Skip to Main Content

Mutations

Lesson Plan

Mutations

Objectives

In this lesson, students will be introduced to the concept of mutations in DNA. Students will:

  • explain how mutations can alter genes and may be beneficial, detrimental, or neutral.
  • understand that an altered gene may be passed on to every cell that develops from it, causing an altered phenotype in an organism.
  • describe a genetic disorder (e.g., Down syndrome, Turner syndrome) that results when entire chromosomes are sometimes added or deleted to an individual’s DNA sequence.

Essential Questions

Vocabulary

  • Mutation: A change in a DNA sequence that affects genetic information.
  • Gene Mutations: Mutations that produce changes in a single gene.
  • Chromosomal Mutations: Mutations that produce changes in whole chromosomes.
  • Genetic Variation: Differences in the genetic material of individual living things from each other.

Duration

90 minutes/2 class periods

Prerequisite Skills

Prerequisite Skills haven't been entered into the lesson plan.

Materials

  • Mutations Concept Web (S-8-3-3_Concept Web.docx)
  • computer with projector to display a list of gene mutations or student copies of the list titled “What kinds of gene mutations are possible?” available at

http://ghr.nlm.nih.gov/handbook/mutationsanddisorders/possiblemutations

www.nature.ca/genome/04/0413_e.cfm

  • poster paper
  • colored pencils, markers, crayons
  • What are Genetic Disorders?

http://learn.genetics.utah.edu/content/disorders/whataregd/

If Internet access is not available, books, articles, or pamphlets are needed for more information on Huntington’s disease, Down syndrome, Williams syndrome, Turner syndrome, sickle cell anemia.

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

Formative Assessment

  • View
    • Assess the cooperation of each student in small-group discussions and group work. Use this as an opportunity to re-teach areas that are still unclear to students. Quiz students orally about the types of mutations. Collect and assess students’ Genetic Disorders worksheet.

Suggested Instructional Supports

  • View
    Active Engagement, Modeling, Explicit Instruction
    W: This lesson requires prior knowledge about the basic structure of DNA. In this lesson, students will learn how mutations alter genes and are the original source of new variations. Students learn that mutations can be helpful, harmful, or neutral. At the end of the lesson, students are able to identify genetic disorders caused by mutations.
    H: Students begin the lesson by accessing prior knowledge of mutations. This activity will engage students in the lesson.
    E: Students create a “before” and “after” poster to show the change that occurs with mutations. They will research types of genetic disorders.
    R: Students review by completing a review game online, which allows them to see how their own name can be mutated.
    E: Students learn more about common genetic disorders that are caused by mutations and will engage in class discussion.
    T: This lesson provides a graphic organizer and worksheets for note-taking that can help organize students’ thoughts and notes.
    O: The lesson will begin with a pre-assessment of what students already know about the new vocabulary terms. Students will then move to guided instruction and independent learning and application by completing a graphic organizer, making a poster, and conducting research.

Instructional Procedures

  • View

    Part 1

    As an introduction to the lesson, write these words on the board: mutation, mutate, and mutant. Say to students, “Tell me anything that comes to mind when you hear the words on the board.” Record several of the students’ responses on the board.

    After students have completed making a list of their responses, say to students, “Now that we have recorded some words that we associate with the mutations, let’s look at the actual definition.” Write the definition on the board and have students record it in their science journals:

    Mutation: A change in a DNA sequence that affects genetic information.

    Teach students about mutations using a concept web. Have students copy the web in their notes. Place emphasis on the fact that the effects of mutations can be helpful, harmful, or neutral (S-8-3-3_Concept Web.docx). Tell students that most mutations are neutral. Explain the difference between gene mutations and chromosomal mutations.

    Close by explaining and giving examples of how mutations may be helpful, harmful, or neutral.

    Part 2

    Say to students, “We learned a lot about mutations in our previous discussion. Mutations can sometimes result in some common diseases that you may be familiar with.” Project the following Web site on your board: What are Genetic Disorders? http://learn.genetics.utah.edu/content/disorders/. Inform students that they will be researching some diseases that are a result of mutations. As you allow students to read through the different types of diseases listed on the Web site, ask students if they are familiar with any of them. Allow for discussion if any student knows of anyone who suffered from any of the listed diseases and wants to share.

    After the class discussion, split the class into small groups. Each group should have Internet access. (If computers are limited, then books or articles can serve as references.) Have each group of students research more information on the following diseases: Huntington’s disease, Down syndrome, Williams syndrome, Turner syndrome, and sickle cell anemia. Give each group a copy of the Genetic Disorders worksheet (S-8-3-3_Genetic Disorders and KEY.docx). Allow students time to fill in the worksheet with the correct information. Alternative: Have each group research one of the diseases and then share its findings with the other groups.

    As a closing activity, have a class discussion that wraps up the lesson. Review by asking students, “What are the causes of mutations?” and “Are all mutations harmful?”Allow time for student responses.

    Extension:

    • Allow students who might need opportunities for additional learning extra time to complete the genetic disorders research assignment in small groups. Give each student a specific disorder that s/he is responsible for researching.
    • Model the different types of gene mutations using multicolored beads (large ones like a baby plays with work best). Rearrange the beads to show each type of mutation (e.g., remove a bead for a deletion). You can also have students use multicolored cereal to model gene mutations.
    • Students who might be going beyond the standards can research types of mutations using the Web site: What kinds of gene mutations are possible? http://ghr.nlm.nih.gov/handbook/mutationsanddisorders/possiblemutations.

    Provide copies of Types of Mutations to each student (S-8-3-3_Types of Mutations and KEY.docx) to record their research. Students can also construct a “before and after” poster of how mutations affect DNA. Have students divide a paper in four equal sections. Allow students to use the illustrations on the Web site to help them illustrate four different types of mutations of their choosing.

Related Instructional Videos

Note: Video playback may not work on all devices.
Instructional videos haven't been assigned to the lesson plan.
DRAFT 05/16/2011
Loading
Please wait...

Insert Template

Information