Two + Two = Identical?
An exploration of heredity and genetics.
The following directions will guide you through the application of Punnett Squares, genetics, and heredity. Your teacher will provide you with various tables or charts in which to record your findings. Please work together in your group to gather as much information as possible and use it to reach an appropriate, supported conclusion.
· Learning from Part 1 will be recorded in a one pager and an "OWL"
chart.
· Learning from Part 2A will be recorded in a summary table called "Table
2A."
· Learning from Part 2B will be recorded in a summary organizer called
“Organizer 2B”.
· Learning from Part 1 will be recorded in a one pager and an "OWL"
chart.
· Learning from Part 2A will be recorded in a summary table called "Table
2A."
· Learning from Part 2B will be recorded in a summary organizer called
“Organizer 2B”.
Part 1: The Issue
BACKGROUND
One of the local television news programs has started airing a segment called “Science Matters” as part of the nightly news. This 5-minute segment covers current science events and answers viewers’ questions. You have been asked to be one of the consulting scientists and to work as a member of a small group to produce a segment in response to a viewer question about identical twins. You can read more in the introductory memo below. The viewer question that you will be working on is:
If two sets of identical twins get married and each couple has a child,
could the resulting children be identical?
If two sets of identical twins get married and each couple has a child,
could the resulting children be identical?
Introductory Memo
| two_plus_two_memo.pdf |
Part 1: Engage
In the first part of this activity, you will be gathering information from various sources to better understand genetics, heredity, DNA, and twins.
Question: If two sets of identical twins get married (identical twin boys each marry identical twin girls) and each couple has a child, could the resulting children be identical?
Science Applications
Seeing Double: Twin Marries Twin and They Have Identical Twin Boys
http://www.today.com/news/seeing-double-twin-marries-twin-they-have-identical-twin-boys-1B7999284?franchiseSlug=todaynewsmain
Read the article "Seeing Double: Twin Marries Twin and They Have Identical Twin Boys". Preview the article and number the paragraphs. Mark the text/write in the margins as you read the article.
Once you have finished reading and marking the text for the article, please complete the one pager given to you by your teacher. Focus your learning on how genetics applies to the identical twin question given in the background.
In the first part of this activity, you will be gathering information from various sources to better understand genetics, heredity, DNA, and twins.
Question: If two sets of identical twins get married (identical twin boys each marry identical twin girls) and each couple has a child, could the resulting children be identical?
Science Applications
Seeing Double: Twin Marries Twin and They Have Identical Twin Boys
http://www.today.com/news/seeing-double-twin-marries-twin-they-have-identical-twin-boys-1B7999284?franchiseSlug=todaynewsmain
Read the article "Seeing Double: Twin Marries Twin and They Have Identical Twin Boys". Preview the article and number the paragraphs. Mark the text/write in the margins as you read the article.
Once you have finished reading and marking the text for the article, please complete the one pager given to you by your teacher. Focus your learning on how genetics applies to the identical twin question given in the background.
One Pager Template
| one_pager_template_for_single_article.pdf |
DNA, Traits, and Heredity: An Overview
Complete the tour of genetics and heredity (click on the link below). Visit each of the following sections and summarize them in the “OWL” (observe, wander/want to know, and learned) chart.
Sections:
What is DNA?
What is a Gene?
What is a Chromosome?
What is a Protein?
What is Heredity?
What is a Trait?
http://learn.genetics.utah.edu/content/basics/
Complete the tour of genetics and heredity (click on the link below). Visit each of the following sections and summarize them in the “OWL” (observe, wander/want to know, and learned) chart.
Sections:
What is DNA?
What is a Gene?
What is a Chromosome?
What is a Protein?
What is Heredity?
What is a Trait?
http://learn.genetics.utah.edu/content/basics/
OWL Chart
| owl_for_genetics_pbl.pdf |
Part 1 Assessment: The Muddiest Point
Review all that you have learned from reading the article and from the tour of genetics and heredity. Using your one pager and your "OWL" chart, review and record what you have learned. Complete these sections independently.
After completing the "W" and "L" sections of your "OWL" chart, discuss your "wonder about" and "learning" columns with your group members.
After your discussion, complete the "muddiest point" section of the "OWL" chart page independently. Complete this section by reviewing the information, reflecting on your observations and learning, and then writing what is the most confusing part of your learning so far. Answer these questions: Why do you think this is confusing? Where would you find more information to help clarify your confusion?
Review all that you have learned from reading the article and from the tour of genetics and heredity. Using your one pager and your "OWL" chart, review and record what you have learned. Complete these sections independently.
After completing the "W" and "L" sections of your "OWL" chart, discuss your "wonder about" and "learning" columns with your group members.
After your discussion, complete the "muddiest point" section of the "OWL" chart page independently. Complete this section by reviewing the information, reflecting on your observations and learning, and then writing what is the most confusing part of your learning so far. Answer these questions: Why do you think this is confusing? Where would you find more information to help clarify your confusion?
Part 2: Investigating and Exploring the Issue
To gain a better understanding of genetics, heredity, DNA, and predicting traits, we are going to follow several steps to complete investigations about different genetics-related issues.
Research Questions:
How similar is the DNA of identical twins? How does this impact the process of predicting what traits are passed down from parents to offspring?
To gain a better understanding of genetics, heredity, DNA, and predicting traits, we are going to follow several steps to complete investigations about different genetics-related issues.
Research Questions:
How similar is the DNA of identical twins? How does this impact the process of predicting what traits are passed down from parents to offspring?
A. Research Activities:
Activity 1: Meiosis Simulation (Video)
Part 1: Read “The Disagreement of Mitosis and Meiosis”. Compare the processes of mitosis and meiosis. Fill in the compare and contrast section of Table 2. for mitosis and meiosis.
Part 2: Watch the video simulation of meiosis (click on the link below). Record how this process relates to the research questions that you are trying to answer. Record your information in Table 2.
http://www.sumanasinc.com/webcontent/animations/content/meiosis.html
Activity 2: Blood Type Example
Watch the video about blood types (click on the link below). As you watch the video, take notes on how blood types are passed from parents to offspring, noting how the offspring could be similar to or different from one or both parents. Summarize what you learn from the video and fill in Table 2.
http://news.discovery.com/human/videos/why-tell-me-why-blood-types.htm
You can learn more about blood types by visiting the link below and looking at the examples.
http://learn.genetics.utah.edu/content/inheritance/blood/
Activity 3: Karyotyping
Follow the directions to complete the karyotype (click on the link below). In Table 2. summarize what a karyotype is, how it is useful, and what you have learned from the activity.
http://learn.genetics.utah.edu/content/chromosomes/karyotype/
Activity 4: Pedigrees
Complete the "PI: Pedigree Investigator" activity. Before completing the activity, click on and view the pedigree tutorials. Complete all three sections of the tutorial: “What is it?”, “What do the symbols mean?”, and “Why do it?” After the tutorial, complete the activity. Summarize what you learned and how it could be useful in answering the research questions.
http://learn.genetics.utah.edu/content/addiction/pi/
Activity 5: DNA Fingerprinting
Follow the directions to learn about DNA fingerprinting. In Table 2. summarize what you have learned about DNA fingerprinting and how it could be used to answer the research questions.
http://www.pbslearningmedia.org/asset/tdc02_int_creatednafp2/
Activity 6: Forensic DNA
Review the facts about using DNA to identify criminals or victims. This is called “forensic DNA” and can be useful when solving crimes or mysteries. In Table 2. summarize the relationship of using forensic DNA to determining if two individuals are related.
DNA EXTRACTION:
http://learn.genetics.utah.edu/content/labs/extraction/
GEL ELECTROPHORESIS:
http://learn.genetics.utah.edu/content/labs/gel/
Activity 7: Punnett Square Practice
Practice creating and interpreting Punnett squares by taking the online quiz (click on the link below). Each member of your group should complete this independently. You may create Punnett squares on a separate sheet of paper to help you answer the questions. Record your score in Table 2. Identify any questions or areas of weakness that you have in regards to Punnett squares and predicting offspring.
http://glencoe.mcgraw-hill.com/sites/0078778066/student_view0/chapter5/math_practice.html
Activity 8: Paper Family
Follow the directions to complete the “Paper Family” activity. This activity will simulate how traits are passed down from parents to offspring. Complete the activity on the pages provided.
Activity 1: Meiosis Simulation (Video)
Part 1: Read “The Disagreement of Mitosis and Meiosis”. Compare the processes of mitosis and meiosis. Fill in the compare and contrast section of Table 2. for mitosis and meiosis.
Part 2: Watch the video simulation of meiosis (click on the link below). Record how this process relates to the research questions that you are trying to answer. Record your information in Table 2.
http://www.sumanasinc.com/webcontent/animations/content/meiosis.html
Activity 2: Blood Type Example
Watch the video about blood types (click on the link below). As you watch the video, take notes on how blood types are passed from parents to offspring, noting how the offspring could be similar to or different from one or both parents. Summarize what you learn from the video and fill in Table 2.
http://news.discovery.com/human/videos/why-tell-me-why-blood-types.htm
You can learn more about blood types by visiting the link below and looking at the examples.
http://learn.genetics.utah.edu/content/inheritance/blood/
Activity 3: Karyotyping
Follow the directions to complete the karyotype (click on the link below). In Table 2. summarize what a karyotype is, how it is useful, and what you have learned from the activity.
http://learn.genetics.utah.edu/content/chromosomes/karyotype/
Activity 4: Pedigrees
Complete the "PI: Pedigree Investigator" activity. Before completing the activity, click on and view the pedigree tutorials. Complete all three sections of the tutorial: “What is it?”, “What do the symbols mean?”, and “Why do it?” After the tutorial, complete the activity. Summarize what you learned and how it could be useful in answering the research questions.
http://learn.genetics.utah.edu/content/addiction/pi/
Activity 5: DNA Fingerprinting
Follow the directions to learn about DNA fingerprinting. In Table 2. summarize what you have learned about DNA fingerprinting and how it could be used to answer the research questions.
http://www.pbslearningmedia.org/asset/tdc02_int_creatednafp2/
Activity 6: Forensic DNA
Review the facts about using DNA to identify criminals or victims. This is called “forensic DNA” and can be useful when solving crimes or mysteries. In Table 2. summarize the relationship of using forensic DNA to determining if two individuals are related.
DNA EXTRACTION:
http://learn.genetics.utah.edu/content/labs/extraction/
GEL ELECTROPHORESIS:
http://learn.genetics.utah.edu/content/labs/gel/
Activity 7: Punnett Square Practice
Practice creating and interpreting Punnett squares by taking the online quiz (click on the link below). Each member of your group should complete this independently. You may create Punnett squares on a separate sheet of paper to help you answer the questions. Record your score in Table 2. Identify any questions or areas of weakness that you have in regards to Punnett squares and predicting offspring.
http://glencoe.mcgraw-hill.com/sites/0078778066/student_view0/chapter5/math_practice.html
Activity 8: Paper Family
Follow the directions to complete the “Paper Family” activity. This activity will simulate how traits are passed down from parents to offspring. Complete the activity on the pages provided.
| paper_family_for_genetics_pbl.pdf |
All of your information from activities one through eight that you completed in class should be summarized in Table 2. Discuss what you have learned from these activities with your partners.
Table 2A.
| table_2a.pdf |
B. Historical Perspectives and Current Research Articles and Video:
The articles and video presented here will aid you in understanding more about the DNA of identical twins. As you and your partners read the articles and watch the video, complete Organizer 2B. in order to summarize your learning.
Step 9: Articles on Twin Genetics using Reciprocal Teaching
You will be reading four articles about the genetics and DNA of identical twins. You will be practicing four skills as you read these articles: summarizing, questioning, clarifying, and predicting. Each group member will be responsible for using the skill and sharing the results with your group. Each group member will practice one skill per article, so you will practice all four skills by the end of Step 9.
Reciprocal Teaching Skills and Directions:
Read and follow the directions for assigning roles and practicing the four skills. See the overview document below.
The articles and video presented here will aid you in understanding more about the DNA of identical twins. As you and your partners read the articles and watch the video, complete Organizer 2B. in order to summarize your learning.
Step 9: Articles on Twin Genetics using Reciprocal Teaching
You will be reading four articles about the genetics and DNA of identical twins. You will be practicing four skills as you read these articles: summarizing, questioning, clarifying, and predicting. Each group member will be responsible for using the skill and sharing the results with your group. Each group member will practice one skill per article, so you will practice all four skills by the end of Step 9.
Reciprocal Teaching Skills and Directions:
Read and follow the directions for assigning roles and practicing the four skills. See the overview document below.
| reciprocal_teaching_overview.pdf |
Articles:
Fill in the article sections (one for each article) in "Organizer 2B."
Identical Twins Originally Believed to Have Identical DNA
Article #1:
http://genetics.thetech.org/ask/ask68
Article #2:
http://scienceline.ucsb.edu/getkey.php?key=244
New Scientific Research on Identical Twin DNA
Article #3:
http://www.nytimes.com/2008/03/11/health/11real.html?_r=0
Article #4:
http://www.scientificamerican.com/article.cfm?id=identical-twins-genes-are-not-identical
Fill in the article sections (one for each article) in "Organizer 2B."
Identical Twins Originally Believed to Have Identical DNA
Article #1:
http://genetics.thetech.org/ask/ask68
Article #2:
http://scienceline.ucsb.edu/getkey.php?key=244
New Scientific Research on Identical Twin DNA
Article #3:
http://www.nytimes.com/2008/03/11/health/11real.html?_r=0
Article #4:
http://www.scientificamerican.com/article.cfm?id=identical-twins-genes-are-not-identical
Organizer 2B.
| organizer_2b.pdf |
Step 10: Viewing the Video on Twin Genetics and DNA – Supporting Your Reading
Watch the video (click on the link below) about twins, genetics, and DNA. Fill in the video summary on “Organizer 2B.”
Identical Twin DNA video
http://learn.genetics.utah.edu/content/epigenetics/twins/
Watch the video (click on the link below) about twins, genetics, and DNA. Fill in the video summary on “Organizer 2B.”
Identical Twin DNA video
http://learn.genetics.utah.edu/content/epigenetics/twins/
Step 11: Presentations: Explaining, then Giving and Receiving Feedback
Using the information from the activities and articles, create a flow chart to begin planning your video segment. Create a flow chart (using Google docs) that shows how your ideas are related to each other, how the ideas will flow logically in your final video, and how these ideas address the original questions. Your flow chart should have written ideas and linking arrows and words, but may also include pictures. Use the rubric to guide your flow chart creation. Submit this flow chart to your teacher to be reviewed by the class. Each group will present its poster to the class (2-3 minutes/group) and receive feedback from the class.
Flow Chart Rubric
| twin_twin_identical_flow_chart_rubric.pdf |
Step 12: Evaluating, Revising, and Advancing Your Ideas
Look at the flow charts from the class, the ideas about genetics, heredity, and twins, and the connections between science and the research questions. With your group members, brainstorm a list of what you need to know about genetics and the application of genetics to your problem (research questions). As a team, decide how to divide up the topics and research what you need to learn.
· How has your thinking about genetics and twins changed based on the new information? How will the changes in your thinking affect your video segment?
· How will your learning and your new ideas help you answer the question: If two sets of identical twins get married and each couple has a child, could the resulting children be identical?
· To what extent can your learning be used to modify your ideas about genetics, twins, and your video segment?
· What data or supporting facts from the articles help support your plan for the video segment?
· How do the data connect to your topic?
· Are there certain pieces of data that influence you more strongly than others? Are these data reliable?
Part 2 Assessment:
In “Organizer 2B.” fill in the “summary of learning from feedback” section, then use the information from your learning to fill in the "What I learned", "I need to know", and "How this helps answer the questions" columns. After you complete these columns, develop a hypothesis to answer the question.
Look at the flow charts from the class, the ideas about genetics, heredity, and twins, and the connections between science and the research questions. With your group members, brainstorm a list of what you need to know about genetics and the application of genetics to your problem (research questions). As a team, decide how to divide up the topics and research what you need to learn.
· How has your thinking about genetics and twins changed based on the new information? How will the changes in your thinking affect your video segment?
· How will your learning and your new ideas help you answer the question: If two sets of identical twins get married and each couple has a child, could the resulting children be identical?
· To what extent can your learning be used to modify your ideas about genetics, twins, and your video segment?
· What data or supporting facts from the articles help support your plan for the video segment?
· How do the data connect to your topic?
· Are there certain pieces of data that influence you more strongly than others? Are these data reliable?
Part 2 Assessment:
In “Organizer 2B.” fill in the “summary of learning from feedback” section, then use the information from your learning to fill in the "What I learned", "I need to know", and "How this helps answer the questions" columns. After you complete these columns, develop a hypothesis to answer the question.
Part 3: Planning, Preparing, Producing Your Segment, and Creating a Viewer’s Guide
Video Criteria…A Snapshot
· 5-minutes in length
· Answers the viewer question posed in the video
· Supporting information (evidence) for the answer to the question is included
· “Eye-catching” and Interesting: creative, colorful, engaging, accurate
· You may create your video on the computer or you may film it using a camera.
· See the rubric for a more detailed description of expectations
Planning
· Plan with your team to establish a timeline for completing your project. Create a calendar on Google to outline how and when your project will be completed.
· Plan your video segment by making story boards that overview what the video will look like and a script for what will be said in the video. The sketches can be stick figures…they are just for planning, so do NOT spend too much time on creating them! You may edit and revise your script as necessary, but put it down in writing!
Preparation
· Practice your video prior to recording. Practice reading your script so that everyone involved is comfortable with the reading and presentation. Make sure you have any necessary props and that they are working.
Producing the Video
· Record your video or create your presentation on the computer.
Video Criteria…A Snapshot
· 5-minutes in length
· Answers the viewer question posed in the video
· Supporting information (evidence) for the answer to the question is included
· “Eye-catching” and Interesting: creative, colorful, engaging, accurate
· You may create your video on the computer or you may film it using a camera.
· See the rubric for a more detailed description of expectations
Planning
· Plan with your team to establish a timeline for completing your project. Create a calendar on Google to outline how and when your project will be completed.
· Plan your video segment by making story boards that overview what the video will look like and a script for what will be said in the video. The sketches can be stick figures…they are just for planning, so do NOT spend too much time on creating them! You may edit and revise your script as necessary, but put it down in writing!
Preparation
· Practice your video prior to recording. Practice reading your script so that everyone involved is comfortable with the reading and presentation. Make sure you have any necessary props and that they are working.
Producing the Video
· Record your video or create your presentation on the computer.
Video Segment Rubric
| twin_twin_identical_video_segment_rubric.pdf |
Viewer’s Guide
As part of your final product, you will create a viewer’s guide to accompany the video segment. This guide should be a brochure that can be printed or can be accessed online. Your brochure should explain the science that you are presenting in the video segment. Follow the rubric to create your viewers guide.
Your viewers guide should include:
· The research question (as presented in the background).
· An answer to the research question (use your hypothesis and data or information to support this).
· Information (evidence) explained in writing that supports the answer to the question.
· Pictures or diagrams to support your written explanation.
· Color! Your brochure should be appealing and eye-catching so a person will want to pick it up and read it!
· Correct grammar and spelling
As part of your final product, you will create a viewer’s guide to accompany the video segment. This guide should be a brochure that can be printed or can be accessed online. Your brochure should explain the science that you are presenting in the video segment. Follow the rubric to create your viewers guide.
Your viewers guide should include:
· The research question (as presented in the background).
· An answer to the research question (use your hypothesis and data or information to support this).
· Information (evidence) explained in writing that supports the answer to the question.
· Pictures or diagrams to support your written explanation.
· Color! Your brochure should be appealing and eye-catching so a person will want to pick it up and read it!
· Correct grammar and spelling
Viewer's Guide Rubric
| twin_twin_identical_viewers_guide_rubric.pdf |
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Every reasonable attempt has been made to insure that the web pages are educationally sound and do not contain links to any questionable material. Furthermore, Teacher Collaborate cannot control and is not responsible for any material available on the Internet or the World Wide Web. Teacher Collaborate cannot guarantee the privacy of persons visiting this site or any site established on the Internet or World Wide Web.
