Steven Ybarra - BSC 307 Contextual Teaching Lesson Plan (Science
Literacy)
Title: Mutation Mayhem!
Grade Level:
9
Objectives:
1. Describe what a mutation is
2. Identify two types of gene mutations, including point mutations and
frameshift mutations
3. Identify four types of chromosomal mutations, including deletions,
duplications, inversions, and translocations
4. List the effects that can arise from each of the mutations discussed and
how the mutation causes each effect listed.
5. Compare and contrast gene mutations and chromosomal mutations
6. Explain the significance of mutations to living things
7. Discover ways in which mutations can actually prove beneficial to living
things as well as how humans can take advantage of such beneficial
mutations
Next Generation Science Standards:
HS LS Inheritance and Variation of Traits (a)
Academic Language Demands:
Mutation
Point Mutation (Substitution)
Frame Shift Mutation
Chromosomal Mutation
Insertion
Deletion
Duplication
Inversion
Translocation
Genetic Sequence
Engagement:
Video: Altoids Commercial – Mutation in the Office (50 seconds)
Questions:
- What could have caused the man to have a whale-like blowhole in the
back of his head? (Answer: Mutation)
- How could a mutation have caused something like this? In other words,
what exactly IS a mutation?
- Everyday, people make mistakes; these mistakes can be either big
mistakes or small ones. If the two main types of mutations are gene
mutations and chromosomal mutations, which type might be considered a
“big mistake”? A “little mistake”?
Exploration:
Students will be provided with a worksheet that provides several different writing
prompts to choose from, as well as several different questions that will be
addressed throughout the activity. The writing prompts can vary, but should
instruct students to write about themselves. Topics can include favorite vacation,
best childhood memory, or funniest experience, among other things. The
students are to write a five-sentence paragraph about one of the prompts,
numbering the sentences 1-5. After the student has written their paragraph, they
must draw a random strip of paper from a cup that outlines one of several
“mutations” that mimic the effects of actual genetic mutations. They must rewrite their short paragraph using the new “mutation” that they have just drawn.
For example, to mimic the effects of an insertion/deletion mutation, the student
must delete the fourth sentence in their paragraph and replace it with “renegade
monkeys left all their veggie burgers in the catapult”.
Explanation:
Instruct the students to look at Part 2 of the worksheet. Students will then read
the modified versions of their paragraphs to the class first, followed by the
normal versions. The rest of the students will record differences they notice
between the two stories (NOTE: if the students are not very vocal, or if it is too
difficult for the other students to hear the differences, it may be necessary to
project the written responses on a board via an overhead projector). After each
student has finished reading, discuss as a class what everyone noticed about the
responses and decide what type of mutation occurred. Make sure that each
mutation is addressed at least once. As the different mutations are being
discussed, the students are to answer the questions in Part 2 of the worksheet –
the answers will be addressed in the discussion.
Extension:
- Discuss as a class what they think mutations mean to living things.
Answers can include changes in genetic makeup that can result in a
disorder or abnormal physical condition, or increase in variability of traits
among organisms.
- Ask the students if they can think of any examples that probably resulted
from a mutation, such as a disorder, physical trait, etc.
- If it hasn’t already done so, lead the discussion into the topic regarding
the positives behind mutations, including the need for mutations to
enhance variability among living things, and if they think it’s possible for
humans to take advantage of the benefits arising from these mutations.
Responses should include yes, mutations can be very beneficial for living
things, and yes humans can take advantage of mutations: examples can
include dog breeding, agriculture using polyploidy plants.
- Have the students answer part 3 for this portion of the discussion.
Evaluation(Assessment Strategies):
Class discussion, worksheets.
Rationale:
This lesson provides a way to students to see how mutation can affect genetic
sequencing and expression by using the same effects of mutations on basic
communication. Mutations are the driving force behind variability among living
things, not to mention the fact that there are many different myths and
inaccuracies in popular culture regarding mutations (example: X-men or Ninja
Turtles), making this topic both a very interesting as well as important one to
cover in class. The activity takes the abstract concept of genetic mutation and
makes it more concrete by having their own stories become warped by the
different effects mutation can have. Students will see that by mutating their
written paragraphs and stories, the message being relayed will become difficult
to understand. They will then search for real life conditions that result from the
different kinds of mutations discussed in class. The writing prompts are also
designed in a way that allows the instructor to gain more insight into some of
their students’ personal lives; this is especially useful for students that may
already have difficulty opening up and providing details about their interests,
home life, or other details about themselves.
Resources:
Chapter 12: DNA and RNA: Sec. 12-4: Mutations
Altoids: Chocolate Covered Altoid Commercial