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Exhibit Guide for Grades 6-9

This module was created to help teachers and students get the most out of their visit to the
Genetics: Decoding Life exhibit by focusing student energy toward specific learning opportunities at the
Museum. Use the resources provided in this module in whatever way works best for your group of students.
www.msichicago.org
Table of Contents
Acknowledgments 1
Module Framework 2
Teacher Information Pages 3-4
Genetics: Decoding Life Exhibit Map 5
Teacher Exhibit Cheat Sheet 6-8
Human Genome Project Activity 9-11
Introduction to the Human Genome Project 12
Human Genome Project Letter from Virginia 13
Cloning Activity 14-15
Copy Cat! Copy Cat! 16
Cloning letter from Bobby 17
Mutations and Variations Activity 18-20
Secrets of the Dead 21
Mutations Letter from Sam 22
Genetic Engineering Activity 23-25
Organ Transplants from Animals 26
Genetic Engineering Letter from Marie 27
Development Activity 28-33
Sharing DNA 34
Development Letter from Lou 35
Fold-a-Fact 36-37
Rubric for Post-visit letters 38
Genetics Glossary 39
Genetics Bibliography 40-41
Genetics Web Sites 42-43
Illinois Learning Standards and the Genetics: Decoding Life Module 44
Acknowledgments
The Educators Inventive Genius Series is funded by grants from
Bank One
The Chicago Community Trust
Credit Suisse First Boston
Golder Family Foundation
Kaplan Foundation
Kraft
Peoples Energy
Museum of Science and Industry
Pam Barry, Education Coordinator
Joy Reeves, Educator on Loan, Chicago Public Schools
Elory Rozner, K-12 Manager
Sarah Tschaen, Education Coordinator
Consultants
Erin Loos, Copy Editor
Camie OShea, Teacher, Pilsen Community Academy, Chicago
Miguel Santana, Teacher, Pritzker Elementary School, Chicago
Design, illustration and production by KerrCom Multimedia
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Module Framework
This guide includes pre-visit, on-site and post-visit activities to enhance student learning and exploration
at the Museum. Outlined below is the general framework.
Spark: Pre-visit classroom activities will grab students attention and spark their
interest (teacher-facilitated).
Wonder: In the classroom, students will use a variety of resources to prepare them for the questions
they will answer at the Museum (student-directed).
Explore: While at the Museum, students will visit topic-related exhibits using a Museum Trip
Organizer called a Fold-a-fact to record information that will help guide them in answering
their questions (student-directed).
Connect: After their visit, students will synthesize, analyze and evaluate their gathered information
and ideas (teacher-facilitated).
Invent: In these post-visit activities, students will use their creativity and research to devise a
solution to a problem or answer questions (student-directed).
Tell: Students will communicate what they have learned in these post-visit
activities (student-directed).
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Teacher Information Pages
Pre-visit
Spark: The Spark Activities are used to SPARK interest in the five components of the Genetics: Decoding
Life exhibit. We suggest using all of them in your classroom prior to visiting the museum. If you
are unable to do all of them, we highly recommend the Human Genome Project activity.
Wonder: After the Spark activities (used as introductions to the 5 areas of the exhibit) are complete,
divide your students into 5 groups. Each group is assigned one of the Genetics topics and is
given the article that relates to that component of the exhibit. For example, the Cloning group
will read Copy Cat! Copy Cat! Use Table A as a guide.
After they have read and discussed the articles in their groups, give each group the
corresponding MSI Scientist Letter. Tell the class these are typical letters the Museum receives from
other students and that we need their help researching the answers and writing the responses.
Once they have read and discussed the letter, have the students decide which questions they will
research on the trip to the Museum. Students may think of additional questions of their own that
develop from the discussion.
Distribute the Genetics Fold-a-Fact sheets. Instruct students how to fold the paper into accordion
folds so the title page is on top. Students are to write a different question from their groups MSI
Scientist Letter in the first shape labeled Question #1. They are to write a different question in
the shape labeled Question #2. Ensure that every question from the letter is assigned to a
student in the group.
To help students locate answers at the Museum, have them write the abbreviations of their focus
area under their names (C for Cloning, M for Mutations & Variations, HG for Human Genome
Project, GE for Genetic Engineering and D for Development). Use Table A as a guide. You may
want to bring a copy of each MSI Scientist Letter on the field trip to use as a reference.
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During Visit
Explore: Students should take their Fold-a-Facts with them to the Museum. Allow 10 minutes for students to
orient themselves with the exhibits layout before working on their questions. You may also wish to
give students some time before they begin their work to look at the Egg Hatchery and other
interesting exhibits that will spark their curiosity. Using the Exhibit Map, students will locate the
pod that relates to their group's MSI Scientist Letter. They will investigate the information and
activities in the exhibit and, in the corresponding numbered shape on their Fold-a-Facts, write the
facts they will use to answer the questions in their MSI Scientist Letter.
Post-visit
Invent: Once your trip is complete, your students should write a letter to the MSI Scientist that answers
the questions of the original letter. They should use the facts and comments they have written
on their Fold-a-Facts.
Connect: After the letters have been written, have students cut out apart the shapes from their Fold-a-
Facts and fit pieces together to form a double helix. To save class time, have students cut and
assemble their Fold-a-Facts as homework.
As a class, discuss the main ideas each student gathered. Use the Connecting Shape to link the
students Fold-a-Facts. Students may wish to link their Fold-a-Facts by writing opinions,
reactions or questions.
Tell: Students will send the letters to the Museum to be published on the website. They will explain
the connection between the questions and facts they linked on the classroom helix.
Pod Article Letter
Human Genome {HG} Introduction to the HGP Virginia
Cloning {C} Copy Cat Bobby
Mutations {M} Secrets of the Dead Sam
Genetic Engineering {GE} Organs for Transplant Marie
Development {D} Sharing DNA Lou
Genetics: Decoding Life Exhibit Map
The goal of this field trip to the Genetics: Decoding Life exhibit is to give students a better
understanding of genetics and the modern technology associated with it.
Before you get to the museum
Be sure all students have the appropriate Fold-a-Fact and a pen or pencil. Students should have already
written their Fold-a-Fact questions that they will research in order to answer their MSI Scientist Letter. Each
student will have different questions that focus on two main areas. Students should have written the
abbreviations of their focus areas on the title page of their Fold-a-Facts (C for Cloning, M for Mutations &
Variations, HG for Human Genome Project, GE for Genetic Engineering and D for Development). These
abbreviations will help you direct students to the appropriate area of the exhibit.
Starting at the Museum
Begin your exploration of Genetics:
Decoding Life by allowing students
10 minutes to walk through the
exhibit without searching for
information or taking notes. This
will give them an idea of what is
in the exhibit, while sparking
their interest.
During the Tour
Students should look for information
pertaining to their MSI Scientist
Letter. Information can be found in
interactives and movies. All
students should watch the Future
of Genetics movie. Use the Exhibit
Map to help students navigate the
exhibit.
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G e n o m e i n t e r a c t i v e
Be a Genetic
Counselor Interactive
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Mutations & Variations
Entrance
Mutation
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Chick
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Be a Gene
Therapist
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Worms
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Genetically
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MOVIE
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Teacher Exhibit Cheat Sheet
This cheat sheet will tell you where to find information in the exhibits. It also provides some suggested
answers to the MSI Scientist Letters.
Use the Exhibit Map to help students find the information for their groups MSI Scientist Letter. All students
should watch the Future of Genetics movie.
The information contained in each section below is available in the specified pods. The rubric relates to
how much of this information students include in their letter.
1. {HG} Human Genome Project Letter from Virginia
(Pods: The Human Genome Project and Genetic Counseling Interactive.)
Watching the movies The Human Genome Project and Future of Genetics will give additional,
in-depth information to answer the letter.
The Genetic Counselor interactive takes some time to go through an entire case study. You could
assign a different case to each student in the group so all the cases are covered.
Genetic counseling situations: sickle cell disease, breast cancer, Huntingtons disease and retino-
blastoma. Advice: get a family history; consult an experienced genetic counselor, patient advocate,
disease survivor or parent of a child with the disease; and get all the facts before making a decision.
Scientists will be able to use gene therapy to cure specific diseases or predict whether a person will
get sick.
If people know that they have certain genes predisposing them to heart disease or another type of
illness, they can make changes in their lifestyle before they become sick.
Chromosomes are DNA.
Some genetic diseases are cystic fibrosis, hemophilia and Down syndrome.
2. {C} Cloning Letter from Bobby
(Pods: Cloning and Genetic Engineering)
Watching the cloning movie will give in-depth information about how the mouse was cloned.
The Cloning interactive gives students an understanding of how cloning is performed and lets them
practice cloning techniques.
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The Genetic Engineering pod gives information on how this technology works.
Clones are made from different eggs, at different times and inside different mothers. The clone and
the original will have different experiences that shape their personalities.
You would need a cell from Rocky II and an egg cell from a female dog. The nucleus from the Rocky II
cell would be inserted into enucleated egg cell, which would then be implanted into a surrogate
mother, where it would develop.
Have no idea how much the procedure would cost. Better ask the cloning company.
3. {M} Mutations Letter from Sam
(Pods: Mutations & Variations, Human Genome Project interactive, and Gene Therapy Interactive in
Genetic Engineering)
Good information is available in the Mutations & Variations interactive.
Diseases caused by mutations include hemophilia and cystic fibrosis.
The Gene therapy Interactive requires students to listen and think before making decisions.
Gene therapyBlocked arteries in heart: best treatment was DNA injection, which worked very well.
Gene therapyDefective white blood cells: best treatment was in vitro gene transfer, which worked
well in the beginning, but new cells could die off and be replaced by defective ones. The patient was
advised to continue to take medicine.
Gene therapyCystic fibrosis: best treatment was viral vector that, while the most effective for CF,
provided only mixed results.
The mutations that change the way things look are insertion, deletion and nonsense mutations.
No, people cannot mutate into flies. Flies are in the exhibit because they breed so quickly, which
makes it easy to study the changes that occur generation after generation.
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4. {GE} Genetic Engineering Letter from Marie
(Pods: Genetic Engineering and Development)
Watching the movie about pigs and milk protein will supply most of the information about
genetic engineering.
Watching the movie Constructing a Fish in the Development pod provides information on how
genes control development.
Yes, scientists are using pigs to help hemophiliacs by using genetic engineering to develop human
factor 9, a protein that is necessary for blood to clot.
Scientists insert random mutations into different parts of different cells and watch what happens. By
comparing the genes of healthy and mutated fish, they can tell which genes affect which areas of
development. With this information, scientists can infer which human genes control the development
of our hearts and eyes.
5. {D} Development Letter from Lou
(Pods: Development, Virtual Embryo and Chick Hatchery)
Watching the movie on worms will answer the first few questions.
Listening to and following the directions of the Virtual Embryo activity will help students to
understand development.
Humans have cells with similar functions to worm cells. Scientists dont know how aging takes place,
but, by altering the genes that control aging in worms, they hope to learn which genes are involved
in human aging.
Certain genes that direct development, called master controllers, send signals throughout the
genome. These signals tell other genes to begin forming the heart, eye and other organs.
The Virtual Embryo activity allows students to watch a developing embryo and activate the master
controllers so certain organs develop at the correct time. This activity demonstrates that there is
a pattern to human development and that many genes work together to coordinate this process.
The Black Java chicks almost became extinct through cross-breeding. MSI joined Garfield Farms
conservation project to rescue the breed.
Human Genome Project Activity
(Adapted from The Gene Hunters, Scientific American)
Objective
This activity will help students visualize and understand the building blocks of the DNA
double helix.
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11C 7
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11C
5
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11B 8
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11C
6
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12A
Materials
copies of nucleotide templates scissors
(two per student) tape
straws (eight per student)
Background Information
DNA is a special molecule that carries the code for every protein manufactured in your body. It is a
long molecule made up of units called nucleotides. Each nucleotide has three basic parts: a five-
carbon sugar called deoxyribose, a phosphate group and a nitrogenous (nitrogen-containing) base.
There are four kinds of nitrogenous bases in DNA: guanine, cytosine, adenine and thymine. The
Watson and Crick model of DNA shows that, due to their specific structures, adenine always pairs with
thymine, and guanine always pairs with cytosine. These nitrogenous bases connect like interlocking
pieces of a puzzle; each base pairs up only with its correct partner.
Procedure
1. Color the four nitrogenous bases the following colors: cytosine-blue, guanine-green, thymine-
yellow and adenine-red.
2. Use scissors to cut apart the nitrogenous bases so that you have 16 pieces in total. Put the pieces in a
spot that is convenient for everyone in the group to choose from.
3. Cut each straw in half, making sure that all the pieces are of equal length.
4. Use tape to attach the square end of one of the nitrogenous bases to a straw piece.
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5. Repeat this procedure until you have finished attaching straws to each of the nitrogenous bases. Once a
nitrogenous base is attached to a straw, it can be considered a nucleotide. A nucleotide is composed of
deoxyribose sugar, a phosphate group and a nitrogenous base.
6. Choose four nucleotides, each one containing a different nitrogenous base (A, T, G and C) facing the same way.
7. Insert one end of a straw segment into the open end of another straw segment (i.e., connecting
nucleotides together).
8. Continue inserting the straw ends and connecting the nucleotides until you
have assembled a chain of four nucleotides.
9. Trade your chain with someone else. Construct a complementary strand of
DNA for their chain. This complementary strand must have a base sequence
that pairs with the already completed strand, i.e., adenine must be paired
with thymine.
10. Use tape to connect the two strands. The shaped ends of the nitrogenous
bases must fit into each other.
11. Repeat this procedure for another four of your remaining nucleotides,
attaching them first to each other and then trading with another student
to make a complementary strand that you connect with the already
completed strand.
12. Attach all the strands in the class together, putting a slight twist in
its shape. This twist creates the characteristic double helix of the
DNA molecule.
Questions for discussion
1. What do you notice about the nucleotide pairs?
2. What do the straws represent?
3. If one strand of DNA had bases ordered GATCCCGGTTAGAACT, what would be the bases of its
complementary strand?
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Guanine
Adenine
Cytosine
Thymine
Cytosine
Thymine
Guanine
Adenine
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Introduction to the Human Genome Project
The Human Genome Project (HGP) is one of the great accomplishments of history. Research
teams from all over the world worked together to map the chemical sequence of the
three billion nucleotide base pairsotherwise known as the genomeof members of our
species, Homo sapiens. We can now read natures complete genetic blueprint for building
a human being.
These three billion base pairs include an estimated 30,000 genes. The rest of the genome
perhaps 99 percent of itis sequences with unknown function.
Determining the order and organization of all this material has been likened to tearing six
volumes of an encyclopedia into pieces, then trying to put it all back together to read the
information. The effort was well worth it, many scientists say, because it will reveal important
information about many common and complex diseases, including cancer, cardiovascular
disease and Alzheimer's disease.
This knowledge will revolutionize how people make decisions about their lives, change how
doctors practice medicine and how scientists study biology and how we think of ourselves as
individuals and as a species.
However, in order to understand the human genome, scientists found they must also learn
about the genomes of various animals commonly used in biomedical research, such as mice,
fruit flies and roundworms. Such organisms are called model organisms because theyre used
as research models for how the human organism behaves.
-- Adapted from the National Human Genome Research Institute Website,
and the National Reference Center for Bioethics Literature
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Dear MSI Scientist:
I heard that scientists have finally finished identifying all the genes in the
human genome. What do they think they will be able to do with this
information? Where is my DNA, anyway?
I heard that they identified genes that may be linked to diseases. Please
tell me the names of these diseases. How will knowing my genome help me
have a healthier life?
My guess is that people could be faced with a hard decision if they knew
or thought they had a genetic problem. When I use the Genetic Counseling
activity, what potential situations will I see and what possible advice
could I give?
Thanks for your help.
Your friend in science,
Virginia
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Cloning Activity
(Adapted from The Bionic Body, Scientific American Frontiers)
Objective
This hands-on activity will help students visualize and understand the cloning process. Students simulate
the removal of a cell nucleus and the insertion of an alternate nucleus.
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11C
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11A 8
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11C
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12A
Materials
Safety goggles Colored sprinkles
Plate Round gelatin mold (cut into 3-inch squares) or individual gelatin cups
Medicine dropper Plastic knives
Background
When an animal is cloned, the nucleus from one of its cells is inserted into an egg cell body taken from
another animal. The transplanted nucleus takes over the new cell body and produces a cell with the
properties of the transplanted nucleus. When this cell divides, its daughter cells have the same properties.
The organism that arises from these divisions is the clone of the animal from which the original nucleus
was taken.
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Procedure
1. Put on safety goggles.
2. Put the gelatin mound on the plate. Slice the upper half and carefully support it while scattering several
sprinkles in the center. Cover up the blob. The sprinkles (the nucleus) should be visible in the center
of the loose gelatin.
3. Squeeze out the air from a medicine dropper bulb.
4. Poke the delivery end of the dropper into
the gelatin mass.
5. Carefully direct the opening of the dropper
to the nucleus.
6. When the opening is in front of the nucleus,
release the pressure on the dropper bulb.
7. Remove the dropper.
8. Exchange gelatin masses with another student.
Insert the nucleus you removed from your
gelatin into this new sample.
Questions
1. What did the gelatin represent?
2. What did the round sprinkles represent?
3. Why did the bulb of the dropper need to be squeezed
as the dropper was introduced into the gelatin?
4. What do you think is the hardest part of the cloning procedure?
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Copy Cat! Copy Cat!
The fur is flying over the worlds first cloned cat
By Claudia Wallis
She has big green eyes, perky pink ears and fluffy fur that just begs to be stroked. But 8-
week-old cc (short for copy cat) is no ordinary kitten. Introduced by Texas scientists in
February 2002, she is the worlds first cloned cat, the product of a lab experiment.
Cloning is a high-tech way of breeding an animal that is an exact genetic copy of a parent.
Scientists have already cloned mice, pigs, goats and sheep. The Texas company that paid for
the research that produced ccGenetic Savings & Clonehopes to clone peoples pets!
To create cc, researchers at Texas A&M University took a cell and a nucleus from a female cat
named Rainbow and placed them into an egg cell from a cat named Allie. Genes are the
chemical instructions that determine what an individual creature is like, from its size to its eye
color. The egg developed inside Allie. On December 22, she gave birth to cc, who is genetically
the same as Rainbow.
It was exciting to witness, says Lou Hawthorne, head of Genetic Savings & Clone. Shes such
a cutie.
But not everyone was charmed by cc. We must question the social purpose here, said Wayne
Pacele of the US Humane Society. More than 5 million cats are destroyed when shelters cant
find homes for them. Why clone more cats? Just because you are capable of doing [it], says
Pacele, doesnt mean you should.
Hawthorne is gambling that pet lovers will do almost anything to keep a beloved animal
around, even if it means spending thousands to recreate Fluffy or Fido. And the clone is not an
exact copy. cc, for example, looks different from Rainbow because a cats markings are not
shaped by genes alone. And who knows if shell act like Rainbow. Personalityperhaps the
most valued trait in a petcannot be cloned.
Time For Kids
March 1, 2002
Vol 7, No. 18
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Dear MSI Scientist,
Last month I lost my dog, Rocky II. Rocky II was such a great pet. He knew a lot
of nice tricks, such as how to fetch, sit and roll over. He obeyed my every word and
was always by my side through all kinds of fun and trouble.
Recently, I read an article about a company that clones pets, and I became really
excited about the idea of having Rocky II cloned into Rocky III. It will be so great
to have another dog that looks and acts exactly like my Rocky II. We
,
ll be able to
get right back to playing together and being best friends, right?
What will I need to have from Rocky II in order to have Rocky III cloned? How long
will it take to clone Rocky III? Will he look and act the same? Oh, and how much
money will it cost to have him cloned?
Anxiously waiting,
Bobby
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Mutations & Variations Activity
(Adapted from Monstrous Mutations, Morgan Park High School)
Objective
This hands-on activity is a simulation of how mutations can affect survival skills in animals.
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11A 7
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11A
5
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11B 8
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12A
6
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11A
Materials
enough dry peanuts in the shell to supply nine peanuts per group of three students
(Candies wrapped in plastic, such as SMARTIES, can be substituted for peanuts)
blanket cotton
table or desk stopwatch
one cup for every group duct or masking tape
30 wooden craft sticks string
six pairs of goggles paper bag containing the letters A through H on slips of paper
Background
Students form groups of three. Each student will simulate an animal with a mutation that can only digest
peanuts (or candy) as its food source.
The goals of the group are to:
1. gather the food (nine peanuts per group).
2. store the food for later use (place the nine peanuts in your letter-designated container
3. retrieve the food at a later time (remove the nine peanuts from the container and return with the
peanuts to the home location).
4. process and consume the food (remove the peanuts from the shells or candy from the wrapper, and
consume them [or crush them to appear as eaten]).
Procedure
1. Each group finds out which mutation has occurred to their group by selecting a letter from the paper
bag. The letter drawn will correspond to the characteristic listed on Chart 1 (page M-2). The letter also
corresponds to the letter of each groups home location.
2. Each group prepares itself to represent the characteristic produced by their mutation. Do not force any
child to be taped against his or her will. Allow him or her to suggest an alternative that will produce the
same effect.
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Letter Characteristic produced by mutation
A
B
C
D
E
F
G
H
Extremely long fingernails (tape wooden
craft sticks to fingers)
No fingers (tape each hand closed)
Lack of peripheral vision (attach long
strips of cardboard to sides of goggles)
Hands fused together in front of body
(place hands together in front of body and
tape or tie them together)
Short stride (tie shoelaces together or
string around ankles)
No arms (tape or tie arms to the side of
body with tape)
Arms fused together behind back at the
wrists (place arms behind back and tape
or tie at the wrists)
Blind (place tape over goggles
or use blindfold)
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Procedure (contd)
3. Spread the peanuts or candies on the blanket. Containers marked with letters for each group are set
in another part of the room.
4. Each group positions itself at its specified home location,
away from the lettered containers.
5. Start the stopwatch and instruct each group to proceed to
the blanket and gather nine peanuts. These peanuts are put
in a container marked with the letter of the group. The group
members then return to their home base and call out their
group number. Announce the elapsed time and have
students record it on their charts.
NOTE: Do not stop the stopwatch until the last piece of food is eaten or crushed. Announce the
time it took for this portion of the activity, but the length of the entire activity must be recorded
without stopping the stopwatch.
6. The group members then proceed back to the lettered
container to retrieve their food. Once the group has
removed all nine peanuts from the container, they return
to their home location. The group opens the peanut shells
or candy wrappers and removes the contents. Each group
member will consume three peanuts or candies (or crush
them to appear eaten). When the group calls out their
group letter, announce the elapsed time. The group then
computes and records the elapsed time for the second
portion of the activity.
NOTE: Some animals, desperate for food, may try to ransack and steal another groups stash. Be
sure not to allow violent reactions. Some groups may want to help others that have more severe
mutations. This is allowed if it occurs, but you should not suggest it.
Discussion
1. Which mutation caused the greatest delay in acquiring food?
2. Which mutation caused the greatest delay in processing and consuming food?
3. What would these mutations do to the population of the environment?
4. What were some adaptations to the mutations that group members came up with?
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A
B
E
D
C
F
G
A B C D E F G
A
B
E
D
C
F
G
A B C D E F G
Secrets of the Dead: Mystery of the Black Death
No one knows exactly why, but in the late 1320s or early 1330s, bubonic plague broke out in
China. Flea-infested rats spread bubonic plague.
In 1347, an Italian fleet sailed to the Black Sea, a port approximately halfway between Europe and
China where ships from both continents would meet to trade. The ships returned to Sicily, an
island off the mainland of Italy. Soon it was discovered that most of the sailors on those ships
were dead. Authorities immediately ordered the fleet out of the harbor. But it was too late. The
town was overcome with rats, fleas and the plague. The disease spread across Europe and, within
five years, it had killed 25 million people one third of the entire European population.
The plague continued to appear year after year. In September 1665, the village of Eyam, England,
was quarantined. No one was allowed to leave the village. The authorities believed that when
every one in the village was dead, the disease would be stopped.
A year later, however, when outsiders entered the town, they found half the residents were still
alive! These survivors told how they had had close contact with the sick but never caught the
disease. The village gravedigger handled hundreds of corpses, but he survived. How could the
Black Death not have affected these people?
Dr. Stephen OBrien of the National Institutes of Health in Washington, D.C., has been studying
this unusual situation. He suggests that a mutated form of the gene CCR5, called delta 32,
could be the reason the plague bacterium did not affect some residents in Eyam.
To find out whether the Eyam plague survivors may have carried delta 32, Dr. OBrien tested
the DNA of their modern-day descendants. The levels of delta 32 found in Eyam were the same as
in other regions of Europe that had been affected by the plague. He also found these levels of
delta 32 in America, which was, for the most part, settled by European plague survivors and
their descendants. Native Africans, East Asians and Asian Indians showed no signs of having
delta 32 at all.
-- Adapted from http://www.pbs.org/wnet/secrets/case_plague/index.html
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Dear MSI Scientist,
My teacher said mutations are changes in DNA. I know some diseases are caused by
mutations, but I can
,
t remember what they are right now. Please tell me the names of
some diseases caused by mutations.
Also, I know there are some scientists who try to help people who get sick. When I
use the Gene Therapy activity, what examples of gene therapy will I see, and how
well do they work?
My teacher said that sometimes you see the results of mutations and sometimes you
don
,
t. What kinds of mutations change the way things look? Please give me an example.
By the way, why are there flies in the Mutations & Variations pod? People can
,
t
mutate into a fly, can they? Now, I
,
m scared. Please send your answer right away!
Your friend in science,
Sam
22
Genetic Engineering Activity
(Adapted from Dragon Science, Scientific American Frontiers)
Objective
This activity is a simplified version of an attempt to produce a hybrid plant. As this activity shows, future
generations of the hybrid lose the advantage bestowed on the original generation.
4
th
11A 7
th
11A
5
th
11B 8
th
11C
6
th
12A
Materials
100 objects, 50 of one color and 50 of a second color
(e.g., bingo markers, poker chips, dried beans, coins, M&Ms)
pencil graph paper
paper two containers large enough to hold all 100 objects
Background Information
People have been selecting desirable traits in crops since they changed from being hunter-gatherers to
living in agricultural societies. Various breeding techniques have given us many improved organisms,
among them tomatoes and roses.
Plant breeders have developed techniques for producing hybrids, offspring with the desirable properties of
each parent. Geneticists select for desirable characteristics that will give the hybrid organisms a
competitive edge (hybrid vigor).
However, there is a downside to selective breeding. Hybrids tend to lose the hybrid vigor of the original
due to a process called genetic recombination. This means future generations of the original hybrid
gradually lose the advantages of the original as more generations are produced.
In the Museums Genetics: Decoding Life exhibit, examples of genetic engineering show how this loss of
hybrid vigor can be eliminated through technology.
Prior to this activity, students should have been exposed to basic genetic concepts before beginning this
activity. They need to know, for example, that genes occur in pairs and that offspring inherit one copy of
each gene from each parent and that the copy of each parents gene is inherited at random.
Students also need a clear understanding of Punnett Squares. Students do not need previous exposure to
molecular genetics concepts, such as the structure of DNA or the genetic code.
23
The Activity
Plant A has thick stems that retain more water in times of drought. Plant B (another variety of the same
plant) is able to grow without much water. A hybrid of these two plants will combine the good
characteristics of each to produce a plant that has a better chance of surviving drought conditions.
In this activity, one color represents the gene for thick stems. The second color represents the gene for the
ability to grow without much water. You want to produce plants that have thick stems and dont need
much water, the best characteristic of each plant.
Each hybrid plant inherits one gene from each of its purebred parents. In this activity, one parent plant has
both A genes (AA) for thick stems. The other has both B genes (BB) for ability to grow without much water.
If each parent contributes one of its pair of genes to its offspring, the AA individual will always contribute
an A gene while the BB individual will always contribute a B gene. The resulting offspring of such parents
will always be AB. This plant will be capable of surviving a drought better than either parent, since it will
not only have thick stems but will also require less water.
Procedure
1. Put the 50 objects of color A in one pile to represent parent As gene pool. Do the same for the 50 objects
of color B, creating a gene pool for parent B.
2. Take one object from group A and one object from group B. Place them in one of the containers. Each
time you do this, put a tally mark in the first-generation column of Table 1. How many hybrid plants did
you produce?
NOTE: By making pairs, you are simulating hybrid production. All of these first-generation offspring
are hybrids; they would survive a drought because each has drought-resistant genes.
3. All 100 objects should now be in one container. Mix them thoroughly. Without looking, remove two
objects. If you get two of color A, set them aside. If you get two of color B, also set them aside. If you
get one of each color (AB), make a tally mark in the second-generation column of Table 1. Then, place
these objects in the second container. These are the plants that have the best characteristic of the
parent plants.
Keep doing this, discarding
any pair of the same color
and saving any pair that is
one of each color, until all
objects are removed from the
first container.
24
4. Mix up the objects that you put in the container. Repeat the selection process for the third-generation
column using only the AB objects in the container. Draw two objects, discard pairs of the same color
and save pairs of two colors. Make a tally mark in the third-generation column only when a mixed
pair is drawn.
5. Repeat the process for the fourth-, fifth- and sixth-generation columns of Table 1 (unless you wind up
with zero sooner). If the total number of mixed pairs for the sixth-generation column is still greater than
zero, you could continue further generations until you reach zero.
6. Plot the population of hybrids (number of mixed pairs) on the y-axis and the generation number on the
x-axis and connect with a smooth curve.
Questions
1. What happened to the number of hybrid individuals in succeeding generations after the first generation?
2. Why does the number of hybrids change as it does?
3. How do these results explain why farmers must keep buying new hybrid seeds each year, instead of
planting seed from the hybrid crop?
4. Select a flower to develop. What characteristics would you select to create a new product? Explain why.
5. How could you use science and technology to make sure you got a hybrid every time in every generation?
25
Generation 1 2 3 4 5 6 7
Number of Hybrids
Hybrid Population for Each Generation
Organ Transplants from Animals: Examining the Possibilities
by Rebecca D. Williams
You'll need a liver transplant, Dr. Zeno says. She scribbles quickly on her prescription pad
and dates it: April 17, 2025. Take this to the hospital pharmacy and we'll schedule the surgery
for Friday morning.
The patient sighshes visibly relieved that his body will be rid of hepatitis forever.
What kind of liver will it be? he asks.
Well, it's from a pig, Zeno replies. But it will be genetically altered with your DNA. Your
body wont even know the difference.
Obviously, this is science fiction. But according to some scientists, it could be a reality
someday. An animal organ, probably from a pig, could be genetically altered with human
genes to trick a patients immune system into accepting it as its own flesh and blood.
Called xenotransplants, such animal-to-human procedures would be lifesaving for the
thousands of people waiting for organ donations. There have been about 30 experimental
xenotransplants since the turn of the century.
-- Adapted from FDA Consumer Magazine, June 1996
26
Dear MSI Scientist,
My teacher said that scientists have found a way to help people with hemophilia, a
genetic blood disease, by doing some kind of experiment with pigs. Please tell me if that
is true and what they did that helps people. Also, what other organisms are used to
make proteins for humans?
I think I saw some frogs with glow-in-the-dark eyes at the Museum. Is that right?
How did they make that happen and why?
If they can change a frog
,
s eyes, can scientists construct an animal from a single
cell? What happens if genes involved in development become damaged or mutate? Does
this change the way the organism develops?
Looking forward to hearing from you.
Yours very truly,
Marie
27
Development Activity
(Adapted from The GENETICS project, University of Washington)
Objective:
This hands-on activity is a simulation of basic genetic concepts and the changing frequencies of genes in
the population.
4
th
11A 7
th
12A
5
th
11B 8
th
12A
6
th
12A
Materials (for each pair of students)
one gene pool container (e.g., petri dish, plastic bowl)
eight green markers (e.g., toothpicks, jelly beans, squares of paper, etc.)
eight red markers
eight yellow markers
Background
Prior to this activity, students should have been exposed to basic genetic concepts. They need to know, for
example, that genes occur in pairs and that offspring inherit one copy of each gene from each parent and
that the copy of each parents gene is inherited at random.
Students also need a clear understanding of dominant and recessive genes and should know how to use
Punnett squares. Students do not need previous exposure to molecular genetics concepts, such as the
structure of DNA or the genetic code.
Procedure
The colored markers represent three different forms of a gene (green, red and yellow) that controls one fish
trait: skin color. The table below tells you which forms (alleles) of the gene are dominant, which are
recessive, and which are equal or co-dominant.
*Combining red and yellow genes results in a fish with orange skin color.
REMEMBER: EACH MARKER REPRESENTS A GENE, NOT A FISH.
28
dominant to all other color genes
recessive to green and equal (co-dominant) to yellow*
recessive to green and equal (co-dominant) to red*
The green gene (G) is
The red gene (r) is
The yellow gene (y) is
D
Procedure (contd)
1. Count your markers to make sure you have eight of each color, for a total of 24 markers.
2. Determine which gene combinations produce which fish colors and fill in the answers on the table below.
Based on the answers you gave in the table above, answer the questions below.
(You may use Punnett Squares if you wish.)
Can two red fish have green offspring? Why or why not?
Can two orange fish have red offspring? Why or why not?
Can two green fish have orange offspring? Why or why not?
3. Make a first generation of fish. To do this, pull out genes (markers) in pairs without looking and set them
aside. This simulates the way offspring are formed by sperm from the male fish combining randomly with
eggs from the female fish.
Record the results of each pair in Table A (page D-4). Put the genes back into the gene pool, and draw
another pair. Repeat until you have recorded 12 pairs. An example fish in the first generation is given in
Table A in the shaded boxes (do not include this fish in your calculations).
4. Count the number of each color of fish offspring and record in Table B (page D-4) in the first-generation
row.
The stream where the fish live is very green and lush, with lots of plants. The green fish are very well-
camouflaged from predators in this environment, and the red and orange fish are fairly well hidden also.
However, none of the yellow fish survive or reproduce because predators can easily spot them in the green
environment. If you have any yellow fish (fish in which both markers are yellow), pull those markers
out of the gene pool and set them aside.
5. Shake up all the genes you have left in the gene pool (remember, you have set aside any yellow fish).
Draw a second generation of fish. Record your gene pairs in Table A. Count the fish of each color and
record the numbers in the second-generation row in Table B. Set aside yellow fish, and shake up the
surviving fish in the gene pool.
29
Gene Combinations
GG, GR, etc.
Fish Color
Green
Red
Yellow
Orange
6. Well-camouflaged fish live longer and have more offspring, so their numbers are increasing. Draw
markers to make a third generation of fish. Record your data in Table A, and then write the total
numbers of each color in the third-generation row of Table B. Now, return survivors to the gene pool (be
sure to set aside any genes from yellow offspring).
STOP HERE. DO NOT PROCEED TO STEP 7.
DISCUSS THE FOLLOWING THREE QUESTIONS WITH YOUR
PARTNER AND THEN WITH THE CLASS.
WAIT FOR FURTHER INSTRUCTIONS.
a. Have all the yellow genes disappeared?
b. Has the population size changed? In what way? Would you expect this to occur in the wild?
c. How does the population in the third generation compare to the population in the earlier generations?
7. Draw more pairs of genes to make a fourth generation of fish. Record the data in Tables A and B.
Do not remove yellow fish at this time.
STOP! An environmental disaster has occurred! Factory
waste that is harmful to water plants has been dumped into
the stream, killing much of the vegetation very rapidly. The
remaining rocks and sand are good camouflage for the
yellow, red and orange fish. Now, the green fish are easily
spotted by predators and cant survive or reproduce.
8. Because green fish dont survive, set them aside. Now,
record the number of surviving offspring (all but the
green) in the fourth-generation survivors row of Table B.
Contribute your final data to the class tally on the
overhead projector. Your teacher will total the data for
the entire class.
30
S
T
O
P
Offspring 1 2 3 4 1 2 3 4
Example G/R Green
1
2
3
4
5
6
7
8
9
10
11
12
Table A
Gene Pairs and Resulting Fish Colors in Generations 1 4
First Gene/Second Gene Resulting Color
- - - - G E N E R A T I O N - - - -
Environment Generation Green Red Orange Yellow
First
There is a lot
of green seaweed Second
growing everywhere.
Third
The seaweed all dies, Fourth
leaving rocks and sand
Fourth (survivors)
Table B
Offspring Color for Fish Generations
31
After examining the data for the entire class, discuss the following questions with your partner.
a. Has the population in the fourth generation survivors changed compared to earlier generations? How?
b. Have any genes disappeared completely?
c. Yellow genes are recessive to green; green genes are dominant to both red and yellow. Which color of
genes disappeared faster when the environment was hostile to them? Why?
Discussion:
If the fish from a particular stream have become genetically adapted to their home stream over many
generations, what might happen if their fertilized eggs are used to restock a different stream that has
become depleted of fish?
Think of examples from the real world where lowered genetic diversity is impacting a species ability
to survive.
32
Fill in table on the overhead, one line of data per group. Total results in the bottom line.
Table C
Fish Surviving the Pollution Disaster: Pooled Data Overhead
Group Green Red (RR) Orange (RY) Yellow (YY)
Totals:
33
Sharing DNA
Researchers estimate that mice and humans share as much as 98 percent of their DNA. But
then, the banana and humans have 50 percent of their DNA in common. Sharing DNA,
researchers are finding, doesnt explain a species uniqueness.
Scientists have found that the amount of DNA in an organism has no effect on how complex
that organism is. While humans have about 30,000 different genes, the rice plant has 50,000
genes. Furthermore, genes play different roles in different species, including when they turn
on and turn off, an important factor in development and aging.
An editorial in the New Scientist stated, Unfortunately, it has become fashionable to stress
that chimpanzees and humans must have extremely similar emotions, behaviors and
intelligence since they share 98.4 per cent of their DNA.
But this misses the point: genomes are not cake recipes. A few tiny changes in a handful of
genes controlling the development of the [cerebral] cortex could easily have a very, very large
impact. A creature that shares 98.4 per cent of its DNA with humans is not 98.4 per cent
human, any more than a fish that shares, say, 40 per cent of its DNA with us is 40 per cent
human. The huge difference between probing termite mounds with a twig and constructing
the space shuttle or making a painfully learned sign to communicate and reciting the
Gettysburg Address is the difference between 100% and 98.4%.
-- Adapted from the Americans for Medical Progress Website, June 5, 2002 at
http://www.amprogress.org/News/News.cfm?ID=273&c=63&Type=s
34
Dear MSI Scientist,
My teacher says that scientists study animals in order to learn out about humans.
What can you possibly learn about humans from worms? Just how similar to worms
are we?
How does a fertilized egg know that it is supposed to be a fish, a mouse, a chick
or a baby? What tells the embryo when certain cells should start to develop?
What am I supposed to learn from the Virtual Embryo activity?
Can you tell me why the Blue Java chicks in the incubator almost became extinct?
How did the Museum increase their numbers?
Your friend in science,
Lou
35
36
37
38
Rubric for Post-visit Letters
Student Name _______________________
Excellent
Ideas were expressed
in a clear and
organized fashion. It
was easy to figure out
what the letter was
about.
The letter contains at
least 5 accurate facts
about the topic.
Sentences and
paragraphs are
complete, well-
constructed and of
varied structure.
Writer makes no errors
in grammar or
spelling.
Complies with all the
requirements for a
friendly letter.
Letter is typed, clean,
unwrinkled and easy
to read with no
distracting error
corrections. It was
done with pride.
Give reasons and
details for all of the
questions
Good
Ideas were expressed
in a pretty clear
manner, but the
organization could
have been better.
The letter contains 3-4
accurate facts about
the topic.
Most sentences are
complete and well-
constructed (no
fragments, no run-
ons). Paragraphing is
done generally well.
Writer makes 1-2 errors
in grammar or spelling.
Complies with almost
all the requirements for
a friendly letter.
Letter is neatly hand-
written, clean, not
wrinkled, and is easy
to read with no
distracting error
corrections. It was
done with care.
Gives reasons and
details for most of the
questions
Satisfactory
Ideas were somewhat
organized but were not
very clear. It took more
than one reading to
figure out what the
letter was about.
The letter contains 1-2
accurate facts about
the topic.
Most sentences are
complete and well-
constructed.
Paragraphing needs
some work.
Writer makes 3-4 errors
in grammar or spelling.
Complies with several
of the requirements for
a friendly letter.
Letter is typed but is
crumpled or slightly
stained. It may have 1-
2 distracting error
corrections. It was
done with some care.
Gives reasons and
details for some of the
questions
Needs Improvement
The letter seemed to be
a collection of
unrelated sentences. It
was very difficult to
figure out what the
letter was about.
The letter contains no
accurate facts about
the topic.
The letter contains
many sentence
fragments or run-on
sentences and/or
paragraphing needs
lots of work.
Writer makes more
than 4 errors in
grammar or spelling.
Complies with less than
75% of the
requirements for a
friendly letter.
Letter is typed but
looks like it has been
shoved in a pocket or
locker. It may have
several distracting
error corrections. It
looks like it was done
in a hurry or stored
improperly.
Gives no reasons
or details for the
questions
Category
Ideas
Content
Accuracy
Sentences &
Paragraphs
Grammar &
spelling
(Conventions)
Format
Neatness
Written
Response
Genetics Glossary
Chromosome: Tightly packed bundles of DNA that are found inside almost every cell in the body. Each
chromosome is a long strand of DNA that contains its own set of genes
Cloning: Removing the DNA from a cell of one organism and inserting it into an enucleated egg from
another to make a third organism that shares the same genes as the donor
Development: The process that causes a fertilized egg divide, change, and grow into a new individual.
Information from both genes and the environment control development.
DNA: Deoxyribonucleic acid (DNA) is the molecule that contains the basic code of life. This code has
four chemicals, represented by the letters A, T, C, and G.
Embryo: An organism in the early stages of growth, characterized by the formation of fundamental
tissues and the development of organs and organ systems
Gene: The regions of DNA that contain coded instructions for making proteins needed to build
and maintain life.
Gene therapy: The insertion of normal or genetically altered genes into cells, usually to replace defective
genes, especially in the treatment of genetic disorders.
Genetic Engineering: The use of molecular biology to manipulate DNA, including transferring genes or
other pieces of DNA from one species to another.
Genome: All the genetic information encoded in the DNA within each cell of an organism.
Mutations: A change in the order of the chemical letters (A, T, C and G) that make up an individuals DNA.
Some mutations can lead to disease, some contribute to variation and some have no obvious
effect at all.
39
40
Genetics Bibliography
Abraham Lincolns DNA and Other Adventures in Genetics
By Philip R. Reilly
Cold Spring Harbor Laboratory Press, 2000
OPNSTX QH431.R38
This collection of essays looks into the moral and social implications of our increased knowledge of genetics.
Amazing Schemes With Your Genes
By Dr. Fran Balkwill, illustrated by Mic Rolph
Carolrhoda, 1993
Ages 8-12
JUVOPN QH447.B35
This is an amazingly easy way to understand the complex world of genetics.
Genetics Engineering: Redrawing the Blueprint of Life
By David Darling
Dillon, 1995
Ages 9-12
JUVOPN QH442.D37
Take a look into the 21
st
century to see what may become of genetic engineering in the future.
Cells Are Us
By Dr. Frank Balkwill, illustrated by Mic Rolph
Carolrhoda, 1993
Ages 9-12
JUVOPN QH582.5.B35
Discover what is inside of you and how we all grow up: cells!
Cloning: Frontiers of Genetic Engineering
By David Jefferis
Crabtree Publishing, 1999
Ages 11-14
JUVOPN QH442.2.J44
The study of genetics has gone on for hundreds of years, and things such as bananas and sheep have been
cloned, so what's next?
Crime Lab 101
By Robert Gardner, illustrated by Brandon Kruse
Walker, 1994
Ages 12-14
Step into this lab for an introduction to the fascinating techniques and tools of forensic science and perform
one of the 21 experiments yourself included in this title.
DNA Fingerprinting, the Ultimate Identity
By Ron Fridell
Franklin Watts, 2001
Ages 13 and up
JUVOPN RA1057.55.F75
This is a fascinating and informative look at DNA and how it makes us who we are.
From Egg to Chicken
By Dr. Gerald Legg, illustrated by Carolyn Scrace
Franklin Watts, 1998
Ages 6-8
JUVE SF490.3.L44
Take a peep inside a shell.
How the Y Makes the Guy
By Patrick Baeuerle and Norbert Landa
Barrons Educational Series, 1997
Ages 9-12
Join the microexplorers on a guided tour through the marvels of growing up from the inside out.
Ingenious Genes
By Patrick Baeuerle and Norbert Landa
Barrons Educational Series, 1997
Ages 9-12
The microexplorers invite you along to take a close-up look at the work of genetic engineers.
The Cartoon Guide to Genetics
By Larry Gonick and Mark Wheelis
HarperPerennial, 1991
OPNSTX QH436.G66
This look at microbiology is accurate AND fun!
The Complete Idiots Guide to Decoding Your Genes
By Linda Tagliafero and Mark Bloom
Alpha Books, 1999
OPNSTX QH 430.T33
This popular series tackles its most intricate and interesting topic yet.
Prepared by the Chicago Public Library
41
42
Genetics Web Sites
Cloning in Focus
http://gslc.genetics.utah.edu/units/cloning
A web site provided by the Genetic Science Learning Center at the Eccles Institute of Human Genetics. This
page leads to several activities about cloning. Offers the opportunity for kids to try cloning themselves in
the online Mouse Cloning Laboratory. Also features an interactive quiz.
Build a DNA Molecule
http://gslc.genetics.utah.edu/units/basics/builddna/
Another web site provided by the Genetic Science Learning Center at the Eccles Institute of Human Genetics.
Kids can click and drag nucleotides into the correct position based on DNA pairing rules. Requires Flash
Player 6.
Poor Farmer Brown
http://warrensburg.k12.mo.us/iadventure/genetics/openingstory.html
Presents kids with the opportunity to play farmer, deciding whether or not to use genetics engineering
techniques. The consequences of these decisions include a list of hyperlinks that lead to sources of
information on biotechnology and the issues it raises.
DNA from the Beginning
http://www.dnaftb.org/dnaftb/
This web site uses animation, image galleries, and video interviews to teach the science of DNA. A
comprehensive treatment of DNA, it includes a discussion of Mendels experiments with peas and his
inheritance laws, information on genes and chromosomes, genetics diseases and genetics engineering.
Heredity and Evolution Multimedia Game
http://vilenski.org/science/notebook/unit2/index.html
This site has links to two different games: Sherlock Bones and the Case of the Disappearing Dinosaurs. This
game examines four major theories for dinosaur extinction, and also discusses dinosaur myths. Welcome to
Phantom Manor is an online quiz that tests genetic knowledge.
What is Genetic Engineering? A simple introduction
http://www.psrast.org/whatisge.htm
This organization, Physicians and Scientists for Responsible Application of Science and Technology,
presents this simple explanation of genetic engineering, describing the principles of heredity and the role
they play in mating versus genetic engineering. The organization warns against some of the dangers of
genetic engineering.
The Human Genome Project
http://www.genome.gov/Pages/EducationKit/online.htm
The web site of the governments Human Genome Project. This page offers a free multimedia education kit,
The Human Genome Project: Exploring Our Molecular Selves. It includes information on genome
sequencing, variation, and a discussion of medical, social and ethical implications.
The Genetic Counseling Game
http://www.woodrow.org/teachers/biology/institutes/1994/genetic_game.html
The Woodrow Wilson Biology Institute offers this board game in which students act as genetic counselors,
using the principles of heredity to assist couples in making diagnoses on possible children.
GenLinks Educational Links to Science Resources
http://www.genlink.wustl.edu/otherlinks/kidscience.html
Provides a list of educational links that cover many topics within the field of genetics, including genes,
Mendels principles, and cell and molecular biology. Also offers a list of science resources especially for
grades K-12.
43
44
Genetics Illinois Learning Standards
Mutations
Genetic
Development Cloning
Human
State Goals
Engineering Genome
SG: 1-A. Comprehend words used in
specific content areas.
SG: 1-B. Relate reading to information
from other sources
SG: 1-C. Use information to form, explain
and support questions and predictions.
SG: 3-B. Produce documents that convey
a clear understanding of ideas and
information.
SG: 3-C. Compose informative writings
for a specified audience.
SG: 11-A. Know and apply the concepts,
principles and processes of scientific
inquiry.
SG: 12-A. Know and apply concepts that
explain how living things function,
adapt and change.
SG: 12-B. Know and apply concepts that
describe how living things interact with
each other and with their environment.
SG: 13-A. Know and apply the accepted
practices of science.
SG: 13-B. Know and apply concepts that
describe the interaction between
science, technology and society.
SG: 16-C. Describe the impact of
technology.
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