University of Manitoba

Department of Curriculum, Teaching and Learning

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Created by Lucia Mohadeb

Title of Lesson: Caring About Karyotypes

Course: Biology Grade: 12 Unit Name: Genetics – Understanding Biological Inheritance

Brief Description of Lesson: Students will design their own karyotypes. They will examine the karyotypes for
any chromosome mutations and will identify the phenotype

Connection to previous lesson: Connection to non-disjunction and chromosomal mutations discussed in the
previous class.
At the end of this lesson, students will be able to: Understand what a karyotype is and how it is performed.
Understand the reason for performing a karyotype, especially for those with a higher risk of genetic defect in
their lineage. To determine what genetic defect is present in a chromosome sample. To investigate a variety of
genetic disorders that commonly occur and are studied in biology classes.
Known students’ difficulties with these concepts:
All mutations are harmful - A mutation is a change in the genetic code of an organism. Many mutations are
harmful and cause the organism not to develop properly. However, many mutations are silent and some prove
beneficial. In the case of a silent mutation, the change in the genome does not change the production of the
amino acid sequence and subsequent protein (remember that multiple codons may code for the same amino acid,
so a change in 1 nucleotide does not necessarily change the gene product). If an organism does live with a
mutation, then often the environment will determine whether the mutation is beneficial or harmful. Production
of 1 protein vs. another may confer a characteristic such as a difference in coloration or in the ability to digest a
resource (e.g., the ability to digest lactose or maltose instead of sucrose). The phenotypic outcome may be
selected, for or against, depending on environmental factors.
Manitoba Science Curriculum GLOs and Cluster 0 SLOs directly addressed in this lesson:

B12-0-U1: Use appropriate strategies and skills to develop an understanding of biological concepts. (GLO: D1)
Examples: use concept maps, sort-and-predict frames, concept frames . . .

B12-0-U2: Demonstrate an in-depth understanding of biological concepts. (GLO: D1) Examples: use accurate
scientific vocabulary, explain concept to someone else, make generalizations, compare/contrast, identify
patterns, apply knowledge to new situations/contexts, draw inferences, create analogies, develop creative
presentations . . .

B12-0-P2: Demonstrate a continuing, increasingly informed interest in biology and biology-related careers and
issues. (GLO: B4)

B12-0-S3: Record, organize, and display data and observations using an appropriate format. (GLOs: C2, C5)

B12-0-S5: Analyze data and/or observations in order to explain the results of an investigation, and identify
implications of these findings. (GLOs: C2, C4, C5, C8)

B12-0-I1: Synthesize information obtained from a variety of sources. (GLOs: C2, C4, C6) Include: print and
electronic sources, resource people, and different types of writing

Pozzer, L. L. (2017). Lesson Plan Template. University of Manitoba. Winnipeg, MB, Canada.
 University of Manitoba
Department of Curriculum, Teaching and Learning
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B12-0-I4: Communicate information in a variety of forms appropriate to the audience, purpose, and context.
(GLOs: C5, C6)

B12-0-G3: Evaluate individual and group processes used. (GLOs: C2, C4, C7)
Manitoba Science Curriculum SLOs directly addressed in this lesson:
B12-1-12: Identify monosomy and trisomy chromosome mutations from karyotypes. (GLO: D1) Examples:
Down syndrome, Turner syndrome, Klinefelter syndrome . . .

Materials & Resources needed: Karyotypes worksheet, scissors, glue, envelope, devices.

What the teacher must do prior to class: Photocopy labs, prepare PowerPoint.

Timeframe: Detailed Description of Teacher’s and Students’ Activities During Lesson:

(Duration: 5 min) Phase 1: Activate

 What are karyotypes? Why are karyotypes useful tools for geneticists?
 Students can use their devices to figure out answers in groups.

(Duration: 20 min) Phase 2: Acquire

 Lesson on Karyotypes – Refer to PowerPoint. Discussing karyotypes, karyotypes
analysis, Trisomy 21, Turner Syndrome, Kleinfelter’s Syndrome and abnormalities of
sex chromosomes.
 Allow about 5-10 minutes to invite discussions during lecture. This lesson grabs
students’ attention and curiosity.

(Duration: 50 min) Phase 3: Apply – Karyotypes Lab

Procedure: The following procedure is utilized to perform this laboratory experience:

1. In partners, using the attached sheets, complete all six different karyotypes.
2. Working slowly and carefully, using scissors cut out the chromosome on one page
labeled “1” and find its’ EXACT match elsewhere on the page (it will not be
numbered). Cut out this chromosome and tape BOTH chromosomes side by side on a
“data page” that has the heading filled out.
3. Continue this procedure until you have matched all chromosomes and taped each of
them in the corresponding place on the data page.
4. If you are caught short of time, use the coin envelope to store any chromosomes you
may have clipped out and not matched. DO NOT CUT OUT ALL
CHROMOSOMES AND THEN ATTEMPT TO MATCH THEM!!! Cut out only
one at a time or you will lose chromosomes.
5. In the event that you have an extra chromosome, DO NOT THROW IT OUT! It is
the part of the karyotype that causes your mutation/disorder and you must match it
correctly.
6. Once your chromosomes are all cut out and included in the karyotypes, answer the
questions and complete the lab.
7. Hand in lab for assessment.

Pozzer, L. L. (2017). Lesson Plan Template. University of Manitoba. Winnipeg, MB, Canada.
 University of Manitoba
Department of Curriculum, Teaching and Learning
Page 3 of 3

Description of Forms of Assessment applicable in this lesson: Engagement during activation, engagement
during lab and the physical lab will all be forms of formative assessment. Observing how students are working
on the lab will shine a light on those that seem confused. I will speak one-on-one with those students to clarify
and misunderstanding, questions or curiosities. The mark on the lab will contribute to their overall “Lab Mark”
for Biology 40S.

NOTES: Be sensitive to the fact that students in your class may have a chromosome mutation, or may have a
family member, neighbor, or friend with a condition.

Rationale for Teaching Strategies Included in this lesson:

 Giving students the opportunity to step into the role of a genetic technician and analyze chromosomes.
 Allowing students to become curious about the disorders in a respectful manner.
 Fostering acceptance among the classroom community while learning about while encouraging students
to investigate into possible disorders that result from chromosomal abnormalities.

References:
Jeter, C. (n.d.). Five Misconceptions in Genetics. Retrieved October 25, 2017, from
https://www.carolina.com/teacher-resources/Interactive/5-common-misconceptions-in-
genetics/tr10631.tr

(n.a) (n.d.). Human Karyotyping Lab #. Retrieved October 25, 2017, from
https://www3.nd.edu/~nismec/biomodel/mod9/9%20Human%20Karyotyping%20Activity.pdf
List of Appendices:
PowerPoint Presentation: Caring About Karyotypes
Human Karyotyping Lab Worksheet
Human Karyotyping Chromosome Worksheet

Pozzer, L. L. (2017). Lesson Plan Template. University of Manitoba. Winnipeg, MB, Canada.