Who’s Your Daddy? A Lesson in Heredity

1. Who’s Your Daddy?A Lesson in Heredity Thomas Lau – tlau316@bpusd.net Travis Nelson – wtnelson624@bpusd.net Holland Middle School Baldwin Park, CA

2. A Gift is Given…

3. CST Progress • Science Scores • 2006 – 2007 – 33% Proficient & Advanced 9% Advanced • Moving away from a focus on the text and focusing on addressing the standards with a hands-on approach. • 2010 – 2011 – 72% Proficient & Advanced 49% Advanced • 2011 – 2012 – 83% Proficient & Advanced 58% Advanced • 2012 – 2013 - 73% Proficient & Advanced 42% Advanced

4. Why You’re Probably Here Free Ideas Budget Constraints Hard Time Teaching Subject Matter New Tricks for Seasoned Teachers New Tricks for New Teachers

5. Why Mr. Potato Head Heredity? • Funding • “Science” Catalog Kit - $200 - $250 per set. • Potato Head - $20 per set. • Familiarity • Mr. Potato Head has been around since the 20th century. • Fun

6. Common Core Implications • RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. • WHST.6-8.2. Writeinformative/explanatory texts • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Establish and maintain a formal style and objective tone. • Provide a concluding statement or section that follows from and supports the information or explanation presented.

7. Current Standards • Genetics (7th) • 2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences. As a basis for understanding this concept: • b. Students know sexual reproduction produces offspring that inherit half their genes from each parent. • c. Students know an inherited trait can be determined by one or more genes. • d. Students know plant and animal cells contain many thousands of different genes and typically have two copies of every gene. The two copies (or alleles) of the gene may or may not be identical, and one may be dominant in determining the phenotype while the other is recessive.

8. Next Generation Science Standards • MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.] • LS1.B: Growth and Development of Organisms •  Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) • LS3.A: Inheritance of Traits •  Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) •  Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) • LS3.B: Variation of Traits •  In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) •  In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1)

9. From One Idea – Many Lessons http://www.oxy.edu/tops/about-tops

10. TOPS Heredity Lab • Developed Through Lesson Study • A collaborative planning, developing, teaching, and evaluation cycle of lessons. • Benefits of Lesson Study • Open Communication • Shared Responsibility • Student-Focused • Reflective Practice

11. Potato Lab 1 – Little Potato • Use Mr. Potato Head to randomly generate 3 kids using 2 coins to determine dominant or recessive traits. HH XX Female

12. Potato Lab 1 – Little Potato • Use Mr. Potato Head to randomly generate 3 kids using 2 coins to determine dominant or recessive traits. HH XX Female HT Hh No hat

13. Potato Lab 1 – Little Potato • Use Mr. Potato Head to randomly generate 3 kids using 2 coins to determine dominant or recessive traits. HH XX Female HT Hh No hat TT bb Straight

14. Results

15. Potato Lab 2 – “What’s in my Genes?” • Helps students connect phenotypes to possible genotypes. • Leads students through the process of trying to determine genotypes by observing only phenotypes. • Finishes with students knowing genotype and building their Mr. Potato phenotype.

16. Identify Mr. Potato #1

17. Make Mr. Potato #4

18. “Who’s Your Daddy?” • Developed to force students to work backwards through the genetic factors. • Requires student to support their ideas with evidence. • Create doubt for a good argument. • The possibilities are endless.

19. “Who’s Your Daddy?”

20. I Mom Mom is homozygous recessive for all traits.

21. Daddy???

22. Digging Deeper into the Content • Focus on content specific vocabulary; homozygous, heterozygous, dominant, recessive, Punnett Square, allelles, genes, etc. • Use of Punnett Square to determine identity of Daddy. • Use of ratios to explain in detail the identity of Daddy. • Cite evidence from previous labs used to determine Daddy’s identity.

23. Frequently Asked Questions • How much assistance do I give to students that are struggling to identify the daddy? • It’s best to guide with questions than tell with answers. • It also helps to encourage collaboration and seeking the answer within the group. • How can I fund this project? • Find a donor. • Start a fundraiser, set a goal, and publish your results.

24. Special Thanks: • Howard Hughes Medical Institute • Occidental College • Robert DeGroot, PhD. • Chris Craney, PhD. • Adriana Ghomeshi • Holland Middle School Staff and Students