Genetic Mutations

 

Tara McCoy

DeWitt Clinton High School, Bronx

Summer Research Program for Science Teachers

August 2011

 

 

Subject:  Living Environment (Biology)

Grade Level: 9 & 10

Unit: Genetics

Lesson:  Cooperative learning (3 students/group)

Learning Objectives:

SWBAT:

  Identify the source of genetic variation in a population.

 Explain how genetic variations are not always harmful.

  Describe how mutations can cause genetic disorders

 Demonstrate how mutations can cause genetic disorders.

 

Materials: 

  Handouts: Instructions handout, Changes to Genetic Code Handout, What is a Mutation Handout Assessment homework handout

  Post-it Poster Boards/ Post-it Sheets

 

Background Information:

Mutations occur as random chance events. Gene mutations can also be caused by such agents as radiation and chemicals. When they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to other body cells only.

There are two categories of mutations: Gene mutation and Chromosomal mutation.  Chromosomal mutation is most severe since many inherited traits will be affected. Example of Chromosomal mutation would be Downs Syndrome, extra chromosome. Severe mental and physical impairments in people with Downs Syndrome.  Genetic mutation could be colored blindness, have difficulty recognizing colors.  Genetic mutations are specific to the gene it is affecting.  Chromosomal mutations are affecting many genetic traits.

Engagement:

  1. STUDENTS WILL GET INTO ASSIGNED GROUPS (3-4 STUDENTS)
  2. STUDENTS WILL RECEIVE MATERIALS:
    • HANDOUTS AND BACKGROUND MATERIALS

                                                             a) Changes to Genetic Code Handout

                                                             b) What is a Mutation Handout

    1. GROUPS WILL READ INSTRUCTIONS FOR THEIR RESPECTIVE GROUP.
    2. EACH GROUP WILL POST GROUP MUTATIONS ON THE APPROPRIATE POSTER BOARDS.
    3. WHEN ALL GROUPS ARE FINISHED, STUDENTS WILL OBSERVE THE POSTER BOARDS AND THE TYPES OF DISEASES/DISORDERS THAT ARE PRODUCED FROM EACH.

     

    Exploration: Students will fill out their group charts on the handout.  Students will present to the class how they filled out their chart (handout).  They will discuss each mutation type.  Each group will observe all the findings posted to the poster boards representing the different mutation types.  The group will use their observations to answer the following questions.

    Question: Which mutation type caused the most severe disease/disorders? Explain your answer. Students will use their observation of the poster boards to support their answers. 

    Question: Which mutation type caused the least severe disease/disorder? Explain your answer. Students will use their observation of the poster boards to support their answers.

    Teacher note: On poster boards, write at top a specific mutation type.  One mutation type for each poster board.  Students will record their data by placing their Post-it notes on the appropriate poster board according to the instruction handout.

    Analysis of Results: From group results, observations, and question responses, the students should be able to see the mutation types that are severe (i.e., sentences that dont make sense) and mutation types that people can live with (i.e., sentences that have English words in them).

     

    Assessment:
    Students will complete homework handout assignment.

     

    New York State Standards

    Living Environment Core Curriculum