TEACHER’S GUIDE

©2007

Authors:Sandra Latourelle

Patricia Thompson-DumasMichele Snyder

Editors: Joann Flick

Carole Novak

Designer:Karla Dunn

Graphics:Gene Harrawood

Scott O’Hare

Video Series Producer/Writer:Jack Micay

Video Series Music Performed By:Moxy Früvous

Teacher Advisors:Leo Palmero, Montgomery, NY

Virginia Trombley, Westside High School, Anderson, SC

Cracking the Code: The Continuing Saga of Genetics is a collaborative project of the Agency for Instructional Technology, Bloomington, Indiana, U.S.A., and Medicinema Limited,

Toronto, Ontario, Canada.

Licensed users of Cracking the Code: The Continuing Saga of Genetics video series may print copies ofthis guide, or portions of it, as needed, for classroom use only. No modification whatsoever,

retransmission, or reproduction or any other use is permitted without the prior written permissionof the publisher. For more information, contact AIT at info@ait.net.

www.geneticstv.org

This project was supported, in part, by the National Science Foundation. Opinions expressed arethose of the authors and not necessarily those of the Foundation. NSF Proposal # 9911671

Cracking the Code: The Continuing Saga of Geneticsii

Peas in a Pod....................................1.1

Microscopes and Mutants ................2.1

The DNA Obsession ..........................3.1

The Gene Machine............................4.1

Seeds of a New Era...........................5.1

TABLE OF CONTENTS

Introduction iii

INTRODUCTIONCracking the Code: The Continuing Saga ofGenetics will inform young people of theremarkable history of genetic science, a historythat is still in dynamic formation today. Thisseries illustrates the dramatic stories of scien-tists who have contributed to our understand-ing of how genetic information is transferredfrom one generation to the next. The science ofeach discovery is carefully explained and illus-trated. The video programs are arrangedchronologically.

In this teacher’s guide, you will find specificand detailed lesson plans for using these videoscomplete with pre-viewing activities, pausepoints in the video, discussion questions, class-room activities, labs, homework assignments,and assessments. Each lesson plan is geared tothe National Science Education Standards(http://nap.edu/readingroom/books/nses/html)published by the National Academies Press,1996). Online, at www.geneticstv.org, teachersmay find correlations to their state standards.

USING VIDEO TO TEACHIn order to ensure that the use of video in theclassroom is a true educational experience, it isnecessary to strategically create an atmosphereof learning every time video is used. Studentsmust learn viewing habits that are differentthan those they are used to at home—promoting active rather than passive viewing,centering full attention on the program, andparticipating in comprehension strategies thatencourage thoughtful analysis of the content.Students should be engaged in predicting out-comes, drawing conclusions, and making infer-ences while viewing instructional video.

Introduction v

Proven methodologies* for using video to teach• Leave the lights on during viewing so that

students remain alert.

• Explain why you are using the video by list-ing your learning objectives so that studentsbegin their viewing with expectations oflearning.

• Provide a specific focus or task for viewingthat directs students to actively engagewhile watching the video; review the task toaffirm that students were alert.

• Stand at the front of the class with a remotein hand so that the video can be paused ifstudents seem puzzled or begin to loseinterest.

• Pause to check for comprehension, to getstudents to predict what will happen next,or to ask them to expand upon informationpresented; pause at least once every 5–10minutes; suggested pause points are pro-vided in each lesson found in this guide.

• Rewind and review sections that areparticularly difficult or content-dense.

• Freeze images on the screen to point outdetail, or to expand on the content.

• Turn off the audio to get learners to focuson the visual content, to allow learners torecount information in their own words, orfor the teacher to provide differentnarration.

• Always start viewing with a pre-viewingactivity such as those suggested in thisguide.

• Always conclude the lesson with a hands-onpost-viewing activity such as a lab, researchactivity, or discussion; several suggestionscan be found in this guide.

• Include the content found in the video inunit assessments; suggestions for project-based (authentic) assessments are providedin this guide.

*National Teacher Training Institute methodologiesdeveloped by Thirteen, WNET, New York, NY

HOW TO USE THIS CRACKING THE CODE TEACHER’S GUIDEThere is one unit in this guide for each video. Each unit iscomprised of several parts:

• Synopsis of the episode: brief overview of the content

• Lesson planner: helps teacher with class organization and planning

• Brief reference to the National Science Education Standardsaddressed in this unit

• Segments: suggested sections of video which cover a specific idea or concept. For each section:

Brief synopsis of the segment

Key words

Pre-viewing activity and viewing activities with PLAY PAUSE STOP and REWIND along with sug-gestions for discussion, comprehension checks, or review

• Post-viewing activities

• References (if applicable)

• Complete list of National Science Education Standardspublished by the National Academies Press that are addressed in this unit

• Links to Web sites of interest

• Cross-curricular activities: ideas for combining this unit with other subjects

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Cracking the Code: The Continuing Saga of Geneticsvi

SEGMENT ONE: THE CODEThe episode opens with a discussion of the four-letter geneticcode (DNA) of which all living things are comprised and its bil-lions of different permutations that cause variation and diversity.

This first segment presents the impacts genetic engineering willhave on all walks of human, and other, life and the changesand dilemmas this knowledge will bring about.

Key Wordsbiotechnology exploitdilemma progenydossier unique

Learning ObjectivesStudents will:• Define and use in context to the material all key words.• Explain the concepts of code.• Identify Linnaeus, Kölreuter, Darwin, and Mendel and their

contributions to the history of genetics.

Pre-Viewing ActivityDevote 20 to 30 minutes at the beginning of the period to the“Decode and Decide” learning activity at the end of this lesson.Hand out the worksheet provided, and let students proceed.This activity serves as a prelude to the concept of coding over-all and variation caused by the different juxtapositions. The fol-low-up homework assignment involves continuing fun withMorse code. (See answers on Worksheet 1-C.)

Peas in a Pod 1

Peas in a Pod

This episode introduces the concepts of genetics and its history. The idea of code itself and how itrelates to the study of genetic structure is touched upon, and a lighthearted view of the history ofhow gender and heredity have been explained throughout the ages is presented. As the programprogresses through history, we meet several luminaries in the world of genetics, including CarolusLinnaeus, lauded as the Father of Classification; Josef Kölreuter, known for his experimentationwith hybridization of plants, their fertilization, and development; Charles Darwin, a pioneer in theconcepts of evolution who pursued and categorized heredity and inheritance; and the man consid-ered to be the father of modern genetic theory, Gregor Mendel.

National ScienceEducation Standards

Content Standard C:. . . basis of heredity, biologi-cal evolution . . . and behav-ior of organisms.

Lesson PlannerDay 1: Decode and Decide Activity

HomeworkDay 2: View Segments One and Two

Journal notes: early scientistsBegin Wrinkled/Smooth Peas Lab

Day 3: View Segment ThreeJournal notes: Mendel's LawsContinue Peas Lab

Day 4: Continue Peas Lab• Sugar Test• Starch Body Observations

Day 5: Continue Peas Lab• Enzymatic Synthesis of Starch

describes survival of the fittest, or the con-tinued survival of species that seem bestequipped to successfully reproduce(ANSWER: Theory of Natural Selection).

PLAY this segment on Darwin’s concept ofNatural Selection. When you hear the narratorsay, “It caused a sensation and made him aworld celebrity,” PAUSE the tape. The visualcue will be a book open to the flyleaf embla-zoned with the title of Darwin’s book.

Review for comprehension to be sure all stu-dents understand the concept of NaturalSelection.

Ask students for the name of the Austrianmonk who is most commonly linked withgenetics. Let them know this individual will befeatured in the final video segments. ResumePLAY .

When you hear the narrator say, “In theprocess he laid the groundwork for the new sci-ence of genetics,” and see the screen morph theword “heredity” into the name of GregorMendel, STOP the tape.

Post-Viewing ActivityBe sure students clearly understand and canarticulate the contributions to the history ofgenetic theory of Linnaeus, Kölreuter, andDarwin. Have students jot down each scientist’scontribution in their journals before ending thelesson that day.

SEGMENT THREE: GREGORMENDELIn this information-packed segment, thelongest of this episode, students are introducedto the concepts of Mendelian genetics, frombasic phenotype and genotype, through inde-pendent assortment. Biographical informationon Gregor Mendel himself, and perhaps someof his reasons for study, are touched upon,offering discussion points as indicated. Thestrength of this segment is the graphical repre-

sentations of the basic vocabulary of genetics,used even to this day.

Key Wordsalleles hybrid“breeding true” imbibementcontrol (noun) meticulousdiploid obscuredominant paradoxeukaryotic cells phenotype (fromfactors the Greek, phainein,fertilize to appear or to show)genotype randomgerm cell recessiveheterozygous recombinationhomozygous segregationhumble trump

Learning ObjectivesStudents will:• Clearly articulate Mendel’s 1st and 2nd Laws

of Heredity.• Define the terms phenotype and genotype.

Pre-Viewing ActivityIn order to determine just how much studentsalready know about Gregor Mendel, conduct aThink/Pair/Share activity. Have students face aneighbor, either in front or behind, or to theleft or right. This pair is to come up with themost detailed information, or knowledge state-ments, it can about monk/scientist GregorMendel. Give pairs roughly five minutes to puttogether their notes. At the end of that time,the instructor will serve as scribe and writethese knowledge statements on the board.

Inform students they will be viewing the finalsegment of this episode, which is devoted to abiographical and career sketch of GregorMendel. Because it is always wise to involvestudents with a task when viewing video in theclassroom, assign students to watch for valida-tion of their knowledge statements aboutMendel and for new information.

Viewing ActivitiesCUE the tape to where you see the text art“Heredity” morph into the name Gregor

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Cracking the Code: The Continuing Saga of Genetics4

ReferencesBhattacharyya, M.K., Smith, A.M., Ellis,T.H.N., Hedley C., Martin C. (1990) Thewrinkled-seed character of peas described byMendel is caused by a transposon-like insertionin a gene encoding starch branching enzyme.Cell 60, 115–22.

Guilfoile, P. (1997) Wrinkled peas and white-eyed fruit flies, the molecular basis of two clas-sical genetic traits. The American Biology Teacher59, 92–94.

National Science EducationStandardshttp://nap.edu/readingroom/books/nses/html

Content Standard CAs a result of their activities in grades 9–12, allstudents should develop understanding of thecell, molecular basis of heredity, biological evo-lution, interdependence of organisms, matter,energy, and organization in living systems andbehavior of organisms.

The Molecular Basis of HereditaryIn all organisms, the instructions for specifyingthe characteristics of the organism are carriedin DNA, a large polymer formed from sub-unitsof four kinds (A, G, C, and T). The chemicaland structural properties of DNA explain howthe genetic information that underlies heredityis both encoded in genes (as a string of molecu-lar "letters") and replicated (through a templatemechanism). Each DNA molecule in a cellforms a single chromosome.

LinksExperiments in Plant Hybridization(1865) by Gregor Mendelwww.netspace.org/MendelWeb/Mendel.plain.html

MendelWebwww.netspace.org/MendelWeb/homepage.html

“Heredity Before Mendel,” an essay byVítezslav Orel, Emeritus Head, TheMendelianum (Brno, Czech Republic)Translated by Stephen Finn Copyright ©1996 by Oxford University Presswww.netspace.org/MendelWeb/MWorel.html

Cross-Curricular ActivitiesLanguage Arts: Have students take on therole of Mendel’s protégés. The scenario? Theyhave been encouraged and nurtured by GregorMendel and are now in the world of 21st-cen-tury genetics. They write to Gregor, letting himknow how far genetics has come from whiteand purple pea plants.

Mathematics: Conduct a school-wide (or atleast grade-wide) survey of “Can you roll yourtongue?” The ability (or lack thereof) to per-form this is genetic in nature. Rolling one’stongue is a dominant trait; therefore, accordingto Mendelian genetics, phenotypically the pop-ulation of the school that can roll its tonguecompared to that which cannot should be threeto one. Have students compile their data, puttogether their information in a graphic form(e.g., table, graph, figure, etc.), and determine ifthe Mendelian expectation is supported bytheir data. (NOTE: The larger the population thebetter the chance that the ratio will match expecta-tion. If you have a small school population, andyour students are stymied by the results, consider itanother teachable moment in the area of statisticalsampling.)

Peas in a Pod 7

• Lyrics for the song(s) found in the episode

• Worksheets or handout materials to be copied and distributedto students

• Lab packets and instructions to teachers for completing labs

• Rubrics for assessment of authentic learning activities

Use this guide to plan your lesson, with the lesson planner as a reference. Select key words for review. Note pause points anddiscussion questions that you want to use. Gather materials and copy handouts/worksheets as necessary.

Introduction vii

MENDEL SONG

Oh why dear God did you make it so complex, To understand the offspring That result when there is sex?

But there is one monk among us who can tell How it all works, we feel like jerks Next to Gregor Mendel.

The answer’s in my garden Where I’ve planted different peas, And sprinkled pollen as I please, Then counted out the progenies.

What did you discover In your garden with your peas About those factors we can’t see, but Which explain our family trees?

Here’s the news. They comes in twos. They separate. Its up to fate, If a sperm or an egg Has a trait that will dominate.

Here’s the news. They comes in twos. They segregate. Its up to fate, If a sperm or an egg Has a trait that will dominate.

And when they join together My forecasting’s most impressive. Betcha three times out of four I’m right, Unless they’re both recessive.

To what do you owe your success? To counting and my green thumb. But where these unseen factors are Well that I cannot fathom.

Here’s the news. They comes in twos. They segregate. Its up to fate, If a sperm or an egg Has a trait that will dominate.

Later on the world was awed, at What he learned from those pods. But back then no one hurrahed Gregor Mendel but his God. Back then no one hurrahed Gregor Mendel but his God.

Cracking the Code: The Continuing Saga of Genetics8

Peas in a Pod Worksheet 1-A

Peas in a Pod

DECODE . . . AND DECIDEWhat is a code? Cells of living organisms use chemical code to transmit information, intracellu-larly, intercellularly, and from one generation to another generation. By itself, a coded message isnothing. The importance of the code is in its ability to tell cells what to do, how to do it, andwhen it should be done.

Prior to considering the chemical code of cells, we will examine another, perhaps more familiarcode. In the 19th century Samuel F. B. Morse invented a code system, which was used to send mes-sages across telegraph wires by use of electric current. Presently the same code is sent using radiowaves, and occasionally military ships use flashing lights (quick for dots, slow for dashes) to com-municate silently and secretly. Each set of dashes and dots equals a letter or item of punctuation.

Morse Code KeyA .- H …. O --- V …-

B -… I .. P .--. W .--

C -.-. J .--- Q --.- X -..-

D -.. K -.- R .-. Y -.--

E . L .-.. S … Z --..

F ..-. M -- T - . .-.-.-

G --. N -. U ..- ? ..--..

Classroom ActivityBelow is a sentence to be translated, or decoded, in class. Before you discuss the translation aloud,please check with a partner for verification. And then ask your partner if he or she can roll theedges . . .

… - .. -.-. -.- --- ..- - -.-- --- ..- .-. - --- -. --. ..- .

Homework ActivityAs a homework assignment, answer the following questions.

1. Translate (decode) the message on the next page using the Morse Code key above. Check witha partner to verify translation.

2. How many different symbols does Morse code use?

3. Provide a brief explanation of how this system can code 26 letters and two items of punctua-tion using so few symbols.

WORKSHEETStudent Name: ____________________________________

Peas in a Pod TL-1.1a

WRINKLED/SMOOTH PEAS IN A POD

Laboratory PreparationThis laboratory experience is separated into four investigative segments:

1. Analyzing dry and imbibed weights of wrinkled and smooth pea seeds

2. Wrinkled and smooth peas sugar test

3. Starch body observation

4. Enzymatic synthesis of starch

Both round—or smooth—and wrinkled pea seeds can be purchased in one-pound weights frommost biological supply houses. For both safety and chemical reasons, avoid purchasing seeds thathave been treated with fungicides. We recommend you use a coffee grinder rather than attempt togrind peas with mortar and pestle. Glucose-6 phosphate is available through most biological supplycatalogues. It keeps well when refrigerated.

The glucose-6 phosphate Petri plates are prepared by adding 5 grams of glucose-6 phosphate and12 grams of agar to a liter of cold water. Bring to a boil and pour into 200 disposable 5 mL plates.NOTE: Adjustments to these amounts can be made according to the number of plates needed. After pour-ing the plates, swirl to evenly distribute the agar.

Dilute Lugol’s solution can be prepared by diluting the standard Lugol’s solution with 9 parts waterto 1 part Lugol’s.

Time ManagementAll four segments may be completed in two and a half hours. There is, however, a preliminary taskthat must also be accomplished. Students will need to weigh out smooth and wrinkled pea seedsand allow them to be imbibed (to absorb water) 24 to 48 hours before doing the investigations. Asmost high school time periods are confined to 45 minutes, the segments can be completed in three45-minute periods, excluding the preliminary task.

Day 1 Preliminary Task: This requires students to weigh ten smooth and ten wrinkled peaseeds and place them in small beakers to imbibe (absorb water). This requires parts of classes desig-nated as pre-lab activities. One sample pea of each type should be reserved dry.

Day 2 (45 minutes): This segment requires completion of the first and second procedures.Activities include reweighing imbibed peas, doing calculations, and determining sugar content inthe pea types.

TEACHER LAB PACKET

Peas in a Pod

Word Splash Rubric for Assessment

Student name: __________________________________________

TERMS score _____________________

STORY score _____________________

STYLE score _____________________

TOTAL SCORE: _____________________

Cracking the Code: The Continuing Saga of GeneticsWorksheet 3-B

Acceptable Good Exceptional

TERMS At least 10 terms are used At least 12 terms are used All terms are used in Correct use in a proper context and in a proper context, and proper context and at of terms. 4 or more are specific to 6 or more are specific to least 8 are specific to 50 points their meaning in genetic their meaning in genetic their meaning in genetic

engineering. 40 pts. engineering. 45 pts. engineering. 50 pts.

STORY A story related to genetic The story portrays a The story is plausible Plausible and engineering in some way. subject that is a plausible and presents a relevant relevant story. 15 pts. representation of genetic topic or controversy in 25 points engineering. 20 pts. genetic engineering.

25 pts.

STYLE The story has a Interesting introduction, Great introduction, Creativity beginning, a middle, engaging middle, and engaging middle, and and writing and an end. 10 pts. good conclusion. 12 pts. a smashing conclusion. style. Sentences have good Good sentence structure. 15 pts. Great sentence 25 points structure. 5 pts. 5 pts. 1–2 spelling errors. structure. 5 pts.

3–5 spelling errors. 4 pts. No spelling errors. 5 pts.3 pts.

HOW TO USE THE CRACKINGTHE CODE VIDEOSThe Cracking the Code videos are specificallydesigned to provide a context for the study ofgenetics in the biology classroom. The contextis the history of scientific discovery and thedrama that accompanies the enterprise of sci-ence. Each episode uses interviews with livingscientists and narration over video in a docu-mentary style to give a sense of the places andpeople involved in this story. But the videosalso use three other techniques to illustrateconcepts and events:

1. Carefully crafted music videos that reiterateand emphasize key concepts

2. Humorous animation depicting historicscientific endeavor

3. Colorful and detailed 3-D animation toillustrate the scientific concepts presented

Instructional TacticsEach video supports several days of classroomlearning activities. It is not recommended toview an entire video in a single class. Thevideos contain too much information to befully comprehended if watched all in onesitting.

You may elect to view only part of a video inclass and leave viewing of the complete videoas an assigned task. If so, it is recommendedthat learners be encouraged to view the videoin groups and be assigned specific questions todiscuss and report.

You may elect to view only certain videoswithin the series. The material presented in thisseries is arranged chronologically, but it is notnecessary to view all the videos. The first threeprograms, because they recount the unfoldinghistory of genetics in the order of the scientificevents that defined the science, should beviewed in order, however.

Make the lyrics of the songs available tostudents to follow along when they view thevideos. This introduction of the content in adifferent media format will assist the learner ingrasping concepts and understanding newvocabulary terms.

Cracking the Code: The Continuing Saga of Geneticsviii

Use the interactive time line found onwww.geneticstv.org to emphasize the context ofgenetics history. The time line displays notonly when scientific events related to geneticsoccurred but also where they occurred. Relatethe events portrayed in the videos to other his-toric events of the same period.

Always include content from the video in stu-dent assessment activities and make it clear tostudents that they will be held responsible forlearning this information.

INSTRUCTIONAL STRATEGIESSUGGESTED IN THIS GUIDEThis guide emphasizes small group activities,quick student observations, authentic and con-tinuous assessments, lab work that explores theconcepts from the videos in a new way, andcontextualized homework activities.

Student JournalSuggestions are included for journal assign-ments in each unit. Journal work encouragesreflection, which is important not only forcomprehension and retention, but also fortransfer of knowledge to novel situations.Students often need specific, detailed assign-ments with deadlines for effective use of thejournal as an instructional tactic. Be sure thejournal assignment is clear and offer to startthe process by brainstorming in class or dis-cussing the journal assignment in groups.

Reviewing student journals is a good way forinstructors to gauge the effectiveness of theirteaching and to inform course adjustments.Frequent feedback also helps students todevelop their own learning style.

Small Group WorkCooperative learning groups are recommendedfor discussion questions. A specific methodologyfor selecting and assigning groups is left up tothe preference of the instructor. Alternatingbetween whole class discussions and groupwork will provide a change of pace and promotethe broadest level of engagement for students.

Think-Pair-Share and Think-Pair-Share-SquareAn effective and widely used structure for facili-tating cooperative communication and learningis “Think-Pair-Share-Square” (Kagan, 1989).“Think-Pair-Share” requires each student tothink about and respond to a question, discussanswers with a partner, then share their own ortheir partner’s answer with the whole class oranother group. There are many variations inthis structure that may include writing andreading a partner’s answer(s), or combininganswers collaboratively into one. In the “Think-Pair-Share-Square” each set of students ismatched with another pair to form a square offour students. The square shares their answersto come up with the best response. The discus-sion may end with the square or each squaremay report their final answer to the whole class.

These communication structures are effectiveanytime in class discussions but are particularlyuseful to introduce a lesson or to recap andrelate information learned in a new context atthe conclusion of a lesson. Kagan suggests useof these structures/strategies for developingthinking skills, promoting communicationskills, and encouraging information sharing.

ReferenceCooperative Learning Resources for Teachersby Spencer Kagan (Capistrano, CA: Resourcesfor Teachers, 1989)

Introduction ix

Concept MapsA concept map is a visual representation of atopic, an idea, or a system. Concepts maps areuseful to record discussions or to recount par-ticularly complicated information. To create amap, set the topic, idea, or system name(s) on alarge page of paper or on the board, and writewords or draw pictures around it, making con-necting lines between items that relate. Youmay use different colors or types of lines (dash,wavy) to indicate different relationships. Oncelearners are familiar with the process, encour-age them to use concept maps while viewingvideo to make notes or to record their ownreactions to the information being presented.

Using Analogies“An analogy is a comparison of two things thatare similar in some ways, but otherwise notalike” (Hackney and Wandersee, 2002). Whenlearners select an analog (something withwhich they are familiar) and relate it to a target(something with which they are not familiar)they promote their own learning. Each learnercomes to a learning experience with a distinctset of life experiences and knowledge. It is thispersonal context of the learner that is activatedin a meaningful way when using analogies.

Some advantages of using analogies are (Booand Toh, 1997):• They are valuable tools in conceptual change

learning.• They provide visualization and understand-

ing of the abstract by pointing to similaritiesin the real world.

• They may incite pupils’ interest and hencehave a motivational effect.

• They force the instructor to take into consid-eration pupils’ prior knowledge and mayreveal misconceptions in previously taughttopics.

A useful form of analogy is allegory: a form ofwriting in which the student becomes theobject, concept, or topic being discussed andtells the reader about the experience (DuPré,1987). For example, students compose afriendly letter describing their job and

co-workers as they represent one of the rawmaterials used in photosynthesis.

Analogies can be presented in a variety of ways:posters, collages, brochures, T-shirt designs,music, lyrics, movement, or dramatics. Use aconcept map to assist learners in developingstrong and creative analogies. Work in coopera-tive groups so that learners can access the ideasand feedback of their peers. Whatever themode, analogies can be a useful strategy in theteaching/learning experience.

ReferencesThe Power of Analogyby M. Hackney and J. Wandersee (Virginia:National Association of Biology Teachers, 3,2002)

Use of Analogy in Teaching theParticulate Theory of Matterby H.K. Boo and K.A. Toh (Teaching andLearning, 17(2), pp. 79–85: Teaching &Learning, 1997)

Tired of Reading the Same HomeworkAssignments Over and Over Again ThisYear?by M. DuPré (Rush-Henrietta School District1–24, 1987)

Extending Science into the HomeGenetics is a science that is particularly influ-enced by society. Therefore, it is important forstudents to have a social context for consider-ing the issues and information presented inthese lessons. Homework activities encouragethe learner to explore these concepts withinthe context of their own community andfamily values.

Teachers are encouraged to allow students totake videos home to view with their familiesand to assign students to complete activitiesfound at www.geneticstv.org at home.

Lab WorkThe labs in this guide have been tested in highschool classrooms by the authors and found to

Cracking the Code: The Continuing Saga of Geneticsx

be useful and illuminating activities. Lab pack-ets are provided for students and teachers.Suggested materials and sources are also listedat www.geneticstv.org.

On the Cracking the Code Web site you willfind:• State-by-state curriculum correlations for

each video• Worksheets and lyrics for the songs in the

videos

• A PDF version of this guide• Interactive student activities that reinforce

concepts presented in the videos• Information about the creators of these

materials• Information on how to order DVDs or videos• A place to provide feedback to the creators of

these materials

Introduction xi