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INTRODUCTION

INTRODUCTION.

thane-stanley
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INTRODUCTION

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  1. INTRODUCTION Have you ever wondered why you look the way you do? Why is your hair blonde and your eyes blue? Throughout this journey, you will be working with a partner to discover a real life example of genetic variation that is visible in Kentucky. After researching ‘The Blue People’, you will be able to explain why there are variations in all of us. Proceed to the task button when you are ready to begin. *All issues or questions can be sent directly to shardesty01@bellarmine.edu Task Introduction Process Conclusion Evaluation

  2. TASK Click on the picture of ‘The Blue People’ to learn more about genetic variation here in Kentucky. Then, choose 1 of the 2 options below to complete this assignment: • 1. Create a 3 generation pedigree with the father being normal (homozygous) and mother being ‘blue’’. Click on the pedigree for details. • OR • Research one other form of genetic variation (not related to • inbreeding) and write a 2 page paper explaining the genetic variation. Click on the paper for details. Task Introduction Process Conclusion Evaluation

  3. PROCESS – Page 1 Step 1: Watch the following video on the ‘Blue People of Kentucky’. As you are watching, pay attention to how this unique skin color first came about. Step 2: Read the following article on the Blue People from Good Morning America. In the article, you will discover how this characteristic is passed from one generation to the next. *Click on the arrow to proceed to the next process page Task Introduction Process Conclusion Evaluation

  4. PROCESS – Page 2 Step 3: Now that you know how the ‘blue’ trait is passed along, use the following link to research the differences between phenotype, genotype, dominant, recessive, homozygous and heterozygous. Once you understand the genetic terminology, click on the Punnett Square to practice additional genetic problems. Step 4: After understanding how to complete a Punnett Square, now it is time to learn how a pedigree is different as well as how to draw one. *Click on the back arrow to revisit Process-Page 1, click on the forward arrow to continue on this journey Task Introduction Process Conclusion Evaluation

  5. PROCESS – Page 3 Step 5: Use the links below to find out more about traits that are passed on genetically through the same dominant and recessive process. After completing the research and visiting all links pertaining to genetic variation, you may begin working on one of the two tasks assigned. Detailed information on both tasks can be found on the evaluation page. You may revisit any of the links or articles at any time. . Task Introduction Process Conclusion Evaluation

  6. EVALUATION – Pedigree . *Click on the Paper icon to view the paper assignment rubric Task Introduction Process Conclusion Evaluation

  7. EVALUATION – Paper . *Click on the Pedigree icon to view the pedigree assignment rubric Task Introduction Process Conclusion Evaluation

  8. CONCLUSION Congratulations! You now know why this unique family of Kentucky is blue! Having finished this WebQuest you should be able to complete a Punnett Square which will determine the probability of various traits being passed on from parent to offspring. You should also be able to draw a pedigree which displays the hereditary traits passed on from one generation to the next. I challenge you to look at your parents’ earlobes and thumbs, compare them to yours and determine the genotype! I hope this journey has been fun, as well as, informative. For additional information on genetic traits and diseases, click on the family icon. If you mastered a single Punnett Square and would like to challenge yourself by completing a double Punnett square (determining two characteristics), click on the Punnett Square. Teacher Page Task Introduction Process Conclusion Evaluation

  9. TEACHER PAGE • Core Content: • SC-07-3.4.1 • Students will: • describe the role of genes/chromosomes in the passing of information • from one generation to another (heredity) • Grade Level: • 7th Grade Science • Objectives: • I can explain the difference between recessive and dominant inheritance. • I can correctly complete a Punnett Square. • I can determine probability (Genotype and Phenotype) using a Punnett Square. • I can correctly fill out a Pedigree for a 3 generation family. • I can name at least 2 traits that are passed on through recessive/dominant inheritance. • Accommodations/Modifications: • During this WebQuest, students are given the opportunity to choose between two assignments, one which appeals to the visual learners, and the other which appeals to read-write learners. This WebQuest was designed to give all students a hands on, collaborative assignment (use of Punnett Square practice problems). Included in the WebQuest is also a variety of technology from video (which is appealing to both visual and auditory learners) to interactive websites. If there was to be a student with visual impairment, all information could be converted to auditory (or working with a peer could resolve this). . Task Introduction Process Conclusion Evaluation

  10. LINKS http://www.youtube.com/watch?v=4iJVWMR4Uq0 2. http://abcnews.go.com/Health/blue-skinned-people-kentucky-reveal-todays-genetic-lesson/story?id=15759819 3. http://www.cccoe.net/genetics/dominant1.html 4. http://www.hobart.k12.in.us/jkousen/Biology/psquprac.htm 5.http://faculty.clintoncc.suny.edu/faculty/michael.gregory/files/bio%20101/Bio%20101%20Laboratory/Pedigree%20Analysis/PEDIGREE.HTM 6. http://www.uni.edu/walsh/genetics.html 7. http://rarediseases.about.com/od/geneticdisorders/a/inheritance.htm 8. http://www.medicinenet.com/genetic_disease/article.htm Task Introduction Process Conclusion Evaluation

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