An In-Service Training Package in Science

Continuity of Life

Facilitator’s Guide
Presentation Plan
Master Set of Resources

Reprinted

by the Philippines - Australia Hastening the Impact of PROBE (HIP)

under the AusAID Vulnerable Groups Facility (VGF)

Revised

by the Learning Resource Management and Development System (LRMDS) Region VII
under the Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas
(STRIVE)

Philippine-Australia Project in Basic Education (PA-PROBE)

Regional Learning Materials Center (RLMC VII)
 Published by the
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Department of Education, Culture and Sports
Region VII, Central Visayas
Cebu City
Copyright © 1999 by PROBE
Reprint Edition 2002
Revised Edition 2010

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Republic of the
Philippines. However, prior approval of the government agency of office wherein the
work is created shall be necessary for exploitation of such work for profit.”

This material has been developed within the Project in Basic Education (PROBE)
implemented by the Educational Development Projects Implementing Task Force
(EDPITAF) of the Department of Education (DepEd) in collaboration with the Bureau of
Elementary Education, Bureau of Secondary Education and the Commission on Higher
Education. Prior approval must be given by the PROBE Management Unit lodged at
EDPITAF and the source must be clearly acknowledged.

Rebecca A. Langomes
ISF Secondary Science
Writer

This INSET package has been edited and produced by the PA - PROBE RLMC VII staff.

This edition has been revised for online distribution through the Learning Resource
Management Development System (LRMDS) Portal by Region VIl under Project STRIVE for
BESRA, a project supported by AusAID.
 Continuity of Life

1. Facilitators' Guide
Description

This INSET material is the first part of a series of five (5) workshops intended to guide
teacher-participants in introducing the mechanism of inheritance from the macro to the micro
level. The facilitator makes use of a combination of various teaching strategies like the 5 E’s
Approach, brainstorming and problem-solving throughout the different activities within this
workshop.

The activities are presented based on the Constructivist’s point of view – that is explaining
observed phenomena based upon one’s previous experiences. The facilitator then guides
the participants to learn the correct principles and concepts of inheritance in an organized
manner for them to teach students in a like manner.

Rationale

Based on the result of the conducted needs analysis, one of the topics in Science and
Technology II that most teachers omit is on Genetics. It might be because most books
present the topic head-on with a series of Mendelian terms and end up solving heredity
problems.

Some teachers in the field do not have the confidence to teach this topic for a number of
valid reasons. Thus, this workshop is designed to help those having difficulty on the topic.
The various concepts of heredity using familiar events is presented as concretely as possible
through problem-solving.

An approach in science teaching called 5 E’s Approach which means – engage, explore,
explain, elaborate and evaluate is chosen as the main vehicle for the topics to become more
meaningful.

Target Audience

Second Year Science & Technology Teachers

Duration

Five hours and thirty minutes (5 hours 30 minutes)

Objectives

At the end of this workshop, the participants will:

 Gain insight on how to use the 5 E’s Approach in teaching heredity and genetics.

for Activity 1
 Identify and appreciate one’s family traits from one generation to the next
 Express the need to know the hereditary condition of one’s family
 Recognize the role of reproduction in preserving the traits of a species.
for Activity 2
 Compute and prove predictions of biological outcomes using probability
 Explain the role of chance in determining actual outcomes
 Compare the probable and actual results in a small and big population sample
 Make a decision and value it when choosing a lifetime partner.

Preparation

The facilitator should require participants to bring their own calculators in case the venue for
the workshop has inadequate supply for these. Materials like cartolinas, pocket mirrors,
manila papers and pictures of each participant’s ancestral lineage until the third generation
before them should be brought personally.

The facilitator should verify whether the participants have taught the workshop topics in their
science classes using the 5 E’s Approach. The participant’s basic mathematics skills should
also be considered by the facilitator.

Hints for the Facilitator

 The facilitator should read beforehand the three (3) suggested activities in the Engage
Part of the Presentation Plan and determine which one to use during workshop.
 The facilitator will use this workshop material to diagnose the present knowledge of the
participants.
 The facilitator has to be ready to share to the participants one’s personal knowledge
about the strategies used in the 5 E’s Approach.
 Knowledge of probability is a must for the facilitator in order to process the answers in
Activity No. 2b – Small or Big.
 One has to process and discuss the results in the activities to correct misconception
about certain aspects.

Evaluation

The success of the workshop will be measured by appraising the participant’s:

 Active involvement in every session during the workshop

 Number of correct responses in every activity
 Enhanced confidence and appreciation of the focus topic as manifested in the Activity
Feedback Form

Resource List

Facilitator’s Handout

No. 1 Gifts From Your Parents

No. 2 Game of Chance

Participant’s Handout

No. 1 Handouts on Various Strategies to Be Used for the Different Stages of the 5
E’s Approach
No. 2 A Pedigree of Hemophilia in the Royal Homes of Europe
No. 3 A Royal Tragedy
No.4 Case Studies of Two Tragic Disorders
Participant’s Activity Sheets

1. Gifts From Your Parents

1a. A Royal Tragedy
1b. Looking Through
1c. Mirror, Mirror on the Wall

2. Game of Chance
2a. Male or Female
2b. Small or Big
2c. To Marry or Not

3. Activity Feedback Form

OHP Transparencies

OHPT 1 – Workshop Objectives

Equipment

Overhead projector and screen, calculator

Consumables

manila paper white board marker felt-tip pens

pad papers masking tapes cartolina
paste coin marking pens

ANSWER KEY

Activity 2a

A. 1. Answer to this question varies.

2. No. There is no basis for prediction.

Questions

1. Answer should be based on results on the table.

2. If given two choices, the chance of getting closer to the result is 50%.
3. Answer to this question varies.

Activity 2b

A. 1. No. Explanation to the answer of the question varies.

2. Answer to this question varies.

B. Trial 1 – 53.5% or 54% Trial 2 – 50.6% or 51% Trial 3 – 47.3% or 47%

C. 1. Yes. The bigger the sample size, the closer to the actual result or 50% male and
50% female.
2. The bigger the sample size is, the closer the probable outcome is compared with
the actual results.
D. 1 – 5. Answers depend on results of one’s table.
E. 2. 50% probability.

Activity 2c. Responses to the questions may be purely personal or participants’ own choice.
References

Alexander, Peter et al., Biology – The Living World, New Jersey: Prentice Hall
Incorporated, © 1986, pp. 121 – 167

Burns, George W. and Paul J. Bottino, The Science of Genetics, New York: MacMillan
Publishing Company, © 1989

Handouts from Australia

Maton, Anthea et al., Heredity: The Code of Life, New Jersey: Prentice Hall Incorporated,
© 1994, 1993, pp. 10 – 11

Science and Technology II, SEDP Series, pp. 278 – 314

Sutton, Eldon H., An Introduction to Human Genetics, Florida: Harcourt Brace Jovanich
Incorporated © 1988, p. 22
 PRESENTATION PLAN FOR FACILITATOR
Session Time Activity
1 30 min  Registration of participants
and Opening Program
Introduction
10 min  Facilitator cites heredity
and variation (Genetics) as
one of the topics that
teachers in the field would
want to know more.
10 min  Show OHPT 1 (Workshop
Objectives) and discuss
them with participants.
30 min  Distribute Handout No. 1 –
(Various Teaching
Strategies and the 5 E’s
Approach) and share to the
participants one’s
experiences in using these
strategies and approach.
Engage – Group Activity
10 min  Introduce the session
through the Facilitator
Handout No. 1 Gifts From
Your Parents.
60 min  Distribute Activity No. 1
(Choose only one activity –
1a, 1b, 1c) and require
participants to do the
chosen activity.
 Process responses of
participants in the activity.
2 5 min Explore
 Introduce the session by
asking participants – “How
is a particular trait passed
on from parents to their
children?”
 Group Activity
40 min  Distribute Facilitator’s
Handout No. 2 (Game of
Chance) and introduce the
session on Game of
Chance.
Comments
 Participants register and
join in the Opening
Program.
 Participants express the
need to discuss the topic.
 Participants discuss with
facilitator the objectives of
the workshop.
 Participants discuss and
share their experiences in
using the strategies and
also the 5 E’s Approach.
 Participants are introduced
on what the session is all
about.
 Participants are
encouraged to do the
activity within the time limit
given.
 Participants discuss and
share with the facilitator
and among themselves
the results of the activity.
 Participants give their
ideas how traits may be
inherited from any of the
parent by chance.
Session Time Activity Comments
 Distribute Activity Sheet  Participants simulate the
No. 2a (Male or Female) chances to inherit certain
and ask participants to do characteristics using
the activity. probability as a tool in
 Discuss the results of the predicting.
activity.

60 min  Distribute Activity Sheet  Participants do the activity.

No. 2b – Big or Small.
 Process and discuss the  Participants relate sample
results of the activity. size to accuracy of results.
15 min  Introduce the topic on the  Participants react to the
importance of probability in questions raised by
marriage and child bearing. facilitator.
30 min  Distribute Activity Sheet
No. 2c – To Marry or Not  Participants do the activity.
and let participants do the
activity.
30 min  Process the results of the  Participants express their
activity and allow feelings and opinions.
participants to express their
feelings and opinions.
 Distribute evaluation form  Participants fill up the
and ask participants to evaluation form.
answer it.
 Close the workshop with a
short program.
OHPT 1

WORKSHOP OBJECTIVES

After the workshop, the participants are expected to:

 Gain insight on how to use the 5 E’s approach in teaching

heredity and genetics

 Identify and appreciate one’s family traits from one

generation to the next

 Express the need to know the hereditary condition of one’s

family

 Recognize the role of chance in determining actual

outcomes

 Compute and prove predictions of biological outcomes using

probability

 Compare the probable and actual results in a small and big

population

 Make a decision and value it when choosing a lifetime

partner.
Activity Sheet No. 1a Time Limit: 60 minutes

A ROYAL TRAGEDY
Objective

After the activity, the participants will be able to:

 Examine the inheritance of hemophilia in the family of Nicholas II of Russia.

Material

Participant’s Handout No. 2 - A pedigree of Hemophilia in the Royal Homes of

Europe.

Process and Procedure

1. Read the story A Royal Tragedy which describes a disease that was inherited
through several famous families.

2. Discuss the following questions as a class:

a. How did the young czarevitch come to have hemophilia?

b. Why did his father and mother not suffer from the disease?
c. Suggest some traits that people acquire during their lifetime.
d. What is the difference between acquired traits and traits that are
inherited?
e. How might cultural practice have influenced the frequency of occurrence
of hemophilia among the czar’s family?

Question

1. If given a choice, would you marry a person who has a history of

hemophilia in the family? Support your answer.
Activity Sheet No. 1b Time Limit: 60 minutes

LOOKING THROUGH
Objective

After the activity, the participants will be able to:

 Identify personal traits similar among family members.

Materials

Family photos (at least three generations), cartolina, paste

Process and Procedure

1. Gather photos of your family members.

2. Arrange them and paste on a sheet of cartolina to form a gallery.
3. Look closely on your photograph and the rest of the members of the family.
To whom do you look like most?
4. List all observed personal traits and the person whom you shared the same
characteristic.
5. Example: nose-mother
6. Write your observations on the table below.

OBSERVATIONS

PERSONAL TRAITS SIMILAR TO MY…

1.

2.

3.

4.

5.
Activity Sheet No. 1b

Questions

1. Do you find almost all your traits similar to only one of your parents? _______
Explain your answer.

2. Do you have traits that you cannot see from any of your parents? _________
Explain your answer.

3. Do you look exactly like any of your brothers or sisters? __________

Explain your answer.

4. Write a one paragraph essay on the importance of knowing the family traits of
your future partner in life.
Activity Sheet No. 1c Time Limit: 60 minutes

MIRROR, MIRROR ON THE WALL

Objective

After the activity the participants will be able to:

 Identify traits similar among family members.

Material

Mirror

Process and Procedure

1. Look at yourself in front of the mirror.

2. List down on the table below your personal traits that you have observed in
front of the mirror. Example: eyes – father

OBSERVATIONS

PERSONAL TRAIT SIMILAR TO MY…

1.

2.

3.

4.

5.
Questions

1. Do you share all your traits with only one of your parents? ________
Explain your answer.

2. Can you find traits similar to your distant relatives? _________

Explain your answer.

3. Do you look exactly the same as your brother or sister? _______

Explain your answer.

4. Is there a need for you to know the family traits of your probable husband or
wife? _________
Explain your answer.
Activity Sheet No. 2a Time Limit: 40 minutes

MALE OR FEMALE
Objective

After the activity, the participants will be able to:

 Predict the sex of offspring when rabbits are mated.

Materials

coin, calculator, marking pens, masking tape

Process and Procedure

A. Work with a teammate and predict the answer to the following problems:

A. If a pair of rabbits mated and produced 10 offsprings, how many males and
females would you predict from among the offsprings? Answer: ___________
B. Explain how you made your prediction and whether you need additional
information.____________________________________________________
_____________________________________________________________.

C. Even if you are reasonably confident that your prediction is correct, can you
guarantee how many males and females will be born in the litter?
Answer:______________. Explain your answer.________________________
______________________________________________________________
_____________________________________________________________ .

B. Test your prediction by using a coin to simulate the genders of the 10 offsprings.

1. Label one side of the coin Male and the other side Female.

2. Toss the coin 10 times and record each result.

3. Record all observations and results on the table.

4. Compute for the percentage of male offspring produced.

 OBSERVATIONS

TOSS NUMBER PREDICTION ACTUAL RESULT

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Questions

1. In your 10 tosses, how many came out as males? _________ as

females? ____________

2. What is the percentage chance of producing female offsprings? __________

3. Explain how chance determines your results.
Activity Sheet No. 2b Time Limit: 60 minutes

SMALL OR BIG
Objective

After the activity, the participants will be able to:

 Relate probable outcomes, actual results and sample size in determining the

sex of offspring rabbits.

Material

Results of Activity 2a, calculator

Process and Procedure

A. Look at the data under the heading Small Sample Size. These data show the
results of three rabbit matings. Discuss the following with you r teammate.
Result of Rabbit Matings

Small Sample Size

NUMBER OF
TRIAL MALE FEMALE %FEMALE
OFFSPRING
1 10 4 6 60%
2 10 6 4 40%
3 10 6 4 40%

1. Do these results match with your predictions on Step A – No. 1 Activity 2a

(Male or Female)? Answer:________. Explain your answer: ____________
___ ________________________________________________________ .

2. Do these results match with your predictions on Step B – No. 2 Activity 2a

(Male or Female)? Answer:________. Explain your answer: ____________
___ ________________________________________________________ .

3. The result of each of these three crosses obviously is not the same. Explain
why the actual outcomes vary from 50 percent female. Answer: __________
_______________________________________________________ .
B. To investigate the relationship between probable outcomes, actual results and
sample size, examine the data under the heading Large Sample Size. Note that the
number of offsprings is 600.

C. Calculate the percentage of rabbits that are female for each group of 600
offspring and record the results.

Large Sample Size

NUMBER OF
TRIAL MALE FEMALE %FEMALE
OFFSPRING
1 600 279 321

2 600 296 304

3 600 316 284

D. Answer the following questions with your teammate and record the answers.

1. Are the results generally closer to 50 percent than the results you observed in
the Small Sample Size (Step 3)? Answer: ______________ . Explain your
answer.______________________________________________________ .

2. Based on your observation, what effect does sample size have on the match
between probable outcomes and actual results?

E. You can test the accuracy of large sample size by gathering your own data
using coins and combining the data of the entire group.

1. This time, instead of tossing the coins ten times, toss it 20 times and record
your results in your table. (Use the table on the next page.)

2. What is the percentage of female for this sample size of 20 tosses? (Write the
answers on the table.)

3. Contribute your data to the group’s table which the facilitator develops on the
chalkboard.

4. What is the percentage of female for this large sample size? Answer: ______

5. What do these results suggest about the effect of sample size on the match
between probable outcomes and actual results? Answer: ________________
_____________________________________________________________ .
 Table for 20 Coin Tosses

TOSS NUMBER ACTUAL RESULT TOSS NUMBER ACTUAL RESULT

1 11
2 12
3 13
4 14
5 15
6 16
7 17
8 18
9 18
10 20

F. Discuss the answer of the following:

1. Use what you have learned about the importance of sample size to evaluate
the following medical study reported in a local newspaper:

“A study reported in the medical journal Acta Artifacta appears to link

ownership of fast cars with premature balding. The study, consisting of men
who own sports cars, found nearly 60 percent suffered from premature
balding. The authors of the study conclude that because this percentage of
balding is much higher in the general population, there is an increased chance
of suffering from premature baldness if one owns a fast car.”

2. If you toss a coin five times and get heads up every time, what is the
probability that you will get tails up on the next toss?
Activity Sheet No. 2c Time Limit: 30 minutes

TO MARRY OR NOT
Objective

After the activity, the participants will be able to:

 Explain the occurrence of tragic disorder in a family.

Materials

Magazine article – Case Studies of Two Tragic Disorders

Process and Procedure

A. Read the article “Case Studies of Two Tragic Disorders”.

B. In groups of 3 – 4 members, brainstorm on each case by answering the

following questions:

1. What is the problem presented in each case?

2. Explain how each problem came to be.

3. If you were to decide – should you have children if you and your partner have
histories of genetic disorders in your families? Explain your answer.
Participant’s Handout No. 1

VARIOUS STRATEGIES TO BE USED FOR

THE DIFFERENT STAGES OF THE 5 E’S APPROACH

For Tuning In (Used to ENGAGE)

Broad Purposes

 To find out what students already know, think

and feel about the topic.

 To provide students with a focus for the

forthcoming experiences.

 To provide students with opportunities to

become engaged with the topic.

 To ascertain students’ questions about an

interest in the topic.

 To allow students to share their personal

experience about the topic.

Reference: Classroom Conditions

Participant’s Handout No.1

For Finding Out (Used to EXPLORE)

Broad Purposes

 To further stimulate student’s curiosity.

 To provide new information which may answer

some of the students’ earlier questions?

 To raise other questions for students to explore in

the future.

 To challenge students prior knowledge, beliefs and

values.

 To provide a shared experience for all students to

process and reflect upon.

 To develop research/information skills.

Reference: Classroom Conditions

Participant’s Handout No.1

For Sorting Out (Used to EXPLAIN)

Broad Purposes

 To provide students with various means of

processing by representing information and ideas
arising from finding-out stage.

 To allow for a diverse range of outcomes.

 To encourage students to begin applying and

transferring some of the information they have
gained to a range of tasks or contexts.

 To develop students’ sorting skills in the arts,

mathematics, language and technology.

 To assist students to explore some of the feelings,

values and attitudes associated with the topic.

 To create concrete records of experience and

information gathered through the arts,
mathematics, language and technology.

 To encourage students to review what they know

as a group.

Reference: Classroom Conditions

Participant’s Handout No.1

For Making Conclusions (Used to EVALUATE)

Broad Purposes

 To assist students to make conclusions and

generalization about the topic.

 To assess and demonstrate student’s progress

towards the planned understanding, skills and
values throughout the unit.

 To inform further planning.

 To encourage students to reflect on their learning.

 To foster each student’s ability to synthesize their

learning and to see the “big picture” ideas behind a
topic.

 To help students to explore and justify their

feelings and values related to the topic.

 To provide a point of comparison for students

between the ideas generated at the beginning of
the unit and those evident now.

 To develop metacognitive abilities.

Reference: Classroom Conditions

Participant’s Handout No.1

For Taking Action (Used to EVALUATE)

 To assist students make links between their

understanding and their experiences in the real world.

 To enable students make choices and develop the belief

that they can be effective participants in the society.

 To provide further insight into students’ understanding for

future unit planning.

 To reinforce the link between school, home and the wider

community.

 To provide further opportunities and contexts for ongoing

learning about the topic.

Reference: Classroom Conditions

Participant’s Handout No.1

For Going Further (Used to ELABORATE)

Broad Purposes

 To extend and challenge student understands about the

topic.

 To provide more information in order to broaden the

range of understanding held by the students.

 To meet the student’s particular interests that has

emerged during the unit.

 To revise, where necessary, some of the key

understanding relevant to the topic.

 To develop independent research skills.

Reference: Classroom Conditions

Participant’s Handout No.1

For Sharing, Discussion and Reflection

(Used in EVALUATION)

 To develop the skills and strategies needed for effective

reporting to others.

 To analyze the work of other students and provide

appropriate, constructive feedback.

 To develop in students an understanding of the purposes

behind the activities they are engaged in.

 To provide feedback for evaluation purposes about

successful and less successful aspects of the unit.

 To develop greater understanding of the unit content and

the process of inquiry.

 For students to gain greater sense of connection

between themselves and the unit topic.

 To develop positive self-esteem and self-awareness.

 To assist students to develop stronger connections

between their personal lives and the global domain.

Reference: Classroom Conditions

Participant’s Handout No.1

VARIOUS SUGGESTED STRATEGIES TO BE USED FOR THE 5 E’s APPROACH

FOR TUNING IN  models

(Engage) FINDING OUT  visual artwork, paint,
(Explain) crayon, charcoal,
 brainstorming pencils, pastels, chalk
 bundling  animals and plants in  diagrams, comic strips,
 chatterboxes the classroom X-ray flowcharts, cut-
 cover puzzles  ask an expert away, maps, before
 finish the sentence  CD ROM and after
 graffiti board  excursions  using fabric quilts,
 mind mapping  experiments patchwork, wall
 mystery boxes  film, video and television hangings, puppets,
 paired interviews  interviews and surveys table cloths, dolls and
 pass the ball  letter writing other figures
 people bingo  newspapers and  making videos
 picture priorities magazines  multi media
 possible sentences  paintings, photographs, presentations
 post-a-question drawings and other  mobiles
 question of the day visual images  radio plays
 rocket writing  picture books and  Thaumatropes
 silent jigsaw novels
 something from the  phone calls
home  shared book experience
 starting statements  structured observations
 the question game  the internet
 think, pair, share
 think, wink, decide SORTING OUT
(Explain) Participant’s Handout
 topic wheels
(a) Through dance and
 visualization and
drama (c) Through Mathematics
prediction
 conscience game  classifying
 visual representation
 free movement  fact finding
 labeled diagrams
 freeze frame  graphs
 comic strips
 mime  pictographs, pie
 plasticine models
 puppet plays graphs, line graphs, bar
 collages
 role play graphs, 3D graphs,
 3D models  dot graphs, stem plots
 simulations
 maps/floor plans  maps
 talk shows
 flow diagrams  math projects
 cut-away/x-ray pictures  problem-solving
(b) Through media and
 word association and visual arts  timelines
definition
 collage  Venn diagrams
 dioramas
(d) Through music
 chants (f) Using technology
 compositions TAKING ACTION
 musical stories  investigating, designing, (Evaluate)
 raps  producing, evaluating  advertising campaigns
 round the camp fire  annotated exhibitions
 soundscapes GOING FURTHER  arts in the local
(Elaborate) community
(e)Through English  contracts  designing walks
 cooperative group task  develop an action plan
 bookmaking  expert groups  from here to there
 build a story  individual projects  global links
 compare and contrast  seven-at-once  hear all about it
 data charts  letter writing
 DRTA MAKING CONCLUSIONS  meet the press
 oral presentations
(Evaluate)  personal pledge
 board games  read all about it
 poetry
 Bloom’s box  fund raising
 readers theatre
 concept maps  publishing
 read and retell
 connect it  signs
 puzzle cards
 consensus 1-3-6  sponsoring
 three-level guides
 content-based close  auditing
 told us… made us
 cross impact grid  a student representative
wonder
 wall stories/charts  crossword puzzles council
 De Bono’s 6-thinking
 writing using a range of
text types hats
- personal descriptions  diamond display
- technical descriptions  effects wheels
- explanations  in my club
- instructions  laying it in the line
- manuals  learning maps
- recipes  PMI
- directions  putting you in the picture
- reviews  question ball
- diaries  question me an answer
- personal recounts  similes and metaphors
- stories  statements of
- fables generalizations
- poems  two trues and a false
- letters  time capsules
- advertisement  what am I?
- charts
- scripts
- banners
 written conversation
 PROMOTING REFLECTION AND DISCUSSION
(EVALUATION)

(a) Sharing and Discussion (b) Reflection and Assessment

 carousel sharing ● class diary

 class meetings ● group work pie chart
 concentric circles ● learning logs
 conversion counters ● photo journals
 cumulative listing ● reflection roundabouts
 discussion, dissection ● self assessment
 focused reporting ● and others
 jigsaw sharing
 talking stick
 watch that space
Participant’s Handout No. 3

A ROYAL TRAGEDY

In the year 1904 the vast Russian Empire was swept by a

great wave of celebration and public enthusiasm. At long last,
after four daughters in succession, the czar and czarina
produced a son – an heir to the throne. This little boy, who was
given the name Alexis, seemed destined for a great future. In
addition to having been born heir to the throne of the world’s
largest country, he was connected by ties of kinship to many of
the royal and aristocratic families then existing in Europe.

His great grandmother, Victoria, who died only three years

before, reigned as Queen of England for more than half a
century, the period in which the British empire reached its
greatest heights of power and influence. The kings of England
and of Spain, the prince of Prussia, and the Kaiser of Germany
all were cousins of Alexis on different family branches, and his
own mother, Czarina Alexandra, was the daughter of one
grand duke of Hesse and the sister of another.

Even though the huge empire of his father Nicholas II was

troubled by unrest, everyone expected that this new little heir
would provide a sense of stability as he and the new century
grew together. In time he would preside over a more modern
and progressive Russia.

Unfortunately, the little boy was not well. He had been

born with hemophilia A., a disease in which the blood clots so
slowly that the victim can bleed to death from a minor injury.
Today treatments are available that allow victims of hemophilia
to lead fairly normal lives, but this was not the case in little
Alexis’ time. For him even the most minor childhood accidents
means bouts of painful and potentially fatal illness.
 Czar Nicholas was so obsessed with the poor health of his
only son that he failed to devote adequate attention to the
problems of Russia. The boy’s mother, Czarina Alexandra,
became even more preoccupied than the czar. She may have
been tormented by the possibility that her son’s illness came to
him from her side of the family. A number of male relatives in
different branches of her family were afflicted or had been
afflicted, including one of her brothers. Desperate, the czarina
became an easy victim for a succession of quacks and mystics,
whose undue influence at court was viewed with suspicion and
alarm by regular government officials and the nation at large.

Indeed, the preoccupation of the czar’s family with Alexis’

hemophilia may have contributed to the downward spiral of
social disorder that triggered the Russian Revolution of 1917.
Ultimately this revolution led to the murder of the entire imperial
family by agents of the Bolsheviks in July of 1918.

The story of young Alexis and his family is filled with

drama and tragedy, but it also illustrates a number of features
about the inheritance of biological traits in both humans and
other complex organisms.

We will take a closer look at the basic system that governs

both the continuity and change of genetic information.
Participant’s Handout No.4

CASE STUDIES OF TWO TRAGIC DISORDERS

Case # 1 Huntington Disease

Rita is a 30-year-old woman. She and her husband would like to have a baby. Her
father died a few years ago of Huntington disease (HD), a dominant genetic disorder
which causes degeneration of the central nervous system. Symptoms of the disease
do not appear until 35 years old or older. There is no treatment or cure for HD. The
disease simply gets worse for five to fifteen years before the patient dies.

Because Rita’s father was a victim of HD, she knows that her chance of developing
the disease is 50%. Through a genetic procedure that requires a small blood
sample, it is now possible to determine whether an individual carries the allele for
HD.

Which is better: for a person to wonder whether he or she has a 50% chance of
developing the disorder and passing it on to his child; or to know with certainty
whether he or she carries the gene?

HD causes tremendous psychological stress because its effects are often not
noticed until the individual has had children. Many affected parents feel guilty
because they may have passed the allele for this dominant trait to some of their
children. These children also face ethical dilemmas as to having children.

Case # 2 Cystic Fibrosis

From the time Richard’s parents brought him home from the hospital, he frequently
fell ill with coughs and colds. He seemed weaker than the other infants. Then at
nearly a year old after many trips to the doctor, he was diagnosed as having cystic
fibrosis (CF).

Cystic fibrosis is a lethal disease that is characterized by digestive and respiratory

problems and it is the most common genetic disorder among children of northern
European descent. Richard’s grief-stricken parents were confused and angry when
they learned of the diagnosis.
Participant’s Handout No.4 Cont.

“How could our son have such a terrible disease when no one in either of our large
families has ever had CF?” asked the distraught father. “The allele for CF is quite
common among Caucasians,” explained Dr. Cooper, their pediatrician. “In fact about
one in every 25 Caucasians carries an allele for cystic fibrosis. However, unlike the
situation with Huntington disease, a person must inherit an allele for cystic fibrosis
from both parents to be affected.”

“So you mean that both of us could get sick as well?” asked Richard’s mother. “No.
Neither of you can get CF because it is a recessive trait – you only have the disease
if you are homozygous. The fact that Richard is sick indicates that he is a
homozygous and that each of you is a carrier – you are heterozygous and each of
you carry one allele for CF. For example, if we indicate the allele for cystic fibrosis
with a lower case c, and the normal allele with a capital C, only persons with the
genotype cc will develop the cystic fibrosis phenotype; while persons with Cc or CC
will have a normal phenotype,” explained Dr. Cooper.

Because the allele for CF is widespread in the population, the chance that two
heterozygous could marry and have children with the disease is quite high. The high
frequency of the CF allele in the population explains the tragic fact that cystic fibrosis
is very common.

Richard’s parents realized that they could not have known they were carriers of CF.
They understand that the alleles for diseases such as CF can be hidden because
these are recessive. They provided the best care possible for Richard, including the
administration of antibiotics to help his body fight lung infection and a daily routine of
chest thumping therapies to clear the thick mucous deposits from his lungs.

Even though his illness continued to be frequent and the unpleasant treatment were
a constant part of his life, Richard celebrated his fourth birthday much like any other
child – with balloons, cake and lots of friends. He was a happy child most of the time
despite his restricted lifestyle and reduced life expectancy. Fortunately, recent
medical advances offer the promise of healthier life for CF patients.
Facilitator’s Handout No.1

GIFTS FROM YOUR PARENTS

“You have your mother’s nose.” “You smile just like your
grandfather.” “You’ll be as handsome as your uncle.”

Comments such as these are often heard when families get together and
they remind us of the biological link from one generation to the next.

The processes of reproduction ensure that species can survive through

many generations. But, what is it, exactly, that survives?

It is not the organism itself because regardless of species, all organisms

eventually die. Yet, the survival of species or a family line, shows that
something is handed down from parents to offspring.

In the following activities, you will begin to think about how genetic
information is transferred from one generation to the next.
Facilitator’s Handout No.2

GAME OF CHANCE

When you toss a coin, it may land with its head or its tail facing
upward.

You can predict how likely either of the two faces is going to occur.
Can you make similar predictions about the outcomes of certain
genetic events?

In this series of activities, you will use biological data to explore the
concept of probability, which is a mathematical tool. It enables us to
make predictions.

You will be provided with information about the offspring of two

rabbits and you will look for patterns in the results.

You will also discuss case studies and apply the concepts learned
to explain each case.
 FEEDBACK FORM
To help me improve as a facilitator, feel free to comment on any aspect of the various sections of this
workshop. Circle the rating you feel is an appropriate response to each statement. Please be aware
that your ratings and suggestions will be considered seriously when planning future workshops.

Thank you for your help.

LEGEND
Strongly Agree (SA) = 5
Agree (A) = 4
Not Sure (NS) = 3
Disagree (D) = 2
Strongly Disagree (SD) = 1

SECTION A: The Introduction.

SA A NS D SD
1. The purpose of this workshop is clear. 5 4 3 2 1
2. The introductory activity aroused my interest in the topic. 5 4 3 2 1
3. A warm and friendly atmosphere was created in this workshop. 5 4 3 2 1

Suggestions/Comments:

SECTION B: Activities

SA A NS D SD
1. The purpose of each activity is clear. 5 4 3 2 1
2. I readily became involved with the other participants in 5 4 3 2 1
doing the activity.
3. I learned some new information about science by doing 5 4 3 2 1
the activity (activities).
4. The activity made me more interested in learning about 5 4 3 2 1
science.
5. The teaching strategies suggested are appropriate for 5 4 3 2 1
use in the classroom.

Suggestions/Comments
(Please comment on any ideas presented that you feel require further clarification.)
SECTION C: Discussion
SA A NS D SD
1. My ideas became more clearly defined through the 5 4 3 2 1
discussion.
2. I understand better the links or relationships between 5 4 3 2 1
the different concepts.
3. I feel more confident to answer student’s questions on 5 4 3 2 1
this topic.
4. I enjoyed hearing about other views, ideas and feelings 5 4 3 2 1
on this topic.

Suggestions/Comments:

SECTION D: Overall Workshop

SA A NS D SD
1. The venue was appropriate for this workshop. 5 4 3 2 1
2. I found this workshop useful and enjoyable. 5 4 3 2 1
3. I learned about new concepts in science and their 5 4 3 2 1
interrelatedness.
4. I learned about new ways of teaching science lesson. 5 4 3 2 1
5. I want to try out some of the teaching strategies that 5 4 3 2 1
were presented in this workshop.
6. The facilitator presented the materials and activities in 5 4 3 2 1
a way that is easily understood.
7. The facilitator provided opportunities for the participants 5 4 3 2 1
to explore new ideas in teaching science.

Suggestions/Comments:

Workshop Title: ____________________________________________________________

Overall Workshop Rating: ____________________________________________________
Date: ____________________________________________________________________
Venue: ___________________________________________________________________
Duration: _________________________________________________________________