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GENETICS EDUCATION PARTNERSHIP
GENETICS EDUCATION GUIDE

2000, 5th Edition Funds for this project were provided by the Higher Education Competitive Grants Program of the Dwight D. Eisenhower Professional Development Grants Program administered by the Washington Office of the Superintendent of Public Instruction. Funds for guide dissemination were provided, in part, by the Seaver Foundation. Grant awarded to: Education Outreach, Department of Molecular Biotechnology, University of Washington Organized by: Education Outreach, Department of Molecular Biotechnology, University of Washington Science Education Partnership, Fred Hutchinson Cancer Research Center Genetics Education Partnership Website: http://genetics-education-partnership.mbt.washington.edu
Table of Contents
Project Summary An introduction to the Genetics Education Partnership and its goals, accomplishments, and recommendations for the future Genetics Education Partnership Participants Teachers and genetics professionals from throughout Washington State Genetics Learning Communities Regional partnerships between teachers, students, parents, and community-based genetics professionals How to Use this Guide A step-by-step guide to this documents main sections and the ways they can be used together to answer questions about teaching genetics The Genetics Concepts The nine key concepts in genetics Mapping of Genetics Concepts to State and National Science Education Standards A narrative examining why students need to learn about genetics and how the teaching of genetics and biotechnology fulfills state and national science education standards Table I. Mapping of Genetics Concepts to Science Essential Academic Learning Requirement 1 A table aligning the nine genetics concepts with the 5th, 8th, and 10th grade benchmarks of Washington State Science Essential Learning 1 Genetics as a Focus for Cross-disciplinary Learning Creative ideas for incorporating genetics into the teaching of other subjects The Genetics Resource/Concept Maps Which genetics materials teach which genetics concepts? These handy, at-a-glance charts, divided by grade level, will answer all your questions. Genetics Classroom Activities Teacher-developed activities for presenting genetics concepts 2
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26 27 35 44 48 49 49 50 94
Genetics Teaching Vignettes Cool Tools

Washington Genetics/Biotechnology Outreach Programs Washington outreach education programs and contact information References Appendix I. Guide to Instructional Materials
Alphabetical Listing of Reviewed Instructional Materials Reviews of Instructional Materials

Appendix II. Supplementary Classroom Activity Materials
Project Summary
What is the Genetics Education Partnership? The Genetics Education Partnership (GEP) is a learning community of kindergarten through 12th (K12) grade teachers, scientists, and genetics professionals from throughout Washington state who are committed to genetics teaching. This project was funded by a one year Dwight D. Eisenhower Professional Development Grant awarded in 1998 to the University of Washington Department of Molecular Biotechnology by Washingtons Office of the Superintendent of Public Instruction. Planning and coordination of the project was carried out by personnel from Molecular Biotechnology Education Outreach and the Science Education Partnership at the Fred Hutchinson Cancer Research Center. GEP participants worked toward developing an articulated framework for teaching genetics concepts in grades K12 that is consistent with Washingtons Essential Academic Learning Requirements (1). We also identified and evaluated instructional materials for teaching genetics and biotechnology at different grade levels (see p. 49). At the partnerships two retreats (see below), participants discussed outreach programs, professional organizations, and other human resources available to teachers throughout Washington (see p. 44). The retreats also provided a forum for sharing ideas about genetics teaching and demonstrating successful classroom activities (see p. 26). Why should we teach genetics throughout elementary, middle, and high school? Advances in genetics, the Human Genome Project, and biotechnology will revolutionize biology, medicine, and industry in the 21st Century. As well as providing many benefits, genetics research and technology can create complex ethical and legal issues that impact individuals and society. We need to provide students with a comprehensive understanding of genetics and help them develop critical-thinking and decision-making skills so that as adults they are able to understand and evaluate related issues. From a teaching perspective, genetics and biotechnology are exciting topics for meeting the goals of state (1) and national science standards (2) for the following reasons: The understanding of how DNA functions as the information molecule of living organisms is one of the most significant scientific discoveries of the 20th Century and is critical to our understanding of inheritance, development of organisms, and diversity of species. Genetics and biotechnology offer many avenues to explore scientific inquiry, as well as a variety of exciting career opportunities. The ethical issues raised by topics such as genetic testing, cloning of complex organisms, and advanced reproductive technology challenge students to consider the social ramifications of scientific discovery. In discussing these issues, students develop criticalthinking and decision-making skills they can use in many aspects of their lives. Genetics is a multidisciplinary topic that integrates biology, mathematics, social studies, and health. By teaching genetics as an interdisciplinary subject, we enable students to understand how concepts in science apply to many facets of life. Who are the partners in this project? An important goal of the GEP is to create a genetics learning community that includes all teachers, scientists, and health care professionals in the state of Washington who are interested in teaching genetics at the pre-college level. Participants in the one year pilot project include K12 teachers and science coordinators from seven participating school districts from around the state: Seattle, Shoreline, Northshore, Lake Washington, Bellevue, Spokane, and ESD 112 (Vancouver). The other contributors include scientists from the High School Human Genome Program and the Integrated Science Partners (Education Outreach, Department of Molecular Biotechnology, University of Washington), the Science Education Partnership (Fred Hutchinson Cancer 2
Research Center), the Program in Biology at Washington State University, the Science and Math Advanced Technology Education Center (Western Washington University), Eastern Washington University, and Immunex Corporation. Finally, health care professionals from the Washington State Department of Health, Pacific Northwest Regional Genetics Group, and the University of Washington were also partners in the GEP. For a complete list of GEP participants, see p. 6. What did the GEP accomplish? A. The Retreats. During two two-day retreats in March and June of 1998, a dedicated group of 45 teachers, scientists and genetics professionals met at the University of Washington. Together we explored key concepts in genetics and examined when the Washington State Essential Academic Learning Requirements prescribe that these topics should be taught. We also examined and evaluated a wide variety of instructional materials, including textbooks, short books, laboratory guides, videos, and laser disks, that are useful for teaching genetics at different grade levels. During one of the most popular sessions, participants shared cool tools, the visual and kinesthetic models and activities they use to demonstrate genetics concepts in their classrooms. Three teachers from the elementary, middle school, and high school levels presented more extended vignettes of how they integrate the teaching of genetics into their curriculum in an age-specific way. We also learned about various outreach education programs in Washington State that support genetics education, and we brainstormed about ways to start local genetics learning communities by involving local genetics experts. B. The K-12 Genetics Education Guide. The Guide is a 125 page document that presents the accomplishments of the GEP during its two 1998 retreats. The Guide includes: 1. Genetics Concepts. To help with our discussions, we defined nine major genetics concepts that form the crux of what students should learn about genetics from kindergarten through 12th grade. 2. Map of Concepts to Essential Learnings. As a prelude to establishment of a more comprehensive genetics education curriculum framework, we mapped each of the genetics concepts to the Washington Science Essential Learnings. The resulting map contains information about which concepts are covered by each Essential Learning and specifies by which benchmark (5th, 8th, or 10th grade) they should be taught. 3. Map of Concepts to Instructional Materials. An at-a-glance map lets teachers quickly determine which instructional materials are appropriate for teaching which genetics concepts at the elementary, middle, and high school grade levels. 4. Instructional Materials Reviews. A detailed review is provided for each of the instructional materials evaluated during our retreats. 5. Genetics Classroom Activities. What works in teaching genetics is illustrated in the Guides genetics teaching vignettes and cool tools sections. C. Development of a Project Website. The program website (http://genetics-educationpartnership.mbt.washington.edu) helps: 1) disseminate the GEPs findings (the Genetics Education Guide) to a wider audience, including Washington State school districts not initially a part of the GEP; and 2) enable discussions among GEP participants and others interested in genetics education, whether from Washington or other states, or anywhere else in the world. Future web features, pending project continuation, could include: a) on-line courses; b) highlights of interesting developments in the fields of genetics and genetics education; c) a special topics area that allows discussion of featured genetics issues with other teachers, students, and genetics experts. D. Workshop at the 1998 Regional NSTA Meeting. At the regional National Science Teachers Association meeting held in Seattle in October 1998, GEP organizers presented a workshop for teachers on K-12 genetics education. The workshop was part of the well-attended 3
biotechnology strand that debuted at this meeting. At the workshop, teachers learned about the Genetics Education Guide and how to use it; participated in three genetics vignettes presented by GEP teachers from the elementary, middle, and high school levels; and heard about one example of a local genetics learning communitya partnership between a middle school teacher and a Weyerhaeuser tree scientist. What additional needs were identified by the GEP? Need: Professional development. Teachers at different grade levels have different professional development needs. For example, in the elementary and middle school grades, teachers need a better understanding of genetics concepts. Elementary teachers need to understand that they are providing the building blocks for genetics teaching at the higher levels when they teach inheritance, growth and development, cells, and sexual reproduction. Solution: Professional development workshops that meet the differing needs of each grade level. Districts, local universities, or professional groups (e.g. WSTA, NSTA, or NABT) could all be sources for professional development offerings. Need: More resources and instructional materials. Especially at the elementary and middle school levels, more resources are needed. At the elementary level these could be materials to supplement inquiry-based science kits already in use. At the high school level, there is a need for identification and development of resources and activities suitable for all students, not just those in advanced courses. Solution: Disseminate information about what materials are available through reviews of instructional materials at the GEP website and through communication between teachers on the GEP websites discussion forum and in other genetics learning communities in which they participate. Need: Articulation of the curriculum framework from elementary through high school. To reinforce student understanding of genetics concepts, we need to introduce concepts in the early grades, then reiterate and build on them at higher grade levels. Solution: Building upon the foundation laid by the GEP in its mapping of genetics concepts to the Essential Learnings, districts can work to establish a K12 framework for teaching genetics. This will require better communication among teachers in different grade levels and schools. In particular, teachers within a feeder cluster of schools (the elementary, middle, and high schools that share the same students over time) need to coordinate their efforts so that essential topics are indeed covered at the early levels and so that teachers at the higher levels do not unnecessarily repeat material. Professional development that includes representatives from all schools in the feeder cluster could help achieve this goal. Need: Better communication between the communities of genetics professionals and teachers. It can be difficult to teach genetics in isolation, both because of its highly technical nature and its rapid advances. Teachers need experts they can contact to discuss teaching strategies, ask questions, and plan activities for their classrooms. Solution: Establish genetics learning communities. The purpose of these communities is to set up a network of people within a certain geographic area who can contact each other for advice and help. Ideally, the community members should include both teachers and genetics professionals, although teachers alone can be wonderful sources of information and ideas for each other. As a start in establishing a statewide community, GEP participants made contacts with a number of genetics professionals and teachers at the two GEP retreats. To aid in achieving this goal, this guide also contains ideas for finding genetics experts in ones own community (see p. 8) and a listing of outreach education programs in Washington State (see p. 44 ).
Whats next? By assessing the state of genetics education in Washingtoncurrent practices and future needs, the GEP laid the foundation for a new project called the Genetics Education Network to Enhance Teaching and Improve Curricula in Science (GENETICS). Funded by a four year grant from the Howard Hughes Medical Institute to the Department of Molecular Biotechnology at the University of Washington, the GENETICS project will build on the work of the GEP by addressing the needs identified by GEP participants and implementing some of its proposed solutions (beginning September 1999). Acknowledgments The success of the GEP was due largely to the extensive planning and preparation for each of the retreats. We would like to thank the following people for their tremendous contribution to this aspect of the project: Nancy Hutchison and Barbara Berg (Science Education Partnership, Fred Hutchinson Cancer Research Center); Janis Wignall (Immunex Corporation); Caroline Kiehle (Outreach Education, Department of Molecular Biotechnology, University of Washington), and Sally Lutrell-Montes (GEP Meeting Facilitator); and Mack Carter (GEP Meeting Organizer and Administrative Assistant). Ultimately, the success of this project was due to the enthusiasm, dedication, and expertise of the many teachers, science educators, and genetics professionals who participated in the retreats, and we gratefully acknowledge their contributions. In particular, we would like to single out our Genetics Teaching Vignette teachers, Julie Blystad (elementary), Carol Furry (middle school), and Jeanne Ting Chowning (high school), and thank them for their substantial contributions. We would also like to thank the Department of Energy, which provided support for GEP project director (M.M.). Finally, we would like to thank David Kennedy, Director, Instructional Design at OSPI, and the Office of the Superintendent of Public Instruction for providing the funding for this project. Maureen Munn, Ph.D., GEP Project Director Megan Brown, Ph.D., GEP Project Writer
Genetics Education Partnership Participants

Name
Abdallah, Joan Allen, Ethan Anderson, Karen Archer, Tom Ball, Susie Berg, Barbara Beven, Roy Blystad, Julie Brokaw, Ann Brown, Megan Buttemer, Helen Carlton, Joan Carter, Mack Chowning, Jeanne Ting Comiskey, Lisa Desmarais, Cindy Feik, Aaron Fraser, Paula Furry, Carol Greco, Laurie Hannibal, Mark Henson, Kyle Hicks-Thomson, Jan Hood, Leroy Hutchison, Nancy James, Randy Jarvis, Marcia Jones, Heather Kennedy, Anne
Institution (school district)

Seattle School District University of Washington Sunset Elementary (Shoreline SD) Covington Junior High (Evergreen SD) Pacific NW Regional Genetics Group Fred Hutchinson Cancer Research Center Western Washington State University Bertschi School (independent) Christa McAuliffe Elementary (Lake Washington SD) University of Washington University of Washington The Bush School (independent) University of Washington Juanita HS (Lake Washington SD) Chinook Middle School (Highline SD) University of Washington Northshore School District
Position
Program Manager, Seattle Partnership for Inquiry-Based Science K-5 Director, Molecular Biotechnology Outreach Teacher Teacher Genetic Counselor Manager, Science Education Partnership Assistant to Director, Science, Math and Advanced Technology Education Center Teacher Teacher Science Writer and Website Editor, GEP Coordinator, Biology Teaching Programs, Biology Teacher Administrative Assistant and Web Developer, GEP Teacher
Teacher Web Developer K-12 Math and Science Coordinator Stevenson Elementary (Bellevue SD) Teacher Eckstein Middle School (Seattle SD) Teacher Eastside Catholic HS (independent) Teacher University of Washington Senior Medical Genetics Fellow Prairie HS (Vancouver SD) Teacher Washington State Department of Health, Health Services Administrator Genetics Services Section University of Washington Chair, Department of Molecular Biotechnology Fred Hutchinson Cancer Research Director, Science Education Center Partnership North Central HS (Spokane SD) Teacher Lake Washington School District Assistant, Curriculum Department Einstein Middle School (Shoreline SD) Teacher Educational Service District 112 Curriculum Coordinator (Vancouver and Evergreen SDs)
Name
Kiehle, Caroline Lashinsky, Diane Lightfoot, Donald R. Long, Cyndi Luttrell-Montez, Sally MacQuarrie, Lynda Maurer, Colleen C. Mendoza, Hank Mitchell, Cynthia Monahan, Bill Munn, Maureen OConnor, Linda Pagels, Penny Parrish, Ann Paszkeicz, Tanya Paznokas, John Skip Pearson, Bill Roberts, Jennifer Schultz, Debra Schwebke, Andrew Scott, Mary Skinner, Peggy ONeill Stuber, Sherry Swain, Ann Sylvester, Steve Terry, Kathee Wignall, Janis Winter, Sharon
Institution (school district)

University of Washington Shorecrest HS (Shoreline SD) Eastern Washington University University of Washington University of Washington Wilson Elementary (Spokane SD) International School (Bellevue SD) Shadle Park HS (Spokane SD) West Seattle HS (Seattle SD) Eastlake HS (Lake Washington SD) University of Washington Northshore Junior High (Northshore SD) Ballard HS (Seattle SD) Timbercrest Junior High (Northshore SD) Kenmore Junior High (Northshore SD) Washington State University Highland Terrace Elementary (Shoreline SD) Bothell Senior HS (Northshore SD) James E. Chase Middle School (Spokane SD) Odle Middle School (Bellevue SD) Northshore School District The Bush School (independent) Sammamish HS (Bellevue SD) Sunrise Elementary (Northshore SD) Washington State University, Vancouver Bellevue School District Immunex Corporation Lake Washington HS (Lake Washington SD)
Position
Middle School Program Mangager, Department of Molecular Biotechnology Teacher Professor, Biology Department Masters Student in Science Education, College of Education Facilitator Teacher Teacher Teacher Teacher Teacher Director, GEP and HSHGP Teacher Teacher Teacher Teacher Professor and Chair, Program in Biology Teacher Teacher Teacher Teacher Home Schooling Resource Center Teacher Teacher Teacher Professor Science Coordinator Science and Education Liaison Teacher
Genetics Learning Communities

The Genetics Education Partnership (GEP) is an example of a community whose members are all committed to the learning and teaching of genetics. The diverse GEP members include teachers and science supervisors from school districts throughout the state, scientists, science educators, and genetics professionals from a variety of universities, professional organizations, and the private sector. Through our website, we will be able to extend this partnership to genetics learners everywhere, making this a global community. One of the GEPs main goals is to encourage the formation of smaller genetics learning communities in regions throughout the state. Potential partners in these groups include teachers from all grade levels, parents, and professionals whose jobs require an understanding of genetics concepts. In addition to scientists, the latter group includes forensics experts, wildlife biologists, farmers, animal breeders, beekeepers, veterinarians, medical doctors and other health care workers, all of whom are potentially rich resources for classroom teachers. Many organizations active in Washington State, such as the Audubon Society and the Pacific Northwest Genetics Group, have strong educational components. A number of private sector companies, such as Weyerhaeuser, Immunex, and Hewlett Packard also participate in educational outreach activities. Each of these constituent groups both contributes and gains from involvement in the learning community. Teachers are a valuable resource for each other and the community and can learn from the genetics professionals in their group. Parents play a vital role by encouraging their childrens learning and can also solicit local funds and resources. Genetics professionals contribute their perspectives on the value of genetics in their careers and benefit from the opportunity to learn from others and promote their professions. Teachers, parents, and other community members can work together to share learning experiences and instructional materials, leverage resources, plan activities, and bring local examples of genetics practices into classrooms. Here are two examples of genetics learning communities in action: I. WSU-Vancouver/Educational Service District 112/Hewlett Packard GEP participant Dr. Steve Sylvester, a professor in the Department of Biochemistry and Biophysics at Washington State University in Vancouver, works extensively with the Science and Math Education Resource Center (SMERC) in the Vancouver areas Educational Service District 112. SMERC is a consortium of WSU, ESD 112, the Water Resource Center, and local businesses, notably Hewlett Packard. Previously devoted to improving education in math and physical sciences for K-4 students, SMERC is now expanding into grades 5-12 and may also include biological sciences in the future. Sylvesters outreach activities are focused on improving the teaching of molecular biology, especially through hands-on activities, in high school classrooms. To assist Vancouver-area teachers, he established an enzyme freezer at WSU-Vancouver that provides a convenient source of reagents. He has also tested DNA isolation protocols and commercially available molecular biology kits to ensure that they are appropriate for use by high school students. Sylvester also helps local teachers participating in the University of Washingtons High School Human Genome Project. In the coming year, Sylvester and two Vancouver GEP teacher participants will host an in-service training event in Vancouver that will discuss the use of the GEP website and present hands-on activities at the junior and senior high school levels. The junior high group will separate dyes using petri dishes and batteries, while the high school group will extract DNA from soil samples. Through this event, Vancouver area GEP members will be able to extend the experiences they gained from their participation in the GEP to others in their community. 8
II. Glacier Park School/Weyerhaeuser In the Federal Way area, a scientist from Weyerhaeuser, Jim Grob, and a middle school science teacher at Glacier Park School in Tahoma, Bud Cross, collaborated in the development of a hands-on curriculum unit focused on the regeneration biology of the Douglas fir. They piloted the use of the unit in Crosss classroom and have subsequently presented it to other teachers in the region. Through their partnership, they were able to combine Grobs knowledge of the Douglas fir tree and Crosss expertise in presenting materials to middle school students to develop a unit that is relevant to students who live in a state that relies heavily on forest industries. This example of a small scientific learning community illustrates the power of teacher-scientist partnerships in bringing innovative science into classrooms.
How to use this guide

A. Organization Four of the sections contained in the Genetics Education Guide are designed for coordinate use in identifying appropriate resources for teaching genetics. Teachers from Washington State will find the second of these sections particularly useful, because it provides information on how the teaching of genetics fulfills the Washington State Essential Academic Learning Requirements (EALRs). The four sections are: 1. The Genetics Concepts. The essential content of genetics has been distilled into nine basic concepts, which are described in this section. Each concept is also cross-referenced to keywords that it encompasses. 2. Mapping of Genetics Concepts to State and National Science Education Standards This section includes a narrative account of how genetics relates to the three science Essential Learnings of Washington State and to the unifying concepts and processes of science described in the National Science Education Standards (2). It also provides a chart that maps the nine genetics concepts to the specific benchmarks in Science EALR 1 that pertain to genetics. 3. The Genetics Resource/Concept Maps. Each instructional resource is listed on a chart depicting which of the genetics concepts are covered by that resource. Information on what type of resourcetextbook, video, kit, etc. also can be obtained from the chart. A summary of the genetics concepts is included on each page. Separate charts are available for elementary school, middle school, and high school. 4. Guide to Instructional Materials. Resources are listed in alphabetical order by title, one resource per page. Listings include information on each resource's strengths, weaknesses, ordering/subscribing, relevant genetics concepts and topics, and interdisciplinary tie-ins. B. Using the Guide The Genetics Education Guide can be used to answer a number of questions about teaching genetics. Below are a few examples. Can you think of other questions to answer using the guide? Question
A colleague recommended that I use resource X to teach genetics, and I'd like to find out more about it. What topics and genetics concepts does it cover? What EALRs does it fulfill? What grades should it be used in?
Finding the Answer

Look up resource X by title in the Guide to Instructional Materials. Read review of resource, find out what genetics concepts and topics are covered, and what grades can use it. On the Mapping of Genetics Concepts to Science Education Standards chart, look up the relevant genetics concepts and find out which EALRs they match. First, determine which genetics concepts deal with DNA structure and replication by consulting the Genetics Concepts page (answer = concepts 2 and 6). Next, determine grade level and choose appropriate Resource/Concept Map. Look in column under concepts 2 and 6 and get a list of resources that match. If you know what type of resource you are looking for
What resources can I use to teach my class about DNA structure and replication?
(continued from previous page)
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What genetics concepts are covered by EALR 1.3? What resources can I use to teach this EALR?
(e.g. textbook, video, hands-on materials), look first in the "type" column to narrow your list. Now look up each resource in the Guide to Instructional Materials. Look up EALR 1.3 on the Mapping of Genetics Concepts to Science Education Standards chart. Choose appropriate benchmark based on grade level and find concepts listed immediately below. Look up those concepts on the Genetics Resource/Concept Map for the relevant grade level and get a listing of resources for those concepts. Look up resources in the Guide to Instructional Materials.
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The Genetics Concepts

Concept
1. Reproduction and Inheritance All living things reproduce. Offspring closely resemble but are not identical to their parents, from whom they inherit genetic traits. The units of inheritance are called genes and contain the genetic information. Simple organisms, such as bacteria and viruses, contain one copy of their genes. More complex organisms contain two copies of each gene, receiving one from each parent, but the two genes are not necessarily identical. For simple genetic traits, the two inherited copies of a gene determine the phenotype for that trait. Other genetic traits are determined by more than one gene.
Keywords
Reproduction. The reproductive system. Genotype. Phenotype. Dominant. Recessive. Pedigree analysis. Polygenic trait. Homozygote. Heterozygote. Haploid. Diploid. Prokaryote. Eukaryote.
DNA structure. Double2. DNA The genetic information is contained in DNA molecules, which have a stranded helix. Nucleotides. Base-pairing. Complementarity. unique double-helical structure and a four-letter informational code. Linkage. Gene mapping. 3. Chromosomes Ploidy. Homologous Chromosomes are long pieces of DNA that consist of linear arrangements of genes and other DNA. Sexually reproducing organisms have chromosomes. Segregation. two sets of chromosomes in most cells of their bodies. Each parent con- Assortment. Variation. Meiosis. Probability. tributes one of each pair of chromosomes to its offspring randomly. 4. Genetic and Environmental Determinants Together with the environment, an organisms genes influence its appearance and characteristics. 5. Proteins The DNA information in genes provides instructions for building proteins. Proteins carry out life functions and are a diverse collection of molecules that includes hormones, enzymes, structural proteins, and antibodies. 6. Cells Cells are the building blocks of almost every organisms body*. Each cell of an organism contains the same genetic information, which is passed on faithfully when cells divide. Different types of cells arise because they use different parts of the information, as determined by the cells history and immediate environment. Different cell types may be functionally organized into tissues and organs.
*Viruses are very simple organisms that are not made up of cells.
Genotype gives rise to phenotype. Acquired vs. inherited traits. Environmental factors. Nature vs. Nurture. Penetrance. Central dogma. The genetic code. Gene expression. RNA. Transcription. Translation. Amino acids. DNA replication. Cell division. Mitosis. Differentiation. Gene expression. Cancer.
7. Variation and Evolution There are genetic differences between individuals of the same species. Any one gene can have alternate forms, called alleles. Changes in the DNA, or mutations, cause new alleles to arise. New alleles or new combinations of genes can lead to variation among the individuals within a population. Some variations may confer a survival or reproductive advantage under specific environmental conditions. 8. Applications Genetics research has applications in many fields, for example, in medicine, agriculture, biotechnology, and environmental science. 9. Ethics Genetics research raises many ethical, legal, and social issues; it is important for everyone to develop skills to address these issues.
Mutagen. Evolution. Species. Biodiversity. Natural Selection. Individuality. Genetic disorders.
Biotechnology.
Genetic testing. Pre-natal diagnosis. Genetically engineered products. Animal cloning. Genetic privacy. Maintaining biodiversity.
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Mapping of Genetics Concepts to State and National Science Education Standards

All students need to learn about genetics. Genetics, the study of inheritance in living organisms, is arguably the most fundamental concept of biology. The same molecular processes that provide a mechanism for organisms to pass genetic information to their offspring lead to the gradual change of species over time, providing for biodiversity and evolution of new species. The power of focusing science learning on genetics and biotechnology is that these topics engage and challenge students through their relevance to students lives and to regional and global issues with which students are familiar. As adults, all students, not just those who pursue careers in science, will need to grapple with decisions involving genetic issues. These decisions, and others we have not yet imagined, may range from questions involving genetic screening for disease susceptibility, to whether use of cloned organs should be allowed, to the everyday choices made about purchases of genetically engineered foods. Biotechnology is a growing industry in Washington state, impacting medicine, agriculture, fisheries, and manufacturing. To acknowledge biotechnologys importance, in 1997 Governor Gary Locke designated the first week of October as Biotechnology Week in Washington each year. The high visibility of the Washington biotechnology industry strengthens its appeal to students and makes this an attractive career option for some students. State and national standards specify that genetics be taught. During the first Genetics Education Partnership retreat, participants examined state (1) and national science standards (2) to determine the extent that they recommend the teaching of genetics. We focused in particular on Washington States Essential Academic Learning Requirements (EALRs) because these are driving reform of science curricula and student assessment throughout the state. The Science Essential Learnings consist of three parts: Essential Learning 1, which defines the scientific concepts and principles that Washington students need to know; Essential Learning 2, which directs students to know and use the skills and processes of science and technology; and Essential Learning 3, which emphasizes understanding the nature and context of science and technology. We also examined how the unifying concepts and processes of science, as defined by the National Research Council in the National Science Education Standards (2), apply specifically to genetics. Genetics concepts are described throughout Essential Learning 1. Table I, Mapping of Genetics Concepts to Science EALR 1 (p. 16), maps the nine genetics concepts (defined on p. 12) to specific benchmarks of Science Essential Learning 1. For some components of Essential Learning 1, the relevant genetics concept is introduced at benchmark 1 (by 5th grade) and spirals through benchmark 2 (8th grade) and benchmark 3 (10th grade). This continuity highlights the importance of early introduction of the building blocks for understanding genetics and how this knowledge base is built upon at increasing levels of sophistication in the higher grades. Introduction of some of the more sophisticated concepts, such as DNA (concept #2), occurs after benchmark 1. A basic understanding of the more fundamental concepts (e.g. concepts #1 and #6, Reproduction, Inheritance, and Cells) at the early grades will set the stage for the later introduction of the more complex concepts. In January 1999, one year after the initiation of the Genetics Education Partnership, Washington States Commission on Student Learning (CSL) released a clarification document (3) that provides specific details on what needs to be taught for each component of the Science Essential Learnings. We have carefully examined the clarification document and verified that our alignment of the genetics concepts to the essential learnings reflects the intent of the CSL. The GEPs genetics concepts are in many cases quite similar to or overlap clarification statements in
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the component areas of Basis of Biological Diversity, Systems, Structure and Organization of Living Systems, Molecular Basis of Heredity, Human Biology, Biological Evolution, and Interdependence of Life. Genetics and biotechnology provide an exciting avenue for the inquiry-based learning specified by Essential Learning 2. Many of the experimental tools and model organisms used in genetics research and biotechnology are ideal for classroom instruction, enabling students to ask questions, design and conduct investigations, analyze their results, and evaluate the possible applications and consequences of their investigations. For example, the fast plant Brassica, which is frequently used in elementary school hands-on science kits to allow students to observe the life cycle of a plant, can be used at higher grade levels to perform genetic crosses and observe different aspects of inheritance. By high school, students are capable of using many techniques for purifying and analyzing DNA and proteins such as micropipetting and gel electrophoresis. These laboratory activities allow students to understand and experience firsthand the field of biotechnology. Many complex processes in genetics are not amenable to classroom experimentation but can be studied and explored through hands-on simulations and computer-based modeling systems. One of the most rapidly growing areas of biological research is bioinformatics, and in coming years it will be increasingly common for high school students to use research software tools designed for manipulating and understanding biological information. In the course of their studies and investigations, students are called upon to communicate their findings and knowledge to their classmates and teachers. A wide variety of communication skills can be developed as a part of genetics studies, including the recording of data in charts, graphs, and written form, and oral and poster presentations. Studying genetics, therefore, also contributes to students mastery of essential learnings in other fields, such as communications. The use of genetics as a focus for cross-disciplinary learning is discussed more fully later (see p. 18). Genetics and biotechnology are outstanding areas of science for teaching the nature and context of science and technology (Essential Learning 3). Genetics and biotechnology provide rich examples for considering the limitations of science and technology, for exploring the evolution of scientific ideas and the relationship of science and technology, and for discussing the social and ethical issues related to scientific research. For example, scientifically we are able to identify to a single nucleotide many of the DNA mutations that cause genetic disorders. Identifying the mutation seldom leads to an immediate cure for the disorder, but rather leads to a multitude of additional lines of experimentation that may take years or decades to complete. However, knowledge of the change in the DNA sequence that is responsible for a genetic disorder can allow the design of predictive genetic tests. Such tests may lead to a host of complex social and ethical issues related to how the test information will be used. A case in point is Huntingtons disease, a fatal, degenerative genetic disorder for which there is no cure, despite readily available genetic testing. Students can consider questions such as whether they would choose to undergo genetic testing if they were from a Huntingtons family, with whom they would share the results of their test, and whether outside parties, such as insurance companies and employers, should have access to test results. As teachers and scientists we cannot provide students with the answers to these complex questions, but we can provide them with the knowledge and skills that prepare them to deal with these dilemmas. Presenting genetics in the context of unifying concepts and processes of science provides richness to student understanding. The National Science Education Standards (2) define several unifying themes for understanding the natural world: 14
Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Evolution and equilibrium Form and function
Each of these themes manifests itself in multiple ways in genetics. For example, the structure of DNA can be considered in terms of change, constancy, and measurement. DNAs double helical nature enables it to be replicated with high fidelity and allows daughter cells to receive an exact copy of the parental DNA during cell division (constancy). Occasionally, however, mistakes or mutations are made in the sequence of a DNA strand during replication. A single nucleotide change in a gene can result in a change in the protein that is encoded by that gene, and this can produce a detrimental or beneficial effect on the organism. When the mutation occurs in a germline cell, it can be passed on to subsequent generations, resulting in a long lasting change in the descendants characteristics. Scientific measurements allow us to determine the nucleotide sequence of different organisms and individuals; by comparing these, we can make inferences about the processes that lead to the changes we observe.
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Table I. Mapping of Genetics Concepts to Science Essential Academic Learning Requirement 1 Component Benchmark 1 (5th grade) Benchmark 2 (8th grade) Benchmark 3 (10th grade)
1.1 use properties to identify, describe, and categorize substances, materials, and objects distinguish living organisms from categorize plants and animals into classify organisms into distinct Life Science: Basis nonliving objects, and use groups according to how they groups according to structural, of biological characteristics to sort common accomplish life processes and by cellular, biochemical, and genetic diversity organisms into plant and animal similarities and differences in external characteristics groups and internal structures 1, 6, 7 1, 3, 6, 7 GENETICS CONCEPT: 1 1.2 recognize the components, structure, and organization of systems and the interconnections within and among them identify the parts of a system, how the describe how the parts of a system analyze systems, including the inputs Systems parts go together, and how they interact and influence each other and outputs of a system and its depend on each other subsystems 1, 4, 6 1, 3, 4, 6, 7 1, 2, 3, 4, 5, 6, 7 GENETICS CONCEPT: know that living things are composed know that specialized cells within understand that specific genes Life Science: of parts made of cells multicellular organisms form different regulate the functions performed by Structure and kinds of tissues, organs, and organ structures within the cells of organization of systems to carry out life functions multicellular organisms living systems 6 4, 5, 6 GENETICS CONCEPT: 6 describe the life cycles of plants and understand that all living things describe how genetic information Life Science: animals, and recognize the differences reproduce and pass on genetic infor- (DNA) in the cell is controlled at the Molecular basis of between inherited and acquired mation, and that an organisms molecular level, and provides genetic heredity characteristics characteristics are determined by both continuity between generations genetic and environmental influences 1, 4 1, 3, 4, 6 1, 2, 3, 4, 5, 6 GENETICS CONCEPT: understand the organization and identify and describe human life compare and contrast the specialized Life Science: function of human body structures functions, and the interconnecting structural and functional systems that Human biology and internal organs, and how they organ systems necessary to maintain regulate human growth and work together human life such as digestion, respira- development, and maintain health tion, reproduction, circulation, excretion, movement, disease prevention, control, and coordination 1, 4, 6 1, 2, 3, 5, 6 GENETICS CONCEPT: 1 16
Table I. Mapping of Genetics Concepts to Science EALR 1 (continued) Component Benchmark 1 (5th grade) Benchmark 2 (8th grade) Benchmark 3 (10th grade)
investigate and examine the scientific evidence used to develop theories for evolution, speciation, adaptation, and biological diversity 7 compare and contrast the complex factors (biotic and abiotic) that affect living organisms interactions in biomes, ecosystems, communitites, and populations 4, 7
1.3 understand interactions within and among systems cause changes in matter and energy know that fossil records show describe how biological evolution Life Science: accounts for species diversity, Biological evolution patterns of structural change in organisms over time adaptation, natural selection, extinction, and change in organisms over time 7 GENETICS CONCEPT: 7 describe how an organisms behavior explain how organisms interact with Life science: and ability to survive is influenced by their environment and with other Interdependence of its environment, other life forms, and organisms to acquire energy, cycle life availability of food and/or other matter, influence behavior, and resources establish competitive or mutually beneficial relationships 7 GENETICS CONCEPT: 7
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Genetics as a Focus for Cross-disciplinary Learning

The study of genetics crosses several scientific disciplines, including biology, chemistry (e.g. the molecular structure of DNA), and environmental science (e.g. conservation genetics). In addition, certain facets of genetics strongly overlap with mathematics, social studies, and health and fitness. And like all the sciences, genetics provides ideal fodder for diverse communications activitiesreading, writing, oral languageboth in traditional science lab notebooks and poster and oral presentations, as well as the creative applications listed below. When genetics is taught as an interdisciplinary subject, students come to understand how concepts in science apply to many aspects of learning and living. GEP teachers were asked how genetics could be used to teach other subjects in their classrooms. Their creative and diverse responses, given below, are by no means comprehensive and are certain to spark additional ideas for cross-disciplinary activities. Subject Area
Social Studies
Arts
Sample Activities and Topics History The Watson-Crick discovery of DNA and its effect on the field of genetics is an example of a historical paradigm shift. Technology influences people and promotes social change. The genetic engineering revolution has changed agriculture, medicine, etc. Civics Examine the question: Are all people created equal? Will genetic differences between individuals affect personal liberties and opportunities? Will people be denied jobs or insurance coverage because of their genotype? Study how privacy rights will be affected as we learn more about peoples genetic make-up. What new policies will develop based on knowledge of peoples genetic predispositions? Geography and Anthropology The question of where man originated can be studied through examination of mitochondrial DNA. Compare gene pools in different geographical areas. Discuss geographical influences on migration and environmental selection pressures. For example, examine the effects of environmental influences on phenotype by looking at the effects of altitude on the function of different hemoglobin variants. Examine birth defects caused by changes in the DNA, which may have geographical-specific origins (e.g. radiation-induced mutations in Chernobyl). Economics Study the development of the biotechnology industry, which is an important part of the economy in the Pacific Northwest. Follow the stocks of biotechnology companies and relate their progress to key product discoveries. Music Translate the sequence of a gene into notes and play the composition. Drama/Dance Choreograph a dance to illustrate a genetics concept, e.g. the movement of chromosomes during mitosis or meiosis. Visual Arts Make models of DNA.
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Arts (continued)
Mathematics
Health and Fitness Writing
Reading
Communications
Organize data from an experiment into charts, diagrams, or other graphical representations. Use an art form to communicate genetics concepts, e.g. the elegance of DNA structure, the complexity of a cells cytoskeletal network. Sort, measure, and grade phenotypes (e.g. measure the heights of plants in a population). Graph population phenotype data and determine mean, median, etc. Predict the probabilities of phenotype classes in a cross. Calculate the ratios of phenotype classes among progeny. Calculate the match of expected to actual progeny ratios (chi-square statistical test). Determine linkage (or non-linkage) in a two factor cross. Determine gene and allele frequencies using the Hardy-Weinberg equilibrium. Follow protocols and perform lab manipulations: measure volumes with micropipettes, calculate amounts of each component to add to enzyme reactions, prepare buffers and solutions. Learn about human reproduction, growth, and development. Study environmental and genetic influences on health and behavior. Learn about the transmission of both communicable (e.g. viral and bacterial) and non-communicable (i.e. inherited) diseases. Design an experiment. Write up the protocol as if for the instruction manual of a science kit. Practice technical writingwrite up lab results in report format, i.e. hypothesis, introduction, material and methods, results/data, and conclusions. Keep a journal of the progress of an experiment. Write lab reports for different audiences: teacher, peers, scientists, a brochure for the public. Write up scientific results according to set conventions, e.g. as an essay, as a proposal for funding to a foundation, as a marketing piece to convince customers to buy a product. Write creative stories on what would happen if...? using genetics content (e.g. What would happen if I could clone my mom?). Write poems or song lyrics about genetics content, e.g. DNA structure. Write a persuasive essay on an ethical issue related to genetics. Write an opinion piece from the opposing viewpoint. Learn genetics vocabulary, the language of researchers and genetic counselors. Read, understand, and follow experimental protocols. Read genetics texts, magazines, articles, and websites. Read literature about children or individuals with disabilities or genetic conditions and how they cope with extraordinary pressures (e.g. Lorenzos Oil, The Ugly Duckling). Explore genetics through role playing, e.g. act out protein synthesis, stage a mock trial on a genetics-related societal or ethical issue, or simulate a case study by acting out a genetic counseling session. Observe and report orally on the similarities and differences among individuals in a population. Pick out observable characteristics and communicate this orally. Give an oral presentation on research. Have students teach parents what theyve learned about genetics.
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Genetics Resource/Concept Map.

Level: Elementary School (K-5)
Genetics Concepts (Summary)
Re s o u rc e
Amazing Schemes within your Genes American Biology Teacher Biotechnology: the Technology of Life Cells Are Us Cell Wars The Cell Works DNA is Here to Stay Exploring with Wisconsin Fast Plants Full Option Science System (FOSS) How the Y Makes the Guy Human Body for Every Kid Ingenious Genes Marvels of Science The Private Eye Science and Technology for Children (STC)
Type
1
B L B,C,E,K B B B B C,E,K C,F,I,K B B B J C,F,I,J,K B,C,F,I,K
Genetics Concept
2 3 4 5 6 7 8 9
Various genetics concepts are covered by different life sciences kits.
Various genetics concepts are covered by different life sciences kits.
Resource Types: A=Textbook. B=Student Book. C=Hands-on Materials. D=Outreach Program.
E=Laboratory Manual. F=Equipment Kit. G=Website. H=CD-ROM. I=Video/Laserdisc. J=Reference. K=Teacher s Guide. L=Other (see Guide to Instructional Materials).
1. Reproduction and Inheritance All living things reproduce. Offspring closely resemble but are not identical to their parents. The units of inheritance are called genes. Individuals receive two copies of each gene, one from each parent, but the two genes are not necessarily identical. For simple genetic traits, the two inherited copies of a gene determine the phenotype for that trait. 2. DNA The genetic information is contained in DNA molecules, which have a unique double-helical structure. 3. Chromosomes Chromosomes are long pieces of DNA that consist of linear arrangements of genes and other DNA. Sexually reproducing organisms have two sets of chromosomes in most cells of their bodies. Each parent contributes one of each pair of chromosomes to its offspring. 4. Genetic and Environmental Determinants Together with the environment, an organism s genes influence its appearance and characteristics. 5. Proteins The DNA information in genes provides instructions for building proteins. Proteins carry out life functions and are a diverse collection of molecules that includes hormones, enzymes, and structural proteins. 6. Cells Cells are the building blocks of every organism s body. Each cell of an organism contains the same genetic information. Different types of cells arise because they use different parts of the information. 7. Variation and Evolution There are genetic differences between individuals of the same species. Any one gene can have alternate forms, called alleles. Changes in the DNA, or mutations, cause new alleles to arise. New alleles or new combinations of genes can lead to variation among the individuals within a population. Variations may confer a reproductive advantage under specific conditions. 8. Applications Genetics research has applications in many fields, for example, in medicine, agriculture, biotechnology, and environmental science. 9. Ethics Genetics research raises ethical and social issues.
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Level: Middle School (6-8)
Re s o u rc e
Amazing Schemes within your Genes American Biology Teacher Biotechnology Manual Biotechnology: the Technology of Life Blueprint for Life Cells Are Us Cell Wars The Cell Works DNA is Here to Stay Exploring with Wisconsin Fast Plants Genetics: Fundamentals and Frontiers How the Y Makes the Guy Human Body for Every Kid Ingenious Genes Marvels of Science
Type
1
B L C,E,J,K,L B,C,E,K B,J B B B B C,E,K I B B B J
Genetics Concept
2 3 4 5 6 7 8 9

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Level: Middle School (6-8)
Re s o u rc e
The Private Eye A Question of Genes: Inherited Risks The Way Life Works Wisconsin Fast Plants Monohybrid Genetics Kit Your World/Our World
Type
1
C,F,I,J,K G,I,K B,J C,E,F,K B,L
Genetics Concept
2 3 4 5 6 7 8 9
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Level: High School (9-12)
Re s o u rc e
American Biology Teacher BSCS Biology: An Ecological Approach Bioethics Forums Biological Science: A Molecular Approach Biology (Campbell) Biology (Miller and Levine) Biology: A Human Approach Biology: the Unity and Diversity of Life Biotechnology Manual Biotechnology Projects for Young Scientists Biotechnology: the Technology of Life Blueprint for Life The Cartoon Guide to Genetics Case Workbook in Human Genetics Chances Choices
Type
1
L A,K,L I A,E,K A A,B,E,K A,I,K,L A,K C,E,J,K,L B,C,J B,C,E,K B,J B,J C C,K
Genetics Concept
2 3 4 5 6 7 8 9

23

Re s o u rc e
Current Perspectives in Genetics DNA Science Genetics: Fundamentals and Frontiers Human Genetics: Concepts & Applications The Human Genome Project: Biology, Computers, and Privacy Insights in Biology: The Blueprints of Infection Insights in Biology: The Matter of Life Insights in Biology: Traits and Fates Laboratory DNA Science Marvels of Science New Choices, New Responsibilities The Private Eye The Puzzle of Inheritance: Genetics and the Methods of Science A Question of Genes: Inherited Risks
Type
1
J,B A,E I A,J C,K B,E,K B,E,K B,E,K E J C,K C,F,I,J,K C,K G,I,K
Genetics Concept
2 3 4 5 6 7 8 9
24

Re s o u rc e
Recombinant DNA and Biotechnology The Way Life Works Wisconsin Fast Plants Monohybrid Genetics Kit Your World/Our World
Type
1
A,C,E,K B,J C,E,F,K B,L
Genetics Concept
2 3 4 5 6 7 8 9
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Genetics Classroom Activities

Genetics abounds with complex and abstract topics that can be a challenge for students to grasp. How can some of these difficult topics be taught in the classroom? The March and June 1998 GEP retreats provided a forum for teachers to share their genetics teaching expertise in the form of Genetics Teaching Vignettes and shorter Cool Tools. Genetics Teaching Vignettes Three teachers from the elementary, middle school, and high school levels presented extended vignettes of how they teach genetics in their classrooms in an age-specific way. These vignettes range from using sickle cell anemia as a case study at the high school level, to an extended population genetics exercise involving toothpick fish at the middle school level, to a demonstration of how basic genetics concepts can be integrated into the set curriculum that is part of the science kits approach that many elementary schools in Washington State have adopted. Cool Tools Cool tools include the visual and kinesthetic models and activities that teachers use to demonstrate genetics concepts in their classrooms. Sometimes a great article or reading may be a cool tool. Or a zipper that demonstrates DNA base-pairing. Or an everyday analogy that can make an abstract concept crystal clear. The list is endless. The GEP website contains pictures of many of these tools as well as a cool tools submission form for collection of new tools from teachers all over the world. If you would like to submit a cool tool for inclusion in our on-line collection, please e-mail mtbrown@u.washington.edu.
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Genetics Teaching Vignettes: Elementary School

Title: Teaching Genetics in a Kit-based Elementary School Curriculum Teacher: Julie Blystad School: Bertschi School, Seattle, WA Grade Level: 3-5 Instructional Materials: Science and Technology for Children (STC) Kits: Plant Growth and Development and Microworlds (available from Carolina Biological, 800-334-5551). Useful supplementary books that focus on genetics include the Cells Are Us series (Cells Are Us, Amazing Schemes Within Your Genes, Cell Wars, and DNA is Here to Stay) and the Microexplorers series (Ingenious Genes, How the Y makes the Guy, and The Cell Works). Reviews of these books can be found in Appendix I, Guide to Instructional Materials. Books that are particularly strong in supporting the Microworlds kit are Microscopic Explorations and Magnificent Microworld Adventures. Classroom Activities: Many activities are included in the Plant Growth and Development and Microworlds kits. Three lessons/activities from the kits are described below: Interdependence of Bees and Flowers, Observation and Description of Onion Cells, and Observation of a Microscopic Organism: Volvox. Description: Even at the elementary level, students are learning basic genetics concepts or their forerunners. In a science kit-based curriculum, many of the units do touch on the building blocks of genetics even though the language of genetics may never be used. Thus, some teachers at this level, having little genetics familiarity, may not realize that they are indeed laying the foundation for subsequent study of genetics that will occur in more depth in middle and high school. In the two kits described here, Plant Growth and Development and Microworlds, both from the STC curriculum, a number of genetics concepts are covered. Some of the concepts addressed include: Reproduction and Inheritance (#1), Cells (#6), Variation (#7), Technology (#8), and Ethics (#9). Even when a kit curriculum is used, additional materials can be brought in to support and extend the kit lessons. For example, two series of books relating to genetics that are especially suitable for elementary students are the Cells Are Us series and the Microexplorers series. Plant Growth and Development In this unit, students observe the life cycle of the simple plant Brassica rapa (Wisconsin Fast PlantTM). They observe and describe the distinct stages of the life cycle, starting from seed germination through seed production. They learn that flowering plants must be pollinated in order to produce seeds and that in many cases, plants are pollinated by bees. The honeybeeBrassica relationship provides an example of the interdependence of living things. Students also learn that in order to grow and thrive, plants need light, water, and nutrients from the soil. These requirements illustrate how plants depend on their environment for survival. Through hands-on activities, students reinforce these concepts as well as learn basic scientific skills such as observation and measurement. Lesson: Interdependence of Bees and Flowers. In nature, there are many examples of symbiotic relationships, where each partner is dependent on the other. Between bees and flowering plants, the symbiotic relationship is complex. In order for the ovule of a flower to develop into a seed, it must be fertilized by a pollen grain from the same species. For Brassica Fast Plants, the pollen cannot come from the same flower or from a flower on the same plant. The Brassica blossoms must be cross-pollinatedfertilized by pollen from another plant. Bees are the means that Brassicas use to achieve the required crosspollination. In return, the bees obtain nectar from the Brassica flowers. In this activity, students use bee sticks (dead worker bees glued to toothpicks) to cross-pollinate Brassicas. Through
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discussions and readings, they come to appreciate the interdependent relationship of the bee and the Brassica. Microworlds In this unit, students investigate both living and non-living specimens with a variety of magnifiers, including the microscope. They learn about the properties of lensestransparency and curvatureand the relationship between magnification and the lens. They develop skills such as focusing and lighting adjustment and learn to prepare specimens for viewing on microscope slides. Students learn that all living things are made up of cells and observe firsthand in their microscopes the cells of an onion, as well as subcellular structures such as the nucleus and cell wall. Observation of living microorganisms such as Volvox allows students to understand how these organisms grow and reproduce. Several fine supplementary books are available on this topic (see previous page under Instructional Materials). Lesson: Observation and Description of Onion Cells In previous Microworlds activities, students will have investigated magnification and learned how to prepare microscope slides for viewing. In this lesson, students will move from the outside of the onion in, until they reach the smallest living unit, the cell. Students will examine and describe the internal structure of an onion and observe and describe onion cells. Onions are ideal subjects for students first observations of cells because it is possible to remove a thin skin from the onion that is actually a single layer of large cells. Students will be able to observe several cellular structures, including the cell wall, which supports and gives shape to the cell; the cell membrane, which lies just inside the wall; and the nucleus, the cells control center. Lesson: Observation of a Microscopic Organism: Volvox Students should already be familiar with magnification and how to prepare microscope slides for viewing. This lesson provides another opportunity for students to view individual cells. In this case, the cells are from the unicellular green alga Volvox. Volvox is interesting because unicellular Volvox individuals live together in colonies of 1000-3000 similar cells, arranged in a hollow sphere. Each individual cell has two flagella, or whiplike tails, which work together to propel the colony through the water. Visible inside many of the colonial spheres are smaller daughter colonies. After the daughter colonies become big enough, they will be released through an opening in the parent colony to become new, independent colonies.
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Genetics Teaching Vignettes: Middle School

Title: Genetics at the Middle School Level: Toothpick Fish Teacher: Carol Furry School: Eckstein Middle School, Seattle School District, Seattle, WA Grade Level: 7-8 Instructional Materials: Merrill Life Science (1995). Textbook. Observable Traits Activity. Worksheet (Appendix II). Human Phenotypes Biophotosheets 1 and 2. 30 sheets per pad, $6.95/pad. Order catalog #AA17-4831 and #AA-17-4832 from Carolina Biological (800-334-5551). Design-A-Kid Activity. Questions and teachers notes (Appendix II). Toothpick Fish Activity. Student instructions and worksheet, teachers notes, and associated supplies (see Appendix II). The Peppered Moth. Background and activity (see http://www.gsh.org/NSTA_SSandC, MicroUnit 1002). Your World/Our World. Student biotechnology magazine (see Appendix I, Guide to Instructional Materials, for a full review of this magazine as well as ordering information). Your Genes, Your Choices. Student booklet by C. Baker. Order or download from http://ehrweb.aaas.org/ehr/books/index.html. The Future of Medicine: How Genetic Engineering will Change Us in the Next Century, Time Magazine, January 11, 1999. Marvels of Science: 50 Fascinating 5-minute Reads. Book by K. Haven (reviewed in Guide to Instructional Materials). The Remarkable Lives of 100 Women Healers and Scientists. Book by B. Bailey. List of Classroom Activities: Observable Traits Activity. Design-A-Kid Activity. Toothpick Fish Activity. Please see Appendix II or the GEP web site for full student instructions and teachers activity notes. Summary The genetics unit in this semester-long life science course is 56 weeks long. The main text, Merrill Life Science (1995), contains one chapter on genetics plus related chapters on cells, cell reproduction (including DNA structure and replication), and evolution. Using the genetics chapter in their text and a variety of supplementary materials and activities, students learn about genetic traits, Mendels experiments, patterns of inheritance, Punnett Squares, probability, and gene-environment interactions. The Toothpick Fish Activity is a key exercise that provides a good synthesis of all these concepts with a focus on the environment and natural selection. Description: In the introductory Observable Traits Activity, students learn the difference between genotype and phenotype by interviewing classmates or family members to assess inherited traits and document individual variation. Students score each person for observable inherited traits such as tongue rolling, widows peak, free or attached earlobes, color blindness, hitchhikers thumb, mid-digital finger hair, dimples, cleft chin, and freckles. Filling in their Observable Traits Worksheet (Appendix II), students become comfortable with the concepts of genotype/phenotype and recessive/dominant, infer the genotypes associated with particular phenotypes, and through discussion questions learn about individual variation and biodiversity. A nice visual aid to accompany this activity are Carolina Biologicals Human Phenotypes
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BioPhoto Sheets, classroom sets of full color photographs of most of the inherited traits on the worksheet. The Design-A-Kid Activity reinforces basic genetics concepts such as dominant vs. recessive, homozygous vs. heterozygous, genotype vs. phenotype, incomplete vs. complete dominance, and also provides a graphic demonstration of genetic assortment and the phenotypic variation that it leads to. Students determine the phenotype of their offspring or kid by randomly choosing alleles from mock heterozygous parents (determined by coin tosses). Students compare drawings of their kid with other students kids and observe that no two kids look alike, providing an illustration of how phenotypic variation arises. In the Toothpick Fish Activity, used toward the end of the genetics unit, students explore interactions between genes and environment for a population of fish (colored toothpicks). Students learn about the relationships between many different parts of fish life: genes, traits, variation, survival, and reproduction. The activity is a simulation and models the way fish and other organisms live in nature. This activity should be undertaken only after students have a clear understanding of dominant and recessive genes, genotype and phenotype, and understand how to use Punnett Squares. In Toothpick Fish, the toothpicks represent genes that control one fish trait: skin color. Some of the genes are dominant and others are recessive. For example, the green gene is dominant to all the other color genes. Initially, students work out what combinations of toothpicks (genotype) will result in what colors of fish (phenotype). A population of fish (24 colored toothpicks) in a stream (a plastic petri dish) is then observed as events impact their environment. Changes in the genetic-makeup of the population over several generations are charted. The environmental events impacting the fish gene pool are ones that could happen in a real stream. For example, students examine what happens to the predominantly green fish population when pollutants added to the stream kill the green algae that provides camouflage for the green fish. In a related writing exercise, students write about other organisms and how their characters may or may not be the result of selection. To extend the evolution and environment theme, another scenario that can be presented is the case of the peppered moth, a famous example of how a changing environmental factor, worsening air pollution, can act as a strong selective force and alter a population, in this case, the color of the local moth population in early industrial England. Althoughf the peppered moth scenario is not presented in Merrill Life Science, it is described in many high school genetics textbooks. Another source of background information on the peppered moth, complete with a low-cost classroom activity, can be found online (see above under Instructional Materials). Additional genetics classroom activities can be drawn from the student biotechnology magazine Your World/Our World. The Human Genome Project section in Merrill Life Science can be supplemented by discussion of genetics-related ethical issues such as those presented in the student booklet, Your Genes, Your Choices, or recent genetics-related articles in the media, such as Time Magazines Future of Medicine issue (January 11, 1999). The history of science and scientist role models, including women and minority scientists, are introduced by reading aloud to students for 10 minutes each day about science heroes such as Gregor Mendel and Barbara McClintock. Marvels of Science contains a number of engaging, fictionalized accounts of famous scientists discoveries and Eureka moments. A good soucebook for stories on women scientists is The Remarkable Lives of 100 Women Healers and Scientists.
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Genetics Concepts and Essential Learnings: A number of the genetics concepts are addressed by this unit, including: Reproduction and Inheritance (#1), Chromosomes (#3), Genetic and Environmental Determinants (#4), Variation and Evolution (#7), and Ethics (#9). In addition, several components of Science Essential Learning 1 are covered, including 1.2 Systems, 1.2 Life Science: Molecular Basis of Heredity, 1.3 Life Science: Biological Evolution.
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Genetics Teaching Vignettes: High School

Title: Sickle Cell Anemia, A Case Study Teacher: Jeanne Ting Chowning School: Juanita High School, Lake Washington School District, Kirkland, WA Grade Level: 10-12 Instructional Materials: Materials found in Appendix II: Sickle Cell Anemia and Genetics: Background Information. Allele Frequencies and Sickle Cell Anemia Lab. Student instructions, data sheet, analysis questions, overhead master. Sickle Cell Anemia: Blood Video Questions and Translation Practice Worksheet. Sickle Cell Lab: Diagnosis Using Simulated Restriction Analysis of DNA. PreLab reading and questions, student instructions and questions, teacher information. Other Materials: *Teaching Biology Around Themes: Teach Proteins and DNA Together, S. Offner, American Biology Teacher 54, #2 (1992). *Making the Chromosome-Gene-Protein Connection, C. Mulvihill, American Biology Teacher 58, #6 (1996). *Mystery of the Crooked Cell: An Investigation and Laboratory Activity About Sickle-Cell Anemia, D. A. DeRosa and B. L. Wolfe, American Biology Teacher 61, #2, 137-148. Slides of normal and sickled red blood cells. Order from Triarch Inc. (800-848-0810). Three-dimensional Hemoglobin on the Internet. (Requires the Chime plug-in.) http://info.bio.cmu.edu/Courses/BiochemMols/BuildBlocks/Hb.html. Blood is Life. 45 min. video. Order from Films for the Humanities & Sciences (800-257-5126). Children By Design. Video, Secret of Life series. New Choices, New Responsibilities: Ethical Issues in the Life Sciences. B. Jennings, K. Nolan, C. Campbell, S. Donnelley, E. Parens, L. Turner, E. DeVaro, 1997. Decision-making framework for bioethical issues. (Reviewed in this guide, see Appendix I and Cool Tools.) Karyotypes to print out for Karyotype and Prenatal Diagnosis Activity can be found at: http://gslc.genetics.utah.edu/disorders/karyotype/matchup.html *Note: American Biology Teacher has agreed to send out reprints of these articles upon request. To contact ABT, visit their website at: http://www.nabt.org/publications_journals.html. List of Classroom Activities: Mystery of the Crooked Cell PreLab Activities (includes viewing slides of normal and sickled red blood cells). Viewing Blood is Life video. Sickle Cell Anemia: Blood Video Questions and Translation Practice Worksheet. Sickle Cell Anemia: Diagnosis Using Simulated Restriction Analysis of DNA. Viewing Children by Design video. Karyotype and Prenatal Diagnosis Activity. Bioethical Decision-Making. Allele Frequencies and Sickle Cell Anemia Lab. Summary: Sickle cell anemia is an example of a genetic disease that can serve as a vehicle for teaching many biology concepts. Using a case study approach, opportunities arise to make connections not only to various aspects of genetics and molecular biology, but to physiology, evolution, and societal and ethical issues as well.
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Description: Before beginning the unit, briefly review the circulatory system and the normal functions of its components, which were covered earlier in the semester. Then begin the sickle cell unit with the prelab activities described in Mystery of the Crooked Cell. Students are presented with the symptoms of a patient with an unknown disease and must hypothesize its cause after completing four 1020 minute prelab exercises, which include: examining slides of diseased and normal red blood cells (RBCs), modeling the occlusion of capillaries by sickled RBCs with hands-on manipulatives, using balloons and beads to build simple models of RBCs containing either normal or mutant hemoglobin, and determining the inheritance pattern of the disease based on the patients family history. Extending the analysis of blood and hemoglobin in the prelab activities, students view the threedimensional structure of hemoglobin on the Internet. Students watch Blood is Life, a video that teaches about blood from the perspective of a young school teacher with sickle cell anemia. Students complete the Sickle Cell Anemia: Blood Video Questions and Translation Practice Worksheet (Appendix II), which reviews key concepts in the video and provides practice in conceptual transcription and translation of the globin gene, both normal and mutant. Sickle cell disease provides a clear example of how changes in DNA can result in an altered protein. Dry labs or exercises such as the Translation Practice Worksheet can be used to illustrate this connection. How can the disease be diagnosed? How can people with a family history of the disease learn whether they carry the trait? Discuss how the answers to these questions can be found by using restriction enzymes to analyze the DNA that codes for globin and how hemoglobin itself can be analyzed by protein electrophoresis. Students can simulate a restriction analysis of wildtype and mutant globin genes by eletrophoresing dyes through an agarose gel, as described in Sickle Cell Anemia: Diagnosis Using Simulated Restriction Analysis of DNA (Appendix II). These activities lead naturally to the topic of genetic testing and a discussion of the ethical concerns that surround such testing. Use current newspaper and magazine articles related to genetics issues to get students thinking and stimulate discussion. Or watch one of several videos that deal with these issues, such as Children By Design, which includes segments on genetic testing, gene therapy, and medical selection of disease-free early embryos for implantation. To make decisions about genetics-related ethical issues, such as denying a person insurance coverage or employment based on his or her genotype, an ethical decision-making model like that developed by the Hastings Center can be used (see Appendix I and Cool Tools for a full description of the Hastings Center Model). In a role-playing activity that lets students practice their communications skills, students analyze prenatal karyotypes and write letters to the parents from the point of view of a doctor explaining the diagnosis and outlining the options. (Photographs of chromosome spreads for students to use in constructing karyotypes can be found in many biology textbooks and lab manuals or on the Internet; see Other Materials.) Note that because sickle cell anemia is not caused by a chromosomal abnormality, another genetic condition (e.g. Down syndrome) should be chosen for this activity. Sickle cell anemia, which is inherited as an autosomal codominant, also provides the opportunity to discuss classical Mendelian genetics. Further connections can be made to meiosis, gamete formation, and environmental influences that can affect phenotype. Lastly, sickle cell anemia provides an outstanding opportunity to build a connection between genetics and evolution. Students learn the mechanisms by which allele frequencies in a population change over time in response to selective forces (such as malaria) by using laboratory simulations and analyzing disease distribution data. In the Allele Frequencies and Sickle Cell Anemia Lab (Appendix II), students randomly draw red and white beans from gene pool containers to model the changes in globin allele frequencies in a population in response to the selective pressure of malaria.
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Genetics Concepts: A number of the nine genetics concepts are addressed by this unit, including: Classical Genetics/Central Dogma: Genotype gives rise to phenotype. (concept #4) The two inherited alleles for a gene determine the phenotype for the trait. (#1) The DNA information provides instructions for building proteins. (#5) Molecular Biology The genetic information is encoded in DNA. (#2) Evolution: Changes in DNA, or mutations, cause new alleles to arise, leading to variation among organisms within a population (#7) Applications: Genetics research has applications in many different fields. (#8) Ethics: Genetics research raises many ethical, legal, and social issues. (#9) Essential Learnings: To correlate the genetics concepts above to the Science Essential Learnings, see the table on pp. 16-17, Mapping of Genetics Concepts to Science Essential Academic Learning Requirement 1.
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Cool Tools
Tool: Recombinant Paper Plasmid Lab Topic: Recombinant DNA/Genetic Engineering Grade Level: High school, middle school Contributor: Cindy Mitchell School: West Seattle High School, Seattle School District, Seattle, WA Purpose: To model the steps involved in making a genetically engineered plasmid. References: Adapted from Recombinant Paper Plasmids, by C. Jenkins, in The Science Teacher, Apr. 1987, pp. 44-48. A very similar activity of the same name can be found in the high school textbook, Recombinant DNA and Biotechnology, by H. Kreuzer and A. Massey. Materials: Instruction sheet; yellow and blue strips of paper with DNA sequence printed on it (blue = vector/plasmid sequence, yellow = insert DNA sequence such as the insulin gene); small green pieces of paper that represent various enzymes (ligase and restriction enzymes, which have their recognition sequences written on the them); scissors; pencil; tape (representing ligase). Methods: Students are directed to design a novel plasmid based on the paper vector and insert DNAs they are given. For example, students may be told the new plasmid must contain the insulin gene found on the insert DNA, and they work out that this gene must be inserted into vector DNA that retains its replication origin and antibiotic resistance region. They find all possible recognition sites for the various restriction enzymes and determine the enzymes that will meet the requirements of their plasmid construction (i.e. enzymes must not cut in the middle of either the insert gene or in the bacterial selection marker on the vector). After this planning stage, students cut and connect the DNA strips for the plasmid and insert DNA. They restrict the strips with scissors at the right sites, and then ligate the vector and insert together with the paper enzyme and tape. Follow-up questions are included in both references, which also provide the sequence masters for you to photocopy and cut into strips. To assess student understanding, ask questions such as which enzymes could be used for the construction and which ones could not, which antibiotic could be used for selection of bacteria containing plasmid after the transformation, what use such a construction might be to a scientist, etc. Classroom Use: High School, Advanced Biology Class: Use this tool in conjunction with doing an actual lab (e.g. recombinant DNA/bacterial transformation) to help students understand what they are doing. High School, Introductory Biology Class: This tool could be used to develop understanding of recombinant DNA techniques. Middle School: The Recombinant Paper Plasmid Lab may be appropriate in classes doing a biotechnology unit. Tool: DNA Beads Topic: Complementary Base Pairing, Point Mutations, DNA Fingerprinting Grade Level: High School Contributor: Jeanne Ting Chowning School: Juanita High School, Lake Washington School District, Kirkland, WA Purpose: To teach DNA concepts, especially DNA fingerprinting. Materials: Plastic or wooden craft beads (3/8 - 1/2 inch in diameter), colored red, green, blue, and yellow (or any four colors). Available at crafts stores. Methods: Strings of colored beads are used to represent strands of DNA. Each color of bead represents one type of base. String the beads on a string that has been knotted in the middle. 35
Then tie knots at each end. Use the central knot to lift the string, and the two complementary strands will hang down adjacent to each other. When making the strings, take care that when the DNA is paired, the sequence of beads results in correct complementary base pairing. The incorrect pairing of one base/bead can be used to demonstrate the idea of a point mutation (have the students find the mismatch). Short repeated sequences of beads can represent DNA repeat segments that are used in DNA fingerprinting analysis. A short, second string of beads represents a DNA probe used in hybridization analysis. Hold the probe up to the longer strand to indicate the site of hybridization (make sure pairing is correct). Classroom Use: DNA Beads are used in courtrooms to educate jurors but can also be used with success in the high school classroom. Use the beads in an introduction or review. DNA Beads also work well when used in conjunction with other models. Tool: Rubber Tubing Model of Supercoiled DNA Topic: Supercoiling of DNA Grade Level: High School Contributor: Don Lightfoot School: Eastern Washington University, Cheney, WA Purpose: To explain one aspect of DNA structure, supercoiling. Materials: A piece of rubber tubing 1-4 feet long, a short stick or rod to connect the two ends of the tubing. Methods: The tubing represents a double-stranded length of DNA. Draw two lines along the length of the tubing on opposite sides to represent the backbones of the two DNA strands. Draw base pairs as short, perpendicular lines all along the length of the tubing. Place a short stick or rod into one end of the tubing. Taking care not to introduce any twists into the tubing, place the rod into the other end of the tubing to connect it into a (flat) circle. The closed circle made by the tubing represents relaxed/non-supercoiled DNA, such as a nicked plasmid. Disconnect the ends and twist one end on its axis several revolutions until the tubing curls up on itself. Then reconnect the ends. This is supercoiled DNAthe only biologically active form. Additional details about supercoiling can be given depending on the sophistication and background of the class. Tool: PTC Paper Topic: Inheritance of Genetic Traits Grade Level: High school, middle school, late elementary Contributor: Barbara Berg, Fred Hutchinson Cancer Research Center, Seattle, WA Purpose: To teach students about genetic differences and inherited traits. Materials: PTC paper (paper impregnated with phenylthiocarbamide) and control paper lacking PTC. Taste Test Strips AP7989 (100 strips/98 cents) and Control Strips AP7990 (100 strips/75 cents) can be ordered from Flinn Scientific (800-452-1261). Methods: Give students control and PTC strips without telling them what the strips are. Have the class taste the strips and report on their resultswhether or not they can or cant taste the PTC. Generate discussion about why some people can taste and others cant. The ability to taste is dominant and is controlled by a single gene. Students can also take strips home and test family members. Then they can make pedigrees of the inheritance of this trait and see its dominant pattern of inheritance. There are also other types of strips available for tasting. The PTC activity can also be used in conjunction with scoring other genetic traits, such as tonguerolling and widows peak.
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Classroom Use: This is a great opening activity and can be used in both high school and middle school classrooms. Barb has also used this tool successfully in 5th and 6th grade elementary classes. Tool: DNA Replication Zippers Topic: DNA Replication Grade Level: High school Contributor: Jeanne Ting Chowning (originated by M. M. Welch) School: Juanita High School, Lake Washington School District, Kirkland, WA Purpose: To help students understand DNA replication through the use of a familiar analogy (the zipper). Materials: Two identical white zippers that can unzip completely at the bottom. Four markers of different colors, e.g red, green, blue, yellow. Methods: Prepare the zippers by coloring them with markers to show complementary bases. Each base is represented by a rectangle of a different color. For example, color a small rectangular area on one side of the zipper in green (representing T) and a rectangle on the opposite side of the zipper in yellow (representing A). Hydrogen bonds between bases are represented by the teeth of the zipper. Start the activity by showing the class one zipped zipper, holding it up so that all can see. Point out the four different bases and the hydrogen bonds (zipper teeth). Unzip to model DNA unwinding. Now zip each half of the zipper to the complementary half of the second zipper. The two halves of the second zipper represent newly synthesized DNA. At the end you will have two new double-stranded molecules that are identical to the starting zipper. Classroom Use: Use when introducing DNA replication. This model shows how one strand of DNA can serve as the template for a new one. The semi-conservative nature of replication is also illustrated. Be sure to discuss limitations of the model (for example, both strands are synthesized in the same direction in the model). Tool: DNA Model Topic: DNA Structure Grade Level: Late elementary, middle school, high school, the general public Contributor: Nancy Hutchison School: Fred Hutchinson Cancer Research Center, Seattle WA Purpose: To demonstrate DNA helical structure, complementary base pairing, and the sugar phosphate backbone in a three-dimensional, schematic way. Materials: DNA model is made from plastic and wooden dowels that have been painted in bright and appealing colors. The model compresses for easy storage or expands into full double helix form. DNA Model (#45091) can be purchased for $49.95 from Science Kit & Boreal Laboratories (800-828-7777). Methods: Pass around the DNA model and let students feel it, compress it, expand it, play with it. Kids love this model! Tool: Encyclopedia Analogy Topic: The Difference Between a Chromosome and a Gene Grade Level: Middle school, high school Contributor: Susie Ball School: Pacific Northwest Regional Genetics Group
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Purpose: To help students understand the difference between chromosomes and genes. Materials: None Methods: Clearly distinguish between chromosomes and genes by using the following analogy: A set of encyclopedias is like the chromosomes in your cells. Each volume is one chromosome. Each article is one gene. The genes (articles) in a chromosome (volume) are not necessarily there because they are related in some way. For example, the articles on different fruits are not all contained in the same volume; banana is in volume B, mango is in volume M, etc. Checking the chromosome (volume) will not tell you if there is a mutation in a gene. To detect a mutation, you need to read the article carefully (sequence the gene), looking for any typographical or spelling errors. Tool: Genetics Reader Topic: Genetics Grade Level: High school, middle school, elementary Contributor: Nancy Hutchison (originated by Sue Black) School: Fred Hutchinson Cancer Research Center, Seattle, WA Purpose: To provide students with a series of short, focused articles on a particular topic, e.g. genetics, biotechnology, or bioethics. Materials: Photocopies of the genetics reader for each student. Methods: Select several short articles related to the topic of interest. Prepare a table of contents and number the pages. Photocopy the compilation as a reader. Then assign readings for homework, picking and choosing what is relevant for topics covered in class or discussions. Classroom Use: The reader is ideal for use in high school but can also be used in middle school or even in the elementary classroom if articles of the appropriate level can be found. It may be especially difficult to find articles for the elementary level. Tool: Mitosis/Meiosis Flipbooks Topic: Mitosis, Meiosis Grade Level: High school Contributor: Diane Lashinsky School: Shorecrest High School, Shoreline School District, Shoreline, WA Purpose: To help students understand mitosis/meiosis. Materials: Paper; stapler; markers, pencils, or other drawing instruments. Methods: Students draw each of the phases of mitosis (or meiosis) on small, separate pieces of paper. Chromosomes, spindles, and centromeres can be drawn with different colors. The papers are stapled together in correct order. Students can then rapidly flip through their booklets to see mitosis (meiosis) in action. Classroom Use: Introductory Biology. Tool: Colored Yarn Genes Topic: Genes Grade Level: High school Contributor: Bill Monahan School: Eastlake High School, Lake Washington School District, Redmond, WA Purpose: To illustrate genes as discrete units of DNA.
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Materials: Colored, banded yarn. For example, the yarn may change from red to white to green or some other combination of colors. Methods: Pass out pieces of the yarn to students. Use the yarn as an example of the linearity of DNA and the distinct segments of the DNA sequence that are genes, i.e. the different colors. Let the red represent one gene, the green another, and so on. Students can tie knots in the yarn to represent mutations. The yarn provides a simple illustration of DNA and genes that is both visual and kinesthetic. Classroom Use: Introductory Biology. Tool: Creative Writing Assessment Tool for DNA Sequencing Topic: DNA Sequencing (or other) Grade Level: High school, middle school, elementary Contributor: Maureen Munn (originated by Sue Black) School: University of Washington, Seattle, WA Purpose: To assess students understanding of DNA sequencing (or another topic) by challenging them to write a creative story that accurately portrays the topic. Reference: based on an article by L. Miller in the Journal of Chemical Education, volume 69, 1992. Activity Sheet: For full classroom activity sheet and assessment criteria, see Appendix II, Supplementary Classroom Activity Materials. Materials: Pencil, paper. Methods: Clearly describe the activity to studentswriting a 500 word creative, extended analogy that illustrates how DNA sequencing works. Portraying themselves as either a molecule of biotin-tagged primer, dideoxynucleotide, or template, students describe their adventures during the DNA sequencing process. For example, one student described her experiences as a thymine dideoxynucleotide at a sequencing party: These molecules were absolute party animalsthe minute they got into the tube they started forming cliques and mixing with nucleotides that they didnt even know! It was insane.... The polymerase kept grabbing nucleotides right and left and adding them onto the primer, so big conga lines of DNA were being formed all over.... Then I got grabbed by some fresh polymerase and stuck on a chain! It led another nucleotide over to bond with me but I turned around and said Excuse me, but this is as far as this chain goes. I happen to be a dideoxynucleotide, so you can buzz off and work on some other chain. WellI showed that polymerase! He skedaddled. This is a cross-disciplinary activity that emphasizes communication in science. Classroom Use: Depending on the topic, this tool could be used from high school on down through elementary. This activity has been used to assess how well high school students have understood the DNA sequencing process after they have completed a sequencing lab activity. This tool could be adapted to any grade level or topic, e.g. restriction enzyme digestion, gel electrophoresis, mitosis, plant reproduction, etc. Tool: DNA Sequencing Films Topic: The DNA Code, DNA Sequencing, Mutations Grade Level: High school Contributor: Nancy Hutchison School: Fred Hutchison Cancer Research Center, Seattle, WA
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Purpose: To show that the DNA code is made up of four bases: A, T, G, and C. To show how to read a DNA sequence. To demonstrate the imperfection of authentic laboratory data. Materials: X-ray films from radioactive DNA sequencing. Methods: Show students the ladder of bands made by the DNA sequencing process. Point out the different lanes for A, T, G, and C. Have students read the sequence, starting from the bottom and working their way to the top. If possible, provide a side-by-side comparison of wildtype and variant/mutant sequences. Point out ambiguities in the sequence, e.g. where a particular band is in two or more lanes, and discuss possible ways to resolve the questionable bases. Such ambiguities are an excellent example of the real life difficulties that scientists encounter in the lab. Tool: Clothesline Translation Topic: Translation Grade Level: High school Contributor: Randy James School: North Central High School, Spokane School District, Spokane, WA Purpose: To show how translation works by illustrating physically the roles of mRNA, tRNAs, and amino acids in the process. (Note: a similar strategy can be used to illustrate transcription.) Materials: Two lengths of clothesline, long enough to stretch across the room. Pieces of 8.5 x 11 paper folded in half with the mRNA sequence of -globin (or another protein) written on them, 3 bases per paper. More pieces of folded paper with amino acids written on them. Additional papers, a different color if desired, that specify the individual tRNAs. Keys for genetic code. Methods: The two clotheslines are stretched across the room, one above the other about one foot apart. Hang the folded papers specifying the -globin mRNA over the top clothesline. In groups, students find the correct tRNAs for the mRNA triplets and attach the tRNAs to the amino acid folded papers. Students then bring the tRNA-amino acid complexes to the clothesline and hang them over the lower clothesline so that they align with the mRNA sequence above. Start at the 5 end of the coding sequence with the initiating methionine of the protein and assemble the amino acid in order through the C terminus and stop codon. Classroom Use: Use this activity to solidify students understanding of translation. Tool: The Cat Gag Tag Act, an Analogy Topic: Translational Reading Frame Grade Level: High school Contributor: Steve Sylvester School: Washington State University, Vancouver, WA Purpose: To illustrate the concept of different reading frames and that only one frame may make sense. Materials: Handouts or overhead with the DNA sequence catgagtagact. Charts with genetic code. Methods: Students decode the DNA sequence in all three frames as follows. Frame 1 = Cat Gag Tag Act. Frame 2 = c Atg Agt Aga Ct. Frame 3 = ca Tga Gta Gac T. Only in frame 1 does the translation actually spell real English words. This is a direct analogy to only one reading frame specifying a translated protein. Students can also translate the sequence in all three frames using their genetic code chart. Examples of start codons, stop codons, and degenerate coding are all present.
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Tool: Marshmallow Meiosis: Breeding Reebops Topic: Meiosis, Random Assortment, Variation, Inheritance, Genotype & Phenotype Grade Level: Middle school, high school, late elementary (with modifications) Contributor: Lisa D. Comiskey School: Chinook Middle School, Highline School District, Seattle, WA Purpose: To explain how meiosis is responsible for the tremendous variation within a species. References: Adapted from an article by P. Soderberg in The Science Teacher, Nov. 1992, pp. 28-31. Activity Sheet: See Appendix II, Supplementary Classroom Activity Materials, for student laboratory report form, Figure 1, and Table I. Materials: Marshmallows (large white and small colored), push pins, toothpicks, small nails, pipe cleaners, thumbtacks, tagboard or construction paper (cut up to form parental chromosomes), envelopes, copies of lab report form and Table I for each student or group (Appendix I), copy of Figure 1 for teacher. Summary: Students uncover the principles of genetic variation when they breed Reebops, imaginary creatures made out of easy-to-find materialsmarshmallows, tacks, and pipecleaners. Reebops have seven pairs of chromosomes, each carrying the gene for a trait that affects their outward appearance (phenotype). To prepare for the lab, assemble mom and dad Reebops, who are heterozygous for all seven traits. Divide the class into pairs and have students simulate meiosis by drawing parental chromosomes randomly (see below for instructions). Next, students assemble the resulting Reebop offspring. The entire class compares their offspring and notes the huge phenotypic variation. Baby Reebops can be displayed by hanging them from the ceiling and used as a source of discussion for the remainder of the genetics unit. A lab report form (see Appendix I) is provided for working out the genotypes and phenotypes and answering related questions. Methods: Pre-lab 1. For each parent, cut up seven pairs of different length strips from construction paper or tagboard to represent parental chromosomes. (Figure 1, Appendix I). Each student group will need a set of each parents chromosomes. 2. Put green lines on dads chromosomes and pink lines on moms chromosomes. Alternatively, use different colors of paper for each parent. 3. Label the chromosomes with the allele of the gene they carry as shown in Figure 1. 4. Using the Reebop Decoder Key (Table I, Appendix I), assemble the parent Reebops so that they are fully heterozygous for all seven traits. Each Reebop has a large white marshmallow head and either two or three marshmallow body segments. Attach the head and body segments to each other using toothpicks. It is easier to contruct Reebops if the marshmallows are left out overnight to harden slightly. Display the parental Reebops so that the class can examine their phenotypes. Lab 5. For each group, provide an envelope of mom and dads chromosomes (14 chromosomes per parent) and materials to construct Reebops. 6. Ask students to organize the chromosomes according to size and color. 7. Have students randomly select one chromosome of each size from mom and dad and place them in a baby pile. (Perhaps use a coin toss to determine selection of dominant or recessive trait.) Students should return the unchosen chromosomes to the envelope. 8. Have students assemble their baby according to the Reebop Decoder Key (Table I, Appendix I). Ask students to complete #1 on the Breeding Reebops Lab Report (Appendix I). 9. Complete the remaining questions on the lab report (the questions assigned will depend on the grade level).
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Classroom Use: Although best suited for older grades, this activity might, with modifications, be used in late elementary. Tool: Ethical Decision Making Framework Topic: Making well-reasoned ethical decisions about a variety of topics Grade Level: High school, middle school, elementary Contributor: Peggy ONeill Skinner School: The Bush School, Seattle, WA Purpose: To provide students with a step-by-step method for making well-reasoned decisions about complex ethical issues. References: 1) Ethics Module of the High School Human Genome Program (http://hshgp.genome.washington.edu); 2) The Hastings Centers high school module on bioethics, New Choices, New Responsibilities: Ethical Issues in the Life Sciences (Jennings, B., K. Nolan, C. Campbell, S. Donnelley, E. Parens, L. Turner, E. DeVaro, 1997). Materials: Template for Decision Making (based on the Hastings Model)
Identify the ethical question(s) raised by the case. List all the relevant facts of the case. Identify the stakeholders in the case. Identify the values that play a role in the case. List several possible solutions to resolve the conflict. (What could you do?) Choose the best solution(s) and justify. (What should you do?)
Methods: Many issues in genetics are complex and controversial and can result in situations that require complex ethical decisions. This decision-making model is used most effectively in conjunction with a case scenario that focuses on an ethical issue. For example, in the ethics module of the High School Human Genome Program, the focus is presymptomatic testing for Huntingtons disease. The students are engaged in the topic through a scenario about a family of five siblings whose father has died of Huntingtons disease and who are each considering presymptomatic testing. This decision-making model can also be applied to ethical questions based on topics other than genetics. What is an ethical issue? It is an issue that involves a conflict of interests or values of different individuals or organizations. An ethical question asks what should or ought to be done in a particular situation so that the moral values of society and/or the individuals involved are maintained while their needs are met. The decision-making template defines six steps for making ethical decisions. The first step involves defining the ethical question being posed. This is a should question, and it contains an element of controversy or conflict. The next step involves identifying the relevant facts of the case, including scientific information, legalities, etc. Next comes identification of the stakeholders in the casethose individuals, organizations, or entities that are directly affected by the outcome of the decision being made. Step four involves considerations of the moral values that apply to the case. These can include a wide variety of qualities, such as fairness to the various shareholders, privacy, freedom of choice, respect for life or property, etc. In the fifth step, all of the possible solutions to the dilemma are considered. Finally, the best solution is identified by determining which of the possible solutions is most consistent with the facts, values, and stakeholders identified.
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Classroom use: The decision-making template can be used in any grade in conjunction with an ethical issue that is appropriate to that level. For example, at earlier grade levels, young children could discuss whether their classroom should play a game of musical chairs if one of the students in the class is deaf.
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Washington Genetics/Biotechnology Outreach Programs

Program Name: Advocates for Women in Science, Engineering and Mathematics (AWSEM) Sponsoring Institute: Washington State University-Vancouver and Skyview High School Contact: Jill Boyer E-mail: boyer@vancouver.wsu.edu Phone: 360-546-9720 URL: http://www.awsem.com Target Audience: Middle and high school girls Services: Women scientists and engineers (including geneticists and molecular biologists) share their areas of research/expertise with groups of middle or high school girls during brief presentations. The goal is to encourage young women to take science and math courses in middle and high school and to consider careers in science, engineering, and math. Program Name: Biology Teacher Preparation Program Sponsoring Institute: Program in Biology, University of Washington Contact: Dr. Helen Buttemer E-mail: helenb@u.washington.edu Phone: 206-543-1689 URL: http://www.biology.washington.edu/teachers Target Audience: Pre-service and in-service biology teachers Services: Courses, a summer institute, a resource center, teaching lab, and advising services. Program Name: Expanding Your Horizons Sponsoring Institute: American Association of University Women (AAUW) for Washington State. Program is trademarked and sponsored by Math/Science Network, Mills College, Oakland, CA. Contact: Margie van Waardenburg (for all of Washington State) E-mail: tmf1@earthlink.net Phone: 425-398-4083 URL: http://www.expandingyourhorizons.org/msneyh.html Target Audience: Middle and high school girls Services: Women scientists (including geneticists) share their area of research with groups of middle or high school girls during brief presentations. The goal is to encourage young women to consider careers in science and to take science courses in middle and high school. Program Name: GENETICS Program Sponsoring Institute: University of Washington, Howard Hughes Medical Institute Contact: Dr. Maureen Munn E-mail: mmunn@u.washington.edu Phone: 206-616-4538 URL: http://chroma.mbt.washington.edu/outreach/genetics Target Audience: Elementary, middle school, and high school teachers of the Seattle and Northshore school districts (more districts to be added in the future). Note: Teachers from other districts may participate in the summer high school professional development workshop. Services: Life science curriculum framework development; summer professional development workshops in life science and genetics for elementary, middle, and high school teachers, including presentation of new instructional modules and introduction to biotechnology techniques. Program Name: Genetics Education Partnership (GEP) Sponsoring Institute: University of Washington, Eisenhower Foundation Contact: Dr. Maureen Munn 44
E-mail: mmunn@u.washington.edu Phone: 206-616-4538 URL: http://genetics-education-partnership.mbt.washington.edu Target Audience: Elementary, middle school, and high school teachers Services: GEP website provides online copy of the Genetics Education Guide, a publication outlining genetics concepts that all students should learn, when the concepts should be taught, how the genetics concepts mesh with the Washington State Science Essential Learnings, and detailed reviews of many instructional materials that can be used to teach genetics. Program Name: High School Human Genome Program Sponsoring Institute: Department of Molecular Biotechnology, University of Washington Contact: Dr. Maureen Munn E-mail: mmunn@u.washington.edu Phone: 206-616-4538 URL: http://hshgp.genome.washington.edu Target audience: High school biology teachers and their classrooms in Seattle area and other parts of state Services: Professional development in DNA sequencing and ethics related to genetics research (one week summer institute); provision of DNA sequencing equipment and reagents to participating classrooms. Program Name: High School Human Genome Project of SW Washington Sponsoring Institute: University of Washington and Washington State University -Vancouver Contact: Dr. Steve Sylvester E-mail: sylveste@vancouver.wsu.edu Phone: 360-546-9724 URL: http://hshgp.genome.washington.edu Target audience: High school biology teachers and their classrooms in SW Washington Services: Provision of DNA sequencing equipment and reagents to participating classrooms. UW trains teachers during a one week summer institute, and Washington State UniversityVancouver provides knowledgeable personnel when needed. Program Name: Howard Hughes Program at Washington State University Sponsoring Institute: Program in Biology, Washington State University, Pullman Contact: Dr. John (Skip) Paznokas E-mail: paznokas@wsu.edu Phone: 509-335-8649 Target Audience: High school science teachers URL: http://www.sci.wsu.edu/bio/hhp/index.html Services: Professional development and equipment loan for teachers throughout the state. Program Name: Immunex Science Education Manager Sponsoring Institute: Immunex Corporation Contact: Janis Wignall E-mail: wignall@immunex.com Phone: 206-587-0430 URL: http://www.immunex.com/educator_fs.html Target Audience: Middle school and high school science teachers and students Services: Janis Wignall takes biotechnology experiments into classrooms, arranges classroom tours of Immunex, and organizes a biotechnology strand of workshops for the Washington Science Teachers Association Conference. Immunex is also a partner site for the Science Education Partnership (see below). Program Name: Integrated Science Partners 45
Sponsoring Institute: Department of Molecular Biotechnology, University of Washington Contact: Kimberley Klinke, Caroline Kiehle E-mail: kklinke@u.washington.edu; ckiehle@u.washington.edu Phone: 206-616-6433 URL: http://chroma.mbt.washington.edu/outreach/middle.html Target Audience: Middle school science teachers and their students Services: Summer institute for teachers; lab modules and other curriculum pieces. Program Name: Middle School Science Systemic Change Partnership Sponsoring Institute: Department of Molecular Biotechnology, University of Washington, and the Bellevue, Highline, Northshore, Seattle, and Shoreline school districts Contact: Caroline Kiehle, Dr. Ethan Allen E-mail: ckiehle@u.washington.edu, ethana@u.washington.edu Phone: 206-616-6433, 206-221-4692 URL: http://staff.washington.edu/mssscp99/mssscp99.htm Target Audience: Middle school science teachers from participating school districts Services: Professional development for science teachers in inquiry-based science, including genetics. Program Name: Pacific Northwest Regional Genetics Group (PacNoRGG) Education Committee Sponsoring Institute: PacNoRGG Contact: Susie Ball E-mail: Susie.Ball@yvmh.org Phone: 509-575-8160 URL: http://mchneighborhood.ichp.edu/pacnorgg Target Audience: Genetics service providers, public health professionals, consumers Services: Education about human medical genetics, birth defects, and familial hereditary conditions. Information is provided via genetic counseling, brochures, fact sheets, and conferences. Program Name: Program in Biotechnology, College of Arts and Sciences Sponsoring Institute: Seattle Pacific University Contact: Dr. Richard L. Ridgway (or Dr. Cynthia Fitch) E-mail: rridgway@spu.edu (or cfitch@spu.edu) Phone: 206-281-2140 URL: http://www.spu.edu/depts/dcs/summer/science/intro.html Target Audience: K-12 science teachers Services: Continuing education courses for K-12 teachers, including the summer course "Biotechnology Applications for Secondary Teachers"; resources in science education and bioethics; classroom assistance with application of biotechnology/genetics-related topics using SPU Biotechnology Program students and/or faculty. Program Name: Saturday Academy (serving Oregon and SW Washington) SponsoringInstitute: Oregon Graduate Institute of Science and Technology Contact: Gail Pyle E-mail: gpyle@admin.ogi.edu Phone: 503-748-7497 Target Audience: Students in grades 4-12 URL: http://www.ogi.edu/satacad Services: "Making connections between inquiring young minds and accomplished community professionals to solve real problems." Saturday and evening classes/workshops are offered occasionally on genetics and biotechnology topics. A small number of paid summer research 46
apprenticeships in genetics and molecular biology are available through the Apprentice in Science and Engineering (ASE) program for high school students. Program Name: Science Education Partnership Sponsoring Institute: Fred Hutchinson Cancer Research Center Contact: Drs. Nancy Hutchison E-mail: nhutchis@fhcrc.org Phone: 206-667-4487 URL: http://www.fhcrc.org/education/sep Target Audience: Middle and high school science teachers from Washington Services: During summer institute, participating teachers are paired with research scientists at the Fred Hutchinson Cancer Research Center, University of Washington, Immunex, or ZymoGenetics, where they complete a lab project with the assistance of the scientist mentor. Participants also learn to use basic techniques in biotechnology, as well as ways to integrate these into classroom teaching through presentations by SEP lead teachers. An equipment loan system enables them to carry out these techniques in their classroom throughout the school year. Program Name: Science, Math and Advanced Technology Center (SMATE) Sponsoring Institute: Western Washington University Contact: Jamie Harrington E-mail: jamie@smate.wwu.edu Phone: 360-650-7680 URL: http://www.wce.wwu.edu/smate Target Audience: K-12 teachers of science and mathematics Services: Reference books, videos, equipment kits, and laboratory supplies can be used on site or checked out by Bellingham-area teachers. SMATE classrooms and labs can be scheduled for use in conjunction with a faculty member. Program Name: Seattle Partnership for Inquiry-Based Science Sponsoring Institute: University of Washington, Fred Hutchinson Cancer Research Center, Boeing Company, Seattle School District Contact: Dr. Ethan Allen E-mail: ethana@u.washington.edu Phone: 206-221-4692 URL: http://chroma.mbt.washington.edu/outreach/lsi.html Target Audience: All K-5 teachers and students in Seattle Public Schools Services: Professional development for teachers in inquiry-based science (summer institutes, inservice days, and classroom coaching). Genetics offered as a content course. Hands-on kits included. Program Name: Washington Association for Biomedical Research (WABR) Outreach Sponsoring Institute: WABR, a non-profit educational consortium of more than 40 member organizations Contact: Susan Adler E-mail: wabr@u.washington.edu Phone: 206-621-8556 URL: http://www.wabr.org/who/outreach.htm Target Audience: Middle and high school students and teachers, the general public Services: Bioscientist in the Classroom Speakers Bureau; library of educational materials; essay scholarship contest for high school students; summer institute for science teachers; a grade 7-12 curriculum, Modern Science Miracles, which shows the importance of using animals in biomedical research; free issues of BioRap, a health and science newsletter for grades 6-8.
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Program Name: Washington Biotechnology Foundation (WBF) Sponsoring Institute: Washington Biotechnology & Biomedical Association Contact: Kerry Sturgill, President; Kim Klinke, Vice President E-mail: kklinke@u.washington.edu Phone: 425-990-4545 URL: http://www.wabio.com/educate.asp Target Audience: K-12 teachers Services: The not-for-profit WBF brings together organizations, companies, academic institutions, and individuals to foster education, research, and partnerships in biotechnology. Program Name: Washington Science Teachers Association Sponsoring Institute: National Science Teachers Association Contact: Sherry Shaaf E-mail: sschaaf@orca.esd114.wednet.edu URL: http://www.wsta.net Target Audience: K-12 science teachers Services: Professional development for teachers; annual conference that includes a biotechnology strand as part of the workshop offerings; a journal, Washington Science Teachers Journal, that includes articles on science teaching, classroom units, book reviews, and announcements of upcoming meetings; teacher newsletter.
References
1. Essential Academic Learning Requirements. Washington Office of the Superintendent of Public Instruction. http://www.k12.wa.us/reform/ealr/ealrs.htm 2. National Science Education Standards. National Research Council. National Academy Press, Washington DC. 1996. 3. Science Essential Academic Learning Requirements Interpretation and Clarification Document. Washington State Commission on Student Learning. 1999.
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Appendix I. Guide to Instructional Materials

Alphabetical Listing of Reviewed Instructional Materials The genetics instructional materials below include books, videos, laserdiscs, and kits. Reviews of each item are found on the following pages. Each resource was reviewed by one to three genetics professionals and GEP teachers, most of whom had used the resource in their classrooms. Reviews of new materials will be posted at the GEP website. If you would like to review a genetics education resource that is not included in this guide or suggest a resource to be reviewed by our experts, please e-mail mtbrown@u.washington.edu. Amazing Schemes Within Your Genes American Biology Teacher BSCS Biology: An Ecological Approach Bioethics Forums Biological Science: A Molecular Approach Biology (Campbell) Biology (Miller and Levine) Biology: A Human Approach Biology: the Unity and Diversity of Life Biotechnology Manual Biotechnology Projects for Young Scientists Biotechnology: the Technology of Life Blueprint for Life The Cartoon Guide to Genetics Case Workbook in Human Genetics Cell Wars The Cell Works Cells Are Us Chances Choices Current Perspectives in Genetics DNA is Here to Stay DNA Science Exploring with Wisconsin Fast Plants Full Option Science System (FOSS kits) Genetics: Fundamentals and Frontiers How the Y Makes the Guy The Human Body for Every Kid Human Genetics: Concepts and Applications The Human Genome Project: Biology, Computers, and Privacy Ingenious Genes Insights in Biology Series: The Blueprints of Infection Insights in Biology Series: The Matter of Life Insights in Biology Series: Traits and Fates Laboratory DNA Science Marvels of Science New Choices, New Responsibilities The Private Eye The Puzzle of Inheritance: Genetics and the Methods of Science A Question of Genes: Inherited Risks Recombinant DNA and Biotechnology Science and Technology for Children (STC kits) The Way Life Works Wisconsin Fast Plants Monohybrid Genetics Kit Your World/Our World
49
GENETICS EDUCATION PARTNERSHIP: GUIDE TO INSTRUCTIONAL MATERIALS

Title: Type: Authors: Publisher (date): Price: ISBN#: Guide Entry Date: Description:
Amazing Schemes Within Your Genes Student book (32 pp.) Balkwill, F. and Rolph, M. Harper Collins (1994) $8.95 0876146353 5/98 One of a series of childrens books on cell biology and genetics, this short book hits the high points of inheritance, genetic diversity, genes, proteins, chromosomes, and DNA. A number of fairly sophisticated concepts are presented in a clear, easy-to-read style with colorful, appealing, and humorous graphics. Amazing Schemes is the most comprehensive book in this series, which includes Cells are Us, Cell Wars, and DNA is Here to Stay. Inheritance, DNA structure, genes, chromosomes, variation, sexual reproduction, meiosis, biodiversity, evolution, biotechnology, medical genetics, human, proteins
Grade/Knowledge Level K-2 3-5 6-8 9-12 adv. biol. courses general public teacher background
Ordering Information
Keywords:
Genetics concepts 1, 2, 3, 4, 5, 6, 7, 8 addressed: Other subjects addressed: Strengths:

Colorful graphics and clever explanations make this book appealing to students. Difficult concepts are explained well, but on the whole have not been watered down.
Weaknesses:
Younger primary students may have difficulty reading this resource. The small book size does not lend itself well to reading aloud in a group format. No activities or teachers guide. Simplification may occasionally obscure content.
50

National Association of Biology Teachers $52/yr (9 issues) 10/98 American Biology Teacher Periodical/Journal
NABT, 11250 Roger Bacon Drive #19 Reston VA 20190 http://www.nabt.org/publications_journals.html
This biology education journal contains timely articles on teaching advances in various fields of biology as well as hands-on classroom and lab activities for students. ABT helps inform K-12 life science teachers about whats new and what works for me. Although the topics vary each month, numerous articles on genetics and biotechnology can be found throughout the year. Some sample articles from past issues include: The Origins of LifeA Status Report, A Zebra in the Classroom (on Zebrafish), and Teaching DNA Fingerprinting using a Hands-on Simulation. Regular features include book, audio-visual, and software reviews. Varies depending on the issue
Keywords:
Genetics concepts 1, 2, 3, 4, 5, 6, 7, 8, 9 (varies depending on the issue) addressed: Other subjects addressed: Strengths:
Chemistry, Mathematics, Technology, Reading, Writing, Communication Browsing through issues can be a great way to generate new ideas for the classroom. Reading articles can help keep teachers abreast of new developments in life science teaching. The cost of subscription also includes membership in NABT.
Weaknesses:
None.
51

BSCS Biology: An Ecological Approach, 8th ed. (a.k.a. BSCS Green) Textbook (774 pp.) Biological Science Curriculum Study (BSCS) Kendall/Hunt (1998) $44.90 0840396600 9/99
Kendall/Hunt 1-800-770-3544 For more information: http://www.bscs.org
Designed for a first-year biology course, this textbook uses a coordinated ecological approach to survey basic biological concepts and topics. Ten biological concepts, including genetics, are presented in the context of ecology. This approach is very effective in building on concepts that have already been discussed. The ecological viewpoint provides a different slant but covers much the same territory as this texts cousin, Biological Science: A Molecular Approach, which is pitched at a somewhat higher level. Supplementary materials are also available, e.g. a teachers edition, teachers resource book, and student study guide. Inheritance, DNA structure, genes, chromosomes, variation, cells, proteins, differentiation, sexual reproduction, meiosis, segregation, assortment, probability, biodiversity, mitosis, cell division, mutation, evolution, human, mammalian, plant
Keywords:
Genetics concepts 1, 2, 3, 4, 5, 6, 7, 8, 9 addressed: Other subjects addressed: Strengths:

The material is presented at a fairly high reading level. Good diagrams and relevant photos support the text.
Weaknesses:
The treatment of biotechnology and ethics is somewhat weak. Inaccuracies in several diagrams relating to genetics were observed.
52

Bioethics Forums Laserdisc, teachers guide Videodiscovery Videodiscovery (1995) $375.00 5/98
Videodiscovery, Inc., 1700 Westlake Avenue N., Suite 600, Seattle, WA 98109 (800)548-3472 (206)285-5400
This laserdisc presents students with 12 ethical dilemmas created by recent advances in genetics and biotechnology. Students develop critical-thinking skills as they work with concepts of modern biology. Various characters weigh in with their opinions on the ethical issues and help students consider conflicting viewpoints. Sample bioethics forums include: Breast Cancer Susceptibility, DNA Database for Criminals, Herbicide and Pest-resistant Plants, and Gender Selection. Bioethics, biotechnology, medical genetics, genetic counseling, biotechnology, mutation, biodiversity, inheritance, human, plant
Keywords:
Genetics concepts 8, 9 addressed: Other subjects addressed: Strengths:

Bioethics Forums provides a different way to teach ethical decision making. Viewpoints that may be missed by many teachers are represented.
Weaknesses:
The overacting in this video is obvious, helping to reveal the bias of the writers. Portions of the material are already outdated, for example, the value of and confidence in DNA fingerprinting.
53

Biological Science: A Molecular Approach, 6th ed. (a.k.a. BSCS Blue) Textbook (817 pp.), lab manual Biological Science Curriculum Study (BSCS) D.C. Heath (1990, but 1996 ed. available) ~$50.00 0669178659 (6th ed.) 10/98 This inquiry-based textbook is designed for use in introductory biology classes for students with high interest or ability. A molecular approach is used throughout the book, providing a different slant but coverage of much the same material as this books cousin: Biological Science: An Ecological Approach. In addition to a survey of life science, this book contains an extensive collection of appendices that includes more advanced topics, for example, the Hardy-Weinberg Principle, ATP synthesis, and the Chi-Square Test. A variety of inquiry-based lab activities are also presented, including: Cell Structure, DNA Replication, and Mitotic Cell Division. Inheritance, DNA structure, genes, chromosomes, variation, cells, mitosis, meiosis, evolution, sexual reproduction, mutation
For more information: http://www.bscs.org
Keywords:

Mathematics (probability), Health, Technology, Social Studies This resource is well organized, strong on inquiry, and includes many relevant examples. A more recent edition (7th ed., 1996) exists but was unavailable for review. Supporting materials are also available, e.g. a teachers resource book and separate study guides for teachers and students (integrated into the text in the 7th edition).
Weaknesses:
This text touches on most everything, which means a shortage of details on many topics, a shortcoming not unique to this text and not a serious flaw if the teacher wants to take a survey approach. Inclusion of labs in the back of the book minimizes the longevity of the text due to laboratory wear and tear.
54

Biology, 4th ed. Textbook (1206 pp.) Campbell, N. A. Benjamin/Cummings (1996) $65.25 0805319573 1/99 This textbook takes a thematic rather than survey approach in providing comprehensive coverage of all major areas of biology, including genetics. It is most appropriate for either a high school advanced biology class or college class. Even if it is not used as the primary text, Biology is a wonderful resource and reference for teachers to have on hand as a source of supplementary material. Although the text contains no activities, each chapter does contain a review of key concepts, a self quiz, challenge questions, and Science, Technology, and Society questions. A 1999 edition is available . An Interactive Study Guide CD-ROM is included. Inheritance, DNA structure, genes, chromosomes, variation, cells, proteins, sexual reproduction, meiosis, mitosis, mutation, evolution, medical genetics, biotechnology
Keywords:

Biology is well written and enjoyable to read. The illustrations are excellent and aid greatly in explaining the more difficult concepts. Relevant examples are included throughout the book. Many supplementary materials are available, including a student study guide, instructors guide, laboratory manual, overhead transparencies, slides, and vidodisc.
Weaknesses:
This is a college level textbook with limited applicability as the primary text in a high school setting.
55

Biology, 4th ed. Textbook (1077 pp.), teachers guide, laboratory manual Miller, K. and Levine, J. Prentice Hall (1998) $48.97 0134342283 1/99 This popular text takes a phylogenetic approach in covering the biological world. The organization follows a traditional plan: Chemistry, Cells, Genetics, Evolution, a phylogenetic survey of life (some 40% of the book), and culminates in human biology and ecology. Each chapter is followed by lab investigations and a chapter review with critical and creative thinking activities. The many graphics and photographs support but do not overwhelm the text. This is a well-written, high-level introductory biology text that is bursting with contentan excellent choice for a class of capable students who are reading at grade level. Inheritance, DNA structure, genes, chromosomes, cells, variation, proteins, biodiversity, cell division, mutation, biotechnology, medical genetics
Keywords:

Health, Chemistry, Technology, Reading, Writing This text has great breadth, covering the full range of biological topics, but also possesses more depth than some introductory texts. Special features on Problem Solving in Biology and Science, Technology, and Society are sprinkled throughout the text. A wealth of supplementary materials, such as a teachers annotated edition, laboratory manual, teaching resources notebook, study guide, transparencies, and videodiscs are also available. Because of is breadth, detail is lacking in some areas (a common feature of general texts).
Weaknesses:
56

Biology: A Human Approach, 1st ed. (a.k.a. BSCS Human) Textbook (701 pp.) Biological Science Curriculum Study (BSCS) Kendall/Hunt (1997)
Kendall/Hunt 1-800-770-3544 For more information: http://www.bscs.org
0787203688 11/99
This innovative textbook is intended as a first year biology course for 9th and 10th graders. It presents biology through six unifying themes of life, and in the context of two sub-themes, Science As Inquiry and Science and Humanity. Instruction is based around the 5E model of learning (Engage, Explore, Explain, Elaborate and Evauluate). Genetics concepts are presented in the unit, Continuity: Reproduction and Inheritance in Living Systems. Materials include the student text, a teachers text, a Teachers Resource Book, a book of transparencies, and a laserdisc. Inheritance, DNA structure, genes, chromosomes, variation, cells, proteins, differentiation, sexual reproduction, meiosis, segregation, assortment, probability, biodiversity, mitosis, cell division, mutation, evolution, human, mammalian, plant
Keywords:

Mathematics (probability) This non-traditional textbook provides an inquiry approach to presenting biology. Students are introduced to concepts through activities that engage them and allow them to explore the concept. Further explanation of the concept is provided through essays in the latter half of the textbook. The emphasis on connections to human society provide strong motivation for student learning. Figures are beautiful, accurate, and include many clear photographic images. Transparencies and images available on the laserdisc also enhance classroom presentation. Professional development may be needed to implement this textbook, depending on the teachers experience with an inquiry approach and depth of understanding of genetics.
Weaknesses:
57

Biology: the Unity and Diversity of Life Textbook Starr, C., Taggart, R. Wadsworth Publishing Co. (1997) $86.95 053453001X 10/98 This resource is an effective text that surveys all major areas of biology. The sections on genetics are thorough and very well illustrated. Biotechnology applications are also addressed. This text is most appropriate for use in a high school advanced biology class or at the first year college level. It is also valuable as a reference book for teachers.
Keywords:
Inheritance, DNA structure, genes, chromosomes, variation, cells, proteins, sexual reproduction, meiosis, mitosis, mutation, evolution, medical genetics, biotechnology, bioethics

Health and Fitness, Chemistry This textbook is well written and has excellent illustrations. It includes many examples, analogies, and historical background. A teachers edition is available.
Weaknesses:
No activities are included. Assessments could be better.
58

Addison-Wesley (1996) $23.58 0201864436 10/98 This manual is designed as a biotechnology supplement to the regular biology or genetics text used in the classroom. It provides a good overview of biotechnology, addressing both the nature and history of biotechnology, as well as its techniques. The manual contains a collection of experiments, activities, and thought-provoking, decision-making essays. Both lab protocols and paper-and-pencil exercises are included, for example, Making Cheese, DNA Extraction, Dye Electrophoresis, and a variety of case studies. A newer edition (1998) has been published but was unavailable for review. DNA structure, chromosomes, probability, mitosis, cell division, biotechnology, medical genetics, bioethics, plant Biotechnology Manual Textbook supplement (144 pp.), teachers guide, laboratory manual, hands-on materials, reference
1-800-552-2259
Keywords:

Mathematics, Technology, Reading, Writing, Communication A good variety of activities is presented. Students are asked to critically think about and evaluate what they have learned. Although designed for the high school level, a number of activities are also appropriate for middle school students.
Weaknesses:
Rather than being a self-contained and reusable student text, this resource is a paperbound teacher/student manual. Student portions must be photocopied anew each time the manual is used. Because of the rapidly changing biotechnology field, some material could become dated quite quickly.
59

Biotechnology Projects for Young Scientists Student book (160 pp.), reference, hands-on materials Rainis, K. G. and Nassis, G. Franklin Watts (1998) $6.95 0531159132 10/99 This book contains experiments designed to help students explore biotechnology. The creative activities are drawn from the areas of molecular biology; microbiology; fly, plant, and human genetics; agriculture; food science; industrial biotechnology; environmental biology; and forensics. Some unique activities: measure the rate of mutations caused when your dentists X-ray machine irradiates special spiderwort plants used as radiation indicator species at nuclear power plants; and isolate your own Agrobacterium tumefaciens bacteria from crown galls in your local forest and use them to transfer DNA to sunflowers. Inheritance, DNA, genes, chromosomes, cells, segregation, fruit fly, plant, bacteria, yeast, mutation, biotechnology, bioethics
Keywords:

Microbiology This is a great resource for the can-do teacher with a limited budget. For example, you dont need an electrophoresis set-up to carry out the DNA gel experiment because detailed instructions are provided on how to build your own gel box and power supply. Interesting extensions are suggested at the end of each activity. Safety is stressed throughout the book. Detailed lists of all supplies required and where to buy specialized reagents and strains are included. Although some supporting content is included with the experiments, this book does not provide enough depth to be used as the primary source of genetics and molecular biology content for students.
Weaknesses:
60

Biotechnology: the Technology of Life Teachers guide, student book, hands-on materials, laboratory manual Dawson, D., Hill, S. and Rulfs, J. Kendall/Hunt (1995) $31.95 0787205656 5/98
Massachusetts Biotech Research Institute, One Innovation Drive Worcester, MA 01605
Biotechnology is a sourcebook for K-12 teachers that contains lesson plans, classroom activities, experiments, visual aids, and support materials. Activities are geared to specific age groups, which are indicated on each page. A wide range of topics is covered, including What is science?, Biodiversity, Recombinant DNA, Cell Biology, and Bioethics. Lab activities designed by teachers reinforce genetics and biotechnology concepts introduced in class. This is primarily a middle school resource, but some activities are aimed at primary or high school students. Inheritance, DNA structure, genes, chromosomes, cells, proteins, variation, biotechnology, biodiversity, bioethics
Keywords:

Mathematics (probability) Biotechnology is well organized in an easy-to-use and understand format. Many topics are covered, and activities are provided for each. This resource appeals visually to middle school students and is very appropriate for their skill level.
Weaknesses:
This resource includes no assessment tools; teachers must design their own. Although Biotechnology covers a range of topics, each topic is not covered in depth, a shortcoming not necessarily inappropriate for middle-school students. A few activities are not designed or presented well, for example, the Biotech Stocks activity. Some gender/ethnic bias is observed (e.g. minimal minority or female famous scientists presented).
61

Blueprint for Life Reference, supplementary material, student book Time-Life Books (ed.) Time-Life Books (1994) $17.95 0783510055 1/99 Blueprint for Life is an attractive, coffee-table style book that is appropriate as a browsing book for both the general public and students and is also valuable as a reference for teachers. The book uses a narrative approach and draws on many real-life examples (e.g. twin studies) to illustrate principles of human genetics.
Keywords:
Inheritance, DNA structure, genes, chromosomes, variation, meiosis, mitosis, mutation, biotechnology, human, fruit fly, bioethics, medical genetics

Blueprint is very readable and provides good examples. Excellent graphics and photographs support the text. This book is quick to engage and hold the readers attention.
Weaknesses:
This is not a comprehensive work; its aim is to pique the readers interest. The overall organization could be improved. Because of the narrative approach, topics can be difficult to find.
62

The Cartoon Guide to Genetics Student book, reference (215 pp.) Gonick, L. and Wheelis, M. Harper Perennial (1983) $15.00 0062730991 5/98 This book uses a historical approach to take a fairly in-depth look at the principles of inheritance, DNA and chromosome structure, proteins, cell biology, and modern genetic technology. The material is presented in a humorous and engaging manner using both cartoons and text. A good resource for teacher background and occasional enrichments. Black and white.
Keywords:
Inheritance, DNA structure, genes, chromosomes, cells, proteins, variation, sexual reproduction, meiosis, segregation, assortment, probability, mitosis, mutation, biotechnology, biodiversity, medical genetics, proteins

History, Mathematics (probability) The visual and humorous style may help engage students. Great depth of content--many, many genetics and molecular biology topics are covered. Useful as a teaching reference.
Weaknesses:
Some of the humor is questionable. The type font is difficult to read, and the cartoons are drawn in a scribbly style that may not appeal to everyone. Some content may be out of date. Some gender bias (just about all the scientists shown were drawn as males).
63

Case Workbook in Human Genetics Textbook supplement (148 pp.), hands-on materials Lewis, R. Wm. C. Brown (1994) $26.30 069722287X 5/98 This resource is a collection of 64 cases and studies from the recent (ca. 1994) medical literature. The cases build on genetics concepts advanced students have learned from a prior course or their basic genetics textbook. By looking at genetic disorders, students apply the priciples of genetics to real peoples lives. The genetic syndromes presented go far beyond those commonly found in genetics texts. Students will become acquainted with a wide range of human traits that can be affected by mutation. Sample cases include: Fragile X syndrome, Red-green Color Blindness, Bloom Syndrome, Neurofibromatosis, Menkes Disease, and Blue Diaper Syndrome. Inheritance, genes, chromosomes, probability, mutation, medical genetics, bioethics, human
Keywords:
Genetics concepts 1, 2, 3, 4, 5, 7, 8 addressed: Other subjects addressed: Strengths:

Health, Mathematics This workbook provides many interesting examples of genetic disorders not commonly mentioned in genetics texts. Many cases use patient names and family details to help tie genetic principles to real life situations.
Weaknesses:
No variety in pedagogy. Little attention is given to diversity in student learning styles. Many cases suggest potential ethical dilemmas, but are not explicitly addressed.
64

Cells Are Us Student book (32 pp.) Balkwill, F. and Rolph, M. Cold Spring Harbor Laboratory (1990) $8.95 0001963066 5/98 One of a series of childrens books on cell biology and genetics, this short book presents some basic concepts of early human embryology and cell biology, such as cell divison, differentiation, and function. Students are introduced to the diverse cell types in the body such as blood cells and neurons. Material is presented in a clear, easy-to-read style with colorful, appealing, and humorous graphics. Other titles in this series include Amazing Schemes Within Our Genes, Cells Wars, and DNA is Here to Stay. Chromosomes, cells, proteins, mitosis, cell division
Keywords:
Genetics concepts 1, 2, 4, 5, 6, 8 addressed: Other subjects addressed: Strengths:

Colorful graphics and clever explanations appeal to students. Difficult concepts are explained well but on the whole have not been watered down.
Weaknesses:
Readibility is probably not best-suited for younger primary students. The small book size does not lend itself well to reading aloud in a group format. No activities or teachers guide.
65

Cell Wars Student book (32 pp.) Balkwill, F. and Rolph, M. Cold Spring Harbor Laboratory Press (1991) $8.95 0001963074 5/98 One of a series of childrens books on cell biology and genetics, this short book focuses on the bodys immune system, with lots of details provided about the different immune cell types and how they fight against invading bacteria and viruses. Attention is also given to health topics such as hygiene, food contamination, and vaccinations. Material is presented in a clear, easy-to-read style with colorful, appealing, and humorous graphics. Other books in this series include: Amazing Schemes Within Your Genes, Cells Are Us, and DNA is Here to Stay. Cells, differentiation, bacteria, biodiversity
1-800-843-4388
Keywords:

Health, Immunology Colorful graphics and clever explanations appeal to students. Difficult concepts are explained well but on the whole have not been watered down. Coverage of everyday health topics allows students to see relevance to their own lives. Good presentation of scientific vocabulary.
Weaknesses:
Readibility is probably not best-suited for younger primary students. The small book size does not lend itself well to reading aloud in a group format. No activities, teachers guide, or supporting resources.
66

The Cell Works Student book (46 pp.) Baeuerle, P. A. and Landa, N. Barrons Educational Series, Inc. (1997) $11.95 0764150529 10/99
Barrons Educational Series, Inc. 250 Wireless Blvd., Hauppauge, NY 11788
The Cell Works is part of the Microexplorers series, which also includes books on DNA and genes (Ingenious Genes), chromosomes and reproduction (How the Y Makes the Guy), and the immune system (Your Bodys Heroes and Villains). Designed for 8-12 year-olds, this beautifully illustrated book covers some of the same material as Ingenious Genes, but emphasizes cell structure, function, differentiation, division, and metabolism. Students also learn about genes, DNA, RNA, proteins, and viruses. A glossary and studentfriendly What do you Remember? assessment are provided at the end of the book. DNA structure, genes, cells, mitosis/cell division, proteins, differentiation
Keywords:
Genetics concepts 2, 5, 6 addressed: Other subjects addressed: Strengths:

Immunology Information about cells is presented in an interesting and simple format. Much of the information is presented as answers to questions that children are likely to ask, such as Where do cells come from?, Are animals and plants and humans all made of cells?, and Why assemble proteinsdont we get them from food? Illustrations are clear and colorful. The children pictured in the book are of both genders and represent mutiple ethnicities. No activities are included in this book.
Weaknesses:
67

Chances Choices Resource notebook, hands-on activities (200 pp.) Kloza, E. and Haddow, P. Foundation for Blood Research (1997) $75.00 10/98
F.B.R., 69 U.S. Rte. One, P.O. Box 190, Scarborough, ME 04070 Also can order at: http://www.fbr.org/publications/cc/chances-choices.html
This resource notebook provides an introduction to human genetics via an extended dramatic scenario that focuses on the unlucky Chance family, who must deal with medical, emotional, social, and ethical issues related to a variety of genetic conditions that they encounter. Students analyze pedigrees of the genetic diseases afflicting the Chance family, use Punnett squares to predict segregation ratios, and participate in class discussions revolving around bioethical decisions. Each of the 12 chapters focuses on a different genetic disorder and includes background information, discussion questions, activities, guest speaker suggestions, sample overheads, and website resources. Inheritance, genes, chromosomes, probability, mutation, genetic counseling, medical genetics, bioethics, human
Keywords:
Genetics concepts 1, 3, 4, 7, 9 addressed: Other subjects addressed: Strengths:

Reading, Writing This resource contains a wealth of information and includes good questions, activities, and visuals. There are a wide variety of interesting scenarios to choose from.
Weaknesses:
Addition of a model for ethical decision making would be extremely helpful to teachers.
68

Current Perspectives in Genetics Student book, reference (255 pp.) Cummings, S. (ed.) Wadsworth Publishing Co. (1997) $17.95 0314206396 5/98 Current Perspectives is a collection of 46 articles from scientific journals and general interest periodicals that deal with genetics topics and landmark discoveries. Each article is prefaced by a brief discussion of background and followed by several questions for student assessment. Articles can be used to supplement material students are mastering during a genetics or advanced biology course.
Keywords:
Inheritance, DNA structure, genes, chromosomes, mutation, evolution, proteins, human, medical genetics, bioethics

History Original papers and current and historical perspectives provide material not found in standard texts but that is highly complementary.
Weaknesses:
Material is text only, accommodating limited student learning styles. Assessment tools are also weak, limited to several questions following each article. Some of the scientific articles may be too difficult for advanced high school biology students and are better suited for the college level.
69

DNA Is Here To Stay Student book (32 pp.) Balkwill, F. and Rolph, M. Cold Spring Harbor Laboratory Press (1991) $8.95 0001911651 5/98 One of a series of childrens books on cell biology and genetics, this short book covers basic inheritance, genetic diversity, and the central dogma (DNA codes for RNA, which directs protein sythesis). A number of fairly sophisticated topics, such as DNA structure and replication and protein structure and translation, are presented in a clear, easy-to-read style with colorful, appealing, and humorous graphics. Other titles in this series include Amazing Schemes Within Your Genes, Cells Wars, and Cells Are Us. DNA structure, genes, chromosomes, proteins, mitosis, cell divsion, differentiation, biodiversity
1-800-843-4388
Keywords:

Colorful graphics and clever explanations appeal to students. Difficult concepts are explained well but on the whole have not been watered down. Good presentation of scientific vocabulary.
Weaknesses:
Readibility is probably not best-suited for younger primary students. The small book size does not lend itself well to reading aloud in a group format. No activities, teachers guide, or supporting resources.
70

DNA Science: A First Course in Recombinant DNA Technology Textbook, student guide, laboratory manual (477 pp.) Micklos, D. A. and Freyer, G. A. Carolina Biological and CSH Lab Press (1990) $32.95 089278413 5/98 Using a historical approach, the first half of this combination textbook/lab manual introduces advanced biology students to major concepts in molecular biology. The second half is a detailed lab manual that presents 10 laboratory activities in the areas of recombinant DNA and bacterial genetics. This is not a comprehensive molecular biology text, but seeks rather to generate student interest in that discipline by presenting selected topics through an integrated theory/practice approach. Sample experiments include DNA restriction analysis and Purification and identification of recombinant DNA. For additional laboratory exercises, see Laboratory DNA Science. DNA structure, genes, mutation, biotechnology, medical genetics, human, bacteria
Keywords:

History, Health The introduction of molecular genetics techniques and experiments stimulates student interest in learning more about this field. The lab activities reinforce the concepts introduced in the text. A helpful teacher component accompanies each lab and includes tips for setting up labs and interpreting results. The illustrations aid greatly in communicating the technical information.
Weaknesses:
Because of the highly technical nature of the labs, extensive teacher development is required. Advance preparation for each lab can be time consuming and complex. The lab reagents and equipment are costly and not easily obtained.
71

Exploring with Wisconsin Fast Plants Teachers guide, hands-on materials, lab manual Williams, P., Green, R., and Williams, C. Kendall/Hunt (1989; newer ed. is available) $19.95 0787215783 5/98
University of Wisconsin, Department of Pathology, 1630 Linden Drive Madison, WI 53706. Order kits and seeds from Carolina Biological.
This teachers guide is part of the extensively developed Wisconsin Fast Plants curriculum. Fast Plants are small Brassicas that are easy to grow and have a short life cycle. The guide includes background material, detailed instruction for growing the plants, and many experiments and activities on all aspects of plant growth and development, including life cycle, germination, morphology, pollination, nutrition, and breeding. Students learn how to design and conduct controlled investigative experiments. For more information, visit the Fast Plants web site at http://fastplants.cals.wisc.edu. Inheritance, plant, sexual reproduction
Keywords:

Reading, Writing, Botany Instructions are easy to follow and accompanied by helpful diagrams. The activities are well developed and include extensive teacher support. Many ideas for interdisciplinary activities are provided. Most materials are easy to obtain. A number of related curricular materials are also available, including separate lab manuals for the elementary, middle, and high school levels.
Weaknesses:
The guide contains only a few genetics activities, but other parts of the Fast Plants curriculum may contain more. Seeds must be ordered. Growing lights for the plants must be purchased and set up. More assessment ideas could be provided.
72

Britannica (1995) $300$500 10/98 Full Option Science System (FOSS Kits) Equipment kit, hands-on materials, teachers guide, video
Delta Education (800) 554-9862
FOSS science kits provide an inquiry-based, hand-on science experience for K-6 students, laying the foundation for study of higher level scientific concepts by middle and high school students. A number of the kits address genetics concepts or their forerunners, including Animals Two by Two (Kindergarten), New Plants (1st grade), Insects (2nd gr.), Structures of Life (3rd gr.), Measurement (4th gr.), Environments (5th-6th gr.), Variables (5th-6th gr.), and Models and Designs (5th-6th gr.). Inheritance, DNA structure, genes, chromosomes, variation, cells, sexual reproduction, biodiversity, evolution, human, mammalian, plant
Keywords:
Genetics concepts Various genetics concepts are covered by different life sciences kits. addressed: Other subjects addressed: Strengths:
The FOSS kit curriculum is inquiry based, developmentally appropriate, and teacher friendly.
Weaknesses:
Teachers will need to independently determine what materials and concepts in the kits are related to genetics and be conscious of their role in laying the foundation for genetics study by older students.
73

Genetics: Fundamentals and Frontiers Laserdisc Hartwell, L. et al Videodiscovery Inc. (1996) $495.00 5/98
Videodiscovery, Inc., 1700 Westlake Avenue N, Suite 600 Seattle, WA 98109 (800)548-3472 (206)285-5400
This laserdisc contains full-motion video sequences, animations, and still images of graphs, charts, and photos. A supporting curriculum guide and CD-ROM come with the disc. This resource provides comprehensive coverage of Mendelian genetics, molecular biology, genetic disorders, bioethics, and current research topics and techniques. The disc was developed through a collaboration of teachers, scientists, and the publisher. Inheritance, DNA structure, genes, chromosomes, cells, meiosis, mitosis, mutation, biotechnology, medical genetics, bioethics
Keywords:

This resource is exhaustive and up to date. A useful thumbnail guide is provided.
Weaknesses:
A list of labs and activities would be helpful, and assessment tools could be better developed. The comprehensive nature of this resource may overwhelm teachers because of the sheer volume of information.
74

How the Y Makes the Guy Student book (46 pp.) Baeuerle, P. A. and Landa, N. Barrons Educational Series, Inc. (1997) $11.95 0764150642 10/99
How the Y Makes the Guy is part of the Microexplorers series, which also includes books on DNA and genes (Ingenious Genes), cells (The Cell Works), and the immune system (Your Bodys Heroes and Villains). Designed for 8-12 year-olds, this beautifully illustrated book covers much the same material as Ingenious Genes, but has a stronger emphasis on sexual reproduction, early development, and chromosome mechanics. Students also learn about cells, genes, DNA, proteins, and mutations that cause disease. A glossary and student-friendly What do you Remember? assessment are provided at the end of the book. Inheritance, DNA structure, genes, chromosomes, variation, cells, proteins, development, sexual reproduction, mutation, biodiversity, human, medical genetics
Keywords:

Factual information about genetics, reproduction, and cell biology is presented in an interesting and simple format. Much of the information is presented as answers to questions that children are likely to ask, such as Why dont all people look alike?, Can there be a baby without a father?, Why is there an almost equal number of boys and girls?, and Are mutations always harmful? Illustrations are clear and colorful. The children pictured in the book are of both genders and represent mutiple ethnicities. No activities are included in this book.
Weaknesses:
75

The Human Body for Every Kid Student book, reference (223 pp.) VanCleave, J. John Wiley & Sons (1995) $10.95 0471024082 5/98 This book contains 25 chapters of fun and easy science activities about the human body. Three chapters are related to genetics: Parts and functions of living cells, How you were born, and Where you got those eyes. Activities are suitable for upper elementary and middle school students.
Keywords:
Inheritance, genes, cells, sexual reproduction, probability, human
Genetics concepts 1, 3, 6, 7 addressed: Other subjects addressed: Strengths:

Mathematics (probability) The hands-on activities introducing cells and cell division are appropriate for the grade level. A variety of activities encompassing different learning styles are presented. The materials required for hands-on activities are inexpensive and easy to obtain.
Weaknesses:
Genetics principles are poorly explained in short sections preceding the activities. Teachers will need to rely on either their own knowledge of genetics or supporting resources to present some of these activities.
76

Human Genetics: Concepts and Applications, 3rd ed. Textbook (420 pp.), reference Lewis, R. Wm C. Brown/McGraw Hill (1999) $60.00 0697422968 5/98 This comprehensive text provides in-depth coverage of basic genetics concepts and human inheritance. Throughout the book, the science is tied to incidents in history and current events. Stories of real people give genetics a human face and are sure to engage students and provide teachers with excellent supplementary material.
Keywords:
Inheritance, DNA structure, genes, chromosomes, variation, sexual reproduction, meiosis, segregation, asssortment, probability, mitosis, mutation, evolution, biotechnology, genetic counseling, medical genetics, bioethics, human, mammalian, bacteria

Health, Mathematics, History Pictures, case studies, and ties to current events captivate students interest. The text is well written and logically organized. Difficult concepts are clearly explained. Many up-to-date research examples and cases are included to illustrate concepts. Support materials are available and include a teachers guide, student guide, and case workbook with activities (see Case Workbook in Human Genetics).
Weaknesses:
No lab exercises or hands-on activities are included, but some hands-on exercises can be found in the support materials. Teachers will need to determine the amount of detail to be covered, which will depend heavily on student background.
77

The Human Genome Project: Biology, Computers, and Privacy Teachers guide, hands-on materials, curriculum supplement Cutter, M. et al Biological Sciences Curriculum Study (1996)
5/98
BSCS, 5415 Mark Dabling Blvd., Colorado Springs, CO 80918 (719) 531-5550
This resource is the second of a two-module series, but can be used independently of the first. Presented in a loose-leaf notebook format, the resource gives an overview of the Human Genome Project with emphasis on informatics, genomic databases, and related ethical and public policy issues. Seven annotated classroom activities focus on these topics, and several require students to use the accompanying software (both Windows and Macintosh formats are provided). One innovative, interdisciplinary activity deals with the use of biological sequence information in the study of evolution and presents data set in the context of the Russian Revolution. Biotechnology, evolution, genetic counseling, bioethics, human, medical genetics
Keywords:
Genetics concepts 1, 2, 4, 7, 8, 9 addressed: Other subjects addressed: Strengths:

History, Mathematics (statistics, computation) Excellent teacher background and support are provided. Use of computers is integrated into classroom activities. Students will find material relevant to current societal concerns. Social and ethical issues are addressed head on.
Weaknesses:
Classes without computer access will be unable to do about half of the activities. Limited options are provided for teaching to students with diverse learning styles. Format and presentation are not visually engaging. No wet lab activities are included.
78

Ingenious Genes Student book (43 pp.) Baeuerle, P. A. and Landa, N. Barrons Educational Series, Inc. (1997) $11.95 0764150634 8/99
Ingenious Genes is part of the Microexplorers series, which also includes books on chromosomes and reproduction (How the Y Makes the Guy), cells (The Cell Works), and the immune system (Your Bodys Heroes and Villains). Designed for 8-12 year-olds, this beautifully illustrated book takes readers on a tour of cells and the genetic machinery in Professor Genes Micromachine. Students learn what genes are and how they work, what happens when genes are faulty, what genetic engineers do, and genetics applications in medicine, agriculture, and forensics. A student-friendly What do you Remember? assessment is provided at the end of the book. Inheritance, DNA structure, genes, chromosomes, variation, cells, proteins, differentiation, sexual reproduction, biotechnology, human, medical genetics
Keywords:

Immunology Factual information about genetics is presented in an interesting and simple format. Sequential development of the information helps children easily follow the material. Illustrations are clear and colorful. The children pictured in the book are of both genders and represent mutiple ethnicities.
Weaknesses:
No activities are included in this book. Although a number of topics with ethical implications are introduced, such as cloning of humans and genetic engineering of foods, no mention is made of any possible ethical considerations.
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Insights in Biology, The Blueprints of Infection module Teachers guide, student book, laboratory manual (175 pp.) Education Development Center, Inc. Kendall/Hunt Publishing (1998) $39.99 0787222127 9/99 The Insights in Biology series contains five modules, of which Traits and Fates and The Blueprints of Infection are most related to genetics. Each unit provides a teachers guide and student book/lab manual that includes readings and activities that integrate fundamental biological concepts and their relevance to human health and historical and current events. In The Blueprints of Infection, DNA structure and function, the central dogma, and protein function are taught in the context of cholera and its etiology. The material covered is extremely current (ca. 1998). DNA structure, genes, cells, proteins, biotechnology, bioethics, human, plant, bacteria
Keywords:

Reading, Writing, Technology, Social Studies, History, Immunology This resource provides a diverse range of activities and contains multiple types of assessments, including analysis questions, creative writing, problem solving, journal writing, and more. Teachers will appreciate the excellent teachers manual, and both teachers and students will find the presentation and content engaging. The opening segment, in which students play epidemiological detectives and track down the method of cholera transmission, is particularly strong. Because the Insights series is paperbound, durability will be low. Printed in black and white, Blueprints has no eye-grabbing color photos.
Weaknesses:
80

Kendall/Hunt Publishing (1998) $39.99 0787222062 9/99 The Insights in Biology series contains five modules. Each module provides a teachers guide and student book/lab manual that includes readings and activities that integrate fundamental biological concepts and their relevance to human health and historical and current events. The Traits and Fates and The Blueprints of Infection modules cover material most related to genetics. The Matter of Life, however, contains key material not found in the other two modules: the cellular basis of life, cell growth, cellular metabolism, and cell division (mitosis). The main theme of The Matter of Life is the unity among the diverse forms of life on earth. Cells, cell division, mitosis, prokaryote, eukaryote Insights in Biology, The Matter of Life module Teachers guide, student book, laboratory manual (135 pp.)
Keywords:

Reading, Writing, Technology, Chemistry, Social Studies, History This resource provides a diverse range of activities and contains multiple types of assessments, including analysis questions, creative writing, problem solving, journal writing, and more. Both teachers and students will find the presentation and content engaging, and teachers will appreciate the excellent teachers manual. The material covered is extremely current (ca. 1998).
Weaknesses:
Because the Insights series is paperbound, durability will be low. Printed in black and white, The Matter of Life has no eye-grabbing color photos.
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Insights in Biology, Traits and Fates module Teachers guide, student book, laboratory manual (138 pp.) Education Development Center, Inc. Kendall/Hunt Publishing (1998) $39.99 0787222143 9/99 The Insights in Biology series contains five modules, of which Traits and Fates and The Blueprints of Infection are most related to genetics. Each module provides a teachers guide and student book/lab manual that includes readings and activities that integrate fundamental biological concepts and their relevance to human health and historical and current events. Traits and Fates emphasizes classical and molecular genetics. The material covered is extremely current (ca. 1998). Inheritance, DNA structure, genes, chromosomes, variation, proteins, sexual reproduction, meiosis, assortment, probability, biodiversity, mutation, evolution, biotechnology, medical genetics, bioethics, human, plant
Keywords:

Reading, Writing, Technology, Social Studies, History This resource provides a diverse range of activities and contains multiple types of assessments, including analysis questions, creative writing, problem solving, journal writing, and more. Teachers will appreciate the excellent teachers manual, and both teachers and students will find the presentation and content engaging. Fascinating readings from the scientific literature and popular media are sure to grab students attention. Examples include The Blue People of Troublesome Creek, an account of a bizarre inherited condition and its unlikely cure, and Watson and Cricks classic 1953 Nature paper reporting the discovery of the structure for DNA. Because the Insights series is paperbound, durability will be low. Printed in black and white, Traits and Fates has no eye-grabbing color photos.
Weaknesses:
82

Laboratory DNA Science Laboratory manual (434 pp.) Bloom, M. V., Freyer, G. A., and Micklos, D. A. Benjamin and Cummings (1996) $39.01 0805330402 5/98 This lab manual contains 23 different experiments in molecular biology and bacterial genetics, and provides good laboratory support for the teaching of basic concepts in those fields. Each experiment provides set-up and interpretative information for the teacher. Sample experiments include Transformation of E. coli with recombinant DNA, Restriction mapping of the plasmid pBR322, and Amplification and purification of a DNA fragment. Note: ten of the same experiments, together with background content and history, can be found in the textbook/lab manual DNA Science. DNA structure, genes, biotechnology, bacteria
Keywords:
Genetics concepts 2, 4, 7, 8 addressed: Other subjects addressed: Strengths:

The lab activities are sequenced well; each activity builds on experiences and knowledge gained in prior experiments. Experimental instructions are detailed and have good visual support. Time estimates are given for each activity and are very useful in teacher planning.
Weaknesses:
Because of the highly technical nature of the labs, extensive teacher development is required. Advance preparation for each lab can be time consuming and complex. The lab reagents and equipment are costly and not easily obtained. For example, some labs require the use of a thermal cycler for PCR.
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Marvels of Science: 50 Fascinating 5-minute Reads Reference (238 pp.) Haven, K. Libraries Unlimited, Inc. (1994) $22.50 1563081598 5/98 This book contains fifty 3-4 page segments on historical moments in science, which are ideal for reading aloud to supplement topics currently being covered in class. The imaginative pieces are strongly grounded in fact, but some artistic license bas been taken to provide narrative and descriptive details that make the vignettes read like stories. Eleven of the stories are related to genetics, describing key moments in the scientific discoveries of Gregor Mendel, Charles Darwin, Barbara McClintock, and others. Discussion questions and references for further reading are found at the end of each story.
Keywords: Genetics concepts 1, 2, 3, 4 addressed: Other subjects addressed: Strengths:

History, mathematics (probability), reading, writing, communication This resource is exceptionally strong at communicating the process of science. It makes for interesting reading and answers the questions that students frequently ask. Both reading and listening skills are developed. The strong cross-disciplinary focus (history and science) is also a plus. An effort has been made to include the discoveries of male, female, and minority scientists.
Weaknesses:
Further activities and assessments must be developed by the teacher.
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New Choices, New Responsibilities Teachers guide, hands-on materials Jennings, B. et al The Hastings Center (1990; 1997 ed. is available)
5/98
The Hastings Center Garrison, NY 10524 (914) 424-4040
This teachers guide is an excellent resource for teaching bioethics to high school biology students. An introductory section lays out strategies for teaching ethical decision making. Through case studies in genetic screening, genetic therapy, AIDs, animal experimentation, and environmental science, students are introduced to the processes of ethical decision making and conflict resolution. Teaching suggestions for presenting cases and managing discussions and small group activities are excellent. Developed by the Hastings Center, a non-profit research institute devoted to studying ethical issues. Bioethics, medical genetics, genetic counseling, biotechnology
Keywords:

Excellent teacher support. Reproduction of up to 100 copies for classroom use is allowed.
Weaknesses:
85

The Private Eye Equipment kit, hands-on materials, teachers guide, video, resource books Ruef, K. The Private Eye (1992)
0960543414 (teachers guide) 10/98 The Private Eye Project Seattle, WA (206) 784-8813
The goal of this kit is to instill in students the thinking habits of a scientist: looking closely at the world, thinking by analogy, changing scale, and theorizing. Students examine both natural and man-made objects with their 5X jewelers loupe, describe the objects by using analogy, asking What else does it remind me of?, and relate form to function by considering Why is it like that? The relevance to genetics is mainly in developing students observational skills, facility with magnifiers, and knowledge of the scientific process. Through their observations, students learn about genetic variation, evolution, and organismal development and life cycles. Variation, biodiversity, evolution, human, plant, animal, fruit fly, the scientific method
Keywords:

Physics, Mathematics, Technology, Reading, Writing, Communication, Social Studies, Art The simplicity of this resource is its great strength. Students learn how to use the loupe to observe and then repeat this over and over with new objects. This resource also cultivates in students an interest in further exploration and discovery. The kit comes equipped with a class set of 36 jewelers loupes, a 50X microscope, specimen collection, instructional video, resource books, and an excellent and funto-read teachers guide. This resource is not a specialized genetics resource per se, but does have great utility in laying the foundation for further study in all the sciences. Assessments are somewhat narrowly focused on using analogies in creative writing activities.
Weaknesses:
86

The Puzzle of Inheritance: Genetics and the Methods of Science Teachers guide, hands-on materials (184 pp.) Cutter, M. A. et al Biological Sciences Curriculum Study (1997)
5/98
BSCS, 5415 Mark Dabling Blvd., Colorado Springs, CO 80918 (719) 531-5550
The Puzzle of Inheritance, presented in looseleaf notebook format, is an excellent teachers guide that provides extensive background information and teacher support. Five student activities are included, as well as master activity sheets for photocopying. This resource is best suited for students who have completed an introductory biology course. Topics covered include both traditional and non-traditional genetics (e.g. transposable elements, genomic imprinting) as well as the Human Genome Project, methods of science, and ethical implications. Sample activities include: Puzzling pedigrees and Should teenagers be tested for the Huntingtons mutation? Inheritance, sexual reproduction, genes, chromosomes, mutation, genetic counseling, medical genetics, bioethics, human
Keywords:

History Great teacher background and support are provided. Students are engaged in higher level thinking activities. An interesting historical perspective on current problems in genetics is used.
Weaknesses:
Limited assessments are provided. Since the focus is on manipulation of ideas, the resource provides limited options for teaching to students with diverse learning styles.
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PBS, U.S. D.O.E, Smith-Kline Beecham (1997) A Question of Genes: Inherited Risks Video (120 min.), teachers guide (12 pp.), website
10/98 video: 1-800-440-2651 guide: 1-800-991-1441 or download at http://www.pbs.org/gene
The purpose of this two-hour, PBS-produced video is to raise and explore questions about inherited risks and genetic testing. Through a series of case studies, viewers explore topics relating to inherited risks, including prenatal testing, genetic testing for breast and ovarian cancer, genetic testing and insurability, and scientific research vs. biotechnology business interests. The website (http://www.pbs.org/gene) includes synopses of the cases and a downloadable teachers guide. The teachers guide contains background, discussion questions, and sources of related information. Inheritance, variation, probability, mutation, genetic counseling, medical genetics, bioethics
Keywords:

Health, Communication By using a case study approach, the video personalizes the impact of advances in genetics research and demonstrates the relationship between personal decision making and science/medicine/health. Individual segments of the video can be used to support what students are currently studying in class.
Weaknesses:
No assessments are provided. The teachers guide is essential; it would be difficult to make good use of the video without it.
88

Recombinant DNA and Biotechnology Textbook/lab manual (349 pp.), teachers guide (552 pp.), hands-on materials Kreuzer H. and Massey A. ASM Press (1996) $39.95 1555811019 (teachers edition) 10/98
American Society for Microbiology, 1325 Massachusetts Ave. NW Washington DC 20005
This paperbound textbook for high school and junior college classes comes in both teacher and student versions. The 114 pp. Laying the Foundation section introduces genetics, molecular biology, and biotechnology. A variety of hands-on activities, including both wet and dry labs, are included, e.g. Extraction of Bacterial DNA and Recombinant Paper Plasmids. These exercises are accompanied by detailed instructions and planning assistance in the teacher edition. A separate section addresses ethical issues and includes case studies in gene therapy and genetic screening. The teachers edition contains an outline of how the material covered aligns with national standards. DNA structure, inheritance, genes, chromosomes, variation, meiosis, sexual reproduction, evolution, mutation, biotechnology, medical genetics, bioethics, bacteria
Keywords:

Mathematics (probability) This text provides an excellent foundation in genetics and molecular biology that leads to a strong understanding of both concepts and laboratory manipulations. Well-designed paper and wet labs support the content. This text is paperbound and so is relatively inexpensive. An extensive glossary is available in the back of the book for easy reference.
Weaknesses:
Because it is paperbound, this resource is not as durable as hardbound options. The focus on recombinant DNA technology limits the scope of what is covered.
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STC, National Science Resource Center (1991) $140-$560/kit 10/98 The STC curriculum is a hands-on kit program for grades 1-6. The inquiry-based curriculum lays the foundation for study of higher level scientific concepts in middle and high school. Several kits address genetics concepts or their antecedents, including Comparing and Measuring (1st grade), Organisms (1st gr.), Life Cycle of Butterflies (2nd gr.), Changes (2nd gr.), Plant Growth and Development (3rd gr.), Animal Studies (4th gr.), Motion and Design (4th gr.), Microworlds (5th gr.), and Ecosystems (5th gr.). Science and Technology for Children (STC Kits) Equipment kit, hands-on materials, teachers guide, student books, video, website
(800) 334-5551
Keywords: Genetics concepts Various genetics concepts are covered by different life sciences kits. addressed: Other subjects addressed: Strengths:
The STC curriculum is inquiry based, developmentally appropriate, and very teacher friendly.
Weaknesses:
Teachers will need to independently determine what materials and concepts in the kits are related to genetics and be conscious of their role in laying the foundation for genetics study by older students.
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The Way Life Works Reference, student book, parent/adult information resource (233 pp.) Hoagland, M. and Dodson, B. Random House/Time Books (1995) $35.00 0812920201 10/98 This beautifully illustrated book is the result of a collaboration between a molecular biologist and an artist. The book covers seven major life concepts: Patterns, Energy, Information, Machinery, Feedback, Community, and Evolution. DNA is the focus of the information section. Other genetics-related topics are also covered, e.g. transcription/RNA, translation/proteins, cells, biological variation, and more. This is an ideal book for parents to share with their children or for teachers to use as a reference or as supplementary material in a high school class. DNA structure, genes, chromosomes, cells, proteins, mutation, variation, biodiversity, evolution
Keywords:

History Using a thematic approach, the book clearly explains the big concepts of life. The graphics are outstanding (and sometimes humorous) and might transfer well to overheads. Coverage of the history of science and genetics is excellentfrequent sidebars present historical vignettes about landmark experiments and the scientists who performed them.
Weaknesses:
This book is probably most appropriate for adults and can be a great teacher resource. Some direct use by high school and perhaps middle school students is a possibility.
91

Wisconsin Fast Plants Monohybrid Genetics Classroom Kit Equipment kit, teachers guide, laboratory manual, hands-on materials University of Wisconsin-Madison, Dept. of Plant Pathology Carolina Biological Supply $49.95 10/98
1-800-334-5551
Carolina Biological Supply Kit #AA-15-8770
This kit is part of the Wisconsin Fast Plants curriculum. (See also Exploring with Wisconsin Fast Plants in this guide.) By breeding small mustard plants through the F2 generation, students learn about Mendelian inheritance, segregation, assortment, and dominant and recessive traits. Students plant F1 seed from Brassica rapa, harvest the F2 seed after two months, plant and then score the F2 plants for color, a genetic trait determined by a single gene. Students calculate segregation ratios and infer genetic principles. Further information can be found at the Fast Plants website: http://fastplants.cals.wisc.edu. Inheritance, genes, variation, sexual reproduction, segregation, assortment, probability, plant
Keywords:

Reading, Writing, Botany Students learn basic Mendelian genetics by doing experiments and experiencing firsthand the scientific process. The experiments closely parallel those of Mendel. In addition to learning genetics, students can simultaneously learn about plant anatomy and reproduction or other botany tie-ins. Two helpful pamphlets accompany the kit: Growing Instructions, which contains background on Brassicas, and Investigating Mendelian Genetics, which contains background as well as student worksheets. If teachers encounter difficulties when growing or breeding the plants, Carolina Biological provides excellent telephone support. Instructions are not always completely accurate, but on the whole can be followed successfully. Growing lights for the plants must be purchased separately and set up. The assessment tools can benefit from teacher additions.
Weaknesses:
92

Your World/Our World Student magazine, supplementary material Pennsylvania Biotechnology Association Pennsylvania Biotechnology Association (1996)
5/98 Pennsylvania Biotechnology Assn., 1524 W. College Avenue Suite 206, State College, PA 16807 http://www.bio.org/library/yourworld/ywow.htm
This student magazine is published twice yearly and covers biotechnology fundamentals and applications in the fields of medicine, agriculture, the environment, and industry. Each issue focuses on new scientific discoveries in one application area and provides a great mix of science background, applications, interviews, hands-on experiments or activities, and science career information. A teachers guide for each issue can also be ordered. Past issues include Exploring the Human Genome (v. 5, #2) Gene Therapy (v. 4, #2), and Environmental Biotechnology (v. 4, #1). Various subscription packages are available. For more information, visit the website. Biotechnology, inheritance, DNA structure, genes, chromosomes, mutation, bioethics, genetic counseling, medical genetics, human, plant (varies depending on the issue)
Keywords:
Genetics concepts 1, 2, 3, 4, 5, 6, 7, 8, 9 (varies depending on the issue) addressed: Other subjects addressed: Strengths:
Each issue contains excellent color illustrations and photographs to support the content. The magazine is ideal as a supplement to reinforce genetics topics and bring discussions of contemporary topics into the classroom. The ethical implications of progress in genetics research are considered. Appropriate for both middle and high school levels.
Weaknesses:
No classroom assessments are provided. Due to lack of depth, this magazine is best used as a supplement rather than a primary teaching resource.
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Appendix II. Supplementary Classroom Activity Materials

List of Supplementary Materials from Genetics Teaching Vignettes: Observable Traits Worksheet Design-A-Kid Activity Teachers Notes Questions Toothpick Fish Activity Student Instructions and Worksheet Table A Table B Teachers Notes Sickle Cell Anemia and Genetics: Background Information Sickle Cell Anemia: Blood Video Questions and Translation Practice Worksheet Sickle Cell Anemia: Diagnosis Using Simulated Restriction Enzyme Analysis of DNA PreLab Reading and Questions Student Instructions and Questions Teacher Information Allele Frequencies and Sickle Cell Anemia Lab Student Instructions Data Sheet Analysis Questions Overhead Master for Class Totals from Cool Tools: DNA Sequencing Creative Writing Exercise Marshmallow Meiosis: Breeding Reebops Lab Report Form Figure 1 Table I
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Observable Traits Worksheet

Instructions 1. Observe your lab partners inherited traits as listed below. 2. Record the traits in the Phenotype column of the table below. 3. In the last column, list all possible genotypes that may cause the phenotype. Extra 4. Take this worksheet home, interview your family members, and record their traits. Trait Widows Peak Tongue Rolling Dimples Earlobes Color Vision Freckles Mid-digital Finger Hair Cleft Chin Dominant Present Roller Present Free Normal Present Present Absent W R D E V F H C Recessive Absent Non-roller Absent Attached Color Blind Absent Absent Present w r d e v f h c Phenotype (Appearance) Possible Genotype(s)
Extra Questions for Discussion: A. If a person has free earlobes, it is impossible to predict his or her exact genotype. Why is this? B. Compare the phenotypes of everyone in the class. Do any people have the same phenotype for all the traits? Is this common? Why or why not? C. For each trait, which form of the trait is the most common in your class? Is the most common trait the dominant or recessive trait? Why do you think this is? D. If you interviewed your family members, did any of them have phenotypes more similar to yours than your lab partners phenotype was to yours? Are any family members more different?
Middle School Genetics Teaching Vignette Provided by the Genetics Education Partnership
http://genetics-education-partnership.mbt.washington.edu
95
Design-A-Kid Activity: Teacher s Notes

This activity also goes by the name Build-A-Baby and can be found in a number of books. Here are two sources: 1. Build A Baby in Biotechnology: the Technology of Life. D. Dawson et al. (ed.), Massachusetts Biotechnology Research Institute. 1992. 2. Investigating Inherited Traits in Biology: the Living Science laboratory manual. K. R. Miller and J. Levine. Prentice Hall. 1998. Materials: Two coins per team In this activity, students learn how different combinations of genes result in different-appearing individuals. By flipping coins to determine which allele an offspring will inherit from each parent, the diversity of possible outcomes is illustrated. Each parent in the cross is assumed to be heterozygous for each trait (e.g. Aa, Bb, Cc, Dd, Ee, etc.). Working in pairs, each student flips a coin. If a coin lands heads up, then the dominant form of the gene for that trait is inherited (e.g. D). If a coin lands tails up, then the recessive form of the gene is inherited (e.g. d). Since two coins are tossed for each trait, the offspring will be either homozygous dominant (DD), heterozygous (Dd), or homozygous recessive (dd) for that trait. After each coin flip, students record the genotype and phenotype for that trait. In setting up the activity, teachers may choose actual genetic traits or create any traits they wish and assign each a particular inheritance pattern (e.g. incomplete dominance for hair texture: CC for curly hair, Cc for wavy hair, and cc for straight hair). Below are several sample traits. Feel free to be creative when designing your own traits. You can be realistic (e.g. black and brown hair) or have some fun (e.g. chartreuse and purple hair). Explain to the students that all of the traits in the activity are assumed to be determined by a combination of only two alleles and that this is a simplification of the way many traits are inherited. After completing the coin tosses for all traits, students draw a picture of their kid. Students then compare their kid to the offspring of other students in the class and answer the key question: does anyones kid look like anyone elses? Students complete the Design-A-Kid Questions. Answers can then be discussed in class. If time permits, have students repeat the activity and produce a second child. Compare similarities and differences between the two offspring. Here are some sample traits to get you started. (Have fun and make up some of your own!) Trait Hair texture Hair Color Widows Peak Freckles Dimples # fingers/hand Dominant Homozygous (two heads) Curly (CC) Purple (PP) Present (WW) Present (FF) Present (DD) Six (HH) Heterozygous (one head, one tail) Wavy (Cc) Brown (Pp) Present (Ww) Present (Ff) Present (Dd) Six (Hh) Recessive Homozygous (two tails) Straight (cc) Chartreuse (pp) Absent (ww) Absent (ff) Absent (dd) Five (hh)
Middle School Genetics Teaching Vignette Provided by the Genetics Education Partnership
http://genetics-education-partnership.mbt.washington.edu
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Design-A-Kid Questions
1. Describe the genotype of your child if the mother had been homozygous for the dominant traits and the father had been homozygous for the recessive traits.
2.
How did this simulation illustrate the principle of segregation?
3.
Which traits illustrate incomplete dominance?
4.
Did your first child look exactly like your second child? Why or why not?
5.
Under what conditions would two offspring have the same genotype and phenotype?
6.
What do you think would happen if people knew the sex of their child before it was born? (Think of 12 advantages and 12 disadvantages.)
7.
Would you like to know before birth if your child will have a birth defect? Why or why not?
8.
Answer question 6 again, only this time with regard to birth defects instead of knowing the childs sex.
Contributed by Carol Furry, Eckstein Middle School, Seattle School District, Seattle, WA Provided by the Genetics Education Partnership http://genetics-education-partnership.mbt.washington.edu
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Toothpick Fish
Fish Life Cycle
Student Instructions and Worksheet Purpose We are going to experiment with genes and environment for a population of toothpick fish. You will learn about the relationships between many different aspects of fish life: genes, traits, variation, survival, and reproduction. The activity here is a simulation, but it models the way fish and other organisms live in nature. Materials (for each person) 1 gene pool container (e.g. a petri dish) 8 green toothpicks 8 red toothpicks 8 yellow toothpicks
Egg and sperm fuse
Two copies of every gene in every cell
One copy of every gene
Sperm
from male
from female
Eggs
One copy of every gene
Introduction The colored toothpicks represent different forms of a gene (green, red, and yellow) that controls one fish trait: skin color. The table below tells you which forms of the gene are dominant, which are recessive, and which are equal (or co-dominant). The green gene is... The red gene is... dominant to all other color genes recessive to green equal (co-dominant) to yellow * recessive to green equal (co-dominant) to red *
The yellow gene is...
* Combining red and yellow genes makes a fish with orange skin color. Directions: 1. Count your toothpicks to make sure you have 8 of each color for a total of 24 toothpicks. 2. Figure out the possibilities for toothpick fish colors and reproduction. Write out your answers to the questions below. a. What gene pairs will make a green fish? b. What gene pairs will make a red fish?
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c. What gene pairs will make a yellow fish? d. What gene pairs will make an orange fish? e. Can two red fish mate and have green offspring? Why or why not? f. Can two orange fish mate and have red offspring? Why or why not? g. Can two green fish mate and have orange offspring? Why or why not? 3. Make a first generation of fish. To do this, pull out genes (toothpicks) in pairs without looking and set them aside carefully so that they stay in pairs. This simulates the way offspring are formed by sperm from the male fish landing randomly on eggs from the female fish. Once you have drawn your twelve pairs, record the results in Table A. An example fish in the first generation is given in Table A in the shaded boxes (do not include this fish in your calculations). 4. Count the numbers of each color of fish offspring and record the numbers in Table B where it says first generation. None of the yellow fish survive or reproduce because predators can easily spot them in the green seaweed environment. If you have any yellow fish (both yellow toothpicks), set those toothpicks aside. 5. Put all the genes you have left back in the gene pool (remember, you have set aside any yellow fish). Draw a second generation of fish, again without looking. Record your gene pairs in Table A. Total up how many fish of each color you have and record the numbers in the second generation row in Table B. Return the surviving fish to the cup. Answer the following questions: a. Have all the yellow genes disappeared? b. Has the population size changed? How? 6. The well camouflaged fish live longer and have more offspring, so their numbers are increasing. Draw toothpicks to make a third generation of fish. Record your data in Table A and then write in the total numbers of each color in the third generation row of Table B. Now return survivors to the gene pool (be sure to set aside any genes from yellow offspring). 7. The green fish are really thriving now! Draw more pairs of genes to make a fourth generation of fish. Record the gene pairs in Table A and the numbers of each color of fish in the fourth generation row of Table B. Return survivors to the gene pool. Answer the following questions: a. Have any genes disappeared entirely? b. Has the population size changed? How?
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c. How does the population in the fourth generation compare to the population in the earlier generations? 8. An environmental disaster occurs. Factory waste harmful to seaweed is dumped into the stream, killing all the seaweed very rapidly. The remaining rocks and sand make good camouflage for the yellow, red, and orange fish. Now the green fish are easily spotted by predators and cant survive or reproduce. 9. Draw a fifth generation of offspring from the gene pool. Record the data in Tables A and B. Because green fish dont survive, set them aside. Now record the surviving offspring (all but the green) in the last row of Table B (fifth generation survivors row). Answer the following questions. a. Have any genes disappeared entirely? b. Has the population changed? How? c. How does the surviving population in the fifth generation compare to the population in earlier generations? d. Yellow genes are recessive to green; green genes are dominant to both red and yellow. Which color of genes disappeared faster when the environment was hostile to them? Why?
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Toothpick Fish
Table A. Gene Pairs and Resulting Fish Colors in Generations 1-5
First Gene - - Offspring 1st example 1 2 3 4 5 6 7 8 9 10 11 12 G 2nd 3rd 4th 5th 1st R Second Gene
G E N E R A T I O N
Table A
Resulting Fish Color - - 1st grn 2nd 3rd 4th 5th 5th
2nd
3rd
4th
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Toothpick Fish
Table B. Offspring Color for Toothpick Fish Generations
Environment There is lots of green seaweed growing everywhere. Generation First Second Third Fourth The seaweed all dies and leaves bare rocks and sand. Fifth Fifth (survivors) Green Red Orange
Table B
Yellow
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Toothpick Fish
Teacher s Notes Summary The genotypic and phenotypic make-up of a population of fish are observed and recorded as environmental events impact them. These are events that have happened or could happen in a real stream. Students should undertake this activity only after they have learned about the cell, have sufficient knowledge of Punnett Squares, and have a clear understanding of dominant and recessive genes. This activity is a good synthesis of all these concepts with a focus on the environment and natural selection. Two Day Activity Hand out the student instructions and worksheet entitled "Toothpick Fish. Briefly review the genetic life cycle of the fish as shown on page 1 of the Student Instructions. Then hand out the gene pool containers (cups or plastic petri dishes with covers) and colored toothpicks (precount 8 of each of the green, red, and yellow, for a total in each container of 24). Each toothpick's color represents the information carried by that gene, that is, either green, red, or yellow skin. Drawing two toothpicks at random from the dish will represent fusion of an egg and a sperm to form a new fish, with two copies of the skin color gene. Have students work in pairs and answer questions 2a-2g on their worksheet. Students should lay out before them on their desks the gene pairs that produce a green fish (GG, GR, GY), a red fish (RR), an orange fish (RY), and a yellow fish (YY). When they have the population's dominant/recessive gene pattern in hand, have them work through the instructions that follow. In #3 of the Directions, students draw pairs of toothpicks and tally the resulting colors in Table A. You can compile the class results on an overhead transparency or the blackboard and ask a few questions about them: Why are there so many green fish? Why are there so few red, orange, and yellow fish? Read #4 of the Directions, stressing that it is important to eliminate the yellow fish before continuing to draw future generations. Read Instruction #5. The colors of fish offspring are tallied and recorded in Table B. In Instruction #4, the environment comes into play. Yellow fish are poorly camouflaged and get eaten before they can spawn. After students have drawn three generations, discarding all resulting yellow fish, you can again tally the class results. The yellow gene is clearly not increasing the yellow fish's chance of surviving. Consider these questions: Have all the yellow genes disappeared? How long would it take before they did? It would be some time before the yellow genes all disappeared, because they are so often masked by other, dominant genes. After students complete #6 of the Directions, tally class results again and ask: How has the population changed? 103
An increase in green genes may or may not be apparent after only a few generations. In fish species that spawn more than once per lifetime, green fish, surviving longer than the others, would spawn more often, adding more genes to the pool. However, in this simulation, we have not allowed green fish to contribute more genes to the pool. Have students consider the limitations of the simulation and suggest ways to modify it to account for this complexity. One imperfect solution is to have students add additional genes from green fish to the gene pool after each generation. In other fish species, such as the Pacific Salmon, fish spawn only once per lifetime, so the toothpick fish activity mimics more closely the life cycle of this species. Students answer Questions 7a-7c of the Toothpick Fish Data Sheet. In #8 and #9, there is a sudden change in the environment. In the no-seaweed environment, the green genes become "lethal." Students draw only one generation (the fifth generation) and discard the genes of all green fish. What's left? What disappeared faster, the recessive yellow genes in the seaweed environment, or the dominant green ones when the seaweed is gone? WHY? (The green genes are dominant over all others, and so are never masked.) Students answer Questions 9a-9d. Real populations change much more slowly than these toothpick fish. WHY? Changes in the environment are usually much more gradual than in the fish simulation, for example, the coming of an Ice Age or the encroachment of trees into an open field. Also, real populations are usually large, containing hundreds or thousands of individuals. In a large population of toothpick fish, it is unlikely that the green individuals would so quickly outnumber the others, or that all green fish would be eliminated in one generation. However, occasionally there is a rapid change in the environment (often caused by humans) that can have a dramatic effect, especially in small populations, as in the pollution-induced disappearance of seaweed in the fish activity. What if questions Students generally understand the model well enough to answer some "What If" questions, extending the concepts presented: What if each of you had started with only one green gene among your fish? How would the population have been different? What if the orange fish had been best camouflaged, so that a few green fish were eaten each generation? Students are often eager to test some of their answers. If time allows, the Toothpick Fish problems can be done again with new conditions. Additional Discussion Questions If brown eyes are dominant, why don't we all have brown eyes? Perhaps brown eyes are not an advantage for survival. Or, there may be few brown-eye genes in the human gene pool, compared to the number of blue-eye genes. (In fact, eye color inheritance is not as simple as this. Eye color is a polygenic trait, a trait that involves multiple pairs of genes, rather than one pair. However, for purposes of this discussion, it is a relevant example). How does the variety in a gene pool impact adaptability?
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Imagine Two Populations: Population A Has a gene pool that contains several different color genes, giving rise to a multi-colored population (e.g. the toothpick fish population).
Population B Has a gene pool that contains one kind of gene that determines color, giving rise to a single-colored population.
In this example, one population has a variable gene pool, and one has a homogeneous gene pool. Each of these has advantages and disadvantages. In a stable environment, a homogeneous population can maintain its numbers from generation to generation, with few members lost, since all its members are equally well adapted to the environment. This type of population is, however, vulnerable in the event of rapid environmental changes. In a variable population, only a few members of each generation are highly adapted to any given environment. But should the environment change, it's likely that a few other members of the variable population will have the characteristics that aid survival in the new conditions.
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Sickle Cell Anemia and Genetics: Background Information

Background information to accompany the labs: Allele Frequencies and Sickle Cell Anemia Lab and Sickle Cell Anemia: Diagnosis Using Restriction Analysis of DNA Genetics of Sickle Cell Anemia Sickle cell anemia was the first genetic disease to be characterized at the molecular level. The mutation responsible for sickle cell anemia is smalljust ONE nucleotide of DNA out of the three billion in each human cell. Yet it is enough to change the chemical properties of hemoglobin, the iron and protein complex that carries oxygen within red blood cells. There are approximately 280 million hemoglobin molecules in each red blood cell (RBC). The protein portion of hemoglobin consists of four globin subunits: two alpha () and two beta (). These two types of subunits are encoded by the and globin genes, respectively. While the binding of oxygen actually occurs at the iron sites, all four globin chains must work together in order for the process to function well. Sickle cell anemia, also known as sickle cell disease, is caused by a point mutation in the globin gene. As a result of this mutation, valine (a non-polar amino acid) is inserted into the globin chain instead of glutamic acid (an electrically charged amino acid). The mutation causes the RBCs to become stiff and sometimes sickle-shaped when they release their load of oxygen. The sickle cell mutation produces a sticky patch on the surface of the chains when they are not complexed with oxygen. Because other molecules of sickle cell hemoglobin also develop the sticky patch, they adhere to each other and polymerize into long fibers that distort the RBC into a sickle shape. The sickled cells tend to get stuck in narrow blood vessels, blocking the flow of blood. As a result, those with the disease suffer painful crises in their joints and bones. They may also suffer strokes, blindness, or damage to the lungs, kidneys, or heart. They must often be hospitalized for blood transfusions and are at risk for a life-threatening complication called acute chest syndrome. Although many sufferers of sickle cell disease die before the age of 20, modern medical treatments can sometimes prolong these individuals lives into their 40s and 50s. There are two globin alleles important for the inheritance of sickle cell anemia: A and S. Individuals with two normal A alleles (AA) have normal hemoglobin, and therefore normal RBCs. Those with two mutant S alleles (SS) develop sickle cell anemia. Those who are heterozygous for the sickle cell allele (AS) produce both normal and abnormal hemoglobin. Heterozygous individuals are usually healthy, but they may suffer some symptoms of sickle cell anemia under conditions of low blood oxygen, such as high elevation. Heterozygous (AS) individuals are said to be carriers of the sickle cell trait. Because both forms of hemoglobin are made in heterozygotes, the A and S alleles are codominant. About 2.5 million African-Americans (1 in 12) are carriers (AS) of the sickle cell trait. People who are carriers may not even be aware that they are carrying the S allele! Sickle Cell Anemia and Malaria In the United States, about 1 in 500 African-Americans develops sickle cell anemia. In Africa, about 1 in 100 individuals develops the disease. Why is the frequency of a potentially fatal disease so much higher in Africa? The answer is related to another potentially fatal disease, malaria. Malaria is characterized by chills and fever, vomiting, and severe headaches. Anemia and death may result. Malaria is caused by a protozoan parasite (Plasmodium) that is transmitted to humans by the Anopheles mosquito.
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When malarial parasites invade the bloodstream, the red cells that contain defective hemoglobin become sickled and die, trapping the parasites inside them and reducing infection. Compared to AS heterozygotes, people with the AA genotype (normal hemoglobin) have a greater risk of dying from malaria. Death of AA homozygotes results in removal of A alleles from the gene pool. Individuals with the AS genotype do not develop sickle cell anemia and have less chance of contracting malaria. They are able to survive and reproduce in malaria-infected regions. Therefore, BOTH the A and S alleles of these people remain in the population. SS homozygotes have sickle cell anemia, which usually results in early death. In this way, S alleles are removed from the gene pool. In a region where malaria is prevalent, the S allele confers a survival advantage on people who have one copy of the allele, and the otherwise harmful S allele is therefore maintained in the population at a relatively high frequency. This phenomenon will be examined in the Allele Frequencies and Sickle Cell Anemia Lab, which relates the change in allele frequency in a population to evolution. The frequency of the S allele in malaria-infected regions of Africa is 16%. The sickle cell allele is also widespread in the Mediterranean and other areas where malaria is or used to be a major threat to life. In contrast, the S allele frequency is only 4% in the United States, where malaria has been virtually eliminated. Malaria was once common in the United States, but effective mosquito control caused the number of cases to drop. Recently, however, there has been an increase in the number of malarial cases because of increased travel, immigration, and resistance to medication. In Southern California there was a 1986 outbreak of nearly 30 cases of malaria transmitted by local mosquitos! Sickle Cell Anemia and Current Research The oxygen requirements of a fetus differ from those of an adult, and so perhaps not surprisingly, prenatal blood contains a special hemoglobin. Fetal hemoglobin contains two gamma () globin polypeptide chains instead of two adult chains. After birth, the genes encoding globin switch off, and the ones encoding globin switch on. Understanding how this genetic switch works could allow researchers to understand much about the control of genes in general and sickle cell anemia in particular. Indian and Saudi Arabian people have a milder variation of sickle cell anemia, sometimes with no symptoms. In this population twenty-five percent of each persons hemoglobin is the fetal kind. Similarly, the blood of adults with an inherited condition called hereditary persistence of fetal hemoglobin also contains fetal hemoglobin and these individuals are healthy. Some people with this condition completely lack adult hemoglobin and still show no ill effects. Biochemical experiments have demonstrated that, in a test tube, fetal hemoglobin inhibits polymerization of sickle cell hemoglobin. These observations suggest that increasing fetal hemoglobin levels may be an effective treatment for sickle cell anemia. There are a number of lines of research related to activation of fetal hemoglobin as a therapy for sickle cell anemia: Some infants whose mothers suffered from diabetes during pregnancy have unusually high concentrations of the biochemical butyrate in their blood plasma. Butyrate is a natural fatty acid that stimulates RBCs to differentiate from their precursors (reticulocytes). Butyrate also prevents the globin gene from switching off and the globin gene from switching on in these infants, who are healthy despite lacking adult hemoglobin. When butyrate is given to patients with sickle cell anemia, the globin mRNA levels in reticulocytes increase significantly. Perhaps butyrate or other chemicals that stimulate fetal hemoglobin production could be used to treat sickle cell anemia.
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In 1983, a drug called hydroxyurea (HU) was first used on sickle cell patients to try to activate their fetal globin genes. By 1995, clinical trials had demonstrated that HU could increase fetal hemoglobin levels in patients RBCs and prevent the cells from sickling. Patients treated with HU experienced less frequent and severe painful crises. However, hydroxyurea can be quite toxic when used continuously to maintain elevated levels of fetal hemoglobin and can increase the risk of leukemia. In 1992, it was found that alternating hydroxyurea with erythropoiten and providing dietary iron raised the percentage of RBCs with fetal hemoglobin and relieved the joint and bone pain of sickle cell disease. Erythropoiten is made in the kidneys and helps anemic patients replenish their RBCs. It can be manufactured for therapeutic use with recombinant DNA technology. Mice that have been genetically engineered to contain a defective human globin gene have symptoms typical of sickle cell anemia, making them an ideal model for laboratory experimentation. In 2000, these mice were mated to another transgenic mouse line expressing human fetal hemoglobin. When compared to their sickle cell parents, the offspring had greatly reduced numbers of abnormal and sickled RBCs, increased numbers of RBCs overall (reduced anemia), and longer lifespans. These experiments established that only 9-16% of hemoglobin need be the fetal type in order to ameliorate the sickle cell symptoms, and are an important first step in a gene therapy solution to sickle cell disease. Disclaimer: As with many home-grown resources teachers use in their classrooms, this background material was culled from a variety of sources and has been written, rewritten, and adapted by several people and then passed on to the next user. The exact, original source material is not at all clear, but some of the references below were used. We apologize if a source has been unwittingly plagiarized. References:
Karlsson, S. The first steps on the gene therapy pathway to anti-sickling success. Nature Medicine 6, 139-140, 2000. Blouin, M.-J., Beauchemin, H., Wright, A., De Paepe, M., Sorette, M., Bleau, A.-M., Nakamoto, B., Ou, C.-N., Stamatoyannopoulos, G., and Trudel, M. Genetic correction of sickle cell disease: Insights using transgenic mouse models. Nature Medicine 6, 177-182. Keeton, W., and J. Gould. Biological Science, W.W. Norton and Co., NY, NY, 1986. Leary, W. Sickle Cell Trial Called Success, Halted Early, NY Times, January 31, 1995. pp. B5, B8. Lewis, R. Human Genetics: Concepts and Applications, 3rd ed., pp. 334-335, WCB/McGraw-Hill, Boston, 1999. Lewis, R. Case Workbook in Human Genetics, pp. 113-114, Wm C. Brown Publishers, Dubuque, IA, 1994. Micklos, D., and G. Freyer. DNA Science, Cold Spring Harbor Laboratory Press, Burlington, NC, 1990. Modern Biology Inc. Catalog, Dayton, Indiana, 1995. National Heart, Lung, and Blood Institute. Clinical Alert - Drug Treatment for Sickle Cell Anemia. January 30. 1995. PharmInfoNet, http://pharminfo.com/drugdb/hydru_alert.html. Pines, M. Blood: The Bearer of Life and Death, Howard Hughes Medical Institute, Chevy Chase, MD, 1993. Tortora, G., B. Funke, and C. Case. Microbiology, Benjamin Cummings Publishing Co., Inc., Redwood City, CA, 1992.
Contributed by Jeanne Ting Chowning, Juanita High School, Lake Washington School District, Kirkland, WA Provided by the Genetics Education Partnership http://genetics-education-partnership.mbt.washington.edu
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Sickle Cell Anemia: Blood Video Questions and Translation Practice Worksheet
Blood video/Sickle Cell Background After watching the video Blood is Life and reading the handout Sickle Cell Anemia and Genetics: Background Information, answer the following questions. 1. Rosalyn has sickle cell anemia. Describe her symptoms.
2. Describe the structure of hemoglobin. (How many chains are there? What types? Why is iron necessary for blood?)
3. How does sickle hemoglobin differ from normal hemoglobin?
Sickle Cell at the Molecular Level In sickle cell anemia, there is a mutation in the gene that encodes the chain of hemoglobin. Within this gene (located on Chromosome 11), ONE BASE in the DNA is replaced with another base, and this mutation causes the normal amino acid #6 to be replaced by another amino acid. 1. Making a Normal Beta Chain of Hemoglobin The sequence below is the first part of the DNA sequence for the chain of normal hemoglobin. Fill in the complementary DNA strand using the base-pairing rules for making DNA (A pairs with T, C pairs with G). DNA: DNA: GTG CAC CTG ACT CCT GAG GAG
Now make the messenger RNA from the new, complementary strand of DNA that you just wrote down. Use the RNA base-pairing rules (same as DNA but use U instead of T). mRNA: Now, using the Genetic Code chart in your textbook, translate this mRNA into a sequence of amino acids. Amino Acids: 2. Making Sickle Cell Hemoglobin In sickle cell anemia, there is a mutation at the seventeenth nucleotide of DNA in this gene; the nucleotide is changed from A to T. Fill in the complementary DNA strand, mRNA, and amino acid sequence in the hemoglobin protein. DNA: DNA: mRNA: Amino Acids: 109 GTG CAC CTG ACT CCT GTG GAG
3. The Effect of Changing One Amino Acid You can see that in normal hemoglobin, amino acid #6 is glutamic acid (Glu) and in sickle cell hemoglobin, amino acid #6 is valine (Val). Observe the two structural formulas for these amino acids: H O | || NCC | | H CH2 | CH2 | C / \ / O Oglutamic acid H O | || NCC | | H CH / \ / CH3 CH3
valine
Describe which amino acid is polar and which one is nonpolar. How can you tell which is which?
Although the altered globin has only one amino acid changed out of the total of 146, its a crucial amino acid. When this new amino acid is at position #6 instead of the correct amino acid, the overall hemoglobin chain becomes more hydrophobic. As a result, when the hemoglobin chains fold into their 3-dimensional shape and assemble together, the resulting molecules tend to STICK TOGETHER, forming long chains of hemoglobin. This altered hemoglobin deforms the normally rounded cell into the sickle shape. These red blood cells are destroyed at an increased rate, causing anemia. They are also prone to becoming stuck in capillaries, causing pain, organ damage, and often premature death. Summary 1. How does sickle cell hemoglobin differ from normal hemoglobin at the primary level of protein structure (order of amino acids)?
2. How does sickle cell hemoglobin differ from normal hemoglobin at the fourth level of protein structure (the sum of all the folded protein chains)?
3. What is the effect on the red cell containing this altered hemoglobin?
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Genetics review Let A=allele for normal hemoglobin and S=allele for sickle hemoglobin. 1. What inheritance pattern does sickle cell anemia follow? (dominant, recessive, or other?) 2. What is Rosalyns genotype? 3. If Rosalyn has a child, what are the chances the child would have sickle cell anemia if the father was a sickle cell carrier? Show using a Punnett square.
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Sickle Cell Anemia: Diagnosis Using Simulated Restriction Analysis of DNA.

PreLab Reading and Questions Background, Sickle Cell Anemia: Read the background information provided in the handout, Sickle Cell Anemia and Genetics: Background Information. Background, DNA Restriction Analysis as a Diagnostic Tool: DNA obviously differs from one individual to another. However, some areas of DNA contain quite a bit of sequence variation due to point mutations, deletions, insertions, and repetitions. These areas are often referred to as polymorphic regions (or many-form places). Alleles of a gene are a familiar example of a polymorphism, for example, the A and S alleles of the globin gene. However, polymorphic regions usually do not code for peptide products. When human DNA is digested with a particular restriction enzyme, a polymorphic region yields fragments of different sizes, called RFLPs (pronounced riflips, meaning restriction fragment length polymorphisms -whew!). The fragments are separated by gel electrophoresis. In a technique called Southern Analysis, special probes are then used to bind to these fragments. (A probe is a molecule that can help you find the molecule you are interested in by binding to it. Often, probes are tagged with a label such as radioactivity.) The patterns resulting on the gel can be used to identify criminals or settle paternity cases. They can also be used in captive breeding programs of endangered species (cheetahs and California condors, for example) to identify genetically dissimilar parents and avoid inbreeding. Another use of RFLP analysis is diagnosis of genetic diseases and identification of disease carriers. If a polymorphic region is close to the area responsible for a disease, they are said to be linked. Sometimes the polymorphic region that is capable of being cut with a restriction enzyme is known WITHIN the gene responsible for a disease. This is the case with sickle cell anemia. In 1978, Yuet Wai Kan and Andrees Dozy of the University of California-San Francisco showed that the restriction enzyme Mst II, which cuts normal globin DNA at a particular site, will not recognize (and therefore will not cut) DNA that contains the sickle cell mutation. Mst II recognized the sequence CCTNAGG (where N = any nucleotide). Sickle cell disease is due to a single point mutation in the globin gene on chromosme 11 that changes CCTGAGG to CCTGTGG. Therefore, the A to T mutation that causes sickle cell anemia also causes the loss of the recognition site for the restriction enzyme Mst II! Thus, the DNA from normal homozygous individuals (AA), heterozygous carriers of the trait (AS), and homozygous sickle cell patients (SS) produces different sizes of restriction fragments when cut with Mst II. In Southern blot analysis, these RFLPs are detected as characteristic banding patterns, using a radioactive globin gene probe. PreLab Questions: Answer the following questions in your lab notebook in complete thoughts: 1. What are RFLPs and how are they used? 2. How can a restriction enzyme help identify carriers of sickle cell anemia? 3. If a person has sickle cell anemia and his or her beta globin DNA is cut with Mst II, will the fragments be longer or shorter than those from an individual without the disease? Explain!
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Sickle Cell Disease Diagnosis Lab

Student Instructions and Questions Objective: To simulate the diagnosis of sickle cell anemia with DNA restriction analysis. Background: The DNA you will receive has, in this simulation, already been cut by the Mst II restriction enzyme. You will separate the resulting fragments of DNA by gel electrophoresis in order to diagnose the genotypes of all members of a family (mother, father, teenager, and fetus). Known samples will also be run for comparison. DNA and dyes are charged molecules that can be separated by gel electrophoresis. The dyes we will use are charged in solution, just as DNA is. They will therefore move from the BLACK cathode (- end) to the RED anode (+ end). (Remember, negatively charged molecules such as DNA run towards the red.) Procedure: 1. Receive the seven DNA samples from your teacher. Record whether you have Family #1 or Family #2 in your lab notebook. The tubes are coded in the following manner: Mother Father Teenager Fetus Known Normal Known Carrier Known Sickle Cell Patient M F T O N C S
2. Slide the gel into the box, wells facing up and closest to the black electrode. 3. Using a P-20 micropipet set to 15 l, load each well in the gel with the samples. Take turns loading with others in your group, making sure to use a new tip each time. 4. Draw a gel as shown below and indicate in your lab notebook which sample you put in which lane. Label this RESULTS. Draw the + and - ends of your gel so you remember the orientation.
1 2 3 4
etc.
RESULTS
Figure 1. Sample Results diagram for lab notebook.
Key 1 = Mother 2 = Father 3 = Teenager etc.
+
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5. If necessary, add more 1X TAE Buffer to the gel box so that the gel is adequately covered. (The buffer should cover the gel by about 1-2 mm.) Connect the electrodes to the gel box and to the power supply (red to red, black to black). 6. Turn on the power supply and set it at about 100V. Run the gel for at least 10 minutes. While your gel is running, make a second drawing of a gel showing what results you expect for the three known samples. Label this PREDICTIONS. 7. Turn off the power supply, unplug the electrodes, and open the gel box. Lift the gel and deck and slide the gel back into the dish, pouring off extra buffer. For better viewing, place the dish on white paper. Color the pattern observed into your RESULTS drawing. 8. Throw away the gel and pour back buffer!! Put all equipment back into the supply box. Analysis: 1. Imagine that you are a genetic counselor. Based on your results, explain to your family (in the form of a letter addressed to the parents) what their options are both now and in the future. Use an understanding tone, and be aware of sensitive issues. a. Intrepret the results of the tests: Which family members have the sickle cell genotype (SS)? Which family members have the carrier genotype (AS)? Which family members have the normal genotype (AA)? b. Make a Punnett Square and explain the probabilities of various genotypes and phenotypes for offspring given the parents genotypes. (Be sure that your square includes a key; A=normal allele, S=sickle allele). 2. Choose ONE of the following to answer. Should genetic defects that cause hereditary problems be diagnosed before birth? Should people with genetic disease be allowed to pass on their disease-causing genes to their offspring? Who should make such a decision? (For your information, scientists estimate that each of us has at least six lethal recessive genes!) 3. What are some possible sources of error in this lab?
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Sickle Cell Anemia Lab: Diagnosis Using Simulated Restriction Analysis of DNA.
Materials, per team: gel electrophoresis box with casting tray and comb power supply P-20 micropipet and tips rack for tubes 250 ml beaker for used tips permanent marker agarose (1%)
Teacher Information
DNA samples (dye mixtures of xylene cyanole and napthol blue)* 1X TAE buffer, 150 ml (more if making a gel also) acetate and blotter paper plastic wrap gloves and goggles
*To make dye mixtures, dissolve 0.025 grams xylene cyanole or napthol blue in 10 ml water and 1 ml glycerol. For the heterozygote mixture, mix together equal amounts of each dye solution. In most cases, you should pour and set up gels before class starts. However, depending on the length of your class period, you may be able to make and run the gels on the same day. For this lab, it is assumed that students have prior knowledge of the principles behind electrophoresis and restriction enzymes. Napthol blue and xylene cyanole are dyes that are similar in color yet run differently enough through the gel such that two distinct bands can be seen. They are both negatively charged and thus run towards the red as DNA does. The dyes will diffuse quickly so make sure students record their results right away! Xylene cyanole (XC) mimics the larger-fragment band (1350 bp, representing the S allele). Napthol blue (NB) mimics the smaller-fragment band (1150 bp, representing the A allele). A 1:1 mixture (XC + NB) of the two dyes mimics the carrier heterozygous genotype. Individual Mother Father Teenager Fetus Known Normal Known Carrier Known Sickle Cell Patient Label M F T O N C S Family 1 Key Carrier (XC+NB) Carrier (XC+NB) Carrier (XC+NB) Sickle (XC) Normal (NB) Carrier (XC+NB) Sickle (XC) Family 2 Key Carrier (XC+NB) Normal (NB) Normal (NB) Carrier (XC+NB) Normal (NB) Carrier (XC+NB) Sickle (XC)
Extension Ideas: For ease of lab preparation, only two families have been included; however, more variations could be created. Have students try to determine the mode of inheritance of a disease based on restriction analysis of members of a large family. Use a hypothetical/imaginary disease and actual DNA to model disease diagnosis. Have students create diagnostic tests using available enymes and the sequence of the disease gene. 115
Sources: Keeton, W., and J. Gould, Biological Science, W.W. Norton and Co., NY, NY, 1986. Leary, W., Sickle Cell Trial Called Success, Halted Early, New York Times, January 31, 1995. pp. B5, B8. Lewis, R., Case Workbook in Human Genetics, Wm C. Brown Publishers, Dubuque, IA, 1994. Micklos, D., and G. Freyer, DNA Science, Cold Spring Harbor Laboratory Press, Burlington, NC, 1990. Modern Biology Inc. Catalog, Dayton Indiana, 1995. Pines, M., Blood: The Bearer of Life and Death, Howard Hughes Medical Institute, Chevy Chase, MD, 1993. Tortora, G., B. Funke, and C. Case, Microbiology, Benjamin Cummings Publishing Co., Inc., Redwood City, CA, 1992.
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Allele Frequencies and Sickle Cell Anemia Lab

Student Instructions Objective: To observe how selective forces can change allele frequencies in a population and cause evolution to occur. Background: Read the background information provided in the handout, Sickle Cell Anemia and Genetics: Background Information. Introduction: Allele frequency refers to how often an allele occurs in a population. Allele frequencies can change in a population over time, depending on the selective forces shaping that population. Predation, food availability, and disease are all examples of selective forces. Evolution occurs when allele frequencies change in a population! In this activity, red and white beans are used to represent two alleles of globin. The RED beans represent gametes carrying the globin A allele, and the WHITE beans represent gametes carrying the globin S allele. The Gene Pool exists in a region of Africa that is infested with malaria. You are simulating the effects of a high frequency of malaria on the allele frequencies of a population. Materials: 75 red beans, 25 white beans, 5 containers (e.g. paper cups) Hypothesis/Prediction: What do you think will happen to the frequencies of the A and S alleles as a result of the presence of malaria? (Will the frequency of A increase or decrease? What about S?) Formulate a hypothesis and corresponding prediction. Be sure to explain your reasoning. Procedure: 1. Together with your lab partner, obtain five containers and label them as follows: 1) AA 2) AS 3) SS 4) Non-surviving alleles 5) Gene Pool 2. Place the 75 red and 25 white beans in the Gene Pool container and mix the beans up. 3. Simulate fertilization by PICKING OUT two alleles (beans) WITHOUT LOOKING. 4. For every two beans that are chosen from the gene pool, another person will FLIP A COIN to determine whether that individual is infected with malaria. 5. Using the table below, the coin flipper tells the bean picker in which containers to put the beans. Genotype AA (Red-Red). AS (Red/White). SS (White/White) Phenotype No sickle cell disease. Malaria susceptibility. No sickle cell disease. Malaria resistance. Sickle cell disease. Malaria (Heads) Not infected (Tails) Die: place in Non-surviving Live: place in AA Live: place in AS Live: place in AS
Die: place in Non-surviving Live for a brief time: place in SS
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6. Repeat steps 35 until all the beans in the Gene Pool are used up. 7. Record the results in the F1 CUP TALLY table on the data sheet. 8. At the end of the round, COUNT the number of individual red beans (A alleles) and white beans (S alleles) in the containers labeled AA and AS. These individuals survive to reproduce. RECORD those numbers in the F1 TOTAL SURVIVING ALLELES table. Put them in the gene pool afterwards. 9. Because SS individuals do not survive to reproduce, move all beans from the SS alleles container into the Non-surviving alleles container. STOP AFTER ONE GENERATION. CHECK WITH YOUR TEACHER BEFORE GOING ON! 10. Repeat the procedure for the F2 generation. Record your results in the F2 CUP TALLY table and F2 TOTAL SURVIVING ALLELES table.
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Data Sheet for Allele Frequencies and Sickle Cell Anemia Lab
(All students need to record the data in their notebooks.) F1 CUP TALLY: Put a mark for each bean next to the appropriate cup. Cup Tally AA AS SS Non-surviving F1 TOTAL SURVIVING ALLELES: (very important to record) Number of A (RED) alleles surviving (Count out of AA and AS containers) Number of S (WHITE) allele surviving (Count out of AS container) Put the survivors in the gene pool and create the next generation. F2 CUP TALLY: Put a mark for each bean next to the appropriate cup. Cup Tally AA AS SS Non-surviving F2 TOTAL SURVIVING ALLELES: (very important to record) Number of A (RED) alleles surviving (Count out of AA and AS containers) Number of S (WHITE) allele surviving (Count out of AS container) Class Results On the class overhead, record your number of A alleles surviving for the next generation and number of S alleles surviving from both the F1 TOTAL SURVIVING ALLELES and F2 TOTAL SURVIVING ALLELES tables. Then record the class totals below and calculate the frequencies using the formula below. Using the formulas below, calculate the % allele frequency for each allele in each generation: Total A x 100 = % Allele A Total A+S Class Results Table Parents A Class Total Allele Frequency 119 S A F1 S A F2 S Total S Total A+S x 100 = % Allele S
Analysis Questions
Answer in complete thoughts!
Allele Frequencies and Sickle Cell Anemia Lab
1. What do the red and white beans represent in this simulation? What does the coin represent? (See background information.) 2. What do you think allele frequency means? How are allele frequencies related to evolution? (See background information.) 3. What are the selective forces in this simulation (the forces changing the allele frequencies)? 4. What was the general trend you observed for Allele A over the three generations (did it increase or decrease)? What was the general trend for Allele S over time? Was your hypothesis supported? 5. Do you anticipate that the trends in question 4 will continue for many generations? Why or why not? 6. Since few people with sickle cell anemia (SS) are likely to survive to have children of their own, why hasnt the mutant allele (S) been eliminated? (Hint: what is the benefit of keeping it in the population?) 7. Why is the frequency of the sickle cell allele so much lower in the United States than in Africa? 8. Scientists are working on a vaccine against malaria. What impact might the vaccine have in the long run on the frequency of the sickle cell allele in Africa? (Would it increase or decrease? Why?)
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Overhead Master for Class Totals Allele Frequencies and Sickle Cell Anemia Lab
Class Results
Parents A S F1 A S A F2 S
Total Allele Frequency Total the column for each allele in each generation and calculate the % allele frequency in each generation: Total A Total A+S x 100 = % Allele A
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DNA Sequencing Creative Writing Exercise*

Date Due: _____________________ 1. Write a personal analogy in which you become a molecule (choices given below) from our two-week DNA Sequencing Experiment and tell about the experience. Because you will ascribe human qualities to a molecule, this assignment has been dubbed Molecular Anthropomorphism. 2. Become either: a molecule of biotin-tagged primer, or a dideoxynucleotide molecule, or a molecule of template, and describe: who you are (i.e. which molecule), how you got involved in this experiment, where you went during the experiment, who you met along the way (who else had to be there), and what happened to you (specific biochemical events) during the experiment. 3. Aim for 2-3 pages (400-500 words). You are free to add information that is not included in the list above, but be selective. 4. These are the four criteria by which your personal analogy will be assessed: Creativity Scientific Accuracy Extensive Examples Good Writing Creativity can be expressed in the nature of the analogy or in the story line. Accurate science demands that the student have a thorough understanding of the biology required for DNA sequencing. Students must be accurate not only with regard to the facts, but also with regard to the explanations behind the facts. Good papers are extensive--write about how and why, rather that just about what. Finally, good writing is logical, effective, and coherent; supports the writers purpose; is alive and interesting; and does not harbor mistakes in grammar, usage, spelling, or typing. Have Fun!
*Contributed by Sue Black, Inglemoor High School, Northshore School District, Bothell, WA Provided by the Genetics Education Partnership http://genetics-education-partnership.mbt.washington.edu
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Marshmallow Meiosis: Breeding Reebops

1.
Lab Report
List your baby Reebop letters (genotype) and describe the appearance (phenotype) for each trait listed in the table below. Letters (genotype) Appearance (phenotype)
Trait antenna nose color eye number # of body segments # of green humps leg color tail shape 2. 3. 4. 5. 6. 7.
How many total chromosomes did your baby Reebop have? How many homologous chromosomes did your baby Reebop have? How many chromosomes in the baby came from the father? How many chromosomes in the baby came from the mother? For eye number, which letter came from Mom? _____________ For eye number, which letter came from Dad? _____________ Did the baby look like the parents? Using the chart above as a characteristic guide, list each trait and discuss similarities and differences.
*8. Is there a dominant trait in nose color? Explain your answer.
*9. What is the dominant and recessive trait in the shape of the tail? *10.Design a cross (on paper) between your Reebop baby and another groups baby. List all possible genotypes for your second generation offspring along with what each parent contributed. How did they differ from the original (grandparents) Reebop?
*These questions might be used if using this activity after genetics has been introduced. Question 10 is a good extra credit problem. Contributed by Lisa Comiskey, Chinook Middle School, Highline School District, Seattle, WA Adapted from an article by P. Soderberg in The Science Teacher, Nov. 1992, pp. 28-31. Provided by the Genetics Education Partnership http://genetics-education-partnership.mbt.washington.edu
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Figure 1
a Q q E e D d M m T t L l
Length: 26 cm Width: 2.5 cm
21 2.5
17 2.5
16 2.5
10 2.5
9 2.5
5 2.5
Figure 1. Reebop Chromosome Sets. Cut out paper strips with the dimensions shown and label their alleles as depicted. Mom and Dad chromosome sets are both fully heterozygous.
Contributed by Lisa Comiskey, Chinook Middle School, Highline School District, Seattle, WA Adapted from an article by P. Soderberg in The Science Teacher, Nov. 1992, pp. 28-31. Provided by the Genetics Education Partnership http://genetics-education-partnership.mbt.washington.edu
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Genotype AA Aa aa MM Mm mm QQ Qq qq TT or Tt tt EE or Ee ee LL or Ll ll dd Dd Phenotype One antenna Two antennae No antennae One green hump Two green humps Three green humps Red nose Orange nose Yellow nose Curly tail Straight tail Two eyes Three eyes Blue legs Red legs Two body segments Three body segments Materials Small nails
Table I
Green mini marshmallows
Red, orange, and yellow mini marshmallows Pipecleaners Thumbtacks Blue and red push pins Large white marshmallows
Table I. Reebop Decoder Key.
Contributed by Lisa Comiskey, Chinook Middle School, Highline School District, Seattle, WA Adapted from an article by P. Soderberg in The Science Teacher, Nov. 1992, pp. 28-31. Provided by the Genetics Education Partnership http://genetics-education-partnership.mbt.washington.edu
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GENETICS EDUCATION PARTNERSHIP

GENETICS EDUCATION GUIDE

Genetics Teaching Vignettes Cool Tools

Alphabetical Listing of Reviewed Instructional Materials Reviews of Instructional Materials

Genetics Education Partnership Participants

Institution (school district)

Institution (school district)

Genetics Learning Communities

How to use this guide

Finding the Answer

(continued from previous page)

The Genetics Concepts

Mutagen. Evolution. Species. Biodiversity. Natural Selection. Individuality. Genetic disorders.

Mapping of Genetics Concepts to State and National Science Education Standards

Genetics as a Focus for Cross-disciplinary Learning

Health and Fitness Writing

Genetics Resource/Concept Map.

Genetics Concepts (Summary)

Various genetics concepts are covered by different life sciences kits.

Various genetics concepts are covered by different life sciences kits.

Resource Types: A=Textbook. B=Student Book. C=Hands-on Materials. D=Outreach Program.

Genetics Resource/Concept Map.

Resource Types: A=Textbook. B=Student Book. C=Hands-on Materials. D=Outreach Program.

Genetics Concepts (Summary)

Genetics Resource/Concept Map.

Resource Types: A=Textbook. B=Student Book. C=Hands-on Materials. D=Outreach Program.

Genetics Concepts (Summary)

Genetics Resource/Concept Map.

Resource Types: A=Textbook. B=Student Book. C=Hands-on Materials. D=Outreach Program.

Genetics Concepts (Summary)

Genetics Resource/Concept Map.

Resource Types: A=Textbook. B=Student Book. C=Hands-on Materials. D=Outreach Program.

Genetics Concepts (Summary)

Genetics Resource/Concept Map.

Resource Types: A=Textbook. B=Student Book. C=Hands-on Materials. D=Outreach Program.

Genetics Concepts (Summary)

Genetics Classroom Activities

Genetics Teaching Vignettes: Elementary School

Genetics Teaching Vignettes: Middle School

Genetics Teaching Vignettes: High School

Washington Genetics/Biotechnology Outreach Programs

Appendix I. Guide to Instructional Materials

GENETICS EDUCATION PARTNERSHIP: GUIDE TO INSTRUCTIONAL MATERIALS

Genetics concepts 1, 2, 3, 4, 5, 6, 7, 8 addressed: Other subjects addressed: Strengths:

GENETICS EDUCATION PARTNERSHIP: GUIDE TO INSTRUCTIONAL MATERIALS

GENETICS EDUCATION PARTNERSHIP: GUIDE TO INSTRUCTIONAL MATERIALS

Genetics concepts 1, 2, 3, 4, 5, 6, 7, 8, 9 addressed: Other subjects addressed: Strengths:

GENETICS EDUCATION PARTNERSHIP: GUIDE TO INSTRUCTIONAL MATERIALS

Genetics concepts 8, 9 addressed: Other subjects addressed: Strengths:

GENETICS EDUCATION PARTNERSHIP: GUIDE TO INSTRUCTIONAL MATERIALS

For more information: http://www.bscs.org

Genetics concepts 1, 2, 3, 4, 5, 6, 7, 8, 9 addressed: Other subjects addressed: Strengths:

GENETICS EDUCATION PARTNERSHIP: GUIDE TO INSTRUCTIONAL MATERIALS

Genetics concepts 1, 2, 3, 4, 5, 6, 7, 8 addressed: Other subjects addressed: Strengths:

GENETICS EDUCATION PARTNERSHIP: GUIDE TO INSTRUCTIONAL MATERIALS

Genetics concepts 1, 2, 3, 4, 5, 6, 7, 8, 9 addressed: Other subjects addressed: Strengths:

GENETICS EDUCATION PARTNERSHIP: GUIDE TO INSTRUCTIONAL MATERIALS

Genetics concepts 1, 2, 3, 4, 5, 6, 7, 8, 9 addressed: Other subjects addressed: Strengths:

GENETICS EDUCATION PARTNERSHIP: GUIDE TO INSTRUCTIONAL MATERIALS

Genetics concepts 1, 2, 3, 4, 5, 6, 7, 8, 9 addressed: Other subjects addressed: Strengths:

No activities are included. Assessments could be better.

GENETICS EDUCATION PARTNERSHIP: GUIDE TO INSTRUCTIONAL MATERIALS