http://www.transformation2013.org/docs/Design%20Challenges/Biology/Genetics

Transformation 2013 PBL 5E Planning Form Guide Design Challenge Title: Genetics Webpage Teacher(s):Shane McKay School: East Central High School Subject: Biology Abstract: The student will understand the components of DNA and will learn how traits are carried from parent to offspring. The learner will also differentiate between transcription, translation, and RNA.

MEETING THE NEEDS OF STEM EDUCATION THROUGH PROBLEM BASED LEARNING Š 2008 Transformation 2013

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Begin with the End in Mind The theme or “big ideas” for this PBL: The student will focus on Mendelian genetics and the process of protein synthesis.

Students will be introduced to the structure and function of nucleic acids and the process of replication, transcription, translation, and genetic variation.

TEKS/SEs that students will learn in the PBL: (6) Science concepts. The student knows the structures and functions of nucleic acids in the mechanisms of genetics. The student is expected to: (A) describe components of deoxyribonucleic acid (DNA), and illustrate how information for specifying the traits of an organism is carried in the DNA; (B) explain replication, transcription, and translation using models of DNA and ribonucleic acid (RNA); (C) identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes; (D) compare genetic variations observed in plants and animals; (E) compare the processes of mitosis and meiosis and their significance to sexual and asexual reproduction; and (F) identify and analyze karyotypes.

Key performance indicators students will develop in this PBL: The learner will be able to demonstrate DNA replication and protein synthesis and be able to explain each step in the process. Students will also be able to distinguish phenotypic and genotypic ratios in monohybrid and dihybrid crosses. The students will be able to communicate the impact of frameshift mutations on protein synthesis.

21st century skills that students will practice in this PBL: www.21stcenturyskills.org Team-work, responsibility, and productivity © 2008 Transformation 2013

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STEM career connections and real world applications of content learned in this PBL:

Career: Genetic Counselor, Animal Breeder, education Connections: Genetics is one of the controversial topics in the news daily from stem cell research to cloning.

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The Problem You and a team of computer technicians (2 other students) will develop a website to teach high school students about genetics. The following criteria must be utilized to meet this design challenge: I. Your website must contain the following elements: a. Timeline of the history of genetics beginning with Gregor Mendel through Watson and Crick and beyond b. Explanation of Mendelian genetics, how to use Punnett squares, and how to do dihybrid crosses c. Instruction regarding the components of DNA and nucleotide base pairing rules d. Demonstration of replication, transcription, and translation in the process of protein synthesis e. Identifications of mutations that occur in base pairing (frameshift and point mutations) and how mutations can effect protein synthesis II.

The website must have the following design elements: a. Animations b. Web links c. Graphics d. Tutorials

Your project will be graded by a rubric based on the user friendly aspects of web design, creativity, attention to scientific detail, and organization.

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Map the PBL Already Learned

Performance Indicators

1. Students should know the following terms: genetics, fertilization, trait, hybrid, gene, allele, gamete, phenotype, genotype, homozygous, heterozygous, Punnett square, gene mapping, nucleotide, transcription, translation, replication, chromatin, DNA, RNA, tRNA, mRNA, rRNA, codon, probability, breeding 2. The process of DNA replication 3. DNA base pairing rules 4. Utilizing Punnett squares for monohybrid and dihybrid crossess 5. Describe mutation and its impact on protein synthesis 6. Calculate genotypic and phenotypic ratios 7. Differentiate between transcription and translation in protein synthesis

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Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale.

Balloon Juggle & Sort Balloon games can be used as party games, fun fillers, energizers, icebreakers, or for longer trust-building, team-building, and therapeutic sessions.

Have each of the participants inflate two balloons. Assign the participants to groups of three (6 balloons per group). Challenge participants to keep all balloons in the air. This gets the group moving and cooperating. Once they've got the hang of it, make it harder by adding in more balloons or placing restrictions e.g., no hands to keep balloons up. Ask participants to keep juggling the balloons, but to sort them into colors (works best with large groups).

Debrief with the participants using the following set of questions:  Was anyone frustrated during the activity?  Why is teamwork important for the success of this activity?  Did everyone play an equal role in the group’s success?  If you could do the activity again, what would you do differently? The same?

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5E Lesson Plan PBL Title: Genetics Website TEKS/TAKS objectives: TAKS Objective: 3; TEKS: 6A,B,C,D,E,F Engage Activity Have the students pair-up and ask them to discuss the following dilemma: “Can a 12 year old sheep have an identical twin that is only 4 years old?”

Then show them the following website: http://news.bbc.co.uk/onthisday/hi/dates/stories/february/22/newsid_4245000/4245877.st m Now, create a gallery walk. Place one question/chart paper around the room and place students into groups of 4. Give each group one minute to answer the prompt at each station using the markers at each station. Use the following questions on separate pieces of chart paper: “What is DNA?” “How is DNA used in science today?”

“Where is DNA located?”

“How are geneticists manipulating DNA to better our world?”

“Why do we have DNA?” “What does the term probability mean to your group?”

Hint: give each group a different colored marker to differentiate which group is responding to each prompt.

Engage Activity Products and Artifacts DNA gallery walk participation

Engage Activity Materials/Equipment 6 different colored markers, chart paper, computer, LCD projector, and a timer Engage Activity Resources http://news.bbc.co.uk/onthisday/hi/dates/stories/february/22/newsid_4245000/4245877.stm

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Explore Activity Place students into groups of three; this will be their team for the rest of unit and the website project.

Have students do the balloon team building activity.

Upon completion of the team building activity ask the students: “Has anyone seen DNA before?” Explain they will extract DNA from strawberries (use the strawberry DNA lab provided) – students will complete the lab and turn in their lab handout.

Next, give each group a bag of 4 pennies and the probability lab that goes with it. Ask students if they can predict whether it will be heads or tails? Have students perform the probability lab.

Introduce the concept of genetics being like flipping a coin; predictions can be made based on the probability of a certain outcome.

Set up the design project and allow the groups to work together to begin making plans on how they would like to design their webpage.

You and a team of computer technicians (2 other students) will develop a website to teach high school students about genetics. The following criteria must be utilized to meet this design challenge: III. Your website must contain the following elements: a. Timeline of the history of genetics beginning with Gregor Mendel through Watson and Crick and beyond b. Explanation of Mendelian genetics, how to use Punnett squares, and how to do dihybrid crosses c. Instruction regarding the components of DNA and nucleotide base pairing rules d. Demonstration of replication, transcription, and translation in the process of protein synthesis e. Identifications of mutations that occur in base pairing (frameshift and point mutations) and how mutations can effect protein synthesis IV.

The website must have the following design elements: a. Animations b. Web links c. Graphics d. Tutorials

Your project will be graded by a rubric based on the user friendly aspects of web design, creativity, attention to scientific detail, and organization.

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Explore Activity Products and Artifacts Strawberry DNA Lab, Probability Lab Explore Activity Materials/Equipment Strawberries, soap, ethyl alcohol, NaCl, microcentrifuge tubes, pipettes, pennies, ice, cheesecloth, plastic cups, test tubes, centrifuge, meat tenderizer, Ziploc bags, Tris EDTA solution Explore Activity Resources Activity adapted from: http://carnegieinstitution.org/first_light_case/horn/DNA/BERRYteacDNA Explain Activity Have students watch the following BrainPOP movie and take the quiz that follows. Each student will email the quiz grade to you. http://www.brainpop.com/science/cellularlifeandgenetics/dna/ Show the students the DNA PowerPoint presentation.

Next, have each student watch the next BrainPOP movie and take the quiz that follows.

Each student will email the quiz grade to you. http://www.brainpop.com/health/geneticsgrowthanddevelopment/rna/ Show the students the Protein Synthesis PowerPoint presentation.

Next, have each student watch the next BrainPOP movie and take the quiz that follows.

Each student will email the quiz grade to you. http://www.brainpop.com/health/geneticsgrowthanddevelopment/genetics/ Show the students the Gregor Mendel PowerPoint presentation.

Next, have each student watch the next two BrainPOP movies and take the quiz that follows. Each student will email the quiz grades to you. http://www.brainpop.com/health/geneticsgrowthanddevelopment/heredity/ http://www.brainpop.com/health/geneticsgrowthanddevelopment/geneticmutations/

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Explain Activity Products and Artifacts 5 BrainPOP quiz grades Explain Activity Materials/Equipment LCD projector, computers with internet access, BrainPOP subscription Explain Activity Resources http://www.brainpop.com/science/cellularlifeandgenetics/dna/ http://www.brainpop.com/health/geneticsgrowthanddevelopment/rna/ http://www.brainpop.com/health/geneticsgrowthanddevelopment/genetics/ http://www.brainpop.com/health/geneticsgrowthanddevelopment/heredity/ http://www.brainpop.com/health/geneticsgrowthanddevelopment/geneticmutations/

Elaborate Activity Provide students with the Biology Bingo cards.

Follow the bingo game rules and play Protein Synthesis Bingo with the class. (Hint: play for prizes, free homework passes, bonus points, etc.)

Allow students to partner up in pairs and complete the Oompah Loompah Genetics activity.

Using the same partners as the Oompah Loompah activity, pass out the Karyotyping lab out and have partners do the Karyotyping lab.

Elaborate Activity Products and Artifacts Oompah Loompah Genetics Karyotyping Lab Elaborate Activity Materials/Equipment Bingo chips, scissors, glue sticks, computer paper Elaborate Activity Resources Codon Bingo adapted from: http://www.accessexcellence.org/AE/AEPC/WWC/1994/codon_bingo.php

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Oompah Loompah Genetics: http://www.biologycorner.com/worksheets/oompahgenetics.html Karyotype Lab: http://www.askthegnomes.com/ Evaluate Activity

Place Website design groups together and provide them with a computer and ample time to complete the project. Each group may use outside website links to complete their projects.

You as the teacher will need to check each hyperlink to verify its accuracy and its ability to cover the material.

Upon completion of the website, each group will present their finished product to the class via a presentation. The students will need to talk about how they organized their website, document the resources that were used in the design, and provide a justification as to why genetics websites are important for educating the general public.

Evaluate Activity Products and Artifacts Genetics Website Evaluate Activity Materials/Equipment Computers, website creation software, LCD projector **Please note: check with your district technology department or campus webmaster specialist to ensure that you are following district guidelines for website development and for available software to use in the creation of websites.** Evaluate Activity Resources None

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Strawberry DNA Lab The native British wild strawberry is a "diploid" - it has two sets of chromosomes, as in humans or peas.

The most commonly cultivated strawberry, Fragaria ananassa, is an octoploid with eight sets. This makes it a good candidate for demonstrating DNA extraction - with eight copies of each gene in the strawberry genome, strawberries are packed full of it. How some strawberries evolved from diploids to octoploids is part of the story that people are trying to unravel. The strawberry, it turns out, has a long and complicated family history. "The cultivated strawberry is interesting from a genomic perspective, because it's a polyploid hybrid species."

Many people are surprised to find out that strawberry growers plant bare-root plants rather than seeds. The reason is every strawberry seed contains different genetic material, the product of a myriad of potential gene combinations because the genetics of strawberries are so diverse. For strawberries, the mother plant puts out runners (called daughter plants) that are essentially identical to her, which in turn also put out runners. The major varieties of strawberries grown in Florida are Sweet Charlie, Camarosa, and the Oso Grande.

One of the reasons strawberries work so well is that they are soft and easy to pulverize. Also, ripe strawberries produce enzymes (pectinases and cellulases) which aid in breaking down the cell walls. Most interestingly, strawberries have enormous genomes.

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Mild Shampoo (Containing Laurel sulfate- SDS)

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Zip lock bags (double bags)

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A few pinches of NaCl

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Papain (Meat tenderizer). This is an enzyme that destroys proteins that would interfere with the DNA extraction.

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Frozen or fresh strawberries or raspberries - about 1 to 2 cups

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Ice

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Corning tubes

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Beaker or plastic cup

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Transfer Pipets

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Cheese cloth/Melitta coffee filters are an alternative

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Rubber bands

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Eppendorf tubes (Microcentrifuge tubes)

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Microcentrifuge

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Ice cold ethanol (97%)

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Tris EDTA solution

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Water bath at 55oC

Procedure for Extraction 1.

Place several strawberries in a double zip lock bag. Use the top of the Corning tube to mash the strawberries in the bag. This should produce a homogenate of strawberries. This is a mechanical breakdown of the cell wall and structure.

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Add 15 mL of the extraction buffer to the bag.

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Mush again for one minute. This is the chemical portion of the extraction procedure to lyse the cell membranes to release the DNA

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Put bag into the hot water bath at 55oC – 60oC. Heating helps to maximize the reaction to make sure that DNA is released. The temperature is critical to this step. DNA is denatured at temperatures near 80oC.

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Remove and put bag into the ice chest.

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Put cheesecloth over the top of a beaker or plastic cup. Hold with a rubber band around the top.

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Filter through cheesecloth in a funnel into beaker. Use the top of the Corning tube to push through the mesh of the cheese cloth. Collect the filtrate. When you are finished, squeeze the cheesecloth to get the remainder of the extract or lysate.

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Pour filtrate into a plastic tube. Fill the tube to about ½ the volume.

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Use the transfer pipet to drip alcohol slowly down the sides of the tube, while holding the tube at approximately an angle of 45o. Try to make a clear and undisturbed layer of alcohol to float on the lysate. The line between the two layers is called the interface.

10. At the interface, you will see the DNA precipitate out of solution and float to the top. You may spool the DNA on your glass rod. You should see strands of DNA winding around the DNA. 11. Collect the DNA which is in the upper layer of the alcohol with the transfer pipet. Empty the air and then aspirate the DNA from the tube. Make sure that you do not disturb the layers.

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Explanation 

The detergent in the shampoo helps to dissolve the phospholipid bilayers of the cell membrane and organelles. The salt helps keep the proteins in the extract layer so they aren’t precipitated with the DNA.

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DNA is not soluble in ethanol. When molecules are soluble, they are dispersed in the solution and are therefore not visible. When molecules are insoluble, they clump together and become visible. The colder the ethanol, the less soluble the DNA will be in it yielding more visible “clumping.” This is why it is important for the ethanol to be kept in a freezer or ice bath.

Preparation of DNA for Isolation and Purification 12. Put the DNA in an Eppendorf (microcentrifuge tube 1.5mL).

13. Spin the Eppendorf (microcentrifuge tube) for two minutes.

14. Pour off the liquid in the tube. This leaves a pellet in the bottom of the tube which is DNA. 15. Add 25 – 50 ul of Tris EDTA Buffer to the Eppendorf tube. Resuspend the pellet of DNA in the buffer. This makes the DNA go into solution Preparation of samples of Strawberry DNA for electrophoresis (extension activity for PAP) 16. Take 15 ul of the DNA solution and put it in a new microcentrifuge 17. Add 2 ul of the loading dye to this tube 18. Take another 15 ul of the DNA solution and put into a new microcentrifuge tube for analysis

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Student Data Sheet Answer the questions on the data sheet in complete sentences.

1. What steps in the procedure contributed to the release of the DNA from the Strawberry plant cells?

2. What temperature is used to speed the extraction of DNA?

3. What ingredients are in the extraction buffer?

4. Why do Strawberries yield high amounts of DNA?

5. Why is ethanol used for the precipitation or isolation of DNA?

6. How is the actual DNA separated from the rest of the lysate?

7. Describe the appearance of the DNA.

8. What is Tris EDTA? Why is it used in the preparation of DNA for electrophoresis?

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Genetic Probability Lab 1. Predict: If you flip 10 coins 10 times (100 total coin flips), how many total heads would you expect? ________ How many total tails? ________ 2. Get with your partner and get a baggie with 10 coins in it. VERY CAREFULLY flip all 10 coins by shaking the bag and then slowly pouring the pennies out onto your table. Count the number of heads and the number of tails. Record answers in the table below. Repeat the procedure 10 times.

3. Now convert the total number of heads and tails into a percentage. To do that divide the total number of heads by 100 total flips, then multiply by 100. Do the same for tails.

Percentage of Heads __________ Percentage of Tails ___________ Is this close to what you would expect? ____________ 4. Now, remove 2 pennies from the bag and set the rest aside. Pretend that one penny represents a pair of genes that determine eye color. Two pennies represent two parents.

Heads represent BROWN eyes. Tails represent BLUE eyes.

Brown eyes are dominant over blue eyes.

Flip the pair of pennies 10 times and write down the results in the table. The phenotype is the visible results of the genes (blue eyes or brown eyes). Write down the phenotype for each flip. What would be the PREDICTED percentage of offspring with blue eyes? _____________

NUMBER 2 HEADS 1 2 3 4 5 6 7 8 9 10 TOTAL

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NUMBER 4 TAILS

COIN 1

COIN 2

PHENOTYPE

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Protein Synthesis Bingo

A simple exercise to help students learn how to use a codon table to translate mRNA into its associated amino acids Instructions: 1. Pass out blank bingo cards 2. Students should fill out each of the blanks with an amino acid from the codon chart.

3. Teacher calls out 3 bases (A, T, G, C) 4. Students find the amino acid that is associated with the codon and mark the square (use bingo chips or pennies or other miscellaneous items)

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Oompah Loompa Genetics Mendelian Genetics and Codominance SHOW ALL WORK and PUNNET SQUARES

1. Oompahs generally have blue faces which are caused by a dominant gene. The recessive condition results in an orange face. Develop a "key" to show the genotypes and phenotypes possible for Oompa Loompas.

2. Two heterozygous Oompahs are crossed. What proportion of the offspring will have orange faces?

3. A blue faced Oompah (homozygous) is married to an orange faced Oompah. They have 8 children. How many children will have blue faces?

4. Otis Oompah has an orange face and is married to Ona Oompah who has a blue face. They have 60 children, 31 of them have orange faces. What are the genotypes of the parents?

5. Odie Oompah has a blue face. In fact, everyone in Odie's family has a blue face, and the family boasts that it is a "pure" line. Much to his family's horror, he married Ondi Oompah who (gasp) has an orange face. What are the gentoypes of their children? Is Odie's line still "pure"?

6. Ona Oompah (from#4) divorces Otis and marries Otto. Otto has an orange face. What is the probability that Ona and Otto's children will have orange faces?

7. Oompahs can have red, blue or purple hair. Purple hair results from the heterozygous condition. Make a "key" showing the genotypes and phenotypes for hair color. Is this an example of codominance or incomplete dominance? Justify your answer.

8. Orville Oompah has purple hair and is married to Opal Oompah who brags that she has the bluest hair in the valley. How many of Opal's children will be able to brag about their blue hair also?

9. One of Opal's children is born with shocking red hair. Is Orville the father of this child (show the square to prove your answer)? But wait, Opal swears she has been faithful and claims that the hospital goofed and got her baby mixed with another. Is this a plausible explanation? Show the square to prove your answer.

10. Olga Oompah has red hair and marries Oliver Oompah who has blue hair. They have 32 children. What color is their children's hair?

11. Olivia Oompah is married to Odo Oompah and they both have purple hair. What color hair and in what proportion would you expect their children to have?

12. In the land of Oompah, blue hair is highly valued; blue haired Oompahs even get special benefits. Oscar Oompah has purple hair but he wants to find a wife that will give him blue haired children. What color hair should his wife have? What would be his second choice?

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A Chromosome Study In this activity, you will create a karyotype from a page of mixed chromosomes.

Karyotypes are created by matching homologous pairs and numbering them from largest to smallest. Abnormalities, such as extra or deleted chromosomes can then be diagnosed. Pictured chromosomes will be used for this model rather than real chromosomes, but the process is the same for real chromosomes extracted from cell or fetal samples.

Two karyotypes will be created; the first represents a normal human karyotype of a male or a female, the second represents and abnormal karyotype. You will then compare and diagnose the abnormality present in the patient of the second karyotype.

Normal Human Karyotype Examine the page marked "normal". These chromosomes are actually enlarged photographs of what is seen through a microscope. Note that the sex chromosomes have been labeled for you as either X or Y chromosomes. They have been marked this way to indicate these are the sex chromosomes. Cut out each chromosome with scissors, to make it go faster, cut them out as squares rather than trying to cut around the margin of each chromosome.

Prepare a karyotype of these chromosomes. A karyotype is a pattern or picture of chromosomes from one cell grouped into pairs and organized by size.

--Pair up each of the chromosomes with its homologous pair, use the size and markings on the chromosomes to determine pairs. Temporarily put the two unshaded chromosomes aside.

--On a blank paper, arrange the chromosome pairs from largest to smallest and number them.

You numbers should range from 1(largest) to 22(smallest). Put the sex chromosomes last, this is pair #23. Glue or tape the chromosomes to the paper in the correct order.

Sex chromosomes determine the sex of the individual. A female develops when the sex chromosomes match--XX . A male develops if the two sex chromosomes are unmatched--XY. (These chromosomes are unshaded on your karyotype) 1. How many total chromosomes are present in this karyotype? _____________ 2. How many chromosomes are present in each cell of this human? _____________ 3. Does your karyotype represent a male of a female? ________________ 4. Chromosomes that are NOT sex chromosomes are called autosomes. How many total autosomes are present in your normal karyotype? ______________ Body cells are called somatic cells. Somatic cells include the skin, liver, muscle, stomach and other bodily cells. The karyotype you prepared is from a somatic human cell. The term diploid chromosome number refers to the number of chromosomes in a somatic cell. The diploid

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number varies from species to species, however it does not differ from somatic cell to somatic cell within the same organism. To find your diploid number, simply count the number of chromosomes in your karyotype.

The diploid chromosome number is also called the 2n number.

5. What is the diploid chromosome number for your karyotype? _____ 6. What is the 2n chromosome number for your karyotype? ____ The HAPLOID CHROMOSOME NUMBER refers to the number of chromosomes in an organisms sex cells. Sperm in males, eggs in females. The haploid number, or 1n number is always -half- that of the diploid number.

7. What would the haploid chromosome number for your karyotype be? ____ Abnormal Human Karyotype --Examine the page marked "Abnormal". Look at the top corner, what Set do you have?____ --Prepare a second karyotype as you did the first. In this karyotype, you will discover an abnormality in the chromosome number. Finding incorrect chromosomes numbers in human somatic cells of an unborn baby alerts doctors to the fact that their child is abnormal and will be born with birth defects. *If the unborn has an extra number 13 chromosome, it it born with Patau syndrome. An extra chromosome 18 results in Edward syndrome. An extra chromosome number 21 results in Down Syndrome. A missing sex chromosome results in an X0 offspring who has Turner's syndrome.

An extra X chromosome results in Klinefelters syndrome (XXY).

8. How many chromosomes are present in the abnormal karyotype: ________ 9. What is the diploid chromosome number for this karyotype: _________ 10. Which chromosome pair is abnormal? __________ 11. What syndrome does this unborn have? ____________ 12. What sex will the unborn child be? _____ Analysis: 13. Define the following terms: Somatic Cell Karyotype Diploid chromosome number Autosome

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14. Describe two types of information that can be gained about a child before it is born through a karyotype.

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Teacher Key to the Karyotype Preparation: There are enough karyotype sheets, that students can have different ones. For the normal section.

Use Normal Girl and Normal Boy sheets.

For the abnormal, there are 4 sheets, so again each group can have a different one.

Sheet A = Down Syndrome Sheet B - Klinefelter Syndrome (XXY) Sheet C - Edward Syndrome (extra chromosome 18) Sheet D - Patau Syndrome (extra chromosome 13) Do NOT give students the abnormal sheets until the normal one is finished. This will prevent students from getting chromosomes from both sets mixed up.

This Lesson generally takes 2 class periods. 1st day - go over the lab and do the "normal" karyotype. 2nd day, do the abnormal karyotype.

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Plan the Assessment Engage Artifact(s)/Product(s): DNA gallery walk participation

Explore Artifact(s)/Product(s): Strawberry DNA Lab, Probability Lab

Explain Artifact(s)/Product(s): 5 BrainPOP Quizzes

Elaborate Artifact(s)/Product(s): Oompah Loompah Genetics Activity; Karyotyping Lab

Evaluate Artifact(s)/Product(s): Genetics Webpage, Presentation

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Rubric Genetics Website Rubric

Teacher Name:

Student Name:

________________________________________

CATEGORY Creativity

25 Lots of creative energy used to present a unique news bulleting

20 Some creative energy used to present a unique news bulleting

15 Little creativity used in project

10 No creativity used in project

Construction - Care Taken

Great care taken in construction process so that the structure is neat, attractive and follows plans accurately

Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product

Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product

Construction appears careless or haphazard. Many details need refinement for a strong or attractive product

Scientific Knowledge

Explanations indicate a clear and accurate understanding of scientific principles underlying the construction and modifications

Explanations indicate a relatively accurate understanding of scientific principles underlying the construction and modifications

Explanations indicate a somewhat accurate understanding of scientific principles underlying the construction and modifications

Explanations do not illustrate much understanding of scientific principles underlying the construction and modifications

Website Elements

Website met all 5 requirements

Website only met 4 of the 5 Website only met 3 of the 5 Website met 2 or less of the requirements requirements 5 requirements

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Story Board 

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Week 1 Activities

Day 1 Engage – Question and viewing of website (30 min) Gallery Walk (30 min) Explore – Balloon Team Building (1530 min)

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Day 2 Strawberry DNA lab (45 min) Probability Lab (45 min.)

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Day 6 Oompah Loompah Genetics activity (90 min)

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Day 7 Karyotyping Lab (90 min)

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Week 2 Activities

Week 3 Activities

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Day 11 Presentation of websites (90 min)

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Day 3 Introduce Website Design Project and allow teams to create ideas for a website along with going over scoring rubric (45 min) Explain – Show students 1st BrainPOP video and quiz (15 min) DNA ppt (30 min.)

Day 8 Evaluate – present design project and allow students time to produce their website (90 min) Day 13

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Day 4 2nd BrainPOP video and quiz (15 min) Cover Protein Synthesis ppt (30 min.)

3rd BrainPOP video and quiz (15 min) Gregor Mendel ppt (30 min.)

Day 9 Work on website project (90 min)

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Day 5 4th and 5th BrainPOPvid eos and quizzes (45 min.)

Elaborate Biology Bingo (45 min)

Day 10 Genetics Website due (90 min)

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