Observations and Conclusions

Illustrated Mutation Models

Objectives

• 
  summarize DNA structure and function, including the following:
  

• 
  Genetic code is a sequence of DNA nucleotides.
  
• 
  DNA is a polymer of four nucleotide monomers. A nucleotide contains one of the following bases: adenine, guanine, cytosine, or thymine; phosphate, and the 5-carbon sugar deoxyribose.
  
• 
  DNA is double-stranded molecule connected by complementary nucleotide pairs (A-T, C-G) like rungs in a ladder. The ladder twists to form the double helix.
  

• 
  summarize the following possible results of genetic recombination:
  

• 
  Inserting, deleting, or substituting DNA segments can alter genes.
  
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  An altered gene may be passed on to every cell that develops from it, causing an altered phenotype.
  
• 
  An altered phenotype may be beneficial or detrimental.
  
• 
  Sometimes entire chromosomes can be added or deleted, resulting in a genetic disorder such as Trisomy 21 (Down’s syndrome) and Turner syndrome.
  

Materials needed

• 
  Copies of the attached student activity sheet
  
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  Various types, sizes, and colors of paper
  
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  Tape and glue
  
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  Paperclips
  
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  Scissors
  
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  Crayons, markers, and colored pencils
  
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  Yarn, string, and pipe-cleaners
  
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  Poster board
  

Instructional activity

Content/Teacher Notes

Before engaging in this activity, students should have already completed a lesson on the basic structure and function of DNA as well as the role of a chromosome in the nucleus. This activity may be extended to become a long-term project, or a condensed version of the activity may be used simply to introduce the various types of DNA and chromosomal mutations. Be aware that some students may have personal experience with some of the disorders associated with DNA and chromosomal mutations.

Introduction

1. After having completed the lessons on DNA structure and function (including replication and protein synthesis), ask students the following question, and allow the class to brainstorm ideas: “What do you think might happen if there is an error in the DNA somewhere and somehow?” Write the students’ responses on the board, and ask the students to group them into categories.

2. Ask, “Are there particular times in replication and protein synthesis when these mistakes in DNA might occur? If so, when?” Have students record the various responses.

3. Ask, “How might these different types of mistakes affect the protein that will eventually be made?” Have students record the various responses.

4. Tell the students that they will now be answering some of these questions more thoroughly as they work in pairs to create an illustrated set of notes in a large format for the various types of DNA and chromosomal mutations.

Procedure

1. Group students in pairs, and give each pair a student activity sheet and a set of available materials to use to create their illustrated notes.

2. Allow students to have most of the class time to construct their notes. Some students may require more than one class period to complete these.

3. Once students have finished their notes, have them present to the class the disease or disorder that they found and describe its symptoms, treatments, and etiology (the set of factors that contributes to the occurrence of a disease).

Observations and Conclusions

1. At the end of student-pair presentations, ask students the following question: “What is the one way to cure a disease or disorder caused by either a DNA mutation or a chromosomal mutation? Explain your answer.” Use their responses as “Exit Slips.”

Sample assessment

• 
  Begin the next class period with a short quiz about the various types of DNA and chromosomal mutations, allowing the student pairs to use their illustrated notes.
  

Follow-up/extension

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  Follow this activity with having the students research and create “Human Genetic Disorder” pamphlets. Alternatively, continue on to a unit about cellular division and human inheritance before addressing human genetic disorders in particular.
  

Illustrated Mutation Models

Student Activity Sheet

Directory: testing -> sol -> scope sequence
scope sequence -> History and Social Science Standards of Learning Enhanced Scope and Sequence
sol -> Strand Earth Patterns, Cycles, and Change Topic Investigating fossils in sedimentary rock Primary sol
testing -> Prairie State Achievement Exam
testing -> Testing and Assessment updated Tentative schedules
testing -> Local unit tests Located at module-name
sol -> P. O. Box 2120 Richmond, Virginia 23218-2120
sol -> Strand Interrelationships in Earth/Space Systems Topic Investigating ocean currents Primary sol
sol -> History and Social Science Standards of Learning for Virginia Public Schools Wo Board of Education Commonwealth of Virginia March 2015 History and Social Science Standards of Learning for Virginia Public Schools Adopted in March 2015 by the Board of

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