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Course, Subject

Biology/Living Environment, Math, Science & Technology, Science (NYS P-12)

Materials

• Computers with internet access
• Class textbook
• Microsoft PowerPoint

Essential Questions

What are genetic diseases and how are they detected?

What causes the disease (insertion, deletion, substitution)?

Description

Working in groups, 9th and 10th grade Regents biology students will use the internet to research one of six predetermined genetic diseases. Students should have completed 2 weeks of Mendelian and modern genetics prior to this activity.

Students will present their findings to the class in PowerPoint.

Website(s)

Down Syndrome
Sickle Cell Anemia
PKU News
Cystic Fibrosis
Hemophilia
ALS or Lou Gehrig's Disease

Student Objectives

Students will be able to interpret information, record information about several genetic diseases, and communicate that information to fellow students in the form of group presentations using PowerPoint (4 slides minimum).

Procedure

Have students view the internet exhibit of genetic diseases from the NIH website: http://www.history.nih.gov/exhibits/genetics/index.htm

To peak student interest, show and discuss a “weird” disease such as Familial hypercholesterolemia where a human gene renders people susceptible to the disease.

Begin by randomly determining groups. The teacher will go up and down the aisles of the classroom and students will pick a small piece of paper out of a decorative bag. Each piece of paper will have one of the following diseases on it.

1. Down’s Syndrome
2. Sickle cell anemia
3. Phenylketonuria (PKU)
4. Cystic fibrosis
5. Lou Gehrig's Disease (Amyotrophic Lateral Sclerosis or ALS)
6. Hemophilia

Instruct each group to look up the appropriate website for their disease. For each disease, include the following:

• Definition (full name)
• Any ethnic groups that are affected
• How the disease is detected
• What, if any, treatments are available

On day 2, each group will construct their PowerPoint presentation. If more time is needed, it will be completed as homework.

On day 3, each group presents their information while non-presenting students are responsible for taking notes from their fellow students.

Reiterate that it can take only ONE base pair deletion, substitution, or an extra base pair to cause life-altering changes.

DO NOT FORGET to discuss and add what treatments are available (do not leave class depressed or worried!).

Evaluation

Refer to scoring rubric.

Scoring Rubric: Genetic Diseases

Related Academic Standards

New York State

S.HS.LS.3.1 Students who demonstrate understanding can ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

S.HS.LS.3.3 Students who demonstrate understanding can apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

MST4.C.LE.LE.2.1 Students explain how the structure and replication of genetic material result in offspring that resemble their parents.

MST4.C.LE.LE.2.2 Students explain how the technology of genetic engineering allows humans to alter the genetic makeup of organisms.

MST4.C.LE.LE.5.1 Students explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.

MST4.C.LE.LE.5.2 Students explain disease as a failure of homeostasis.

MST4.C.LE.LE.6.1 Students explain factors that limit growth of individuals and populations.