DNA is the key to human life. When DNA is corrupted, changes occur in specific parts of the organism. Some of these changes can be fatal while others are beneficial. In this lesson we will look at the process of DNA mutation and how it impacts proteins produced by the organism.  You will research different genetic disorders and empathize with the impacts they have on your body.StandardsBIO.B.2.1 Compare Mendelian and non-Mendelian patterns of inheritance.

This course deals with the specific functions of neurons, the interactions of neurons in development, and the organization of neuronal ensembles to produce behavior. Topics covered include the analysis of mutations, and molecular analysis of the genes required for nervous system function. In particular, this course focuses on research work done with nematodes, fruit flies, mice, and humans.

The goal of the Genetic Origins Program is to allow students to use their own DNA variations (polymorphisms) as a means to explore our shared genetic heritage and its implications for human health and society. Genetic Origins focuses on two types of DNA variations: an Alu insertion polymorphism on chromosome 16 (PV92) and single nucleotide polymorphisms (SNPs) in the control region of the mitochondrial (mt) chromosome. With two alleles and three genotypes, PV92 is a simple genetic system that illustrates Mendelian inheritance on a molecular level. PV92 data is readily analyzed using population statistics. The mt control region is one of the simplest regions of human DNA to sequence. With a high mutation rate, the mt control region is the "classical" system for studying human and primate evolution. The Genetic Origins site and linked Bioservers site have all the information needed for students to perform the Alu and mt DNA experiments and analyze the results - including online protocols, reagents, animations and videos explaining key concepts, and database tools.

Lesson Plan Format Date:   1/29/18                                                Grade Level: 9th Concept: Genetic Traits and Heredity Objectives:Students will recognize that traits are inherited from parents.Students will demonstrate that sexual reproduction produces variation in their genotypes and phenotypes.Students will be able to define the difference between genotype and phenotype.Students will be able to predict the genotype and phenotype of offspring given the parents alleles.Students will be able to distinguish between dominant and recessive alleles.Introduction:            We previously learned the difference between recessive and dominant alleles and how those can affect the genotypes and the phenotypes. Dogs have phenotypes based on the color of their fur and the length of their fur. Take into consideration that you have a litter of puppies with a mother dog that’s Brown with the genotype bb and a father dog that’s Black with genotype Bb. Vocabulary:Heredity—the passing on of physical or mental characteristics genetically from one generation to another.Dominate allele—An allele or a gene that is expressed in an organism's phenotype, masking the effect of the recessive allele or gene when present.Recessive allele—An allele that produces its characteristic phenotype only when it’s paired allele is identical.Genotypes—The genetic constitution of an individual organism.Phenotypes—The set of observable characteristics of an individual resulting from the interaction o its genotype with the environment.Homozygous—A set of alleles that are different from each other.Heterozygous—A set of alleles that are identical to each other.Punnett Square—A type of grid used to show the gametes of each parent and their possible offspring. Body of Lesson:As a class, I will provide the class two examples on the board and ask the class as one group to answer which square looks to be correct. Next I will ask the students to split into groups of two, I will give parent alleles and ask the groups to solve what the offspring’s genotypes and phenotypes will be. They will come to the board and put the answers that the group got. Finally on their own, using the alleles of the parent dogs, find what alleles, genotypes, and phenotypes of the puppies will be. The alleles for the fur color are B for the dominant allele and b for the recessive allele. Black fur is a dominant and brown is recessive. Using the parents from the introduction find the percentage for what the offspring will possible look like if the litter was composed of four puppies.Accommodations/Modifications:For ELL students I will have the paperwork printed in their native language. So they will get the instructions written in their language they understand best and I will ask them to write in English for their answers.For diverse learners I will provide different organisms or examples based on their background that I have gather through out the year to better relate the topic to the students. Examples if they have a cat I will explain to them that the animals can be cats instead of dogs.For different learning styles, depending on the type of learners in the classroom I will modify the lesson based on the amount of learners in my class. Such as if I have a lot of kinetic and visual learns I will use colorful cards to show the movement of alleles into the offspring, for auditory I will show them alleles pairing up in a video, and for reading/writing I will provide examples of the offspring on the board. For special need students I will provide the students with pictures with the letters instead of asking them to write it out. So that they will have a picture of the father dog with a Bb under it and a picture of the mother dog with a bb under it. I will also give them the alleles they can use to make the offspring and not ask them to make the alleles themselves. Assessment: Formative assessment: At the beginning of the lesson I will write out examples on the board and ask the class which example they thing is correct. After I think they have gotten the concept, I will ask them to split into groups and work together to figure out example and come to the board to show the class their answer.Summative assessment: The paperwork I hand out after each group has come to the board with the question about the parents having the litter of puppies will be done on their own in class. I will gather their papers at the end of class and grade for setting up the Punnett Squares correctly, putting the correct alleles in each spot, and for putting down the correct genotypes and phenotypes based off their gather alleles. Materials:Copies of worksheet (1 per group; containing the genotypes of the parent dogs a Punnett Square.)Slips of scratch paper (represent the alleles)Colored pencils, markers, or crayons (used to mark the paper for the alleles) Standard(s):SC12.3.2 Students will describe the molecular basis of reproduction and heredity.SC12.3.2.a Identify that information passed from parents to offspring is coded in DNA moleculesSC12.3.2.b Describe the basic structure of DNA and its function in genetic inheritanceSC12.3.2.c Recognize how mutations could help, harm, or have no effect on individual organismsSC12.3.2.d Describe that sexual reproduction results in a largely predictable, variety of possible gene combinations in the offspring of any two parents 

Learn how chance events can alter allele frequencies in populations, particularly when the populations are small, via genetic drift, the bottleneck effect, and the founder effect. Created by Sal Khan.

In this video profile adapted from NOVA scienceNOW, learn about geneticist and rock musician Pardis Sabeti, whose innovative insights into natural selection demonstrated how beneficial mutations spread quickly through a population.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Advancements in metagenomic technology have been a boon to research but may encroach on people’s expectation of privacy. A staggering amount of information can be derived from the cells we leave behind on everyday surfaces, and our ability to interpret this information to learn about YOU will only grow with time. While these advancements are not likely to ever be 100% accurate, they present a potential avenue for discrimination. Genetic privacy is not a new concept, and in the US and elsewhere, there are laws protecting people from some discrimination based on genomic-derived data, but metagenomics is not covered by the existing laws and requires its own ethical and legal scrutiny. Our world is rapidly becoming one with ubiquitous genetic, molecular, and data profiling. In that world, privacy will be difficult to protect unless statutes and laws are brought up to date with the advancement in biotechnology..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This course discusses the principles of genetics with application to the study of biological function at the level of molecules, cells, and multicellular organisms, including humans. The topics include: structure and function of genes, chromosomes and genomes, biological variation resulting from recombination, mutation, and selection, population genetics, use of genetic methods to analyze protein function, gene regulation and inherited disease.

This science resource covers a variety of topics; however, the specific URL is on Genetics. It has significant explanations on the basic Principles of Genetics, Co-dominance, Incomplete dominance, and Sex-Linked traits. The units have precise and manageable explanations, and there are numerous links and additional resources to support instructors and students to advance learning. The access to videos and online simulations enhances particular areas, and the diverse assessments support mastery of skills.
This is a very purposeful resource on genetics; it is useful to make learning more effective either as an overall instructional method or as an individualized learning supplement.

this was a flipped classroom assignment for a Biology class. It has a few starter questions and a video to watch. The students will watch the video and take Cornell Style notes.

In this video collaboration from Khan Academy and 23andMe, you'll learn about the basics of cells, chromosomes, and the genes contained in your DNA.

In this video collaboration from Khan Academy and 23andMe, you'll learn about the basics of cells, chromosomes, and the genes contained in your DNA.

In this video collaboration from Khan Academy and 23andMe, you'll learn about the variations in human DNA called SNPs, and how they can be used to understand relationships between people.

In this video collaboration from Khan Academy and 23andMe, you'll learn about the variations in human DNA called SNPs, and how they can be used to understand relationships between people.

This site is an OER lab manual for a college level genetics course.

This template supports the Genetics Learning Challenge Winners in designing and authoring their proposed lesson ideas for how they are reimagining the way we teach and study genetics.

This document contains eight genetic problems with multiple parts.  These include crosses in which only one character are studied, crosses in which two characters are studied, crosses with multiple alleles, and crosses that are sex-linked.

In a 21st century globally-competitive society, agriculture is rapidly progressing and incorporating more innovative STEM practices (Science, Technology, Engineering and Mathematics). A number of agriculture advances incorporate genetics, which is an important unit in seventh-grade science. The lesson exposes students to a real-life application of genetics and technology to improve agriculture production and profit. The lesson specifically addresses bioengineering, biotechnology and selective breeding. Students use the technique of selective breeding in a class competition to make the best and most profitable grapes to sell to local industries. In doing so, they will learn about progressive agriculture science and technology, while covering the seventh-grade science genetics standards.