Unit 1 Project: Twin to Twin
Two + Two = Identical?
An exploration of heredity and genetics.
The following directions will guide you through the application of Punnett Squares,
genetics, and heredity. Your teacher will provide you with various tables or charts in
which to record your findings. Please work together in your group to gather as much
information as possible and use it to reach an appropriate, supported conclusion.
Team Name:_______________________________________________________
Team Members:
1.
2.
3.
4.
5.
BACKGROUND
One of the local television news programs has started airing a segment called “Science
Matters” as part of the nightly news. This 5-minute segment covers current science
events and answers viewers’ questions. You have been asked to be one of the consulting
scientists and to work as a member of a small group to produce a segment in response to
a viewer question about identical twins. You can read more in the introductory memo
below. The viewer question that you will be working on is:
Introductory Memo two_plus_two_memo.pdfDownload File
If two sets of identical twins get married and each couple has a child,
could the resulting children be identical?
Part 1: Engage
In the first part of this activity, you will be gathering information from various sources to
better understand genetics, heredity, DNA, and twins.
Driving Question: If two sets of identical twins get married (identical twin
boys each marry identical twin girls) and each couple has a child, could the
resulting children be identical?
Science Applications
Seeing Double: Twin Marries Twin and They Have Identical Twin Boys
http://www.today.com/news/seeing-double-twin-marries-twin-they-have-identical-twinboys-1B7999284?franchiseSlug=todaynewsmain
Read the article "Seeing Double: Twin Marries Twin and They Have Identical Twin
Boys". Preview the article and number the paragraphs. Mark the text/write in the
margins as you read the article.
Once you have finished reading and marking the text for the article, please complete the
one pager given to you by your teacher. Focus your learning on how genetics applies to
the identical twin question given in the background.
One Pager Template one_pager_template_for_single_article.pdfDownload File
DNA, Traits, and Heredity: An Overview
Complete the tour of genetics and heredity (link below). Visit each of the following
sections and summarize them in the “OWL” (observe, wonder/want to know, and
learned) chart.
Sections:
What is DNA?
What is a Gene?
What is a Chromosome?
What is a Protein?
What is Heredity?
What is a Trait?
http://learn.genetics.utah.edu/content/basics/
DNA Structure:
Complete the DNA structure vodcast and notes.
Complete the DNA structure worksheet.
Complete the DNA extraction lab.
DNA Replication:
Complete the DNA Replication worksheet.
Protein Synthesis:
Complete the protein synthesis vodcast and notes.
Complete the protein synthesis worksheets. RNA and Protein Synthesis WS, Understanding How to
Express the Genetic Code and Protein Synthesis Simulation.
Our Classroom is A Cell Activity.
OWL Chart owl_for_genetics_pbl.pdf Download File
Part 1 Assessment: The Muddiest Point
Review all that you have learned from reading the article and from the tour of genetics
and heredity. Using your one pager and your "OWL" chart, review and record what you
have learned. Complete these sections independently.
After completing the "W" and "L" sections of your "OWL" chart, discuss your "wonder
about" and "learning" columns with your group members.
After your discussion, complete the "muddiest point" section of the "OWL" chart page
independently. Complete this section by reviewing the information, reflecting on your
observations and learning, and then writing what is the most confusing part of your
learning so far. Answer these questions: Why do you think this is confusing? Where
would you find more information to help clarify your confusion?
Part 2: Investigating and Exploring the Issue
To gain a better understanding of genetics, heredity, DNA, and predicting traits, we are
going to follow several steps to complete investigations about different genetics-related
issues.
Research Questions:
How similar is the DNA of identical twins? How does this impact the process of
predicting what traits are passed down from parents to offspring?
A. Research Activities:
Activity 1: Meiosis Simulation (Video)
Part 1: Read “The Disagreement of Mitosis and Meiosis”. Compare the processes of
mitosis and meiosis. Fill in the compare and contrast section of Table 2. for mitosis and
meiosis.
Part 2: Watch the video simulation of meiosis (link below). Record how this process
relates to the research questions that you are trying to answer. Record your information
in Table 2.
http://www.sumanasinc.com/webcontent/animations/content/meiosis.html
Complete meiosis vodcast and notes.
Activity 2: Human Characteristics
Complete the Human Characteristics Worksheet.
Activity 3: Punnett Square Practice
Practice creating and interpreting Punnett squares by taking the online quiz (click on the
link below). Each member of your group should complete this independently. You may
create Punnett squares on a separate sheet of paper to help you answer the
questions. Record your score in Table 2. Identify any questions or areas of weakness
that you have in regards to Punnett squares and predicting offspring.
http://glencoe.mcgrawhill.com/sites/0078778066/student_view0/chapter5/math_practice.html
Monohybrid Crosses practice review worksheet
Dihybrid Crosses practice worksheet
Sex-linked, multiple allele, Incomplete Dominance, Codominance punnett squares
Watch the vodcast and complete notes.
Activity 4: Blood Type Example
Watch the video about blood types (link below). As you watch the video, take notes on
how blood types are passed from parents to offspring, noting how the offspring could be
similar to or different from one or both parents. Summarize what you learn from the
video and fill in Table 2.
http://news.discovery.com/human/videos/why-tell-me-why-blood-types.htm
You can learn more about blood types by visiting the link below and looking at the
examples.
http://learn.genetics.utah.edu/content/inheritance/blood/
Activity 5: Pedigrees
Complete the "PI: Pedigree Investigator" activity. Before completing the activity, click
on and view the pedigree tutorials. Complete all three sections of the tutorial: “What is
it?”, “What do the symbols mean?”, and “Why do it?” After the tutorial, complete the
activity. Summarize what you learned and how it could be useful in answering the
research questions.
http://learn.genetics.utah.edu/content/addiction/pi/
Watch the vodcast and create notes.
Complete Pedigree Worksheet
Activity 6: Paper Family
Follow the directions to complete the “Paper Family” activity. This activity will simulate
how traits are passed down from parents to offspring. Complete the activity on the pages
provided.
paper_family_for_genetics_pbl.pdfDownload File
All of your information from activities one through eight that you completed in class
should be summarized in Table 2. Discuss what you have learned from these activities
with your partners. Table 2A. table_2a.pdfDownload File
B. Historical Perspectives and Current Research Articles and Video:
The articles and video presented here will aid you in understanding more about the DNA
of identical twins. As you and your partners read the articles and watch the video,
complete Organizer 2B. in order to summarize your learning.
Step 7: Articles on Twin Genetics using Reciprocal Teaching
You will be reading four articles about the genetics and DNA of identical twins. You
will be practicing four skills as you read these articles: summarizing, questioning,
clarifying, and predicting. Each group member will be responsible for using the skill and
sharing the results with your group. Each group member will practice one skill per
article, so you will practice all four skills.
Reciprocal Teaching Skills and Directions:
Read and follow the directions for assigning roles and practicing the four skills. See the
overview document below.
reciprocal_teaching_overview.pdfDownload File Articles:
Fill in the article sections (one for each article) in "Organizer 2B."
Identical Twins Originally Believed to Have Identical DNA
Article #1:
http://genetics.thetech.org/ask/ask68
Article #2:
http://scienceline.ucsb.edu/getkey.php?key=244
New Scientific Research on Identical Twin DNA
Article #3:
http://www.nytimes.com/2008/03/11/health/11real.html?_r=0
Article #4:
http://www.scientificamerican.com/article.cfm?id=identical-twins-genes-are-not-identical
Organizer 2B. organizer_2b.pdfDownload File
Step 8: Viewing the Video on Twin Genetics and DNA – Supporting Your Reading
Watch the video (click on the link below) about twins, genetics, and DNA. Fill in the
video summary on “Organizer 2B.”
Identical Twin DNA video
http://learn.genetics.utah.edu/content/epigenetics/twins/
Step 9: Presentations: Explaining, then Giving and Receiving Feedback
Using the information from the activities and articles, create a flow chart to begin
planning your video segment. Create a flow chart (using Google docs) that shows how
your ideas are related to each other, how the ideas will flow logically in your final video,
and how these ideas address the original questions. Your flow chart should have written
ideas and linking arrows and words, but may also include pictures. Use the rubric to
guide your flow chart creation. Submit this flow chart to your teacher to be reviewed by
the class. Each group will present its poster to the class (2-3 minutes/group) and receive
feedback from the class.
Flow Chart Rubric twin_twin_identical_flow_chart_rubric.pdfDownload File
Step 10: Evaluating, Revising, and Advancing Your Ideas
Look at the flow charts from the class, the ideas about genetics, heredity, and twins, and
the connections between science and the research questions. With your group members,
brainstorm a list of what you need to know about genetics and the application of genetics
to your problem (research questions). As a team, decide how to divide up the topics and
research what you need to learn.
·
How has your thinking about genetics and twins changed based on the new
information? How will the changes in your thinking affect your video segment?
·
How will your learning and your new ideas help you answer the question: If two sets
of identical twins get married and each couple has a child, could the resulting children
be identical?
·
To what extent can your learning be used to modify your ideas about genetics,
twins, and your video segment?
·
What data or supporting facts from the articles help support your plan for the video
segment?
·
How do the data connect to your topic?
·
Are there certain pieces of data that influence you more strongly than others? Are
these data reliable?
Part 2 Assessment:
In “Organizer 2B.” fill in the “summary of learning from feedback” section, then use the
information from your learning to fill in the "What I learned", "I need to know", and
"How this helps answer the questions" columns. After you complete these columns,
develop a hypothesis to answer the question.
Part 3: Planning, Preparing, Producing Your Segment, and Creating a Viewer’s
Guide
Video Criteria…A Snapshot
·
5-minutes in length
·
Answers the viewer question posed in the video
·
Supporting information (evidence) for the answer to the question is included
·
“Eye-catching” and Interesting: creative, colorful, engaging, accurate
·
See the rubric for a more detailed description of expectations
Planning
·
Plan with your team to establish a timeline for completing your project. Create a
calendar on Google to outline how and when your project will be completed.
·
Plan your video segment by making story boards that overview what the video will
look like and a script for what will be said in the video. The sketches can be stick
figures…they are just for planning, so do NOT spend too much time on creating
them! You may edit and revise your script as necessary, but put it down in writing!
Preparation
·
Practice your video prior to recording. Practice reading your script so that everyone
involved is comfortable with the reading and presentation. Make sure you have any
necessary props and that they are working.
·
Producing the Video
Record your video or create your presentation on the computer.
Video Segment Rubric twin_twin_identical_video_segment_rubric.pdfDownload File
Viewer’s Guide
As part of your final product, you will create a viewer’s guide to accompany the video
segment. This guide should be a brochure that can be printed or can be accessed
online. Your brochure should explain the science that you are presenting in the video
segment. Follow the rubric to create your viewers guide.
Your viewers guide should include:
· The research question (as presented in the background).
· An answer to the research question (use your hypothesis and data or information to
support this).
· Information (evidence) explained in writing that supports the answer to the question.
· Pictures or diagrams to support your written explanation.
· Color! Your brochure should be appealing and eye-catching so a person will want to
pick it up and read it!
· Correct grammar and spelling
Viewer's Guide Rubric twin_twin_identical_viewers_guide_rubric.pdfDownload File
Twin to Twin Portfolio Checklist