TITLE: Chapter 6 - Chromosomes and Karyotypes
TASK DEVELOPER: Maria A. Cefalo
GRADE AND CONTENT AREA: 10 Biology / Lab I
SCOPE AND SEQUENCE: Karyotyping
TARGET TEACHING DATE: 2-3-07
SCHOOL: JFK High School

CHARACTERISTICS OF LIFE

STANDARD 5.5 CHARACTERISTICS OF LIFE: All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life.

Strand C. Reproduction and Heredity: Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1. Describe how information is encoded and transmitted in genetic material.
2. Explain how genetic material can be altered by natural and/or artificial means; mutations and new gene combinations may have positive, negative, or no effect on organisms or species.
3. Assess the impact of current and emerging technologies on our understanding of inherited human characteristics.

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• The students will complete an activity to demonstrate knowledge about chromosomes and what they would like to know about chromosomes and what was learned.
  
  
• The students will illustrate and construct a karyotype to determine the sex of a fetus and if the fetus has any inherited genetic disorders.

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Real World Setting: Medical Breakthroughs

For this project, you will be a Genetic Technician. You are faced with determining the sex of an unborn fetus and whether or not the fetus has Down Syndrome or any other inherited disease. You must create a karyotype to determine the sex of the fetus and chromosomal location of genetic disorder (if any). You will then have to notify the parents of your results (parents will be your classmates). You will have to explain the karyotpe to the parents and how you came to your diagnosis. (This will be a presentation to the class).

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Level I: Acquiring Data - Data students will acquire in this standards-based task:

Vocabulary: gene, chromosome, karyotype, homologous pair, centromere, Down Syndrome, autosomes, nondisjunction, fetus, trisomy 21.

Level II: Visualizing Information - Data from Level I that are visualized as information in this standards-based task:

Arranging and Organizing: Cut out chromosomes and organize homologous pairs to complete karyotype. Organization should be based on bands, centromere location, and size.

Level III: Applying Knowledge - Visualized information from Level II that is applied knowledge in this standards-based task:

Creating solutions: Analyzing karyotype to determine the sex of the fetus and if the fetus will have Down Syndrome.

Answer all questions that are presented in lab to create a factual and concise analysis.

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Student Involvement - The students will complete the task individually.

Use of Resources - The school will provide:

• classroom materials such as pencil, paper, notebooks.
• classroom time to complete the task.
  

Assessment of Student Work - The following forms of assessment will be used to determine progress and results: Checklist

Reporting Results - The assessment results will be reported as a score point on a rubric.

Timeline - The estimated time needed to plan, teach, and score this task is one to three class periods.

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Activities:

Use information learned about chromosomes to create a karyotype to determine the sex of a fetus and if the fetus has Down Syndrome or any other genetic disorder.

Segment One: Mini-Lesson - Estimated Time: 20% of allocated time

Activity 1:

During this segment of the lesson:

1. Each student will have the opportunity to demonstrate knowledge about chromosomes and inheritance by completing an activity at the beginning of class.  Students should write what they know about chromosomes, inheritance and karyotypes.
2. After discussing what students know about chromosomes, each student will write what they would like to know about chromosomes and karyotypes.
3. Introduce lab to students and model an example of a completed karyotype.

Materials for this segment: Notebook, pen.
Student product or performance for this segment: Basic review and introduction to lab.
Scoring tool for this segment: Will be part of grading rubric.

Segment Two: Practice - Estimated Time: 60% of allocated time

Activity 2 / LAB:

Real World Setting: Medical Breakthroughs

For this project, you will be a Genetic Technician. You are faced with determining the sex of an unborn fetus and whether or not the fetus has Down Syndrome or any other inherited disease. You must create a karyotype to determine the sex of the fetus and chromosomal location of genetic disorder (if any). You will then have to notify the parents of your results (parents will be your classmates). You will have to explain the karyotpe to the parents and how you came to your diagnosis. (This will be a presentation to the class).

1. Identify pairs of homologous chromosomes by their length, centromere position, size and shape.
2. Cut out chromosomes and match homologous pair to key on page 46 figure 45.
3. Paste homologous pairs on blank karyotype.
4. Determine the sex of the fetus and if the fetus has Down Syndrome or any other genetic disorder.
5. Answer all questions on lab worksheet.

Materials for this segment: Karyotype lab, scissors, glue, sample karyotype, lab worksheet.
Student product or performance for this segment: Completed karyotype with results.
Scoring tool for this segment: Rubric

Segment Three: Feedback - Estimated Time 20% of allocated time

Activity 3:

This activity will allow each student to present their findings and completed karyotypes. The students will create a realistic scenario in which they are advising expecting parents of the circumstances of their unborn child. Each student will be graded on accuracy of karyotype, presentation, and how they answer questions presented by the class.

Materials for this segment: Completed karyotype lab, results.
Student product or performance for this segment: Formal presentations.
Scoring tool for this segment: Rubric

Source: Mergenthaler Vocational-Technical Senior High School , Baltimore , MD
http://www.learningfront.com/mergenthaler/pages/teaching.html

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SCORING:
                                                     

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Organize: I used the following statistics to show the data for this lesson and learning standards:

Analyze: When scoring the activities and presentations, I noticed that the students who completed the assignment acquired a good understanding of the content presented during lecture.  They were well prepared for their presentations and were able to communicate and answer questions about their specific results.  The data shows that 44% of the class received no credit for this assignment.  These results were not based on content knowledge but due to the fact that assignments were not handed in.

Reflect: As I analyzed the results, I noticed that most students that completed the assignment ranked above average. I was surprised that 44% of students did not turn in their assignment. Although time was given to complete the assignment in class, students failed to be responsible.

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