Mutations Lesson 1: The Solve Educator’s Resource Guide: Live Video Phenomenon

The Solve contains two mini lessons: The live video lesson and the animation lesson. For the most

comprehensive learning experience, conduct both. If you’re short on time, choose one. Which lesson?

● For a more structured lesson, choose the animation

● For a more inquiry-based lesson, choose the live video lesson (the lesson below) and assign the

animation for homework. Objective In The Solve, students will:

1. Observe a phenomenon and conduct investigations to explain what they observed. 2. Through these investigations, discover that:

a. Genes lead to traits. b. Mutations cause variations in traits. c. Humans can manipulate the traits of organisms through genetic engineering.

Tip: This is a great activity to use in addition to the Solve animation.

The Activity Students are introduced to genetics and mutations through the concept of genetic engineering. Students will first view a video that exposes the controversial world of genetic modification in farmed animals. They will be asked to share their reactions and think about how this may be happening. They will then complete a hands-on activity in which they manipulate genes in an organism and explain how the organism is affected. They are asked to connect their experience in the activity to what they viewed in the video. Then, they will see a PowerPoint that solidifies their understanding of DNA, mutations and genes. The activity ends with a brief ‘check for understanding’ quiz.

Phenomenon Description In this clip from the film Animal Pharm, students see featherless

chickens, glowing rabbits, and oversized cows. How and why is this

happening? Students will complete a mini-activity involving moving

genes from one animal to another to discover how genes work and

how they can be mutated and manipulated for human benefit.

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Time Required: 45–70 minutes

Materials Required

● Video clip

● Student Guide

● Computer with speakers (for projecting

video) or headphones (for student viewing

on laptops)

● Materials for students to complete the

mutations activity

○ Genetic Engineering Activity

Cards (located in Appendix A on

page 8), laminated and cut

○ Scissors

○ Tape

Safety Considerations Science & Engineering Practices

Use care when using scissors ● Developing and Using Models

● Constructing Explanations or

Arguments from Evidence

Inquiry Scale: Leveling Information The Solve can be completed in various settings, including presentation-style, small groups, or

individually.

Level 1: Most teacher-driven

View the video clip several times as a class. Discuss the video clip as a whole class. After the first viewing,

prompt students with questions to lead them to more observations and invite them to ask questions

about what they are seeing. Students will jot down observations in their Student Guide. Discuss as a

whole class how it could be possible to “modify” a living organism.

Model the genetic engineering activity in front of the class (under a document camera) to test student

ideas.

As a class, discuss the investigation and record observations.

Brainstorm together possible explanations for how genetic engineering is accomplished based on

activity result and video observations. Finally, work as a class to apply the scientific terms to label the

picture in the Student Guide. Level 2

View the video clip several times as a class. Discuss the video clip as a whole class. After the first viewing,

prompt students with questions to lead them to more observations and invite them to ask questions

about what they are seeing. Students will jot down observations in their Student Guide. Discuss as a

whole class how it could be possible to “modify” a living organism. Students will work in small groups to

complete the genetic engineering activity, recording their observations as they investigate. As a class,

discuss the investigation and compare the results from each team.

Brainstorm together possible explanations for how genetic engineering is accomplished based on

activity result and video observations. Finally, direct students to work in small groups to apply the

scientific terms to label the picture in the Student Guide.

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Level 3: Most student-driven

View the video clip several times as a class. Discuss the video clip as a whole class. After the first viewing,

prompt students with questions to lead them to more observations and invite them to ask questions

about what they are seeing. Students will jot down observations in their Student Guide. Discuss as a

whole class how it could be possible to “modify” a living organism. Students will work in small groups to

complete the genetic engineering activity, recording their observations as they investigate.

As a class, discuss the investigation and compare engineered organisms.

Brainstorm together possible explanations for how genetic engineering is accomplished based on

activity result and video observations. Finally, direct students to work independently to apply the

scientific terms to label the picture in the Student Guide.

Agenda

Part 1. Video Clip of Phenomenon (5–10 minutes)

Differentiation Tip: The video can be viewed as a class, in small

groups, or individually.

1. Play the video clip of the phenomenon. The video clip

shows various genetically engineered animals. It may

contain shocking and unexpected sights! Your students will

likely react and want to watch it again. Give students time

to react initially before asking them to record observations in their Student Guide.

Information for the teacher only (do not share this information with the students yet!): In the

video, examples of various genetically engineered animals are highlighted as examples of

animals that humans have genetically engineered for their benefit. Humans can do this in a

number of ways, including through selectively breeding for desirable traits and through

gene-editing technologies (such as CRISPR) that allow for the entire deletion/deactivation of

genes from an organism or the insertion of genes from one organism into another.

2. Students answer questions in Part 1 of their Student Guide. The questioning will encourage

students to think analytically about the video.

Question 1: What is your reaction to this video? Why do you think humans are doing

this? Answers will vary. Encourage students to think about what humans use these

animals for. For example, why might a featherless chicken be helpful to humans?

(Answer: Humans eat chicken, but we do not eat their features. Having featherless

chicken makes it easier for humans to manufacture chicken.)

Allow students to watch the video 2–5 more times.

Question 2: What types of “new” or genetically modified organisms were shown in this

video? List a few examples below. Answers will vary. Examples include glowing rabbits,

featherless chicken, and oversized cows.

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Question 3: How do you think humans are creating these organisms? Jot down a few

thoughts below. Some students may be familiar with gene editing, while others may

have never heard of it before. Have students share ideas and discuss any particularly

interesting ideas. Do not reveal any answers yet, as the next section will be where

students discover how gene manipulation can occur.

Part 2. Let’s Figure It Out! (15–25 minutes)

1. Prep: At the table, have 1 set of animal cards with their genome available per group. Students

will work in groups to genetically engineer an existing organism.

2. Initially, give students 2–3 minutes to explore the animal cards, organisms, and cutouts at their

table. Ask students to discuss as a group what might be at their table and how it might relate to

what they just saw. Walk around the room and share student questions and observations with

the class.

3. Explain to students that they will be modifying an organism today. To begin, they’ll choose

which animal they will be modifying and record information about the animal before any genetic

changes are made. They will:

a. Draw the original “version” of the organism they will be editing.

b. Identify the genes/traits they will change.

c. Explain what they will have to do to change these genes/traits.

4. Let students know that they can now begin to genetically modify their organism. How has their

animal changed, and why? Students will record their analysis in their planning organizer. They

will:

a. Draw their genetically modified organism.

b. Explain how the organism was “edited” and what purpose the editing serves. Students

may choose to delete, insert, or modify a gene.

c. Analyze what advantages or disadvantages this genetically modified organism would

have in its environment. Answers will vary. For example, if students inserted the "thick

fur" gene from a deer into an opossum, it would help the animal produce more insulated

fur in the winter and could be an advantage.

5. If time permits, invite a few groups to share their genetically modified animals.

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Student Example:

Original White-Tailed Deer Gene-Edited Deer

Note: In the gene-edited deer, the deer eye gene is replaced with the chameleon eye gene. This

modification will allow for enhanced eyes capable of moving separately from one another in order to

more precisely spot predators and food.

Part 3. Constructing an Explanation (20–25 minutes)

Students use the information learned in the video and activity to hone and refine their explanations of

how animal traits can change.

Question 1: Reflecting on your experiences creating a genetically modified organism, brainstorm

a possible explanation for how scientists can make rabbits glow or create chickens with no

feathers. Potential answers include: Scientists have created glowing rabbits and featherless

chickens by manipulating the genes of animals. Scientists moved genes from one species into

another.

Question 2: Annotated Image: Apply these terms (they’re new) to the diagram below to explain

your reasoning. Label each term on the diagram below.

Mutation: a change in the DNA sequence of an organism

Gene: a section of DNA that codes for a specific protein

Trait: a characteristic of an organism

Genetic Engineering: the manipulation of the genes of an organism by adding, taking

away, or rearranging DNA in order to achieve a desired trait.

Question 3: Revise: Can you use the scientific terms introduced in question 2 to revise your

explanation in question 1? See how many terms you can include! Potential answers include:

People can mutate DNA from one organism by replacing it with genes from another organism.

This causes an organism’s traits to change. The process is called genetic engineering.

 

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Student Example: Note: Answers will vary, as students may identify any trait on the animals, including

the beak, legs, feathers, skin, or head, to name a few. Mutation options include skin or the “featherless”

trait. Genetic engineering can be labeled as the chicken skin or the deactivated gene itself.

Part 4. Presentation (20–25 minutes)

Show student the PowerPoint presentation to help hone their explanation, and introduce new

information about the specifics of DNA, mutations, and genes.

Part 5. Exit Ticket: Check for Understanding (5–10 minutes)

Differentiation Tip: This can be done in groups, pairs, individually, or more formally as a quiz online.

Students complete the exit ticket to check for understanding. This can be done online by selecting the

Quiz button in Lesson 1 or on paper in the Student Guide. Answers are in the Answer Key section below.

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Exit Ticket

1. Genes determine our:

a. parents

b. traits

c. chromosomes

d. mutations

2. All of the following are inherited traits of organisms except for:

a. Fur color

b. Opposable thumbs

c. Ability to perform tricks

d. Pupil size

3. In genetic engineering:

a. The DNA of an organism is manipulated

b. Mutations to an organism occur

c. Newly “engineered” traits could be beneficial or harmful to an organism

d. All of the above

4. Which of the following best describes a mutation?

a. A change in a gene

b. A section of a chromosome that codes for a particular trait

c. Anything that can damage a gene

d. A distinguishing quality that can be passed from one generation to another

5. True or False: All mutations are harmful.

a. True

b. False

6. A mutation could cause which of the following:

a. Two differently colored eyes

b. Extra toes on a foot

c. Loss of skin color pigmentation

d. All of the above

7. True or False: All mutations are a result of human genetic manipulation.

a. True

b. False

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Appendix A: Genetic Engineering Activity Cards

 

 Animal: Opossum              

 

  

 

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Animal: Chameleon           

 

  

   

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Animal: White-Tailed Deer         

 

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