Why Do Some People with the Sickle Cell Genotype Not Have Symptoms?
In this inquiry-based activity, students engage in science practices to figure out why some people with a genetic condition that usually leads to sickle cell disease do not have disease symptoms.
This activity is based on content covered in the Scientists at Work video A Genetic Treatment for Sickle Cell Disease. Instead of frontloading information from the film, the activity guides students through “figuring out” the key concepts first. As they investigate and make sense of the phenomenon, students engage in practices such as observing, questioning, and using and developing models.
The “Card Images” ZIP file contains individual image files for the cards used in this activity that can be used in the classroom, particularly in online courses. A document within the ZIP file contains suggestions for their use. These card images are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. We would ask that you attribute these to BioInteractive and not use them for commercial purposes.
Student Learning Targets
- Develop and use models to figure out how genes are transcribed and translated.
- Construct an evidence-based explanation of how genotype leads to phenotype.
- Analyze and interpret data to identify patterns that determine cause-and-effect relationships.
amino acid, codon, hemoglobin, messenger RNA (mRNA), mutation, protein, red blood cell, transcription, translation
The resource is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. No rights are granted to use HHMI’s or BioInteractive’s names or logos independent from this Resource or in any derivative works.
Accessibility Level (WCAG compliance)
HS-LS1-1, HS-LS3-1, HS-LS3-2; SEP1, SEP2, SEP6, SEP7
AP Biology 2019
IST-1.N, IST-2.A, IST-2.E, IST-4.A, SYI-3.B; SP2, SP6
IB Biology 2016
2.7, 3.1, 6.2, 7.2, 7.3
Common Core 2010
ELA.RST.9–12.2, ELA.RST.9–12.4, ELA.WHST.9–12.2
Vision and Change 2009
CC2, CC3; DP1, DP3