• 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.

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.