment Description
In this introductory lesson, students are formatively assessed through their DNAProtein illustrations, as well as through their ability to “make” DNA through an
online game.
Lesson Two
Content Objectives: Students will understand
1. The concepts of genotype, phenotype, dominant, recessive, and codominance.
2. That blood type alleles determine the phenotype of human blood.
3. That blood testing using antibody solutions can detect human blood type.
Skill Objectives: Students will be able to
1. Determine blood types based upon a given phenotype or genotype.
2. Describe their reasoning when determine phenotypes and genotypes.
3. Predict the blood type of unknown human blood samples.
4. Use a Google Form. (Tech)
5. Conduct an experiment using blood antibodies (Boreal KitExperiment)(Tech)
Pedagogy/Strategies
1. Mini-lecture/reading to introduce the dominance, etc. as well as blood type
genotypes and their resulting phenotypes.
2. Collaborative formative assessment to determine if students can predict
blood types when given genotypes and/or phenotypes.
3. Collaborative hands-on experimentation regarding the identity of
unknown human blood samples.
Technology Leveraged & Rationale
1. Google forms will be used to quickly formatively assess students’ ability to
predict human blood types when given a genotype or phenotype. By
displaying the answers through the “backend” Google spreadsheet, the
class can collaboratively review their work and discuss any questions they
might have.
2. A Boreal “Human Blood Typing” kit will be used for hands-on
experimentation. There is no substitute for actually carrying out this type
of experiment and for safety reasons- real human blood can not be used.
Activity Steps
1. Quick mini-lecture by instructor on the concepts of genotypes, phenotypes,
Summer Technology Institute Mini-Unit
dominant, recessive, and co-dominant followed by an explanation of the
way human blood alleles determine phenotype.
(http://wilkespd.wikispaces.com/Review_Of_Blood_Genetics, top of page,
student and instructor notes )
2. Students use a Google form to formatively assess their ability to determine
blood types based upon given information about a genotype or phenotype.
(http://wilkespd.wikispaces.com/Review_Of_Blood_Genetics , mid-page)
3. Instructor works with students to collaboratively review results of the
Google spreadsheet to identify any misconceptions and to answer any
questions. (http://wilkespd.wikispaces.com/Review_Of_Blood_Genetics,
bottom of page )
Formative Assessment Description
Students will be formatively assessed through the use of a Google form followed
by collaborative large group discussion of results using the “backend” Google
spreadsheet. They will also be formatively assessed using a Google form as they
enter the results of their unknown blood samples in the hands-on experiment.
Lesson Three
Content Objectives: Students will understand
1. that provided given genotypes, one can predict the human blood type
ratios of the progeny of a mating.
2. that provided a phenotype, one can make predictions about the genotype.
Skill Objectives: Students will be able to
1. Describe and predict ratios of human blood types from a mating using a
Punnet Square once identifying
2. (ALT) Complete an increasingly difficult series of questions/tasks when
randomly drawing two genotypes and completing a “practice” mating.
3. (ALT) Student must predict blood phenotypes, genotypes, ratios from a
mating, and extend their understanding to other genes.
4. Use an applet (Tech)
5. Create a screencast (Tech)
6. (ALT) Use a wiki (Tech)
Pedagogy/Strategies
1. Video to demonstrate the use of a Punnett Square to predict human blood
type ratios.
2. Summative assessment of student understanding where students create a
screencast using an applet to predict ratios of human blood types.
3. (ALT) Online summative assessment of student understanding where
students complete a series of questions and create questions based upon
randomly drawn genotypes.
4.
Technology Leveraged & Rationale
Summer Technology Institute Mini-Unit
1. A video is used to quickly explain the use of the Punnett Square to
determine human blood types. The video allows students to refer back to
the process of creation of a Punnett Square and quickly relates the
material.
2. Students are summatively assessed using a screencast. The screencast is a
very useful way to assess student understanding by hearing and seeing
“the understanding” in “real time”.
3. (ALT) A wiki is used for an alternative assessment. Because students
randomly draw genotypes, each students’ work will be different. The wiki
works well in this instance because students can be collaboratively
assessed in a paperless mode.
Activity Steps
1. Show a streaming video (screencast) of how to use a Punnett Square to
predict ratios. (http://wilkespd.wikispaces.com/Punnett_Squares)
2. Students create a screencast using an applet to demonstrate their
understanding of blood types and genotypic/phenotypic ratios.
(Assumption- Students already have been taught screencasting)
3. (http://www.zerobio.com/mendel1a.htm , http://www.screencast-omatic.com/watch/c6fObD1sE ,
http://wilkespd.wikispaces.com/Group+10-WC )
4. (ALT) Students will complete a series of problems that become
increasingly more difficult asking them to interpret and predict human
blood types and ratios given a random mating.
(http://wilkespd.wikispaces.com/Group+10-WC)
Formative Assessment Description
None in this lesson as the lesson is used for summative assessment.
Summative Assessment Rubric
Content & Skills
Screencast and
applet use
Advanced
- Student has very
clearly organized
his/her thoughts
within the
screencast
(scripting).
- Student shows
superior
understanding of
the applet
interface
- Students is able
On-Target
- Student has
organized his/her
thoughts within
the screencast
(scripting).
- Student shows
understanding of
the applet
interface
- Students is able
to manipulate the
applet for
Novice
- Student has not
organized his/her
thoughts within
the screencast
(scripting).
- Student shows a
lack of
understanding of
the applet
interface
- Students is
unable to
Summer Technology Institute Mini-Unit
Analysis of blood
type genotypes
and phenotypes
Prediction of
blood type ratios
upon a random
mating
to manipulate the
applet for
instructional
purposes in an
exceptional
manner.
- Student is able to
accurately predict
a human blood
genotype from a
given phenotype.
- Student is able to
accurately predict
a phenotype when
given a genotype.
- Student is able to
elaborately and
creatively explain
why a given
genotype leads to
a phenotype.
- Student is able to
extend their
understanding to
creating their own
blood genetics
problems.
- Student is able to
complete a
punnett square
accurately.
- Student is able to
determine the
phenotypes from
the genotypes
within the punnett
square.
- Student is able to
accurately predict
the blood type
ratios of offspring
(both genotypic
and phenotypic).
- Student extends
understanding to a
instructional
purposes in an
efficient manner.
manipulate the
applet for
instructional
purposes in an
efficient manner.
- Student is able to
accurately predict
a human blood
genotype from a
given phenotype.
- Student is able to
accurately predict
a phenotype when
given a genotype.
- Student is able to
consisely explain
why a given
genotype leads to
a phenotype.
- Student is not
able to predict a
human blood
genotype from a
given phenotype.
- Student is not
able to accurately
predict a
phenotype when
given a genotype.
- Student is not
able to explain
why a given
genotype leads to
a phenotype.
- Student is able to
complete a
punnett square
accurately.
- Student is able to
determine the
phenotypes from
the genotypes
within the punnett
square.
- Student is able to
accurately predict
the blood type
ratios of offspring
(both genotypic
and phenotypic).
- Student is not
able to complete a
punnett square
accurately.
- Student is not
able to determine
the phenotypes
from the
genotypes within
the punnett
square.
- Student is not
able to accurately
predict the blood
type ratios of
offspring (both
genotypic and
phenotypic).
Summer Technology Institute Mini-Unit
novel problem
(monohybrid
cross).
Student extends
understanding to a
novel problem
(dihybrid cross).