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Genetic Detective: Find the Billionaire's Real Cat
Grade 8Science30 days
★★★★★
4.0 (1 rating)GeneticsDNA AnalysisProblem SolvingCollaborationScientific ReasoningPunnett SquaresInheritance Patterns
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can science and genetics be applied to solve real-world problemsEssential Questions
Supporting questions that break down major concepts.- How can understanding genetics and inheritance help us identify individual organisms within a population?
- What techniques can be used to analyze DNA and how do they apply to solving real-world problems?
- How do we predict the inheritance of traits, and what role do dominant and recessive genes play in this process?
- What is protein synthesis and how does it relate to the expression of genetic traits?
- How can karyotyping be used to detect chromosomal abnormalities, and why is this important in genetics?
- What is the role of PCR and gel electrophoresis in analyzing DNA samples?
- How can pedigree analysis provide insights into genetic inheritance and history?
- In what ways can scientific methods and evidence be used to solve mysteries?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Apply genetic concepts such as dominance, recessiveness, and Punnett squares to predict and analyze traits.
- Conduct DNA analysis using techniques such as PCR and gel electrophoresis to determine genetic relationships.
- Analyze karyotypes to identify chromosomal disorders and differentiate between normal and abnormal genetic structures.
- Synthesize evidence from pedigree analysis to understand genetic inheritance patterns and solve genetic mysteries.
- Explain protein synthesis process and relate coding sequences to phenotypic expressions.
NGSS
MS-LS3-2
Primary
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.Reason: Students apply Punnett squares and inheritance patterns to understand genetic variation and predict traits, directly aligning with model development and use to explain genetic outcomes.
MS-LS1-1
Supporting
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.Reason: While students analyze DNA and protein synthesis, they are providing evidence of cellular processes that are fundamental to understanding genetics, making this a supporting standard.
MS-LS3-1
Primary
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of organisms.Reason: The project involves decoding mutations and protein synthesis to determine unique features of the cat, aligning with gene structure and function modeling.
MS-LS4-5
Secondary
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.Reason: The project involves the use of genetic technologies like PCR and gel electrophoresis, aligning with understanding modern genetic influence techniques.
Entry Events
Events that will be used to introduce the project to studentsThe Case of the Missing Billionaire’s Cat Kick-Off with a Real Detective
Invite a local detective to the classroom to discuss the importance of evidence and problem-solving in real crime investigations. The detective can provide insights into how genetic evidence has been used in actual cases, setting the stage for students to see the parallels in their cat mystery project.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Fur and Eye Color Genetics Workshop
Students will delve into Punnett squares and recessive and dominant gene inheritance to predict the billionaire’s cat's fur and eye color, allowing them to rule out imposters based on visual traits.Steps
Here is some basic scaffolding to help students complete the activity.1. Introduce the concepts of dominant and recessive genes using simplified genetic examples.
2. Provide genetic information on the billionaire’s cat’s parents regarding fur and eye color traits.
3. Have students construct Punnett squares to predict potential fur and eye color combinations.
4. Match the predicted traits against those of the suspect cats to eliminate non-matching candidates.
Final Product
What students will submit as the final product of the activityAn analysis report of matching and non-matching suspect cats based on fur and eye color predictions.Alignment
How this activity aligns with the learning objectives & standardsCovers MS-LS3-2: Development and utilization of models for genetic trait prediction.Activity 2
The Glowing Marker Code Breaker
In this activity, students will transcribe DNA sequences into mRNA and translate them into amino acids to uncover a unique protein that gives the cat its special glow, learning about protein synthesis and gene expression.Steps
Here is some basic scaffolding to help students complete the activity.1. Introduce the basics of DNA transcription and translation processes.
2. Distribute DNA sequences for transcription into mRNA.
3. Guide students in using codon charts to translate mRNA into amino acid sequences.
4. Identify which protein sequence corresponds to the glowing trait, ruling out cats without the trait.
Final Product
What students will submit as the final product of the activityA detailed list of amino acid sequences corresponding to protein synthesis for trait identification.Alignment
How this activity aligns with the learning objectives & standardsAligns with MS-LS3-1: Modeling gene structure's effects on protein synthesis and expression.Activity 3
Chromosome Check: Karyotype Analysis
Students will use karyotyping to identify chromosomal abnormalities, applying their understanding to determine if any suspect cat has a genetic disorder, aiding in the elimination process.Steps
Here is some basic scaffolding to help students complete the activity.1. Introduce karyotyping and its use in identifying chromosomal abnormalities.
2. Provide karyotype images of the suspect cats.
3. Guide students in comparing the karyotypes to spot genetic irregularities.
4. Discuss what genetic normals and disorders may mean for identifying the billionaire's cat.
Final Product
What students will submit as the final product of the activityA karyotype analysis indicating which cats exhibit chromosomal abnormalities.Alignment
How this activity aligns with the learning objectives & standardsSupports MS-LS1-1: Providing evidence of genetic structures and abnormalities.Activity 4
DNA Fingerprinting Masters: PCR & Gel Electrophoresis
Learn the principles of DNA fingerprinting through a practical analysis of gel electrophoresis results to compare the band patterns of suspect cat samples with the original cat's DNA.Steps
Here is some basic scaffolding to help students complete the activity.1. Explain the concepts of PCR and gel electrophoresis and their role in DNA fingerprinting.
2. Present digital or printed gel electrophoresis images to students.
3. Guide students in analyzing the band patterns and comparing them to the sample from the billionaire’s real cat.
4. Identify which cat(s) have matching DNA fingerprinting bands.
Final Product
What students will submit as the final product of the activityA comparative report of DNA fingerprinting results to identify matching samples.Alignment
How this activity aligns with the learning objectives & standardsAligns with MS-LS4-5: Understanding genetic technologies like PCR and influencing trait inheritance.Activity 5
Genetic Detectives: Pedigree Pursuit
Students will examine a pedigree chart to track inherited traits and verify which suspect cat aligns with the family history of the billionaire’s cat, applying pedigree analysis methods.Steps
Here is some basic scaffolding to help students complete the activity.1. Introduce pedigree analysis and symbols used in genetics family trees.
2. Provide the billionaire’s cat’s pedigree chart for students to examine.
3. Guide the analysis of hereditary traits, comparing them to the suspect cats.
4. Determine if any suspect cats’ histories align with the chart’s lineage traits.
Final Product
What students will submit as the final product of the activityA report identifying potential matches between suspect cats and pedigree family traits.Alignment
How this activity aligns with the learning objectives & standardsCovers academic standards on using pedigree analysis to trace genetic traits and ancestral lines.Activity 6
The Great PTC Taste-Off
Students will explore the concept of inherited traits through a hands-on PTC taste test. This will introduce them to genetic inheritance and the use of Punnett squares as they investigate the billionaire's cat's potential genetic compatibility to taste PTC.Steps
Here is some basic scaffolding to help students complete the activity.1. Introduce the concept of inherited traits, focusing on the ability to taste PTC as an example.
2. Distribute PTC paper test strips to students and have them take the test to determine their own ability to taste bitterness.
3. Discuss the linkage between the ability to taste PTC and genetic markers.
4. Guide students in creating a Punnett square to predict if the billionaire's cat could inherit the PTC tasting trait based on its parents' genetic backgrounds.
Final Product
What students will submit as the final product of the activityA completed Punnett square predicting the taste trait inheritance for the billionaire's cat.Alignment
How this activity aligns with the learning objectives & standardsAligns with MS-LS3-2: Develop and use models to describe genetic inheritance patterns.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioMystery Cat DNA Project Rubric
Category 1
Genetics Application
Assessment of understanding and application of genetics principles including dominant/recessive traits, Punnett squares, and inheritance prediction.Criterion 1
Punnett Square Accuracy
Evaluates the accuracy and thoroughness in constructing and analyzing Punnett squares for trait prediction.
Exemplary
4 PointsDemonstrates a sophisticated understanding by accurately predicting the correct traits with detailed explanations using Punnett squares.
Proficient
3 PointsAccurately constructs and analyzes Punnett squares with minor errors in predictions or explanations.
Developing
2 PointsConstructs Punnett squares with some errors or lacks thorough analysis and explanation.
Beginning
1 PointsStruggles to construct Punnett squares and provides minimal or incorrect explanations.
Criterion 2
Pedigree Analysis Skill
Measures the ability to interpret and apply pedigree chart information for genetic analysis.
Exemplary
4 PointsInterprets pedigree charts with a sophisticated level of understanding; accurately identifies hereditary traits and correctly rules out non-matching suspects.
Proficient
3 PointsInterprets pedigree charts accurately with some assistance; identifies most hereditary traits correctly.
Developing
2 PointsPartially interprets pedigree charts with frequent errors and requires assistance to analyze traits accurately.
Beginning
1 PointsHas significant difficulty interpreting pedigree charts and identifying hereditary traits.
Category 2
DNA Analysis Techniques
Evaluation of students' skills in conducting and analyzing DNA testing, including PCR, gel electrophoresis, and karyotyping.Criterion 1
PCR and Gel Electrophoresis Interpretation
Assesses ability to analyze and compare DNA band patterns effectively.
Exemplary
4 PointsAccurately and thoroughly compares DNA band patterns, providing insightful scientific reasoning for identifications.
Proficient
3 PointsCompares DNA band patterns correctly with some scientific reasoning, minor errors present.
Developing
2 PointsAttempts comparison of DNA bands with some correct reasoning, frequent errors noted.
Beginning
1 PointsStruggles to compare DNA band patterns effectively, few connections made.
Criterion 2
Karyotype Analysis
Assesses the ability to identify chromosomal abnormalities through karyotyping.
Exemplary
4 PointsDemonstrates a sophisticated understanding of karyotyping, accurately identifies all chromosomal abnormalities, and uses evidence confidently.
Proficient
3 PointsIdentifies chromosomal abnormalities correctly with minor assistance, and evidence is provided.
Developing
2 PointsPartially identifies chromosomal abnormalities, frequent errors or need for significant assistance.
Beginning
1 PointsFails to identify chromosomal abnormalities correctly, lacks evidence.
Category 3
Scientific Reasoning and Problem Solving
Assessment of scientific reasoning, logical problem-solving, and evidence-based decision-making throughout the project.Criterion 1
Evidence-Based Conclusion
Evaluation of how well students apply scientific reasoning to conclude and solve the mystery.
Exemplary
4 PointsPresents a compelling, well-reasoned conclusion with extensive evidence and clear scientific justification.
Proficient
3 PointsDescribes a logical conclusion with evidence and scientific justification, minimal errors.
Developing
2 PointsDraws conclusions with partial scientific reasoning and somewhat insufficient evidence.
Beginning
1 PointsStruggles to form a logical conclusion with minimal reasoning and evidence.
Category 4
Collaboration and Teamwork
Evaluation of collaboration skills, including effective communication, role fulfillment, and cooperative problem-solving.Criterion 1
Team Engagement
Measures effective participation, integration of ideas, and coordination among team members.
Exemplary
4 PointsLeads group initiatives, ensures team integrates all ideas, and maintains effective communication throughout processes.
Proficient
3 PointsParticipates effectively, contributes to ideas, and maintains positive communication within the team.
Developing
2 PointsParticipates inconsistently, limited idea sharing, and requires some prompting to maintain communication.
Beginning
1 PointsLimited participation and communication, requires significant prompting and support.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Reflect on how the process of solving the 'Case of the Missing Billionaire’s Cat' has deepened your understanding of genetics and inheritance. How have you applied scientific reasoning and genetics concepts to solve this mystery?
Text
Required
Question 2
On a scale from 1 to 5, how confident do you feel in using genetic technologies like PCR and gel electrophoresis after completing this project?
Scale
Optional
Question 3
Which of the laboratory techniques (e.g., PTC test, karyotyping, pedigree analysis) did you find most challenging, and why?
Text
Required
Question 4
Multiple Choice: What do you think was the most important aspect of the project in helping you learn about solving real-world genetic problems?
Multiple choice
Required
Options
DNA Fingerprinting
Karyotyping
Protein Synthesis
Pedigree Analysis
Punnett Squares
Question 5
Reflect on the teamwork and collaboration required to solve this mystery. How did working with others enhance or challenge your understanding and application of the genetic concepts involved?
Text
Required