Chapter 11 Lesson 4 "Applied Genetics"

Materials:

• Chapter 11 vocabulary review.
• Chapter 11 vocabulary crossword.

Objective:

• Students will define applied genetics.
• Students will give examples of selective breeding.
• Students will explain how genetic engineering has been used to improve the lives of humans.

Anticipatory Set: * Ask the questions: "Have you ever used and taken advantage of applied genetics?" Where? Maybe they do not know what applied genetics is. Define "Applied genetics. Then show them different kinds of cows. Use this table if you want. Explain the advantages of the cattle.

The angus is very easy to raise. It gains weight quickly and has very high quality meat. The angus calves easily and is a very trouble free breed.	The Charolais is a very big muscular breed with very high meat quality. Rapid weight gain is common. Its size makes it difficult to raise and females have trouble with large calves.	The fighting bull is small and agile. It is quick and usually has a bad temper. It is difficult to raise.	The Holstein gives very high quantities of milk. Its very efficient at turning food into milk. It is difficult to raise with large calves and bulls generally have a bad temper.	The jersey is smaller than the holstein and is easier to raise. It does not produce huge quantities of milk but the milk is higher in butterfat.

Teacher Input: * Are mutations good or bad? Most of the time they are bad but take a look at these? (Jackalope1, Jackalope2, Jackalope3) What advantage would this have over a real rabbit? Do you think this really exists? (There are hundreds that believe in this mythological beast). Here is a real mutation that has some advantages. (fox furs) What are the advantages for the fox that used to where these coats?

What is the most common type of applied genetics that is probably even used in your village? What is selective breeding? Show the students two examples of selective breeding, Sheep with shorter legs, and chickens with larger eggs and Secretariat who's father was known for producing colt that won short races and the mother was known for strength and long distances. Give me some examples of where you might see it.

A less common method of applied genetics is genetic engineering. What is genetic engineering? The transferring of genes from one spices of organisms to another. Scientists have been able to transfer the human genes that produces insulin into bacteria. Now the bacteria produces insulin. How is that helpful? We haven't talked about plants but most genetic engineering has happened in plants. Show this picture and how it relates to a plant that is able to produce a poison. Show this cartoon and ask if genetic engineering can go too far? Here are some more cartoons from people who think genetic engineering is going too far. Cartoon 1, Cartoon 2, Cartoon 3, Cartoon 4.Cartoon 5, Cartoon 6, Cartoon 7.

Guided Practice: * Go through the questions on P 290.

Independent Practice: * Students will complete the Vocabulary Review matching and the cross-word puzzle.

Check for Understanding: * Students will take the quiz over lesson 4, "Applied Genetics"

Duration:

30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).

Alaska Content Standards Addressed in this lesson:

• SCI A-11 Students will understand that similar features are passed on by genes through reproduction (Heredity).
• SCI A-12 Students will distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life and understand the theories that describe the importance of diversity for species and ecosystems.
• SCI A-13 Students will understand the theory of natural selection as an explanation for evidence of changes in life forms over time (Evolution and Natural Selection).
• SCI A-14 Students will understand
  • the interdependence between living things and their environments:,
  • that the living environments consists of individuals, populations, and communities: and
  • that a small change in a portion of an environment may affect the entire environment (Interdependence);

• SCI A-15 Students will use science to understand and describe the local environment (Local Knowledge); and:
• SCI C- 3. understand that society, culture, history, and environment affect the development of scientific knowledge;
• SCI C- 6. understand that scientific discovery is often a combination of an accidental happening and observation by a knowledgeable person with an open mind;
• SCI C- 7. understand that major scientific breakthroughs may link large amounts of knowledge, build upon the contributions of many scientists, and cross different lines of study; and
• SCI C- 8. understand that acceptance of a new idea depends upon sup- porting evidence and that new ideas that conflict with beliefs or common sense are often resisted.
• SCI D- 1. apply scientific knowledge and skills to understand issues and everyday events;
• SCI D-2. understand that scientific innovations may affect our economy, safety, environment, health, and society and that these effects may be long or short term, positive or negative, and expected or unexpected;
• SCI D- 4. evaluate the scientific and social merits of solutions to everyday problems;
• SCI D- 5. participate in reasoned discussions of public policy related to scientific innovations and proposed technological solutions to problems; and
• SCI D- 6. act upon reasoned decisions and evaluate the effectiveness of the action.