c. Relate Mendelian principles to modern-day practice of plant and animal breeding.
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1 Course: Biology Agricultural Science & Technology Unit: Genetics in Agriculture STATE STANDARD IV: Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression. STATE OBJECTIVES Objective 1: Compare sexual and asexual reproduction. a. Explain the significance of meiosis and fertilization in genetic variation. b. Compare the advantages/disadvantages of sexual and asexual reproduction to survival of species. Objective 2: Predict and interpret patterns of inheritance in sexually reproducing organisms. a. Explain Mendel s laws of segregation and independent assortment and their role in genetic inheritance. b. Demonstrate possible results of recombination in sexually reproducing organisms using one or two pairs of contrasting traits in the following crosses: dominance/recessive, incomplete dominance, codominance, and sex-linked traits. c. Relate Mendelian principles to modern-day practice of plant and animal breeding. UNIT OBECTIVES A. Explain the significance of meiosis and fertilization in genetic variation. B. Compare the advantages and disadvantages to sexual reproduction to the survival of a species. C. Compare the advantages and disadvantages to asexual reproduction to the survival of a species D. Explain Mendel s laws of segregation and independent assortment and their role in genetic inheritance and differentiate between dominant and recessive alleles. E. Demonstrate the use of a Punnett square using sex-linked traits, incomplete dominance, and co-dominance traits. MATERIALS NEED: 1. Pipe cleaners that are all the same color. (Four per student) 2. White sheet of paper (One per student) 3. Pennies (One per student) 4. One roll of masking tape per class 5. Fifteen Black Markers for fifteen groups of two. FACILITIES: Theses activities are designed for the classroom settings with a LCD projector. Desks or tables are also needed for the activities in this unit.
2 INTEREST APPROACH: Have each student in the class pull out a piece of paper. Have them write there name at the top of the paper and title it, Genetic Traits. Have them number it from one to ten. Ask each of the following questions and have them answer them answer whether it is a Genetic trait or a factor of there environment. 1. Are your earlobes attached or detached and is that genetic or environmental? 2. What brand of vehicle do you prefer and is that genetic or environmental? 3. What type of hair line do you have strait or widows peak and is that genetic or environmental? 4. What is you favorite food and is that genetic or environmental? 5. Do you have hair or no hair above your knuckles and is that genetic or environmental? 6. What is your favorite TV show and is that genetic or environmental? 7. Can your roll your tongue and is that genetic or environmental? 8. Do you have a hitch hikers thumb and is that genetic or environmental? 9. What is you favorite drink and is that genetic or environmental? 10. Are you a morning person or a night owl and is that genetic or environmental? After you finish go through and discuss the each questions and help reinforce the difference between genetic and environmental factors. Objective A: Explain the significance of meiosis and fertilization in genetic variation. Curriculum (Content) Instruction (Methodology) (What to teach) (How to teach) Question: How does mitosis take place and what is the end product? Answer: Two genetically identical cells. A2: Genetics and Cells? How do Genetics and Cells Relate? o Cells play a main role in genetics o Cells contain all the genetic information in the nucleus called DNA o How those cells divide play a huge role in how traits are passed on to offspring. A3: Cell Growth All cells come in different sizes and shapes. o Diffusion in fast and effective over short distances. o It becomes slow and A1: PPT Slide #2 A3: PPT Slide #3 Take this opportunity to explain to your student the concept of volume and how we find volume in a cube. This will help them conceptualize how diffusion works over small distances and see that cells need to be small in order to function.
3 inefficient over long distances. o If a cell and a mitochondria 20cm in diameter it would take months before it would receive molecules that entered the cell membrane. A4: Surface area-to-volume ratio o Area: the surface included in a set of lines. o Volume: space occupied as measured in cubic inches. o Ratio: the relationship in quantity, amount, or size between two or more things. A5: Cell Reproduction Cell division in necessary to form multi-cellular organisms. Asexual Reproduction: o Production of offspring from one parent cell. Sexual Reproduction: o Formation of offspring from the union of two gamete cells. A6: Asexual Reproduction Type of reproduction where one parent cells divides and produces two identical cells. o Advantage: Only one parent cell is needed More offspring is created at a faster rate then meiosis. o Disadvantage: No genetic diversity, except with mutations. A7: Sexual Reproduction Results from the joining of two highly specialized cells. A4: PPT Slide #4 A5: PPT Slide #5 A6: PPT Slide #6 A7: PPT Slide #7
4 o Sperm Cells o Ovum Cells or Egg Cell Fertilization: o Sperm cell and ovum combine to form a Zygote. A8: Chromosomes Chromatids: o Long strands of DNA. Chromosomes: o Made of two sister chromatids. o Held together by a centromere A9: Diploid (2n) Cells A cell with two of each kind of chromosomes are called Diploid Cells. A10: Meiosis Cell division where one body cell produces four gametes, containing half the genetic material of the parent cell. A11: There are only two cells that have undergone Meiosis. o Sperm Cells Male Reproductive Cells o Eggs Cells Female Reproductive Cells A8: PPT Slide #8 Draw on the board how chromosomes are formed from DNA. A9: PPT Slide #10 A10: PPT Slide #10 A11: PPT Slide #11 Question: Why do you think we need these cells to have half the genetic information? Answer: So that as fertilization takes place you can have the right number of chromosomes. Fertilization o Fusion of sperm and ovum A12: Meiosis divided into two sections with eight phases. o Meiosis 1 o Meiosis II A12: PPT Slide #12
5 A13: Meiosis I Prophase 1 o Chromosomes Coil Up o Chromosomes Line up in Tetrads Tetrad consists of two homologous made up two sister chromatids. o Crossing over occurs A13: PPT Slide #13 As you show this on the power point presentation you should also be drawing this on the white board, and have each student draw the steps in there notes as well. Question: Why do we think that forming in tetrads in this phase makes this so much different them mitosis? Answer: This is how the reductive part meiosis occurs. A14: Metaphase 1 o Centromere becomes attached by spindle fibers o Tetrads line up along the equator A14: PPT Slide #14 Question: How does this prophase different from mitosis? Answer: Whole chromosomes are pulled to opposite ends. A15: Anaphase 1 o Chromosomes move to opposite ends of the cell. A16: Telophase 1 o Spindle fiber breaks down o Chromosomes uncoil A17: Prophase II Metaphase II Anaphase II Telophase II All II phases are all the same as mitosis. A15: PPT Slide #15 A16: PPT Slide #16 A17: PPT Slide #17 A18: The end product of meiosis is four genetically different then the parent cell with half the genetic information. A18: PPT Slide #18 Question: Why is it so important that we have half the genetic material for sex cells? Answer: So that when fertilization occurs the you don t have to much genetic material.
6 We need half the information so that one comes from the male sex cell and the other half comes from the female sex cell and combine to have the all the genetic information needed. A19: The random way that the chromosomes line up in tetrads is what gives us the diversity in genes that make us all different from one another. A19: PPT Slide #19 Activity: Pipe Cleaning Meiosis Activity This activity is designed to help reinforce the concepts that students learn from the objective above. Materials (Per Student) Time: 45 Minutes 1. One 8.5 x 11 piece of paper per student with a circle representing the cell drawn on it. 2. Four pipe cleaners preferably the same color for each student. Directions: Each student needs a sheet of paper with a circle drawn on one side. Each student will then receive four pipe cleaners that they will use to represent a strand of DNA. As a class you will follow these steps: 1. Take on pipe cleaner and have them hold it in front of them. Tell them that this represents strands of DNA. 2. Next take the pipe cleaner and have them fold it in half and twist it together. Inform them that this represents a chromatid. 3. Next have them repeat the step on all four pipe cleaners. 4. Once that have coiled up there four chromatids have them group two together, this representing two sister chromatids joining together. 5. Next they are two take two sister chromatids and twist them together forming X shape representing a chromosome. Where they join represents a centromere. 6. Next you will have each student demonstrate the eight phases of meiosis with the chromosomes (pipe cleaners) and the cell (paper with circle) to you. They must pass it off to move on further in the unit. 1. Ask them what happens next to the DNA strand? 2. Ask the student why the DNA coils up into a chromatid? 3. What happens next after the sister chromatids are next to each other? 4. Ask them what structure joins the two sister chromatids together?
7 Objective B: Compare the advantages and disadvantages to sexual reproduction to the survival of a species. Curriculum (Content) Instruction (Methodology) (What to teach) (How to teach) B1: B1: PPT Slide #20 Sexual Reproduction: Pattern of reproduction that involves the fusing of a sperm cell and an ovum cell. Question: What kind of animals reproduce sexually? Answer: Bear, Dog, Human, Etc Advantage: o Sexual reproduction can help to introduce genetic variation into a specie which can be beneficial in the long run o Gives some species a better opportunity to adapt to new environments. B2: Disadvantage: o Two organisms are needed to reproduce Survival of the fittest Those organisms that have the best adaptations to the environment survive and that is how those adaptations occur, due to the genetic diversity. B2: PPT Slide #21 Objective C: Compare the advantages and disadvantages to asexual reproduction to the survival of a species. Curriculum (Content) Instruction (Methodology) (What to teach) (How to teach) Asexual Reproduction: Type of reproduction where one parent cells divides and produces two identical cells.
8 Question: What kind of organisms asexually reproduce? Answer: Bacteria, Potatoes, Star Fish, etc Advantage: o Only one parent cell is needed o More offspring is created at a faster rate then meiosis. Disadvantage: o No genetic diversity, except with mutations. Activity: Gleeps, Horses, and Shorthorn Cattle Objective D: Explain Mendel s laws of segregation and independent assortment and their role in genetic inheritance. Curriculum (Content) Instruction (Methodology) (What to teach) (How to teach) D1: D1: PPT Slide # 22 Gregory Mendel 1851 Priest from a monastery in central Europe. High School teacher Became curious about traits D2: Traits: characteristics that are inherited. Heredity: the passing of traits from parent to offspring Mendel was first to succeed at predicting how traits are passed on. D3: Genetics the study of heredity and traits Garden peas reproduce sexually o Male sex cells sperm cells o Female sex cells ovum cells Both are gamete cells Pollination: the transfer of pollen grains to the female reproductive D2: PPT Slide # 23 D3: PPT Slide # 24
9 organ. D4: D4: PPT Slide # 25 Garden peas can self-pollinate, this is why Mendel selected peas. o He could control traits Mendel was a good scientist He recorded accurate data He only tested on trait at a time First trait tested was height. D4: PPT Slide # 26 o Crossed a short plant with a tall plant. Hybrid: offspring of the parents that have different forms of the trait. D5: D5: PPT Slide # 27 First Generation o He cross pollinated tall pea plants with short pea plants. Mendel found that - All the pea plants grew to be tall The short trait had disappeared Question: What is another trait that disappears or skips a generation? Answer: Male Pattern Baldness D6: Second Generation o He allowed the first generation to selfpollinate. Planted the seeds from the selfpollination. Grew 1000 plants D7: Discovered that: ¾ were as tall as the parent plants. Dominant Traits ¼ were short like the parent generation. Recessive Traits They occurred in a ratio of 3:1 The short trait reappeared out of no where. D8: P1 Generation D6: PPT Slide # 28 D7: PPT Slide # 29 D8: PPT Slide # 30
10 o The original parent or the true breeding plant. F1 Generation o The offspring of the parent (P1) F2 Generation o The offspring of the (F1) generation D9: Compare this to your family o P1 generation Your parents o F1 generation You o F2 generation Your offspring D9: PPT Slide # 31 Question: Now if I claimed that you are the F2 Generation who would your grandmother be then? Answer: She would be a P2 generation. D10: PPT Slide # 32 D10: Mendel ended up testing seven different traits. He had the same 3:1 ratio in all experiments Question: Back from your integrated science days, what traits did Mendel Test? Answer: Height, Color, Shape, Flower Color, D11: PPT etc. Slide # 33 D11: Website Link for Mendel Rule of Unit Factor Experiments: Alleles Alternate form of a gene o Each peas had two alleles that determined it s D12: PPT Slide # 34 height, color, shape, etc D12: Organism s alleles are located on two different copies of a chromosome. Question: Where do you think those two separate allele copies come from? Answer: One from the female parent and the other form the male parent. One inherited from the male parent One inherited from the female
11 parent D13: PPT Slide # 35 D13: The Rule of Dominance Dominant traits: o The trait that shows up ¾ of the time. o Shown with uppercase letters. o TT Recessive traits: o The trait that shows up ¼ of the time. o Shown with lowercase letters o tt D14: The Law of Segregation: Every individual has two alleles of each gene. o After meiosis, o Sperm cells have one allele for a trait o Ovum cells have one allele for a trait. When combined at fertilization you have two alleles for each trait. D15: Genotype: o The genetic composition of an individual Phenotype: o How the alleles express themselves. o Ex. Two black calves might have the same phenotype, but different genotypes. o One may be Heterozygous, (Bb) o One may be Homozygous, (BB) D14: PPT Slide # 36 D15: PPT Slide # 37 D16: PPT Slide # 38 Question: How can they have the same phenotype but different genotypes? Answers: Because of the Dominant Allele will always show.
12 D16: Homozygous: o Genes that possess two dominant alleles or two recessive. o TT or tt Heterozygous: o Genes that possess one dominant and one recessive trait. o Tt D17: Probability in Genetics D17: PPT Slide # 39 Activity: Probability in Genetics Penny Activity Probability in genetics plays a huge part in how traits are inherited and it is by random chance that we have the traits that we do. We will be able to predict of have a high probability before we start that you will have a combination of AA ¼ of the time Aa ½ of the time and aa ¼ of the time. How many of each genotype combination are expected in the offspring of a cross of two parents that are Aa for a trait? (6 pts) Genotypes: /4 = AA /4 = Aa /4 = aa Cover both sides of two pennies with masking tape. Print a capital A on one side of EACH coin, and a lowercase a on the other side of EACH coin. (10 pts) Place one coin in each hand. Shake, and then toss the coins onto your desk. Record on the lab sheet with a tally mark under the letter combination below. Toss the coins a total of 20 times. # of AA combinations #of Aa combinations #of aa combinations
13 Objective E: Demonstrate the use of a basic Punnett square. Curriculum (Content) (What to teach) E1: Punnett Square o TT x tt = Tt E2: Gender Punnett Square The sex of an animal is determined by the sex chromosomes. There are two types, o X shaped chromosomes o Y shaped chromosomes Vertebrate males have a XY Vertebrate females have a XX Instruction (Methodology) (How to teach) E1: PPT Slide # Pass out the Punnett square worksheet and have them answer questions E2: PPT Slide # 42 Have them answer questions on the Punnett square worksheet. Question: What is a common sex linked trait in human males? Answer: Male pattern baldness. E3: Sex linked Traits Fruit Flies inherit sex chromosomes the same a humans. Traits located on the sex chromosomes are called sex-linked traits. All sex-linked traits are located on the X chromosomes. E4: Incomplete Dominance When traits are inherited incompletely, or they mix. Ex. Carnations Colors o Red and White = Pink E5: When they reproduce the offspring E3: PPT Slide # Have them answer questions on the Punnett square worksheet. E4: PPT Slide # 47-50
14 are pink in color. New phenotype occurs because the trait that controls pigment is affected. E6: Co-Dominance The expression of both alleles Neither one of the alleles is dominant or recessive, and is expressed in the offspring. o Ex. - In some chickens, alleles for feather color are co-dominant. o Ex. Short Horn Cattle E7: Environmental Influences The genetic make-up of an organism only determines the potential of an organism. E8: External Influences Temperature Light Nutrition E9: Internal Influences Internal body functions Hormones Age Have them answer questions on the Punnett square worksheet. E6: PPT Slide # Have them answer questions on the Punnett square worksheet. E7: PPT Slide # 55 E8: PPT Slide # 56 E9: PPT Slide # 57 Other Resources: Gummy Bear Genetics Evaluation Genetics Test
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