Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
In this activity, students play the role of doctors interpreting patients' genetic test results. They create characters, analyze genetic test results for three diseases, compare their characters' risks of developing specific diseases, and assess the risks for the next generation.
Students will be able to:
1. As a class, watch NOVA scienceNOW: Public Genomes Video (13:22)
2. Ask students what questions they have about the video, and explain that they will now explore genetic testing for specific diseases: breast cancer, lung disease, and Alzheimer's. Students will play the role of genetic counselors who counsel patients about their genetic test results for genes associated with these three diseases. Students will pair with a partner, and by rolling dice and following steps provided in the handout, each "counselor" will create a male or female character with a unique genotype. Then students will analyze genetic data for their "patients," compare their characters' risks of developing the diseases, and predict the disease risks for the next generation.
3. If necessary, review relevant terms and concepts, including:
4. Give each student a copy of the handout, and break the class up into pairs. Make sure each pair has at least one die. (Before students do steps 5 and 6, make sure they know how to construct pedigrees. When they are ready to begin step 5, have them select a pedigree strip.)
5. Instruct students to follow the procedure on the student handout, including watching the videos and reading the text on the following sites:
6. When students are finished, lead a discussion. Ask the "counselors" to report their patients' results and recommendations. Note that students who drew the same pedigree will likely have made different recommendations. Ask:
7. Optional Extension Activities:
Discuss what are the pros and cons of discovering a person's genotype for a particular disease. You can also use the answer key and rubric in the Teacher Notes—Risky Genetics PDF Document to assess each student's work on the lesson and the handout.