The Impact of Genetic Diseases

A Webquest for 10th Grade Biology

Designed by:
Jennifer L. Hillemann
Jlh55@drexel.edu

Genetics at Work
Genetics at Work


Introduction


At the last doctor’s appointment, a child in your family was diagnosed with a debilitating genetic disease. Genetic diseases are often caused by errors or mutations in DNA, making it difficult to cure to the disease. As a result, only the symptoms can be treated.

Your family physician will work with your family to help you better understand the disease and choose a method of care. Together, you will research the disease, focusing on the hereditary link, symptoms of the disease, and the impact this disease will have on the affected child and the family as a whole. Using the information you gather, you will write journal entries and present a mini-lesson to the class.

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Task


The members of the group will collectively choose a genetic disease to study. There are a number of genetic diseases listed below to choose from. You may choose a genetic disease that is not listed, but the genetic component must be known. You must have your topic approved by your teacher before you may proceed in your research.

The physician has diagnosed your child with this debilitating disease. Together, you must research the disease, focusing on the hereditary link, symptoms of the disease, the impact this disease will have on the affected child and family members, as well as any options you, the family, may have. Using the information you gather, you will present a mini-lesson to the class to raise awareness about the disease and promote funding for research.

Because genetic diseases cannot typically be cured, physicians can only treat the symptoms. As a group, the family and doctor will have to choose a method of care for the sick child. Those in the roles of the family members will write journal entries providing their role’s unique perspective on the choice of care. The doctor’s role will be to write from their professional perspective on the family’s choice.

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Process


(1) Form groups

For the purposes of this exercise, you will form groups of 3-4 students. As a group, you will assign individuals to the following roles:
a. Physician
b. Mother
c. Father
d. Sibling (if there is a fourth group member)

(2) Select a disease to research

The members of the group will collectively choose a genetic disease to study. There are a number of genetic diseases listed below to choose from. You may choose a genetic disease that is not listed, but the genetic component must be known and you must have your topic approved by your teacher before you may proceed in your research.
• Down Syndrome
• Klinefelter’s Syndrome
• Cri du chat
• Turner syndrome
• Chronic Myelogenous Leukemia
• Retinoblastoma
• Sickle Cell Anemia
• Phenylketonuria
• Cystic Fibrosis
• Duchenne Muscular Dystrophy

(3) Research the genetic disease

You will use the Internet to research the disease, focusing on the following aspects:

A. The Genetic Component
i. How is the disease inherited? (i.e. Is it dominant or recessive?)
ii. What are the possible genotypes and phenotypes of the parents? Or describe the chromosomal abnormality.

B. Symptoms
i. How is the disease diagnosed?
ii. What are the indications of the disease?

C. The Impact of the Disease
i. What is the prognosis (or the outcomes of the disease)? What is the life expectancy of affected individuals?
ii. What is the quality of life? What difficulties will the affected child face?
iii. What difficulties will the family face?
iv. What is the prevalence of the disease in the US population?

D. Options for Care
i. How are patients with the disease treated?
ii. How much does the care cost?
iii. Where can affected individuals be treated? Who performs the treatment?
iv. What organizations support people with this disease and provide help to them and their families?

Be sure to take notes along the way and brainstorm ideas for the final presentation.

(4) Write journal entries

Those group members in the roles of the family members will each write 2 journal entries (1 per week) providing their role’s unique perspective on the choice of care. The doctor’s role will be to write 2 journal entries (1 per week) from their professional perspective on the family’s choice. At the end of the first week, the group will meet to compare journal entries to provide more insight on the disease and aid in the second week’s journal entry. Listed below are a number of questions to get each person started in writing your journal entries:

A. Mother/Father
i. What difficulties will the family face?
ii. How will we afford the care for our child?
iii. What is the chance of another child in your family getting the disease?
iv. As parents, you hope for the best for your children. How has this affected you emotionally?
v. What have you learned about the genetic disorder?
vi. Where can you find out more information about the genetic disorder?

B. Sibling
i. What are your chances of passing this genetic disease on to your future children?
ii. Where can you find out more about the genetic disease?
iii. How will you help your parents take care of your affected sibling?
iv. What have you learned about the genetic disorder?
v. How will this disease affect your daily interactions with your sibling?

C. Physician
i. What can you do to provide support to this family?
ii. Which organizations could you recommend to help this family?
iii. What signs/symptoms did the affected child exhibit that led you to this diagnosis?
iv. What should the family know about the disorder?
v. What should the family be looking out for?

(5) Create a presentation

Using the information you have found, you will create a mini-lesson that addresses the research questions. Using the information you have found in your research, you will build a PowerPoint presentation to inform your classmates about the disease. Your teacher will review how to use PowerPoint. As a group, you should first outline the slides you wish to include before building your presentation. You can include text, pictures, audio and video in your presentation. Divide the presentation up into sections, so that each member of the group will have a chance to speak. Be sure to include a works cited slide. See your teacher about the format you are supposed to use.

(6) Present to the Class

You will present your PowerPoint presentation to the class. Each member of the group should have a chance to speak. Following your presentation, your classmates and teacher will have the opportunity to ask questions.

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Resources


Listed below is a list of sites organized by topic to get you started in your research. Your teacher will review with you what a reputable resource is. You will have to conduct additional research on your own. References may include websites, books, journal articles, etc. You will be asked to use at least four reputable resources. Please remember to save information about the sources you use to include in your works cited slide.

General sites for researching Genetic Disorders

• Genetic and Rare Conditions Site
• Human Genome Project: Genetic Diseases Information
• MedLine Plus: Genetic Disorders
• National Human Genome Research Institute Genetic Disorders
• NOAH: Genetic Disorders
• Kids Health: The Basics on Genes and Genetic Disorders
• Your Genes, Your Health

Down Syndrome

• National Down Syndrome Society
• National Association for Down Syndrome

Klinefelter Syndrome

• KS&A: Klinefelter Syndrome
• American Association for Klinefelter Syndrome Information & Support

Cri du chat

• Cri Du Chat Support Group of Australia
• Cri Du Chat Syndrome Support Group

Turner syndrome

• NICHD Turner Syndrome
• Turner Syndrome Society

Chronic myelogenous leukemia

• Leukemia & Lymphoma Society: Chronic Myelogenous Leukemia
• CML Help

Retinoblastoma

• Retinoblastoma.com
• Retinoblastoma International

Sickle Cell Anemia

• American Sickle Cell Anemia Association
• Sickle Cell Information Center

Phenylketonuria

• PKUcom
• National PKU news

Cystic Fibrosis

• Cystic Fibrosis Foundation
• March of Dimes

Duchenne Muscular Dystrophy

• Muscular Dystrophy Association
• Parent Project Muscular Dystrophy

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Evaluation


You will receive a grade based on a combination of: your individual journal entries score, the score you receive for your group’s PowerPoint Presentation, your peer evaluations, and your group self-evaluations.

Journal Entries Rubric

Your teacher will use the rubric show below to grade your individual journal entries.

Presentation Rubric

Your teacher will use the rubric shown below to grade your group’s PowerPoint presentation.

Peer Evaluation

You will review the other groups’ presentation using the following questions as a guideline. Your teacher will provide you with a handout listing these questions with space provided for answers.

Name of group being reviewed:
Project title:
Reviewed by:


Content:
1. What did you learn about this topic that you did not know before?
2. In terms of content, what are the strengths of the project?
3. How might the presentation of information be improved?

Design:
1. What are the strengths in the design of this project?
2. What improvements in the design would you suggest?

Rating: On a scale of 0 to 3 (3 being the highest), how would you rate this project?

This peer evaluation was reproduced with permission from Karen S. Ivers and Ann E. Barron, Multimedia Projects in Education. 3d ed. Westport, CT: Libraries Unlimited. © 2006.

Group Self-Evaluation

You will evaluate your own group using the following questions as a guideline. Your teacher will provide you with a handout listing these questions with space provided for answers.

Name of group being reviewed:
Project title:
Group member:


1. What were your group’s strengths?
2. What were your group’s weaknesses?
3. What are some of the things that you learned about working with others?
4. What would you do better the next time your group works together?
5. Rate yourself and each of your group members’ level of participation in the project. 0=not enough, 1=fair, 2=a lot, 3=did most of the work. Explain your ratings.

This group self-evaluation was reproduced with permission from Karen S. Ivers and Ann E. Barron, Multimedia Projects in Education. 3d ed. Westport, CT: Libraries Unlimited. © 2006.

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Conclusion


At the completion of this project, you should be able to:
• Apply the principles of genetics to inheritance and principles of heredity.
• Understand how certain human traits are transmitted from parent to offspring.
• Understand the meaning of genetic disorders and how specific genetic disorders are inherited.
• Understand the difficulties children with these specific genetic disorders and their families face.
• Evaluate the options that families of children with specific genetic disorders have.


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Credits


This webquest was created using the information and template provided by WebQuest.Org in addition to the information and examples provided by my EDUC 525 professor at Drexel University, Kristen Kozloski, Ph.D.

The rubric was created with the help of a template provided at http://webquest.sdsu.edu/rubrics/weblessons.htm. Rubric details were gathered from the 11th grade PSSA Writing Domain Scoring Rubric, and “Multimedia Projects in Education” by Karen S. Ivers and Ann E. Barron. Peer evaluations and group self-evaluations are provided in “Multimedia Projects in Education” by Karen S. Ivers and Ann E. Barron.

References

Bioteach. (n.d.). A Brief Introduction to Genetics. Online Image retrieved February 8, 2008, from http://www.bioteach.ubc.ca/Bio-industry/Xenon/.
Dodge, Bernie. (2007). Creating WebQuests. Retrieved February 8, 2008, from http://webquest.org/.
Ivers, K. S., & Barron, A.E. (2006). Multimedia Projects in Education. Westport, Connecticut: Libraries Unlimited.
Pennsylvania Department of Education. (2006). 11th grade PSSA Writing Domain Scoring Rubric. Retrieved February 8, 2008, from www.cheltenham.org/.

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Teachers


This project was created for my EDUC 525 class with Kristen Kozloski, Ph.D. at Drexel University. It was built with the intention of someday using it with my future high school Biology class. Before using this WebQuest in your own classroom, you should review the sections on your own and discuss your expectations with the students.

Before beginning this project, students should have background knowledge of the following topics:
• The principles of genetics and heredity.
• The meaning of genetic disorders.
• How specific genetic disorders are inherited.

The learning objectives for this webquest are as follows:
• Students will apply the principles of genetics to inheritance and principles of heredity.
• Students will understand how certain human traits are transmitted from parent to offspring.
• Students will understand the meaning of genetic disorders and how specific genetic disorders are inherited.
• Students will understand the difficulties children with these specific genetic disorders and their families face.
• Students will evaluate the options that families of children with specific genetic disorders have.

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Introduction | Task | Process | Resources | Evaluation | Conclusion | Credits | Teachers