OBJECTIVES:
The student should be able to:
•Differentiate between the genetic terms: heredity/trait, gene/allele, homozygous/heterozygous, and genotype/phenotype. (LS-GLE-10, 11) Analysis
• Predict the results of a monohybrid genetic cross by using Punnett Squares. (LS-GLE-11) Application
Apply lines, shapes, and patterns to enhance illustration of predicted monohybrid outcome. (NS-2,6 Visual Arts, 9-12) Application
• Evaluate the applications of fellow student’s presentations. (NS-1, 5, Visual Arts, 9-12) Evaluation
TIME: (3) 90 minute class periods
MATERIALS
Task Focus Demonstration
Coin
4 sheets of construction paper: 3 different colors- 2 of one color, the remaining 2 are different colors (Appendix ) taped into a rectangle
Bean bag
Per Student
Box of 12-Colored Pencils
Offspring Illustration handout
Giraffe Handout
Trait Determination Handout
BABY BUNNY Illustration Square
Genetics/Art Notes
Color Wheel
Per Group
MAMA BUNNY and DADDY BUNNY w/pre-labeled genotypes
4-4x6 Envelopes Labeled for Ear length, Whisker length, Fur color, Tail size parent alleles from genotypes, students may cut parent alleles and stuff envelopes; or may be pre-stuffed by teacher to save time
Examples Worksheet of various art treatments
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
This activity is designed to integrate genetics with the visual arts in an effort to expose students to encourage students to tap into their personal creative processes to enhance the ability to perceive, interpret, understand, and evaluate stimuli, not only in science but across the curriculum.
Modern genetics, the study of heredity, began with Gregor Mendel in the 1860’s. Mendel’s mathematical approach to his pea plant experiments allowed him to determine patterns of inheritance undiscovered by other scientists.
A study of genetics provides teachers with a great opportunity for integrating math, science, and now, art. As shown by Mendel, calculating probabilities (ratios) is fundamental to the topic. Once students realize that a solid base of information will lead them to the ability to study themselves, interest abounds.
Genetics has a language of its own, as well as does the visual arts. For a list of terms and definitions, see Appendices M and N.
Task Focus: Punnett Put --10 min
(Flip a coin.) “What is the outcome?” (Answers will be heads or tails.) “Why only two choices? (Students will respond with:There’s only two sides to the coin.) “What are the chances that the coin will be heads?” (Responses will include: 50% or 1 out of 2.) “So you are familiar with probability? Good, then you shouldn’t have too much trouble with today’s topic.
(Prior to introduction, place the Punnett square color mat on the floor on one end of the classroom.) “Welcome to the genetic Olympics! The event of the hour is the Punnett Put. I need a volunteer.” (Volunteer will be given the bean bag/shot put.) Question for the class: “Which color square will the bean bag most likely land on?” (Take a show of hands to predict each color represented on the mat. The majority of students will likely pick the color that there are two squares of.) “Most of the students think it will land on ‘yellow’? Why is that?” (Students will likely respond that there are more “chances” for it to land on the ‘yellow’ since there are two sheets of it. At this point discuss.) Have the volunteer toss the bean bag onto the mat. Have the students who predicted the correct choice raise their hands. Have the volunteer toss the bean bag again. Repeat one more time. “Of the 3 chances, did the popular choice get hit EVERY time?” (Answers will depend on the tosses.) Go on to explain that the Punnett square is a device scientists use to predict the probability and outcome of a specific trait in an offspring of two parents. The Punnett Put mat is actually a model of a Punnett square. The toss of the bean bag is a representation of the percent chance of the outcome of one child per cross. In three tosses, we modeled the possible outcome of three different children. Just because the bean bag lands on yellow once, doesn’t necessarily mean it will be yellow EVERY time.
“Today, we will be using the Punnett square to predict the probability and outcome of various monohybrid crosses. We will also be using art design skills to make the genetics concepts more interesting. Before we get started, start a K-W-L chart about your knowledge of genetics and art. ” (Appendix )
ACTIVITY:
Teaching/Modeling: Students will integrate visual arts into genetics by modeling Mendel’s laws of genetics using Punnett squares to determine the probability and outcome of phenotypes and genotypes of two parents having contrasting traits. Once the offspring’s phenotype and genotype for fur color, ear length, whisker length, and tail size are determined the student will substitute various visual art techniques for the phenotypes to illustrate the appearance of the baby bunny’s physical features.
Students will have be introduced to the following basic genetics vocabulary terms: dominant, recessive, genotype, phenotype, homozygous, heterozygous, incomplete dominance, codominance, probability, and Punnett square. Teacher will demonstrate how Punnett squares are used to determine the probability and outcome of simple recessive monohybrid and dihybrid crosses of a trait from parents to offspring. -–20 min
Guided Practice: --30 min
Monohybrid cross: Giraffe Baby –In small cooperative groups, students will complete the Punnett Squares to determine the probability of certain characteristics for the baby giraffe, based on the given genotypes of the parents. The students will also complete the genotypic and phenotypic ratios for each cross. Teacher will move from group to group checking work with guided questioning and addressing student concerns.
Teacher will introduce visual art techniques including: line characteristics of direction, type, measure; harmony and unity, texture, and hue (Appendix ). –-25 min
Art: Teacher will introduce, describe, and demonstrate the following visual art design techniques. Students will create personal examples in the boxes on Technique Worksheet (Appendix )
Types of lines-Students will demonstrate curvilinear, rectilinear lines, hatching, and cross-hatching.
Stippling-Students will demonstrate graded value change with stippling.
Values change-students will be complete a graded value scale using with cross-hatching.
Shapes-Students will be asked to demonstrate geometric, rectilinear, and curvilinear shapes.
Patterns-Students will be instructed to create an original pattern of lines after introduction of alternating and progressive patterns.
Hues- Students color in color wheel as teacher introduces primary, secondary, and intermediate colors
Closure: –-5 min
Teacher will use previous examples of art design treatments (appendix ) to review the terminology and identification of techniques.
DAY 2
Set Induction –-10 min
Teacher will use color wheel diagram and guided questioning to review hues/color, analogous and complementary, and warm and cool colors.
Teaching/Model: Teacher will pull alleles from Giraffe parent traits envelopes. Once Baby Giraffe traits are determined, the art technique for Horn Size will be demonstrated on the overhead by the teacher. Class will illustrate the Giraffe baby according to the genotype substitution list for the remaining traits. The Phenotype Substitution list will be presented on the overhead as teacher moves from group to group monitoring student activity, answering questions or making corrections as necessary. (15 min)
Independent Practice: BUNNY BABIES MONOHYBRID & DIHYBRID CROSSES (30 min)
Students are to receive one handout (appendix ) with two blank monohybrid cross and one blank dihybrid cross Punnett squares, one DADDY BUNNY and one MAMA BUNNY with genotypes pre-labeled for fur color, ear length, whisker length and tail size; plus one envelope with pink and blue markers of the allele combinations for each parent.
Students will use the MAMA BUNNY and DADDY BUNNY illustrations to obtain the genotypes for the traits. Construct a Punnett square for each trait based on the genotypes of the parents. Determine the phenotypic and genotypic ratio for each trait. -–20 min
Independent Practice: Students will pull one pink allele (mother) and one blue allele (father) from the envelope labeled for each BUNNY trait. Fill the genotype in the appropriate column of the BABY BUNNY Features Chart. Determine the genotype for each phenotype and record in the appropriate column. The teacher will post the Phenotype Art Design Substitution transparency so students will be able to determine which treatments are to be used in the illustration of your BABY BUNNY. Once the art treatments are determined, illustrate your bunny accordingly. When positive space (BABY BUNNY) is complete, begin the negative space (background) treatments. See Appendix N. Each person of each group will be assigned a letter ID by the teacher. The letter (A-D), matches two treatments on the background treatment key. Students must use a minimum of the two assigned but may use optional techniques for BONUS. The background color will be determined by the group number you are assigned. Odd-numbered groups will use a color analogous to the BUNNY BABY’s fur color. Even-numbered groups will use a color that is complementary to the BABY BUNNY’s fur color. --30 min
Closure: --15 min
Which trait is an example of incomplete dominance? (Fur color) Explain your answer. (Expected answers will include: It is the only one with three phenotypes. It has two dominants and a mixture of black and white makes gray. Etc.) Why do you think that hues of the color wheel were chosen as the substitute phenotype? (Answers should include that Primary Colors are the dominant colors of the spectrum, and the secondary colors are the recessive representative since they are “opposite” of the primary colors, and the intermediate colors “between” the primary and secondary colors of the color wheel are like a blend of the two dominant traits that could not be completely expressed.)
DAY 3
Set Induction
Students will complete the K-W-L chart started on Day 1. Under “L”, ask students to make a reflection on of the effect of the art techniques integrated into the genetics lesson. Example: Did it make it more interesting, easier to visualize phenotypes, etc. --10 min
The artist will provide a brief description describing the elements of design applied to his/her illustration. Each students’ illustration will be displayed on board, or scanned into a Powerpoint presentation. Through Guided Questioning, students will identify the phenotype of the BABY BUNNY based on the substituted phenotypes, describe the treatments used in each and provide specific examples within the piece that justify explanations. --60 min
Closure: Teacher will ask students to share opinions of the activity from their K-W-L chart. Teacher will provide monohybrid cross examples on the board. Students will be called to the board to solve the crosses while class solves each at their desk. Other students will also be called on to give the phenotypic and genotypic ratio of each.
EVALUATION/ASSESSMENT:
Teacher will collect student works for display with projector camera. In large group discussion, students will be asked to predict if the offspring will look similar or different from the other groups’ offspring based on the fact that there only a few traits from the exact parents. Students will support prediction citing parent traits. Each offspring illustration will be displayed using the camera projector.
Each presentation will be graded with the rubric (appendix).
After all works are displayed, students will reject or accept prediction. (The “litter” of offspring should show a variety of traits between individuals due to independent assortment of alleles.)
ART CONTENT/CONCEPTS:
none listed
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
none listed
MODIFICATIONS | ACCOMODATIONS:
none listed
TEACHER'S REFLECTION:
I had to revaluate the amount of time necessary to introduce the material and complete the activities. Normally, the students would sketch their babies with the determined phenotypes. I’ve done this activity now for four years without the art content and it is usually one of the most enjoyed by the students. However, this was the most motivated I have seen the class on a whole. The discussions and interactions were taken to another level as I overheard group members advising each other on the types of treatments to apply to their portrait. It put a twist on the usual drawing of the baby bunny drawing. Some comments were made by students at the beginning of my introduction of art notes, that this was complicated and too much, “What does it have to do with genetics?,” etc. I had students in groups of four initially to draw traits for one offspring, then create their individual rabbits whose artistic appearance would be different from each in the group. This confused the students at first. Once I was more clear on the instructions, the assignment seemed to flow easily. I found that between two different class periods, it was better to not provide the students with all handouts at once. Even though the directions were clearly to work with me in the guided practice stages, many students were more engrossed in the “coloring in the lines.” Several groups also continued to work during additional information and would complain of being confused at a later stage for their lack of attention in the presentation. I was more deliberate in the second class period about making sure that ALL students were stopped and pencils down, no talking during the next bits of introduction. The second class went much smoother, even though is seemed to have a more elementary air in the distribution of information. The second class period ran much smoother and the students appeared to have more interest and fun in moving to the next step of the activity.
I’ve rearranged some of the handouts. I wanted to include the Traits table on the sketch. This could be removed if another teacher would prefer to have it separate. Another modification could be to eliminate the dihybrid cross Punnett squares and use monohybrid crosses for further practice. The art design techniques can also be changed for various phenotypes. Middle school levels will likely not require the phenotypic and genotypic ratios.
The students commented throughout the introduction of the art techniques about how “fun” the practice was, the room became “brighter” as the light bulbs of understanding went off during the color wheel introduction and how colors were created. I touched more on the electromagnetic spectrum, absorption, and reflection of visible light wavelengths. At first I thought that it would be too much for the biology students to follow, but they were very interactive with both asking and answering questions. I took advantage of their interest and enthusiasm and used this opportunity to briefly inform them of how these wavelengths are used to measure the expansion of our universe—a little plug for my Earth Science class in their junior year, because several seemed more involved than others. The comment was made by one student that she “thought colors were just art” and the connection to science was interesting.
Since the completion of this portion of genetics, the class has moved into the structure of DNA molecules. Since the two strands of DNA in one molecule are “complementary” to each other, and relating the situation of a complementary color to another on the color wheel. Because of their prior understanding of the opposite colors of the wheel, their understanding of opposite nitrogen bases made the base-pairing rules seem more logical to understand.
RESOURCES:
Ferrel, Sherri, and Lee, Tamara; A Genesis For Genetics Presented at LSTA Convention, 12/4/03; Cox, Cathi, Smith, Carolyn, and Ferrel, Sherri; School of Biological Sciences, P.O. Box 3179, Louisiana Tech Univ., Ruston, LA 71272
Biology; Holt, Reinhardt, and Winston, 2004, pp. 161-174
Donnegan, Jean, LINC/Art; Nicholls State University; Fall, 2006.
National Standards for Arts Education,The National Association for Music Education; Littlefield Publishing Group, Inc., Lanham, Maryland, 2007, Visual Arts outline, pp. 122-126.
Rubistar; Rubistar4teachers.org
http://www.ficml.org/jemimap/style/color/wheel.html; 4096 Color Wheel Version 2.1
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