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Exhibit Guide for Grades 6-9This module was created to help teachers and students get the most out of their visit to the
Genetics: Decoding Life exhibit by focusing student energy toward specific learning opportunities at theMuseum. Use the resources provided in this module in whatever way works best for your group of students.
www.msichicago.org
Table of Contents
Acknowledgments 1
Module Framework 2
Teacher Information Pages 3-4
Genetics: Decoding Life Exhibit Map 5
Teacher Exhibit Cheat Sheet 6-8
Human Genome Project Activity 9-11
Introduction to the Human Genome Project 12
Human Genome Project Letter from Virginia 13
Cloning Activity 14-15
Copy Cat! Copy Cat! 16
Cloning letter from Bobby 17
Mutations and Variations Activity 18-20
Secrets of the Dead 21
Mutations Letter from Sam 22
Genetic Engineering Activity 23-25
Organ Transplants from Animals 26
Genetic Engineering Letter from Marie 27
Development Activity 28-33
Sharing DNA 34
Development Letter from Lou 35
Fold-a-Fact 36-37
Rubric for Post-visit letters 38
Genetics Glossary 39
Genetics Bibliography 40-41
Genetics Web Sites 42-43
Illinois Learning Standards and the Genetics: Decoding Life Module 44
Acknowledgments
The Educators’ Inventive Genius Series is funded by grants from
Bank One The Chicago Community TrustCredit Suisse First BostonGolder Family FoundationKaplan FoundationKraftPeoples Energy
Museum of Science and IndustryPam Barry, Education CoordinatorJoy Reeves, Educator on Loan, Chicago Public SchoolsElory Rozner, K-12 ManagerSarah Tschaen, Education Coordinator
ConsultantsErin Loos, Copy Editor Camie O’Shea, Teacher, Pilsen Community Academy, ChicagoMiguel Santana, Teacher, Pritzker Elementary School, Chicago
Design, illustration and production by KerrCom Multimedia
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Module Framework
This guide includes pre-visit, on-site and post-visit activities to enhance student learning and explorationat the Museum. Outlined below is the general framework.
Spark: Pre-visit classroom activities will grab students’ attention and spark their interest (teacher-facilitated).
Wonder: In the classroom, students will use a variety of resources to prepare them for the questions they will answer at the Museum (student-directed).
Explore: While at the Museum, students will visit topic-related exhibits using a Museum Trip Organizer called a Fold-a-fact to record information that will help guide them in answeringtheir questions (student-directed).
Connect: After their visit, students will synthesize, analyze and evaluate their gathered information and ideas (teacher-facilitated).
Invent: In these post-visit activities, students will use their creativity and research to devise a solution to a problem or answer questions (student-directed).
Tell: Students will communicate what they have learned in these post-visit activities (student-directed).
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Teacher Information Pages
Pre-visit
Spark: The Spark Activities are used to SPARK interest in the five components of the Genetics: DecodingLife exhibit. We suggest using all of them in your classroom prior to visiting the museum. If youare unable to do all of them, we highly recommend the Human Genome Project activity.
Wonder: After the Spark activities (used as introductions to the 5 areas of the exhibit) are complete,divide your students into 5 groups. Each group is assigned one of the Genetics topics and isgiven the article that relates to that component of the exhibit. For example, the Cloning groupwill read “Copy Cat! Copy Cat!” Use Table A as a guide.
After they have read and discussed the articles in their groups, give each group thecorresponding MSI Scientist Letter. Tell the class these are typical letters the Museum receives fromother students and that we need their help researching the answers and writing the responses.
Once they have read and discussed the letter, have the students decide which questions they willresearch on the trip to the Museum. Students may think of additional questions of their own thatdevelop from the discussion.
Distribute the Genetics Fold-a-Fact sheets. Instruct students how to fold the paper into accordionfolds so the title page is on top. Students are to write a different question from their group’s MSIScientist Letter in the first shape labeled “Question #1.” They are to write a different question inthe shape labeled “Question #2.” Ensure that every question from the letter is assigned to astudent in the group.
To help students locate answers at the Museum, have them write the abbreviations of their focusarea under their names (C for Cloning, M for Mutations & Variations, HG for Human GenomeProject, GE for Genetic Engineering and D for Development). Use Table A as a guide. You maywant to bring a copy of each MSI Scientist Letter on the field trip to use as a reference.
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During Visit
Explore: Students should take their Fold-a-Facts with them to the Museum. Allow 10 minutes for students toorient themselves with the exhibit’s layout before working on their questions. You may also wish togive students some time before they begin their work to look at the Egg Hatchery and otherinteresting exhibits that will spark their curiosity. Using the Exhibit Map, students will locate thepod that relates to their group's MSI Scientist Letter. They will investigate the information andactivities in the exhibit and, in the corresponding numbered shape on their Fold-a-Facts, write thefacts they will use to answer the questions in their MSI Scientist Letter.
Post-visit
Invent: Once your trip is complete, your students should write a letter to the MSI Scientist that answersthe questions of the original letter. They should use the facts and comments they have writtenon their Fold-a-Facts.
Connect: After the letters have been written, have students cut out apart the shapes from their Fold-a-Facts and fit pieces together to form a double helix. To save class time, have students cut andassemble their Fold-a-Facts as homework.
As a class, discuss the main ideas each student gathered. Use the Connecting Shape to link thestudents’ Fold-a-Facts. Students may wish to link their Fold-a-Facts by writing opinions,reactions or questions.
Tell: Students will send the letters to the Museum to be published on the website. They will explainthe connection between the questions and facts they linked on the classroom helix.
Pod Article Letter
Human Genome {HG} Introduction to the HGP Virginia
Cloning {C} Copy Cat Bobby
Mutations {M} Secrets of the Dead Sam
Genetic Engineering {GE} Organs for Transplant Marie
Development {D} Sharing DNA Lou
Genetics: Decoding Life Exhibit Map
The goal of this field trip to the Genetics: Decoding Life exhibit is to give students a betterunderstanding of genetics and the modern technology associated with it.
Before you get to the museumBe sure all students have the appropriate Fold-a-Fact and a pen or pencil. Students should have alreadywritten their Fold-a-Fact questions that they will research in order to answer their MSI Scientist Letter. Eachstudent will have different questions that focus on two main areas. Students should have written theabbreviations of their focus areas on the title page of their Fold-a-Facts (C for Cloning, M for Mutations &Variations, HG for Human Genome Project, GE for Genetic Engineering and D for Development). Theseabbreviations will help you direct students to the appropriate area of the exhibit.
Starting at the MuseumBegin your exploration of Genetics:Decoding Life by allowing students 10 minutes to walk through theexhibit without searching forinformation or taking notes. This will give them an idea of what is in the exhibit, while sparking their interest.
During the TourStudents should look for informationpertaining to their MSI ScientistLetter. Information can be found ininteractives and movies. Allstudents should watch the “Futureof Genetics” movie. Use the ExhibitMap to help students navigate theexhibit.
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Genetic
Engineering Develo
pmen
t
Virtual Embryo
The Human Genome Project
Explore your Genome interactive
Explore your Genome interactive
Be a Genetic Counselor Interactive
Clo
ning
Ent
ranc
e
Fro
m
DN
AA
ll L
ifeD
evel
ops
Chick Hatchery
Mutations & Variations
Entrance
Mutation Interactive
Chick Hatchery
Be a Gene Therapist
Interactive Worms
Worms
Genetically Engineered
potato plants
Frogs
Movie
Mov
ie
Movie
Mov
ie
Cloned Mice
Cloned Mice
Movie
Mov
ie Fruit Flies
Fruit Flies
Movie
Mov
ie
Be a S
cient
ist
Inte
ract
ive
Iris GardenCloning Interactive
MOVIE
Future of Genetics
MOVIE
Human Genome Project
HG
HG HGHG
C
C
C
CC
M
M
M
M
GE
GE
GE
GE
DD
D
D
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Teacher Exhibit Cheat Sheet
This “cheat sheet” will tell you where to find information in the exhibits. It also provides some suggestedanswers to the MSI Scientist Letters.
Use the Exhibit Map to help students find the information for their group’s MSI Scientist Letter. All studentsshould watch the “Future of Genetics” movie.
The information contained in each section below is available in the specified pods. The rubric relates tohow much of this information students include in their letter.
1. {HG} Human Genome Project Letter from Virginia(Pods: The Human Genome Project and Genetic Counseling Interactive.)
∑ • Watching the movies “The Human Genome Project” and “Future of Genetics” will give additional, in-depth information to answer the letter.
∑• The Genetic Counselor interactive takes some time to go through an entire case study. You could assign a different case to each student in the group so all the cases are covered.
∑• Genetic counseling situations: sickle cell disease, breast cancer, Huntington’s disease and retino-blastoma. Advice: get a family history; consult an experienced genetic counselor, patient advocate,disease survivor or parent of a child with the disease; and get all the facts before making a decision.
∑• Scientists will be able to use gene therapy to cure specific diseases or predict whether a person will get sick.
∑• If people know that they have certain genes predisposing them to heart disease or another type of illness, they can make changes in their lifestyle before they become sick.
∑• ∑Chromosomes are DNA.
∑• ∑Some genetic diseases are cystic fibrosis, hemophilia and Down syndrome.
2. {C} Cloning Letter from Bobby(Pods: Cloning and Genetic Engineering)
∑• Watching the cloning movie will give in-depth information about how the mouse was cloned.
∑• ∑The Cloning interactive gives students an understanding of how cloning is performed and lets them practice cloning techniques.
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∑• ∑The Genetic Engineering pod gives information on how this technology works.
∑• ∑Clones are made from different eggs, at different times and inside different mothers. The clone and the original will have different experiences that shape their personalities.
• ∑You would need a cell from Rocky II and an egg cell from a female dog. The nucleus from the Rocky IIcell would be inserted into enucleated egg cell, which would then be implanted into a surrogatemother, where it would develop.
• Have no idea how much the procedure would cost. Better ask the cloning company.
3. {M} Mutations Letter from Sam(Pods: Mutations & Variations, Human Genome Project interactive, and Gene Therapy Interactive in Genetic Engineering)
• Good information is available in the Mutations & Variations interactive.
• Diseases caused by mutations include hemophilia and cystic fibrosis.
• The Gene therapy Interactive requires students to listen and think before making decisions.
• Gene therapy—Blocked arteries in heart: best treatment was DNA injection, which worked very well.
• Gene therapy—Defective white blood cells: best treatment was in vitro gene transfer, which workedwell in the beginning, but new cells could die off and be replaced by defective ones. The patient wasadvised to continue to take medicine.
• Gene therapy—Cystic fibrosis: best treatment was viral vector that, while the most effective for CF,provided only mixed results.
• The mutations that change the way things look are insertion, deletion and nonsense mutations.
• No, people cannot mutate into flies. Flies are in the exhibit because they breed so quickly, whichmakes it easy to study the changes that occur generation after generation.
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4. {GE} Genetic Engineering Letter from Marie(Pods: Genetic Engineering and Development)
• Watching the movie about pigs and milk protein will supply most of the information about genetic engineering.
• Watching the movie “Constructing a Fish” in the Development pod provides information on how genes control development.
• ∑Yes, scientists are using pigs to help hemophiliacs by using genetic engineering to develop human factor 9, a protein that is necessary for blood to clot.
• ∑Scientists insert random mutations into different parts of different cells and watch what happens. Bycomparing the genes of healthy and mutated fish, they can tell which genes affect which areas ofdevelopment. With this information, scientists can infer which human genes control the developmentof our hearts and eyes.
5. {D} Development Letter from Lou(Pods: Development, Virtual Embryo and Chick Hatchery)
• Watching the movie on worms will answer the first few questions.
• Listening to and following the directions of the Virtual Embryo activity will help students to understand development.
• Humans have cells with similar functions to worm cells. Scientists don’t know how aging takes place,but, by altering the genes that control aging in worms, they hope to learn which genes are involvedin human aging.
• Certain genes that direct development, called master controllers, send signals throughout the genome. These signals tell other genes to begin forming the heart, eye and other organs.
• The Virtual Embryo activity allows students to watch a developing embryo and activate the mastercontrollers so certain organs develop at the correct time. This activity demonstrates that there is a pattern to human development and that many genes work together to coordinate this process.
• The Black Java chicks almost became extinct through cross-breeding. MSI joined Garfield Farms conservation project to rescue the breed.
Human Genome Project Activity(Adapted from “The Gene Hunters,” Scientific American)
ObjectiveThis activity will help students visualize and understand the building blocks of the DNA double helix.
4th 11C 7th 11C5th 11B 8th 11C6th 12A
Materials• copies of nucleotide templates • scissors
(two per student) • tape• straws (eight per student)
Background InformationDNA is a special molecule that carries the “code” for every protein manufactured in your body. It is along molecule made up of units called nucleotides. Each nucleotide has three basic parts: a five-carbon sugar called deoxyribose, a phosphate group and a nitrogenous (nitrogen-containing) base.There are four kinds of nitrogenous bases in DNA: guanine, cytosine, adenine and thymine. TheWatson and Crick model of DNA shows that, due to their specific structures, adenine always pairs withthymine, and guanine always pairs with cytosine. These nitrogenous bases connect like interlockingpieces of a puzzle; each base pairs up only with its correct partner.
Procedure1. Color the four nitrogenous bases the following colors: cytosine-blue, guanine-green, thymine-
yellow and adenine-red.2. Use scissors to cut apart the nitrogenous bases so that you have 16 pieces in total. Put the pieces in a
spot that is convenient for everyone in the group to choose from.3. Cut each straw in half, making sure that all the pieces are of equal length.4. Use tape to attach the square end of one of the nitrogenous bases to a straw piece.
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5. Repeat this procedure until you have finished attaching straws to each of the nitrogenous bases. Once anitrogenous base is attached to a straw, it can be considered a nucleotide. A nucleotide is composed ofdeoxyribose sugar, a phosphate group and a nitrogenous base.
6. Choose four nucleotides, each one containing a different nitrogenous base (A, T, G and C) facing the same way.
7. Insert one end of a straw segment into the open end of another straw segment (i.e., connecting nucleotides together).
8. Continue inserting the straw ends and connecting the nucleotides until youhave assembled a chain of four nucleotides.
9. Trade your chain with someone else. Construct a complementary strand ofDNA for their chain. This complementary strand must have a base sequencethat pairs with the already completed strand, i.e., adenine must be pairedwith thymine.
10. Use tape to connect the two strands. The shaped ends of the nitrogenousbases must fit into each other.
11. Repeat this procedure for another four of your remaining nucleotides,attaching them first to each other and then trading with another studentto make a complementary strand that you connect with the alreadycompleted strand.
12. Attach all the strands in the class together, putting a slight twist inits shape. This twist creates the characteristic double helix of theDNA molecule.
Questions for discussion
1. What do you notice about the nucleotide pairs?
2. What do the straws represent?
3. If one strand of DNA had bases ordered GATCCCGGTTAGAACT, what would be the bases of its complementary strand?
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Guanine
Adenine
Cytosine
Thymine
Cytosine
Thymine
Guanine
Adenine
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Introduction to the Human Genome Project
The Human Genome Project (HGP) is one of the great accomplishments of history. Researchteams from all over the world worked together to map the chemical sequence of the three billion nucleotide base pairs—otherwise known as the genome—of members of ourspecies, Homo sapiens. We can now read nature’s complete genetic blueprint for building a human being.
These three billion base pairs include an estimated 30,000 genes. The rest of the genome—perhaps 99 percent of it—is sequences with unknown function.
Determining the order and organization of all this material has been likened to tearing sixvolumes of an encyclopedia into pieces, then trying to put it all back together to read theinformation. The effort was well worth it, many scientists say, because it will reveal importantinformation about many common and complex diseases, including cancer, cardiovasculardisease and Alzheimer's disease.
This knowledge will revolutionize how people make decisions about their lives, change howdoctors practice medicine and how scientists study biology and how we think of ourselves asindividuals and as a species.
However, in order to understand the human genome, scientists found they must also learnabout the genomes of various animals commonly used in biomedical research, such as mice,fruit flies and roundworms. Such organisms are called model organisms because they’re usedas research models for how the human organism behaves.
-- Adapted from the National Human Genome Research Institute Website, and the National Reference Center for Bioethics Literature
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DDeeaarr MMSSII SScciieennttiisstt::
I heard that scientists have finally finished identifying all the genes in the
human genome. What do they think they will be able to do with this
information? Where is my DNA, anyway?
I heard that they identified genes that may be linked to diseases. Please
tell me the names of these diseases. How will knowing my genome help me
have a healthier life?
My guess is that people could be faced with a hard decision if they knew
or thought they had a genetic problem. When I use the Genetic Counseling
activity, what potential situations will I see and what possible advice
could I give?
Thanks for your help.
Your friend in science,
Virginia
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Cloning Activity(Adapted from “The Bionic Body,” Scientific American Frontiers)
ObjectiveThis hands-on activity will help students visualize and understand the cloning process. Students simulatethe removal of a cell nucleus and the insertion of an alternate nucleus.
4th 11C 7th 11C5th 11A 8th 11C6th 12A
Materials• Safety goggles • Colored sprinkles• Plate • Round gelatin mold (cut into 3-inch squares) or individual gelatin cups• Medicine dropper • Plastic knives
BackgroundWhen an animal is cloned, the nucleus from one of its cells is inserted into an egg cell body taken fromanother animal. The transplanted nucleus takes over the new cell body and produces a cell with theproperties of the transplanted nucleus. When this cell divides, its daughter cells have the same properties.The organism that arises from these divisions is the clone of the animal from which the original nucleus was taken.
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Procedure1. Put on safety goggles.\
2. Put the gelatin mound on the plate. Slice the upper half and carefully support it while scattering severalsprinkles in the center. Cover up the blob. The sprinkles (the “nucleus”) should be visible in the center of the loose gelatin.
3. Squeeze out the air from a medicine dropper bulb.
4. Poke the delivery end of the dropper into the gelatin mass.
5. Carefully direct the opening of the dropper to the “nucleus.”
6. When the opening is in front of the “nucleus,” release the pressure on the dropper bulb.
7. Remove the dropper.
8. Exchange gelatin masses with another student. Insert the “nucleus” you removed from your gelatin into this new sample.
Questions1. What did the gelatin represent?
2. What did the round sprinkles represent?
3. Why did the bulb of the dropper need to be squeezed as the dropper was introduced into the gelatin?
4. What do you think is the hardest part of the cloning procedure?
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Copy Cat! Copy Cat!The fur is flying over the world’s first cloned catBy Claudia Wallis
She has big green eyes, perky pink ears and fluffy fur that just begs to be stroked. But 8-week-old cc (short for copy cat) is no ordinary kitten. Introduced by Texas scientists inFebruary 2002, she is the world’s first cloned cat, the product of a lab experiment.
Cloning is a high-tech way of breeding an animal that is an exact genetic copy of a parent.Scientists have already cloned mice, pigs, goats and sheep. The Texas company that paid forthe research that produced cc—Genetic Savings & Clone—hopes to clone people’s pets!
To create cc, researchers at Texas A&M University took a cell and a nucleus from a female catnamed Rainbow and placed them into an egg cell from a cat named Allie. Genes are thechemical instructions that determine what an individual creature is like, from its size to its eyecolor. The egg developed inside Allie. On December 22, she gave birth to cc, who is geneticallythe same as Rainbow.
“It was exciting to witness,” says Lou Hawthorne, head of Genetic Savings & Clone. “She’s sucha cutie.”
But not everyone was charmed by cc. “We must question the social purpose here,” said WaynePacele of the US Humane Society. “More than 5 million cats are destroyed when shelters can’tfind homes for them. Why clone more cats?” “Just because you are capable of doing [it],” saysPacele, “doesn’t mean you should.”
Hawthorne is gambling that pet lovers will do almost anything to keep a beloved animalaround, even if it means spending thousands to recreate Fluffy or Fido. And the clone is not anexact copy. cc, for example, looks different from Rainbow because a cat’s markings are notshaped by genes alone. And who knows if she’ll act like Rainbow. Personality—perhaps themost valued trait in a pet—cannot be cloned.
Time For KidsMarch 1, 2002Vol 7, No. 18
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DDeeaarr MMSSII SScciieennttiisstt,,
Last month I lost my dog, Rocky II. Rocky II was such a great pet. He knew a lot
of nice tricks, such as how to fetch, sit and roll over. He obeyed my every word and
was always by my side through all kinds of fun and trouble.
Recently, I read an article about a company that clones pets, and I became really
excited about the idea of having Rocky II cloned into Rocky III. It will be so great
to have another dog that looks and acts exactly like my Rocky II. We,ll be able to
get right back to playing together and being best friends, right?
What will I need to have from Rocky II in order to have Rocky III cloned? How long
will it take to clone Rocky III? Will he look and act the same? Oh, and how much
money will it cost to have him cloned?
Anxiously waiting,
Bobby
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Mutations & Variations Activity(Adapted from “Monstrous Mutations,” Morgan Park High School)
ObjectiveThis hands-on activity is a simulation of how mutations can affect survival skills in animals.
4th 11A 7th 11A5th 11B 8th 12A6th 11A
Materials• enough dry peanuts in the shell to supply nine peanuts per group of three students
(Candies wrapped in plastic, such as SMARTIES, can be substituted for peanuts)• blanket • cotton• table or desk • stopwatch• one cup for every group • duct or masking tape• 30 wooden craft sticks • string• six pairs of goggles • paper bag containing the letters A through H on slips of paper
Background Students form groups of three. Each student will simulate an animal with a mutation that can only digestpeanuts (or candy) as its food source.
The goals of the group are to:1. gather the food (nine peanuts per group).2. store the food for later use (place the nine peanuts in your letter-designated container3. retrieve the food at a later time (remove the nine peanuts from the container and return with the
peanuts to the home location).4. process and consume the food (remove the peanuts from the shells or candy from the wrapper, and
consume them [or crush them to appear as eaten]).
Procedure1. Each group finds out which mutation has occurred to their group by selecting a letter from the paper
bag. The letter drawn will correspond to the characteristic listed on Chart 1 (page M-2). The letter alsocorresponds to the letter of each group’s home location.
2. Each group prepares itself to represent the characteristic produced by their mutation. Do not force anychild to be taped against his or her will. Allow him or her to suggest an alternative that will produce thesame effect.
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Letter Characteristic produced by mutation
A
B
C
D
E
F
G
H
Extremely long fingernails (tape woodencraft sticks to fingers)
No fingers (tape each hand closed)
Lack of peripheral vision (attach longstrips of cardboard to sides of goggles)
Hands fused together in front of body(place hands together in front of body and
tape or tie them together)
Short stride (tie shoelaces together orstring around ankles)
No arms (tape or tie arms to the side ofbody with tape)
Arms fused together behind back at thewrists (place arms behind back and tape
or tie at the wrists)
Blind (place tape over goggles or use blindfold)
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Procedure (cont’d)
3. Spread the peanuts or candies on the blanket. Containers marked with letters for each group are setin another part of the room.
4. Each group positions itself at its specified home location,away from the lettered containers.
5. Start the stopwatch and instruct each group to proceed tothe blanket and gather nine peanuts. These peanuts are putin a container marked with the letter of the group. The groupmembers then return to their home base and call out theirgroup number. Announce the elapsed time and havestudents record it on their charts.
NOTE: Do not stop the stopwatch until the last piece of food is eaten or crushed. Announce thetime it took for this portion of the activity, but the length of the entire activity must be recordedwithout stopping the stopwatch.
6. The group members then proceed back to the lettered container to retrieve their food. Once the group has removed all nine peanuts from the container, they return to their home location. The group opens the peanut shells or candy wrappers and removes the contents. Each groupmember will consume three peanuts or candies (or crushthem to appear eaten). When the group calls out their group letter, announce the elapsed time. The group thencomputes and records the elapsed time for the secondportion of the activity.
NOTE: Some animals, desperate for food, may try to ransack and steal another group’s stash. Besure not to allow violent reactions. Some groups may want to help others that have more severemutations. This is allowed if it occurs, but you should not suggest it.
Discussion1. Which mutation caused the greatest delay in acquiring food?2. Which mutation caused the greatest delay in processing and consuming food?3. What would these mutations do to the population of the environment?4. What were some adaptations to the mutations that group members came up with?
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A
B E
D
C
F
G
A B C D E F G
A
B E
D
C
F
G
A B C D E F G
Secrets of the Dead: Mystery of the Black Death
No one knows exactly why, but in the late 1320s or early 1330s, bubonic plague broke out inChina. Flea-infested rats spread bubonic plague.
In 1347, an Italian fleet sailed to the Black Sea, a port approximately halfway between Europe andChina where ships from both continents would meet to trade. The ships returned to Sicily, anisland off the mainland of Italy. Soon it was discovered that most of the sailors on those shipswere dead. Authorities immediately ordered the fleet out of the harbor. But it was too late. Thetown was overcome with rats, fleas and the plague. The disease spread across Europe and, withinfive years, it had killed 25 million people – one third of the entire European population.
The plague continued to appear year after year. In September 1665, the village of Eyam, England,was quarantined. No one was allowed to leave the village. The authorities believed that whenevery one in the village was dead, the disease would be stopped.
A year later, however, when outsiders entered the town, they found half the residents were stillalive! These survivors told how they had had close contact with the sick but never caught thedisease. The village gravedigger handled hundreds of corpses, but he survived. How could theBlack Death not have affected these people?
Dr. Stephen O’Brien of the National Institutes of Health in Washington, D.C., has been studyingthis unusual situation. He suggests that a mutated form of the gene CCR5, called “delta 32,”could be the reason the plague bacterium did not affect some residents in Eyam.
To find out whether the Eyam plague survivors may have carried delta 32, Dr. O’Brien tested the DNA of their modern-day descendants. The levels of delta 32 found in Eyam were the same asin other regions of Europe that had been affected by the plague. He also found these levels ofdelta 32 in America, which was, for the most part, settled by European plague survivors and their descendants. Native Africans, East Asians and Asian Indians showed no signs of having delta 32 at all.
-- Adapted from http://www.pbs.org/wnet/secrets/case_plague/index.html
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DDeeaarr MMSSII SScciieennttiisstt,,
My teacher said mutations are changes in DNA. I know some diseases are caused by
mutations, but I can,t remember what they are right now. Please tell me the names of
some diseases caused by mutations.
Also, I know there are some scientists who try to help people who get sick. When I
use the Gene Therapy activity, what examples of gene therapy will I see, and how
well do they work?
My teacher said that sometimes you see the results of mutations and sometimes you
don,t. What kinds of mutations change the way things look? Please give me an example.
By the way, why are there flies in the Mutations & Variations pod? People can,t
mutate into a fly, can they? Now, I,m scared. Please send your answer right away!
Your friend in science,
Sam
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Genetic Engineering Activity(Adapted from “Dragon Science,” Scientific American Frontiers)
ObjectiveThis activity is a simplified version of an attempt to produce a hybrid plant. As this activity shows, futuregenerations of the hybrid lose the advantage bestowed on the original generation.
4th 11A 7th 11A5th 11B 8th 11C6th 12A
Materials• 100 objects, 50 of one color and 50 of a second color
(e.g., bingo markers, poker chips, dried beans, coins, M&M’s)• pencil • graph paper• paper • two containers large enough to hold all 100 objects
Background InformationPeople have been selecting desirable traits in crops since they changed from being hunter-gatherers toliving in agricultural societies. Various breeding techniques have given us many improved organisms,among them tomatoes and roses.
Plant breeders have developed techniques for producing hybrids, offspring with the desirable properties ofeach parent. Geneticists select for desirable characteristics that will give the hybrid organisms acompetitive edge (hybrid vigor).
However, there is a downside to selective breeding. Hybrids tend to lose the hybrid vigor of the originaldue to a process called genetic recombination. This means future generations of the original hybridgradually lose the advantages of the original as more generations are produced.
In the Museum’s Genetics: Decoding Life exhibit, examples of genetic engineering show how this loss ofhybrid vigor can be eliminated through technology.
Prior to this activity, students should have been exposed to basic genetic concepts before beginning thisactivity. They need to know, for example, that genes occur in pairs and that offspring inherit one copy ofeach gene from each parent and that the copy of each parent’s gene is inherited at random.
Students also need a clear understanding of Punnett Squares. Students do not need previous exposure tomolecular genetics concepts, such as the structure of DNA or the genetic code.
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The ActivityPlant A has thick stems that retain more water in times of drought. Plant B (another variety of the sameplant) is able to grow without much water. A hybrid of these two plants will combine the goodcharacteristics of each to produce a plant that has a better chance of surviving drought conditions.
In this activity, one color represents the gene for thick stems. The second color represents the gene for theability to grow without much water. You want to produce plants that have thick stems and don’t needmuch water, the best characteristic of each plant.
Each hybrid plant inherits one gene from each of its purebred parents. In this activity, one parent plant hasboth A genes (AA) for thick stems. The other has both B genes (BB) for ability to grow without much water.
If each parent contributes one of its pair of genes to its offspring, the AA individual will always contributean A gene while the BB individual will always contribute a B gene. The resulting offspring of such parentswill always be AB. This plant will be capable of surviving a drought better than either parent, since it willnot only have thick stems but will also require less water.
Procedure1. Put the 50 objects of color A in one pile to represent parent A’s gene pool. Do the same for the 50 objects
of color B, creating a gene pool for parent B.
2. Take one object from group A and one object from group B. Place them in one of the containers. Eachtime you do this, put a tally mark in the first-generation column of Table 1. How many hybrid plants didyou produce?
NOTE: By making pairs, you are simulating hybrid production. All of these first-generation offspringare hybrids; they would survive a drought because each has drought-resistant genes.
3. All 100 objects should now be in one container. Mix them thoroughly. Without looking, remove twoobjects. If you get two of color A, set them aside. If you get two of color B, also set them aside. If you get one of each color (AB), make a tally mark in the second-generation column of Table 1. Then, placethese objects in the second container. These are the plants that have the best characteristic of the parent plants.
Keep doing this, discarding any pair of the same color and saving any pair that is one of each color, until allobjects are removed from thefirst container.
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4. Mix up the objects that you put in the container. Repeat the selection process for the third-generationcolumn using only the AB objects in the container. Draw two objects, discard pairs of the same color and save pairs of two colors. Make a tally mark in the third-generation column only when a mixedpair is drawn.
5. Repeat the process for the fourth-, fifth- and sixth-generation columns of Table 1 (unless you wind upwith zero sooner). If the total number of mixed pairs for the sixth-generation column is still greater thanzero, you could continue further generations until you reach zero.
6. Plot the population of hybrids (number of mixed pairs) on the y-axis and the generation number on thex-axis and connect with a smooth curve.
Questions1. What happened to the number of hybrid individuals in succeeding generations after the first generation?
2. Why does the number of hybrids change as it does?
3. How do these results explain why farmers must keep buying new hybrid seeds each year, instead of planting seed from the hybrid crop?
4. Select a flower to “develop.” What characteristics would you select to create a new product? Explain why.
5. How could you use science and technology to make sure you got a hybrid every time in every generation?
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Generation 1 2 3 4 5 6 7
Number of Hybrids
Hybrid Population for Each Generation
Organ Transplants from Animals: Examining the Possibilitiesby Rebecca D. Williams
“You'll need a liver transplant,” Dr. Zeno says. She scribbles quickly on her prescription padand dates it: April 17, 2025. “Take this to the hospital pharmacy and we'll schedule the surgeryfor Friday morning.”
The patient sighs—he’s visibly relieved that his body will be rid of hepatitis forever.
“What kind of liver will it be?” he asks.
“Well, it's from a pig,” Zeno replies. “But it will be genetically altered with your DNA. Yourbody won’t even know the difference.”
Obviously, this is science fiction. But according to some scientists, it could be a realitysomeday. An animal organ, probably from a pig, could be genetically altered with humangenes to trick a patient’s immune system into accepting it as its own flesh and blood.
Called xenotransplants, such animal-to-human procedures would be lifesaving for thethousands of people waiting for organ donations. There have been about 30 experimentalxenotransplants since the turn of the century.
-- Adapted from FDA Consumer Magazine, June 1996
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DDeeaarr MMSSII SScciieennttiisstt,,
My teacher said that scientists have found a way to help people with hemophilia, a
genetic blood disease, by doing some kind of experiment with pigs. Please tell me if that
is true and what they did that helps people. Also, what other organisms are used to
make proteins for humans?
I think I saw some frogs with glow-in-the-dark eyes at the Museum. Is that right?
How did they make that happen and why?
If they can change a frog,s eyes, can scientists construct an animal from a single
cell? What happens if genes involved in development become damaged or mutate? Does
this change the way the organism develops?
Looking forward to hearing from you.
Yours very truly,
Marie
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Development Activity(Adapted from The GENETICS project, University of Washington)
Objective:This hands-on activity is a simulation of basic genetic concepts and the changing frequencies of genes inthe population.
4th 11A 7th 12A5th 11B 8th 12A6th 12A
Materials (for each pair of students)• one “gene pool” container (e.g., petri dish, plastic bowl)• eight green markers (e.g., toothpicks, jelly beans, squares of paper, etc.)• eight red markers• eight yellow markers
Background Prior to this activity, students should have been exposed to basic genetic concepts. They need to know, forexample, that genes occur in pairs and that offspring inherit one copy of each gene from each parent andthat the copy of each parent’s gene is inherited at random.
Students also need a clear understanding of dominant and recessive genes and should know how to usePunnett squares. Students do not need previous exposure to molecular genetics concepts, such as thestructure of DNA or the genetic code.
ProcedureThe colored markers represent three different forms of a gene (green, red and yellow) that controls one fishtrait: skin color. The table below tells you which forms (alleles) of the gene are dominant, which arerecessive, and which are equal or co-dominant.
*Combining red and yellow genes results in a fish with orange skin color.
REMEMBER: EACH MARKER REPRESENTS A GENE, NOT A FISH.
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dominant to all other color genes
recessive to green and equal (co-dominant) to yellow*
recessive to green and equal (co-dominant) to red*
The green gene (G) is…
The red gene (r) is …
The yellow gene (y) is …
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Procedure (cont’d)
1. Count your markers to make sure you have eight of each color, for a total of 24 markers.2. Determine which gene combinations produce which fish colors and fill in the answers on the table below.
Based on the answers you gave in the table above, answer the questions below.(You may use Punnett Squares if you wish.)• Can two red fish have green offspring? Why or why not?
• Can two orange fish have red offspring? Why or why not?
• Can two green fish have orange offspring? Why or why not?
3. Make a first generation of fish. To do this, pull out genes (markers) in pairs without looking and set themaside. This simulates the way offspring are formed by sperm from the male fish combining randomly witheggs from the female fish.
Record the results of each pair in Table A (page D-4). Put the genes back into the gene pool, and drawanother pair. Repeat until you have recorded 12 pairs. An example fish in the first generation is given inTable A in the shaded boxes (do not include this fish in your calculations).
4. Count the number of each color of fish offspring and record in Table B (page D-4) in the first-generationrow.
The stream where the fish live is very green and lush, with lots of plants. The green fish are very well-camouflaged from predators in this environment, and the red and orange fish are fairly well hidden also.However, none of the yellow fish survive or reproduce because predators can easily spot them in the greenenvironment. If you have any yellow fish (fish in which both markers are yellow), pull those markersout of the gene pool and set them aside.
5. Shake up all the genes you have left in the gene pool (remember, you have set aside any yellow fish).Draw a second generation of fish. Record your gene pairs in Table A. Count the fish of each color andrecord the numbers in the second-generation row in Table B. Set aside yellow fish, and shake up thesurviving fish in the gene pool.
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Gene CombinationsGG, GR, etc.
Fish Color
Green
Red
Yellow
Orange
6. Well-camouflaged fish live longer and have more offspring, so their numbers are increasing. Drawmarkers to make a third generation of fish. Record your data in Table A, and then write the totalnumbers of each color in the third-generation row of Table B. Now, return survivors to the gene pool (besure to set aside any genes from yellow offspring).
STOP HERE. DO NOT PROCEED TO STEP 7. DISCUSS THE FOLLOWING THREE QUESTIONS WITH YOUR PARTNER AND THEN WITH THE CLASS. WAIT FOR FURTHER INSTRUCTIONS.
a. Have all the yellow genes disappeared?
b. Has the population size changed? In what way? Would you expect this to occur in the wild?
c. How does the population in the third generation compare to the population in the earlier generations?
7. Draw more pairs of genes to make a fourth generation of fish. Record the data in Tables A and B. Do not remove yellow fish at this time.
STOP! An environmental disaster has occurred! Factorywaste that is harmful to water plants has been dumped intothe stream, killing much of the vegetation very rapidly. Theremaining rocks and sand are good camouflage for theyellow, red and orange fish. Now, the green fish are easilyspotted by predators and can’t survive or reproduce.
8. Because green fish don’t survive, set them aside. Now,record the number of surviving offspring (all but thegreen) in the fourth-generation survivors row of Table B.Contribute your final data to the class tally on theoverhead projector. Your teacher will total the data for the entire class.
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STOP
Offspring 1 2 3 4 1 2 3 4
Example G/R Green
1
2
3
4
5
6
7
8
9
10
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Table AGene Pairs and Resulting Fish Colors in Generations 1 – 4
First Gene/Second Gene Resulting Color
- - - - G E N E R A T I O N - - - -
Environment Generation Green Red Orange Yellow
FirstThere is a lot
of green seaweed Secondgrowing everywhere.
Third
The seaweed all dies, Fourthleaving rocks and sand
Fourth (survivors)
Table BOffspring Color for Fish Generations
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After examining the data for the entire class, discuss the following questions with your partner.a. Has the population in the fourth generation survivors changed compared to earlier generations? How?
b. Have any genes disappeared completely?
c. 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?
Discussion:If the fish from a particular stream have become genetically adapted to their home stream over manygenerations, what might happen if their fertilized eggs are used to restock a different stream that hasbecome depleted of fish?
Think of examples from the real world where lowered genetic diversity is impacting a species’ ability to survive.
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Fill in table on the overhead, one line of data per group. Total results in the bottom line.
Table CFish Surviving the Pollution Disaster: Pooled Data Overhead
Group Green Red (RR) Orange (RY) Yellow (YY)
Totals:
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Sharing DNA
Researchers estimate that mice and humans share as much as 98 percent of their DNA. Butthen, the banana and humans have 50 percent of their DNA in common. Sharing DNA,researchers are finding, doesn’t explain a species’ uniqueness.
Scientists have found that the amount of DNA in an organism has no effect on how complexthat organism is. While humans have about 30,000 different genes, the rice plant has 50,000genes. Furthermore, genes play different roles in different species, including when they turnon and turn off, an important factor in development and aging.
An editorial in the New Scientist stated, “Unfortunately, it has become fashionable to stressthat chimpanzees and humans must have extremely similar emotions, behaviors andintelligence since they share 98.4 per cent of their DNA.”
“But this misses the point: genomes are not cake recipes. A few tiny changes in a handful ofgenes controlling the development of the [cerebral] cortex could easily have a very, very largeimpact. A creature that shares 98.4 per cent of its DNA with humans is not 98.4 per centhuman, any more than a fish that shares, say, 40 per cent of its DNA with us is 40 per centhuman. The huge difference between probing termite mounds with a twig and constructingthe space shuttle or making a painfully learned sign to communicate and reciting theGettysburg Address is the difference between 100% and 98.4%.”
-- Adapted from the Americans for Medical Progress Website, June 5, 2002 at http://www.amprogress.org/News/News.cfm?ID=273&c=63&Type=s
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DDeeaarr MMSSII SScciieennttiisstt,,
My teacher says that scientists study animals in order to learn out about humans.
What can you possibly learn about humans from worms? Just how similar to worms
are we?
How does a fertilized egg know that it is supposed to be a fish, a mouse, a chick
or a baby? What tells the embryo when certain cells should start to develop?
What am I supposed to learn from the Virtual Embryo activity?
Can you tell me why the Blue Java chicks in the incubator almost became extinct?
How did the Museum increase their numbers?
Your friend in science,
Lou
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Rubric for Post-visit Letters
Student Name _______________________
Excellent
Ideas were expressedin a clear andorganized fashion. Itwas easy to figure outwhat the letter wasabout.
The letter contains atleast 5 accurate factsabout the topic.
Sentences andparagraphs arecomplete, well-constructed and ofvaried structure.
Writer makes no errorsin grammar orspelling.
Complies with all therequirements for afriendly letter.
Letter is typed, clean,unwrinkled and easy to read with nodistracting errorcorrections. It wasdone with pride.
Give reasons anddetails for all of thequestions
Good
Ideas were expressedin a pretty clearmanner, but theorganization couldhave been better.
The letter contains 3-4accurate facts aboutthe topic.
Most sentences arecomplete and well-constructed (nofragments, no run-ons). Paragraphing isdone generally well.
Writer makes 1-2 errorsin grammar or spelling.
Complies with almostall the requirements fora friendly letter.
Letter is neatly hand-written, clean, notwrinkled, and is easyto read with nodistracting errorcorrections. It wasdone with care.
Gives reasons anddetails for most of thequestions
Satisfactory
Ideas were somewhatorganized but were notvery clear. It took morethan one reading tofigure out what theletter was about.
The letter contains 1-2accurate facts aboutthe topic.
Most sentences arecomplete and well-constructed.Paragraphing needssome work.
Writer makes 3-4 errorsin grammar or spelling.
Complies with severalof the requirements fora friendly letter.
Letter is typed but iscrumpled or slightlystained. It may have 1-2 distracting errorcorrections. It wasdone with some care.
Gives reasons anddetails for some of thequestions
Needs Improvement
The letter seemed to bea collection ofunrelated sentences. Itwas very difficult tofigure out what theletter was about.
The letter contains noaccurate facts aboutthe topic.
The letter containsmany sentencefragments or run-onsentences and/orparagraphing needslots of work.
Writer makes morethan 4 errors ingrammar or spelling.
Complies with less than75% of therequirements for afriendly letter.
Letter is typed butlooks like it has beenshoved in a pocket orlocker. It may haveseveral distractingerror corrections. Itlooks like it was donein a hurry or storedimproperly.
Gives no reasons or details for thequestions
Category
Ideas
ContentAccuracy
Sentences &Paragraphs
Grammar &spelling(Conventions)
Format
Neatness
WrittenResponse
Genetics Glossary
Chromosome: Tightly packed bundles of DNA that are found inside almost every cell in the body. Each chromosome is a long strand of DNA that contains its own set of genes
Cloning: Removing the DNA from a cell of one organism and inserting it into an enucleated egg from another to make a third organism that shares the same genes as the donor
Development: The process that causes a fertilized egg divide, change, and grow into a new individual. Information from both genes and the environment control development.
DNA: Deoxyribonucleic acid (DNA) is the molecule that contains the basic “code” of life. This code has four chemicals, represented by the letters A, T, C, and G.
Embryo: An organism in the early stages of growth, characterized by the formation of fundamental tissues and the development of organs and organ systems
Gene: The regions of DNA that contain coded instructions for making proteins needed to build and maintain life.
Gene therapy: The insertion of normal or genetically altered genes into cells, usually to replace defective genes, especially in the treatment of genetic disorders.
Genetic Engineering: The use of molecular biology to manipulate DNA, including transferring genes or other pieces of DNA from one species to another.
Genome: All the genetic information encoded in the DNA within each cell of an organism.
Mutations: A change in the order of the chemical letters (A, T, C and G) that make up an individual’s DNA. Some mutations can lead to disease, some contribute to variation and some have no obvious effect at all.
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Genetics Bibliography
Abraham Lincoln’s DNA and Other Adventures in GeneticsBy Philip R. ReillyCold Spring Harbor Laboratory Press, 2000OPNSTX QH431.R38This collection of essays looks into the moral and social implications of our increased knowledge of genetics.
Amazing Schemes With Your GenesBy Dr. Fran Balkwill, illustrated by Mic RolphCarolrhoda, 1993Ages 8-12JUVOPN QH447.B35This is an amazingly easy way to understand the complex world of genetics.
Genetics Engineering: Redrawing the Blueprint of LifeBy David DarlingDillon, 1995Ages 9-12JUVOPN QH442.D37Take a look into the 21st century to see what may become of genetic engineering in the future.
Cells Are UsBy Dr. Frank Balkwill, illustrated by Mic RolphCarolrhoda, 1993Ages 9-12JUVOPN QH582.5.B35Discover what is inside of you and how we all grow up: cells!
Cloning: Frontiers of Genetic EngineeringBy David JefferisCrabtree Publishing, 1999Ages 11-14JUVOPN QH442.2.J44The study of genetics has gone on for hundreds of years, and things such as bananas and sheep have beencloned, so what's next?
Crime Lab 101By Robert Gardner, illustrated by Brandon KruseWalker, 1994Ages 12-14Step into this lab for an introduction to the fascinating techniques and tools of forensic science and performone of the 21 experiments yourself included in this title.
DNA Fingerprinting, the Ultimate IdentityBy Ron FridellFranklin Watts, 2001Ages 13 and upJUVOPN RA1057.55.F75This is a fascinating and informative look at DNA and how it makes us who we are.
From Egg to ChickenBy Dr. Gerald Legg, illustrated by Carolyn ScraceFranklin Watts, 1998Ages 6-8JUVE SF490.3.L44Take a peep inside a shell.
How the Y Makes the GuyBy Patrick Baeuerle and Norbert LandaBarron’s Educational Series, 1997Ages 9-12Join the microexplorers on a guided tour through the marvels of growing up from the inside out.
Ingenious GenesBy Patrick Baeuerle and Norbert LandaBarron’s Educational Series, 1997Ages 9-12The microexplorers invite you along to take a close-up look at the work of genetic engineers.
The Cartoon Guide to GeneticsBy Larry Gonick and Mark WheelisHarperPerennial, 1991OPNSTX QH436.G66This look at microbiology is accurate AND fun!
The Complete Idiot’s Guide to Decoding Your GenesBy Linda Tagliafero and Mark BloomAlpha Books, 1999OPNSTX QH 430.T33This popular series tackles its most intricate and interesting topic yet.
Prepared by the Chicago Public Library
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Genetics Web Sites
Cloning in Focushttp://gslc.genetics.utah.edu/units/cloningA web site provided by the Genetic Science Learning Center at the Eccles Institute of Human Genetics. Thispage leads to several activities about cloning. Offers the opportunity for kids to try cloning themselves inthe online Mouse Cloning Laboratory. Also features an interactive quiz.
Build a DNA Moleculehttp://gslc.genetics.utah.edu/units/basics/builddna/Another web site provided by the Genetic Science Learning Center at the Eccles Institute of Human Genetics.Kids can click and drag nucleotides into the correct position based on DNA pairing rules. Requires FlashPlayer 6.
Poor Farmer Brownhttp://warrensburg.k12.mo.us/iadventure/genetics/openingstory.htmlPresents kids with the opportunity to play farmer, deciding whether or not to use genetics engineeringtechniques. The consequences of these decisions include a list of hyperlinks that lead to sources ofinformation on biotechnology and the issues it raises.
DNA from the Beginninghttp://www.dnaftb.org/dnaftb/This web site uses animation, image galleries, and video interviews to teach the science of DNA. Acomprehensive treatment of DNA, it includes a discussion of Mendel’s experiments with peas and hisinheritance laws, information on genes and chromosomes, genetics diseases and genetics engineering.
Heredity and Evolution Multimedia Gamehttp://vilenski.org/science/notebook/unit2/index.htmlThis site has links to two different games: Sherlock Bones and the Case of the Disappearing Dinosaurs. Thisgame examines four major theories for dinosaur extinction, and also discusses dinosaur myths. Welcome toPhantom Manor is an online quiz that tests genetic knowledge.
What is Genetic Engineering? A simple introductionhttp://www.psrast.org/whatisge.htmThis organization, Physicians and Scientists for Responsible Application of Science and Technology,presents this simple explanation of genetic engineering, describing the principles of heredity and the rolethey play in mating versus genetic engineering. The organization warns against some of the dangers ofgenetic engineering.
The Human Genome Projecthttp://www.genome.gov/Pages/EducationKit/online.htmThe web site of the government’s Human Genome Project. This page offers a free multimedia education kit,“The Human Genome Project: Exploring Our Molecular Selves.∏” It includes information on genomesequencing, variation, and a discussion of medical, social and ethical implications.
The Genetic Counseling Game http://www.woodrow.org/teachers/biology/institutes/1994/genetic_game.htmlThe Woodrow Wilson Biology Institute offers this board game in which students act as genetic counselors,using the principles of heredity to assist couples in making diagnoses on possible children.
GenLink’s Educational Links to Science Resourceshttp://www.genlink.wustl.edu/otherlinks/kidscience.htmlProvides a list of educational links that cover many topics within the field of genetics, including genes,Mendel’s principles, and cell and molecular biology. Also offers a list of science resources especially forgrades K-12.
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Genetics Illinois Learning Standards
Mutations Genetic Development Cloning Human State GoalsEngineering Genome
SG: 1-A. Comprehend words used inspecific content areas.
SG: 1-B. Relate reading to informationfrom other sources
SG: 1-C. Use information to form, explainand support questions and predictions.
SG: 3-B. Produce documents that conveya clear understanding of ideas andinformation.
SG: 3-C. Compose informative writingsfor a specified audience.
SG: 11-A. Know and apply the concepts,principles and processes of scientificinquiry.
SG: 12-A. Know and apply concepts thatexplain how living things function,adapt and change.
SG: 12-B. Know and apply concepts thatdescribe how living things interact witheach other and with their environment.
SG: 13-A. Know and apply the acceptedpractices of science.
SG: 13-B. Know and apply concepts thatdescribe the interaction betweenscience, technology and society.
SG: 16-C. Describe the impact oftechnology.
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