Teacher Notes:
Welcome! I am glad that you have stumbled upon this webquest. The goal is for students to appropriately take genetic information about parents and determine the probability for their offspring to have a genetic disorder. Each student will first research six different autosomal genetic disorders (achondroplasia, cystic fibrosis, Huntington's disease, polydactyly, sickle cell disease, and Tay-Sachs disease). Students will obtain a general understanding of each disorder and determine the type of inheritance (dominant or recessive). After students obtain their background information, they will complete six Punnett squares to determine the possible offspring of their case study parents. Students will determine that two disorders have a chance to affect the offspring. This will allow the students to continue researching to create educational materials to provide to the future parents to prepare them for the possibility of their child being affected. Students will present one of the genetic disorders to the class through a media of their choosing.
All materials for this activity are posted on the teacher resources page for editing purposes. In addition, answer keys for the Punnett squares has been included protected by a password. Teachers will need to contact me through the "password request" to get access to the answer keys.
All materials for this activity are posted on the teacher resources page for editing purposes. In addition, answer keys for the Punnett squares has been included protected by a password. Teachers will need to contact me through the "password request" to get access to the answer keys.
GPS/ISTE Standards:
GPS Standards
S7L3. Obtain, evaluate, and communicate information to explain how organisms reproduce either sexually or asexually and transfer genetic information to determine the traits of their offspring.
a. Construct an explanation supported with scientific evidence of the role of genes and chromosomes in the process of inheriting a specific trait
b. Develop and use a model to describe how asexual reproduction can result in offspring with identical genetic information while sexual reproduction results in genetic variation. (Clarification statement: Models could include, but are not limited to, the use of monohybrid Punnett squares to demonstrate the heritability of genes and the resulting genetic variation, identification of heterozygous and homozygous, and comparison of genotype vs. phenotype.)
c. Ask questions to gather and synthesize information about the ways humans influence the inheritance of desired traits in organisms through selective breeding. (Clarification statement: The element specifically addresses artificial selection and the ways in which it is fundamentally different from natural selection.)
S7CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
d. Draw conclusions based on analyzed data.
ISTE Standards
ISTE 1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
ISTE 2. Communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
ISTE 3. Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
ISTE 4. Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
S7L3. Obtain, evaluate, and communicate information to explain how organisms reproduce either sexually or asexually and transfer genetic information to determine the traits of their offspring.
a. Construct an explanation supported with scientific evidence of the role of genes and chromosomes in the process of inheriting a specific trait
b. Develop and use a model to describe how asexual reproduction can result in offspring with identical genetic information while sexual reproduction results in genetic variation. (Clarification statement: Models could include, but are not limited to, the use of monohybrid Punnett squares to demonstrate the heritability of genes and the resulting genetic variation, identification of heterozygous and homozygous, and comparison of genotype vs. phenotype.)
c. Ask questions to gather and synthesize information about the ways humans influence the inheritance of desired traits in organisms through selective breeding. (Clarification statement: The element specifically addresses artificial selection and the ways in which it is fundamentally different from natural selection.)
S7CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
d. Draw conclusions based on analyzed data.
ISTE Standards
ISTE 1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
ISTE 2. Communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
ISTE 3. Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
ISTE 4. Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
Suggested Timeline
The following is based on a middle school classroom with 50 minutes class period. Modifications to schedule can be made based on your student's needs and other variables from each classroom.
Day 1: Task 1
Day 2: Task 2
Day 3: Task 3
Day 4: Task 3
Day 1: Task 1
- Introduction of Webquest
- Research the six possible genetic disorders
Day 2: Task 2
- Complete the Punnett square crosses to determine the probability for the offspring
- If time allows, begin working on researching for the educational materials
Day 3: Task 3
- Research and develop the educational materials documents
Day 4: Task 3
- Students will present their educational materials to the class
- Teacher will select one disorder for students to present
Differentiation:
Content
Process
Product
Overall
- Reduce the number of crosses that need to be completed
- Adjust case studies to include sex-linked disorders
- Enrichment through an extension researching the genetic scientists from the case studies (each parent combination is made of a male and female geneticist)
Process
- Wikipedia page research only
- Mayo clinic and other high quality websites only
- Grouping students
Product
- Elimination of one of the two genetic disorders educational materials product (task 3)
- Add an additional genetic disorder not investigated through this activity
Overall
- Scaffold by completing a pre-teaching activity about genetics and crossing
Universal Design
Universal Design ensures that all individuals can appropriately access and use the webquest without limitations based on age, ability, or situation.
- Text to Voice options available on computers
- Text Size can be increased on website
- Larger screen can be used for computer
- Hyperlinked websites - click button to access websites (minimize distractions)
- Options in products and product design (Prezi, Brochure, PowerPoint, PowToon, Video, etc.)
- Vocabulary clarified through Quizlet
- Closed Caption on most videos
- Illustrate across multiple media
- Supply background knowledge on student resources page
- Facilitate managing information with Genetic Counselor Report