Mutation and Genetic Change

New York Standards:

Standard 4 - Performance Indicator 2.1, 2.2, 3.1, 5.2

Major Understandings

2.1h Genes are segments of DNA molecules. Any alteration of the DNA sequence is a mutation. Usually, an altered gene will be passed on to every cell that develops from it.

2.2d Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it.

3.1b New inheritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells.

3.1c Mutation and the sorting and recombining of genes during meiosis and fertilization result in a great variety of possible gene combinations.

3.1d Mutations occur as random chance events. Gene mutations can also be caused by such agents as radiation and chemicals. When they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to other body cells only.

5.2i Gene mutations in a cell can result in uncontrolled cell division, called cancer. Exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.

Content Area Strategies

Exit Slips (strategy #8) – a form of formative assessment, which assesses students’ understanding and allows for adjustments in follow up lessons

Jigsaw (strategy #15) – promotes social and cooperative development among diverse groups of students; allows students to teach their peers

Differentiation

Modification for the special needs student and ELL:  Exit slip, strategy #8, was modified to engage all levels of students by asking 3 different questions ranging in difficulty and understanding.  Special needs students and ELL will be paired with biology student mentors when put into groups to complete the mutation worksheet.  Translations, if needed, will be provided to all ELL.

Classroom Management Tips

Teacher makes sure to remind students that the worksheet is part of their grade to ensure students will work diligently.

The teacher will circulate the classroom to assess for understanding, make sure students stay on topic, and to answer questions when students are completing the worksheet.

Classroom Behavior Tips

Behavior: Side conversations

Possible Responses: (1) Stand near the talkers/Re-position yourself in the classroom near them  (2) Give the students that are talking a staring glance 

      
Behavior: Talkativeness

Possible Responses: (1) Acknowledge student's ideas and remind him/her there is additional information to know (2) Allow the student who knows a lot to go to the front and help teach the class (students learn well from their peers) (3) Give the student individual attention during the next class break

References

DeSalle, R., & Heithaus, M.  (2008).  The living environment.  Austin, TX: Holt,
          Rinehart and Winston.

Fisher, D., Brozo, W., Frey, N. & Ivey, G.  (2007).  50 content area strategies
          for adolescent literacy.  Columbus, OH: Pearson Education, Inc.