What Can DNA Tell Us About Human Origins and Ancestry? Alu Group 1B Project ARISE Summer 2007.

What Can DNA Tell Us About Human Origins and Ancestry?

Alu Group 1BAlu Group 1B

Project ARISE Summer 2007Project ARISE Summer 2007

Established Goals

• Understand the difference between Understand the difference between phenotype and genotypephenotype and genotype

• Understand the history of the Human Understand the history of the Human Genome ProjectGenome Project

• Understanding sorting and sequencingUnderstanding sorting and sequencing• Understanding the migration out of AfricaUnderstanding the migration out of Africa• Understanding the role of DNA variation Understanding the role of DNA variation

and its role in evolutionand its role in evolution

Grade Span Expectations Met

Essential Questions

• What can DNA tell us about human origins What can DNA tell us about human origins and ancestry?and ancestry?

• How do you differ from your neighbor?How do you differ from your neighbor?

Prior Knowledge

• Basic understanding of genetics (heredity, Basic understanding of genetics (heredity, DNA structure and function, DNA DNA structure and function, DNA inheritance)inheritance)

• Understanding of laboratory safety skills Understanding of laboratory safety skills and proceduresand procedures

• Computer/internet usageComputer/internet usage

The Student Will Know…

• Polymorphic traits can be used to determine Polymorphic traits can be used to determine ancestryancestry

• There are more than coding genes in a genomeThere are more than coding genes in a genome• That there are three possible genotypes that can be That there are three possible genotypes that can be

used to trace migrationused to trace migration• The relationship between time/location and The relationship between time/location and

genetic variation in relation to the migration out of genetic variation in relation to the migration out of AfricaAfrica

The Student Will Be Able To…

• Extract DNAExtract DNA• Set-up PCR reactionsSet-up PCR reactions• Correctly set-up gel electrophoresisCorrectly set-up gel electrophoresis• Analyze results from experimentsAnalyze results from experiments• Use scientific method to answer questionsUse scientific method to answer questions

Schedule of Sections (Parts):

Section 1:Section 1:

• Introduction of topic by probing the Introduction of topic by probing the class with the “essential question”. class with the “essential question”.

• Whip formatWhip format• Class to re-write the “essential Class to re-write the “essential

question” in their own words.question” in their own words.

Section 2:Section 2:

• Introduce Alu lab.Introduce Alu lab.• Teacher to facilitate discussion about how the student Teacher to facilitate discussion about how the student

would go about doing lab.would go about doing lab.• Students to construct concept map flow chart from Students to construct concept map flow chart from

discussion.discussion.• Hand out written lab procedure and students will add to Hand out written lab procedure and students will add to

their flow charts from the handout. Quiz on the next day their flow charts from the handout. Quiz on the next day on lab procedure (allow to use flow charts)on lab procedure (allow to use flow charts)

Isolate DNA

How? What do you do with it? Why?

Get a cell.

Break open nucleus

Collect DNA

Make more copies of it.We need many copies so we

can work with it.

Student Flow Chart Made in Class

Isolate DNA

How? What do you do with it? Why?

Get a cell(Saline Mouthwash)

Break open nucleus(Boil)

Collect DNA(Centrifuge and remove

liquid supernatant)

Make more copies of it.We need many copies so we

can work with it.

(Resuspend)

Student Flow Chart with Additional Information from Lab Handout

Section 3:Section 3:

• Quiz on ProcedureQuiz on Procedure• Using student derived flow chart, teacher Using student derived flow chart, teacher

will model the procedure using lab will model the procedure using lab equipment.equipment.

Section 4:Section 4:

• Isolate DNA and set up PCR.Isolate DNA and set up PCR.• Send out PCR samples.Send out PCR samples.

Section 5:Section 5:

• Explore DNAi Explore DNAi website.website.

• Use Trackstar Use Trackstar to guide student to guide student internet work.internet work.

Section 6:Section 6:

• Set up and run gel electrophoresis.Set up and run gel electrophoresis.

Section 7:Section 7:

• Evaluate class results.Evaluate class results.• Discuss the three genotypes of the Alu Discuss the three genotypes of the Alu

transposon.transposon.

Step 8: Romanov ActivityStep 8: Romanov Activity

Step 9: Migration Map ActivityStep 9: Migration Map Activity

Step 10-infinity (and beyond!):Step 10-infinity (and beyond!):

Student PresentationsStudent Presentations• Can be any type (Poster, PowerPoint, Photo Story Can be any type (Poster, PowerPoint, Photo Story

3, Windows Movie Maker, Inspiration, etc…)3, Windows Movie Maker, Inspiration, etc…)• Must be an authentic assessment.Must be an authentic assessment.• Must show evidence that answers THEIR essential Must show evidence that answers THEIR essential

question.question.• Satisfies Inquiry Constructs 1-13.Satisfies Inquiry Constructs 1-13.• Satisfies DOK level 4Satisfies DOK level 4