Cytogenetics Lessons 1-10 (1)

Name of the Apprenticeship: Cytogenetics

Lesson Number and Title: 1 – Welcome to Genzyme

Citizen Teacher:

New Basic Skills: 1. Teamwork2. Oral Presentation

Curriculum Frameworks:

1. NM Career Readiness 1 (Grades 5-8) A. Explore areas of interest and possible career choices; B. Explain the connection between academic skills and career options by identifying education and training requirements

2. NM Content of Science Standard 2 (7th Grade) 6. Know that hereditary information is contained in genes that are located in chromosomes

Content Objectives: 1. Apprentices will understand basic information

about Genzyme2. Apprentices will be able to define Karyotype3. Apprentices will complete a Karyotype by

matching pre-placed chromosomes

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual: Circle & Name Game2. Review Agenda and Set Context:3. Activity: Genzyme Presentation4. Activity: Jeopardy Review5. Activity: Process Pictures & Teachbacks6. Activity: Introduction to Karyotypes7. Activity: Karyotyping Relay8. Teach Back: Timeline Reflection9. Clean up

10 Minutes5 Minutes10 Minutes15 Minutes15 Minutes10 Minutes10 Minutes10 Minutes5 Minutes

Initial Preparation and Space Set Up: Post Visuals: New Basic Skills, 411, Important Terms, Apprenticeship Timeline (set up for the day), Jeopardy

BoardOpening Ritual(Tie to the focus of your Apprenticeship and this session if possible)

Time: 10 minutes

Procedure:1. Apprentices stand in a circle and rehearse basic procedure for getting everyone’s attention (hand claps)2. Apprentices play variation of name game where they must remember each other’s names and a characteristic

that their families are known for (for example: red hair, liking spicy food, etc.). Apprentices must remember the names and characteristics of the students that have already gone before they tell everyone their name and characteristic.

Set the Context and Review Agenda Time: 5 minutesSet Context:

Connect to Science and tell apprentices they will be learning how Science can help them predict characteristicsReview Agenda:

Get a representative to read the 411Activity 1 – Genzyme Presentation Time: 10 minutesMaterials needed for Activity 1:

Shipping Boxes Sample Containers Aerial Photos of Genzyme, Santa Fe

Space set up for Activity 1:

Space for students to sit comfortably in a circleTeam Leader support needed for Activity 1:

Behavior Management Help distribute Photographs/Artifacts

Procedure: 1. A CT will give a short presentation on Genzyme, starting with basic company info and then transitioning to

what they do and why they do it.2. During the presentation, the apprentices will be reminded that they will have an opportunity to demonstrate

what they learn in a game of jeopardy.3. At appropriate moments, CT’s will pass out photographs and artifacts for the students to touch, look at, and

ask questions about.4. Throughout the presentation, CT’s and TL’s will engage the students with questions to test their knowledge &

expectations about Genzyme.

Activity 2 – Jeopardy Review Time: 15 minutesMaterials needed for Activity 2:

Jeopardy Board & Questions Dry Erase Board, Markers, Eraser

Space set up for Activity 2: Keep 3 tables arrangement, but move closer to the Dry-Erase board

Team Leader support needed for Activity 2: Facilitate Jeopardy & Model effective instruction Assign apprentices and CT’s to teams

Procedure:1. Divide Apprentices into two teams and assign CT helpers to each2. Have teams select categories from the Jeopardy board (Who is Genzyme?, What do they do?, Why do they do

it?) and rotate the team member responsible for reporting the answer (after group consultation).3. Allow the groups to ask their CT’s for three clues during the course of the game.4. The winning team will get first choice to pick their Clean-Up job for the day

Activity 3 – Process Pictures & Teachbacks Time: 15 minutesMaterials needed for Activity 3:

Pictures (Pregnant Woman, Karyotype, Chromosome unraveled to DNA, Wet Lab, etc.)Space set up for Activity 3:

3 TablesTeam Leader support needed for Activity 3:

Divide students into groups, facilitate introductions Behavior Management Ensure groups have student leaders in charge of gathering pictures/presentations

Procedure:1. Divide the apprentices into three groups.2. Show each group a picture of a part of the cytogenetic process and ask the students to write/draw/talk about

what they think is happening and how it relates to the introduction given earlier.3. Help guide the apprentices by asking questions and providing information/anecdotes from the lab (such as an

example about a case handled earlier that same day).4. Have the apprentices present to each other (in order of the pictures) to teach their classmates the important

steps. Activity 4 – Introduction to Karyotypes Time: 10 minutesMaterials needed for Activity 4:

3 magnetic Karyotyping Boards Pictures of karyotypes (more than one, but no more than five needed) Picture of a cell in metaphase stage.

Space set up for Activity 4:

3 Tables set upTeam Leader support needed for Activity 4:

Behavior Management Facilitate questions & Teach Back

Trouble Shoot SuppliesProcedure:

1. Divide apprentices into three small groups, each with a Genzyme employee.2. Show the apprentices pictures of karyotypes and ask for guesses about what they are and why they are useful. 3. Show the apprentices a picture of a cell in the metaphase stage with all of the chromosomes mixed up and

piled together and ask them if they can describe the differences between the picture and a karyotype. Ask which picture makes it easier to check all of the chromosomes.

4. Explain to the students that karyotypes are pictures of a person’s chromosomes with all of the pairs matched up and put in order. Explain that karyotypes are important because they make it easier for scientists to check for abnormalities.

5. Have an apprentice write “karyotype” on the Important Terms list.6. Tell the apprentices that they will now get to try to make their own karyotype using the magnet boards. Since

it is the first time, they will only be trying to match pairs rather than start from scratch. (Place the unmatched chromosomes in a pile similar to the picture from the metaphase.)

7. As the apprentices try to match chromosomes using a half-completed Karyotype (magnetic board), provide helpful tips and hints along with instruction (such as which chromosomes have “windows” or satellites, etc.).

Activity 5 – Karyotyping Relay Time: 10 minutesMaterials needed for Activity 5:

Magnetic Karyotyping BoardsSpace set up for Activity 5:

3 TablesTeam Leader support needed for Activity 5:

Facilitate the Start/Finish of Race (determine either CT, TL, or apprentice) Prepare apprentices & ask for Teachbacks to give CT’s time to reset magnetic boards

Procedure:1. CT will remind students (from presentation) that Genzyme sees tens of thousands of cases a week and that the

technicians need to quickly and accurately compose Karyotypes.2. Groups will race against each other to complete a Karyotype (matching) in a large competition for speed and

accuracy. Closing & Teach Back Time: 10 minutesReview what was covered in this session, explain what to expect next session, and hold teach backs to ensure students learning. This looks like:In a quiet period of individual reflection, students will write, draw, or create something that represents an activity they did or something they learned in the apprenticeships. All reflections will either be created directly on the timeline, or will be pasted onto the timeline after they are finished. If apprentices finish early, they can decorate the number and topic of the next day, guessing what the topic means and what they will do. Clean Up Time: 5 minutesDesignate the following roles (rotate each week) to different students to build team accountability:

Computer Check (Wireless antennae, Headphones, Logged Out) Table and Chair Check (all chairs returned to their place and the three large tables moved back) Floor check (Everything off the floor) Visual Collection (visuals rolled up and returned to supply cart) CT Assistants (help the CT’s collect and carry their materials)


Lesson Number and Title: 2 – Cells, Cookies, & Chromosomes

Citizen Teacher:

New Basic Skills: 1. Oral Presentation2. Technology

Curriculum Frameworks:1. NM Content of Science Standard 2 B. (7th Grade)

6. Know that hereditary information is contained in genes that are located in chromosomes.

2. NM Content of Science Standard 2 B. (7th grade) 3. Understand that many basic functions of organisms are carried out in cells, including: growth and division to produce more cells (mitosis)

Content Objectives: 1. Students will know basic information about Cell

Division (especially the Metaphase stage)2. Apprentices will be able to identify the major

parts of a chromosome3. Apprentices will be able to use a computer to

complete a Karyotype by matching pre-placed chromosomes

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual: Human Bingo 2. Review Agenda and Set Context: Circle & WOW Overview3. Activity: Cell Division Video4. Activity: Cell Cookie Creation & Teachbacks5. Activity: Chromosome Balloons & Teachbacks6. Activity: Individual Online Karyotyping7. Teach Back: Timeline Reflection8. Clean up

10 Minutes5 Minutes5 Minutes20 Minutes20 Minutes15 Minutes10 Minutes5 Minutes

Initial Preparation and Space Set Up: Post Visuals: New Basic Skills, 411, Important Terms, Timeline, Internet Instructions, set projector and laptop

(with internet connection) for videoOpening Ritual – Human Bingo (Tie to the focus of your Apprenticeship and this session if possible)

Time: 10 minutes

Procedure:1. As they walk in the door, hand apprentices the Human Bingo form 2. Explain that each square on the Bingo form contains different examples of traits (like the characteristics of our

families that everyone described last week during the Name Game) as well as information about the education history of the CT’s.

3. Tell the apprentices that they must find someone for each square that either has the respective trait or can say that they went to that school/had that major. When they have found someone, they must get that person to write his/her name in the square.

4. Inform the apprentices that they have 5 minutes to fill out as much of the sheet as they can.5. Practice hand claps to get everyone’s attention and gather in a circle6. Ask which squares were the easiest to find people to write their names. Which squares were the hardest?


Show Example of Science Presentation Board and ask students for predictions of how it will relate to their apprenticeship

Explain that the apprentices will now be learning how to master all of the steps they learned last week so that they can analyze their own case and make their own presentation to the scientists at Genzyme for the WOW.

Let the apprentices know that in order to understand how to examine chromosomes, it’s important for them to understand what they are, where they can be found, and what they’re supposed to look like.

Review Agenda: Get a representative to read the 411

Activity 1 – Cell Division Video Time: 5 minutes

Materials needed for Activity 1: Laptop with Internet connection Projector and Blank Surface on Wall

Space set up for Activity 1: Space for apprentices to sit comfortably and see projector

Team Leader support needed for Activity 1: Behavior Management Tech Support Help distribute Photographs/Artifacts

Procedure: 1. Introduce and show several short flash animations of cell division from

http://learn.genetics.utah.edu/content/begin/traits/ or an alternate site.2. In between videos, ask for questions and Teachbacks, such as the following:

What is it called when cells copy themselves and split into two? (Cell Division) What word do we use (it starts with a “p”) to name the different stages in cell division? (Phase) Can anyone remember the name of a phase? What happens to chromosomes during cell division?

3. Tell the students that next we will be creating pictures of cells in different stages of cell division using cookies so that we can better track what is happening to the chromosomes.

Activity 2 – Cell Cookie Creation & Teachbacks Time: 20 minutesMaterials needed for Activity 2:

Cookies & Decoration Materials (colored frosting gels or licorice to represent spindle fibers, sprinkles/jelly beans for chromosomes, etc.)

Pictures of Cells during different phases of division Cards with phase names for dividing groups

Space set up for Activity 2: 3 tables

Team Leader support needed for Activity 2: Facilitate Group Division Behavior Management Assign apprentices to manage cookie supplies for each group

Procedure:1. Have the apprentices select a card with the name of a phase of cell division to divide into 3 groups. Gather

each group at a separate table.2. Use the visual aids to explain a cell division to the group, while they replicate it using a cookie 3. Inform the apprentices that they can eat their cookie at the end of the apprenticeship, after they have written

something thoughtful on the timeline4. Have each group decide which decorations will represent the parts of the cells and who will present which part

to the other groups after they finish decorating. Encourage apprentices to take notes so that they can help their peers clearly understand what is happening to the chromosomes during their phase.

5. After the cookies are complete, each group will share the phase (in the order they naturally occur) with the other groups

6. Ask apprentices for the stage that showed the chromosomes the clearest and easiest to count (consider giving a prize if students correctly guess the metaphase)

7. Place cookies to the side until the closing moments of the apprenticeship

Activity 3 – Chromosome Balloons & Teachbacks Time: 20 minutesMaterials needed for Activity 3:

Long, balloon-animal balloons Permanent markers Close up pictures of three chromosomes (18, 21, X) Optional: Tape/Glue, Ribbons, Rope Licorice, etc., to make bands

Space set up for Activity 3: 3 Tables

http://learn.genetics.utah.edu/content/begin/traits/

Team Leader support needed for Activity 3: Rotate Groups to different volunteers Behavior Management Ensure groups have student leaders in charge of gather pictures/presentations

Procedure:1. Inform apprentices that in order to better understand the chromosomes that are important in their case study,

they will use balloons to make models. This way they can easily identify important chromosomes and know what they are supposed to look like.

2. Rotate the student groups so that they are matched with a different CT3. Have each group examine a different picture of a chromosome (either 18, 21, or X) and a list of terms. Ask

the apprentices to predict what parts the terms describe.4. Have apprentices inflate their balloons. Get volunteers to create tape strips, pass out the licorice (or other

supplies), and distribute makers.5. Walk the apprentices through each term (having a volunteer add each one to the Important Terms List at the

front of the room when appropriate), using the materials to create each part on their balloon model.6. Help the students come up with a list of tricks to identify their chromosome quickly (such as whether or not it

has a centromere, how long it is, and what banding pattern they should expect).7. After all the balloons have been created, have one representative present their chromosome and secrets for

quick identification to the entire group. Activity 4 – Individual Online Karyotyping Time: 15 minutesMaterials needed for Activity 4:

Computers with Internet Connection Internet Instructions Visual

Space set up for Activity 4: Computer section of Lab (Room 10)

Team Leader support needed for Activity 4: Behavior Management Troubleshoot Technology Assist CT’s Floating

Procedure:1. Assign apprentices a section of computers that are close together and easy to supervise.2. Pass out the internet instruction sheet and point out Internet Instructions Visual.3. Apprentices will log on and go to Karyotyping website:

http://learn.genetics.utah.edu/content/begin/traits/karyotype 4. Have apprentices practice dragging chromosomes into the correct position and identifying male/female

karyotypes using the website.5. Inform apprentices that once they have mastered karyotyping, they can view other flash animations on

heredity or take the cell division quiz online using the links on the website. Closing & Teach Back Time: 10 minutesReview what was covered in this session, explain what to expect next session, and hold teach backs to ensure students learning. This looks like:In a quiet period of individual reflection, students will write, draw, or create something that represents an activity they did or something they learned in the apprenticeships. All reflections will either be created directly on the timeline, or will be pasted onto the timeline after they are finished. If apprentices finish early, they can decorate the number and topic of the next day, guessing what the topic means and what they will do. Clean Up Time: 5 minutes

http://learn.genetics.utah.edu/content/begin/traits/karyotype

Designate the following roles (rotate each week) to different students to build team accountability: Computer Check (Wireless antennae, Headphones, Logged Out) Table and Chair Check (all chairs returned to their place and the three large tables moved back) Floor check (Everything off the floor) Visual Collection (visuals rolled up and returned to supply cart) CT Assistants (help the CT’s collect and carry their materials)


Lesson Number and Title: 3 – Labs & Safety

Citizen Teacher:

New Basic Skills: 1. Oral Presentation2. Teamwork

Curriculum Frameworks:1. NM Career Readiness Standard 4 (Grades 5-8)

D. Demonstrate safe work practices and explore safety issues related to the school, community, and workplace.

2. NM Career Readiness Standard 4 (Grades 5-8) E. Investigate, analyze, and apply safety standards related to the school, community, and workplace.

3. NM Scientific Thinking and Practice Standard 1 A. Use scientific methods to develop questions, design and conduct experiments using appropriate technologies, analyze and evaluate results, make predictions, and communicate findings.

Content Objectives: 1. Apprentices will know basic Lab Safety

Procedures2. Apprentices will be able to identify the parts of

Personal Protective Equipment (PPE) and stretches to avoid repetitive motion injury

3. Apprentices will be able to use basic lab equipment (Test Tubes, Beakers, Graduated Cylinders, Stir Rods, etc.) safely and correctly

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual: Sentence Scramble & Two Truths and a Lie2. Review Agenda and Set Context3. Activity: Safety Scenarios4. Activity: PPE Acquisition5. Activity: Strawberry DNA Lab6. Activity: Lab Stretch Break7. Teach Back: Timeline Reflection8. Clean up


Initial Preparation and Space Set Up: Post Visuals: New Basic Skills, 411, Important Terms, Timeline, Internet Instructions, set projector and laptop

(with internet connection) for video Set up PPE for dispersal Set up Lab: Equipment groups, Chemicals, Strawberries

Opening Ritual – Sentence Scramble & Two Truths and a Lie(Tie to the focus of your Apprenticeship and this session if possible)

Time: 15 minutes

Procedure:1. As they walk in the door, hand apprentices an index card with part of a sentence stating a fact about

chromosomes (example: The Centromere | is the constriction | in the middle of a chromosome).2. Inform the apprentices that they will be forming groups in order to find out more about their Citizen Teachers.3. Tell the apprentices to look for the people that have phrases that help them create a sentence about a

chromosome fact they learned last week. The first group to correctly assemble their sentence and stand in order at the front of the room will get first choice for clean-up duty.

4. After the groups have assembled, have each CT take a group to a table.5. Tell the apprentices to think of two true things about themselves and one lie.6. Have each person tell their two truths and one lie to the group. Everyone else tries to guess which fact is the

lie. Whoever guesses correctly, wins a point. The winner of the game is the person with the most points.7. Practice Hand Claps when it’s time to review the agenda and move on.


Show Equipment for lab and inform students that today they will get to practice science and see a long chain of DNA with their own eyes


Activity 1 – Safety Scenarios Time: 10 minutesMaterials needed for Activity 1:

Scenarios of Lab accidentsSpace set up for Activity 1:

3 tablesTeam Leader support needed for Activity 1:

Behavior Management Help CT’s find group representatives to present Help distribute Scenarios

Procedure: 1. Have a CT present each group with a Lab Accident scenario.2. Have each group discuss what they would do in each situation and prepare to present their answers to

everyone.3. Once all groups have had a few minutes to come up with their solution to the scenario, use hand claps to get

everyone’s attention in order to start Teachback presentations.4. After a group presents their scenario and solution, have a CT (preferably a safety officer) report whether or not

their solution to the situation was safe for themselves and everyone else in the lab.5. Share the correct procedure and answer questions before moving to the next group.

Activity 2 – PPE Acquisition Time: 10 minutesMaterials needed for Activity 2:

Lab Coats Goggles Latex Gloves Plastic Ziploc Bags & Permanent Marker


Team Leader support needed for Activity 2: Facilitate Distribution of PPE Behavior Management

Procedure:1. Briefly recap the scenarios from Activity 1 and ask what equipment could have been used to protect a scientist

in each situation.2. As the apprentices make suggestions (arrange scenarios so that they correspond to goggles, lab coats, and

gloves), have a group representative come to the supply table to collect the appropriate piece of protective equipment.

3. Continue until all of the PPE equipment is distributed. Introduce the phrase Personal Protective Equipment (PPE) and have a volunteer add it to the Important Terms list.

4. Have all apprentices write their name on each piece of PPE and their storage bag.5. Have students and CT’s help each other to put on their PPE to prepare for the lab.

Activity 3 – Strawberry DNA Lab Time: 30 minutesMaterials needed for Activity 3:

Strawberries Test Tubes Pictures of Cells (from last week) including DNA/Chromosome picture Beakers, Plastic Bags, Stir Rods, Graduated Cylinders, Filters Rubbing Alcohol, Dish Soap Lab Instructions

Space set up for Activity 3: 3 Tables

Team Leader support needed for Activity 3: Trouble Shoot Behavior Management Ensure groups have student leaders in charge of gathering materials/clean up Time the lab so that the stretch break occurs half-way through

Procedure:1. Have apprentices collect lab instructions and materials from supply table2. Make sure each CT partners with a table to walk students through the process of mashing up the strawberries,

breaking down the cell walls, filtering, and collecting the DNA strands.3. Show the apprentices the pictures of cells and ask them to locate the cell wall, chromosomes, and DNA.4. Tell them that they will be practicing with lab equipment to take the DNA out of a strawberry.5. Have the apprentices place the strawberries into the plastic bags and mash them up.6. Get volunteers to measure dish soap and add it to the bag of strawberry. Inform the apprentices that this will

break down the cell walls. Ask for an apprentice to teachback where the cell wall is on the pictures.7. Fold the coffee filters into funnels and pour in the strawberry/soap mixture. Inform the apprentices that they

will be separating the liquid from the solid parts of the strawberries. Tell them that scientists at Genzyme regularly go through the same process in order to separate the waste from what they need to examine.

8. While the apprentices wait for the strawberries to filter, stop for a Lab Stretch Break (Activity 4).9. Have students measure out rubbing alcohol and add it to the filtered liquid.10. Swirl the liquids around and explain to the apprentices that the strands of DNA are bonding together and

getting stained so that we can see them.11. Ask apprentices to locate strands of DNA in the liquid. Using the paperclip, scoop up the strands and place

them on the plate.12. Ask for a teachback about what happens when DNA coils itself tightly into long shapes. (You get a

chromosome.)Activity 4 – Lab Stretch Break Time: 5 minutesMaterials needed for Activity 4:

NoneSpace set up for Activity 4:

Open area in front of 3 tablesTeam Leader support needed for Activity 4:

Behavior Management Practice Hand Claps to get everyone’s attention

Procedure:1. Tell the apprentices to stand up and stand in an open area.2. Give a personal example or tell a story of a colleague’s repetitive motion injury.3. Allow other CT’s to share personal stories of stretch breaks.4. Walk the apprentices through the Genzyme Lab Stretch Break and model appropriate technique.5. Once everyone has finished the sequence of stretches, tell them to head back to the tables to finish their lab.

Closing & Teach Back Time: 10 minutesReview what was covered in this session, explain what to expect next session, and hold teach backs to ensure students learning. This looks like:In a quiet period of individual reflection, students will write, draw, or create something that represents an activity they

did or something they learned in the apprenticeships. All reflections will either be created directly on the timeline, or will be pasted onto the timeline after they are finished. If apprentices finish early, they can decorate the number and topic of the next day, guessing what the topic means and what they will do. Clean Up Time: 5 minutesDesignate the following roles (rotate each week) to different students to build team accountability:



Lesson Number and Title: 4 – Advanced Lab Techniques: Pipetting & Microscopy

Citizen Teacher:

New Basic Skills: 1. Technology2. Oral Presentation

Curriculum Frameworks:1. NM Mathematics Standards 2 A. (6th Grade) 2.

Graph ordered pairs in the coordinate plane2. NM Scientific Thinking and Practice Standard 1

A. (8th Grade) 2. Use a variety of technologies to gather, analyze and interpret scientific data. 3. Know how to recognize and explain anomalous data.

Content Objectives: 1. SWBAT use pipettors to Feed & Flood a sample2. SWBAT demonstrate basic microscope skills and

record their findings on a coordinate plane3. SWBAT identify an abnormal karyotype 4. SWBAT demonstrate the retention of information

from previous apprenticeship sessions

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual: Waste Relay2. Apprenticeship Jeopardy, Lab Preparation, Microscopy, &

Karyotyping3. Rotate Groups!4. Rotate Groups!5. Last Rotation!6. Timeline

10 Minutes17 Minutes17 Minutes17 Minutes17 Minutes12 Minutes

Initial Preparation and Space Set Up: Post Visuals: New Basic Skills, 411, Important Terms, Timeline Set up Personal Protective Equipment (hereafter PPE) for dispersal Set up Stations: 2 power strips, 3 microscopes, 3 pipettors, log on to 3 computers Set up waste receptacles (sharps, biohazard, standard) and starting points for each line

Opening Ritual – Waste Relay(Tie to the focus of your Apprenticeship and this session if possible)

Time: 7 minutes

Procedure:1. As they walk in the door, hand the apprentices an index card with a chromosome on it (1, 5, 21, or X) and

inform them that they are to find everyone else with their chromosome and stand behind the line that states the name of their chromosome.

2. Inform the apprentices that they are going to be tested about how well they remember how to safely throw away lab materials.

3. Hand each group a stack of cards with various forms of waste written on them.4. Inform the apprentices that they are to run up to the waste bins one at a time and put the card representing a

form of waste into the correct bin (the CT’s will judge).5. If they are incorrect, they must return their card to the next person in line, etc.6. The first team to correctly dispose of all their waste wins.


Ask apprentices if they recognize any new equipment in the room. Inform the apprentices that today they will get more practice using lab equipment, but that this time they will

focus on the equipment needed to create and evaluate a karyotype. Explain that there are four stations lead by a different CT and everyone will get the same amount of time to

learn as much as they can. Have each CT take a group from the previous activity (either chromosome 1, 5, 21, or X) and begin.


Activity 1 – Review Jeopardy Rotation Time: 17 minutesMaterials needed for Activity 1:

Jeopardy Board Timeline Marker board & Markers for keeping score

Space set up for Activity 1: Chairs near board

Team Leader support needed for Activity 1: Behavior Management Facilitate Station If other Rotations require intervention—pause activity and have students elaborate on Timeline

Procedure: 1. Have all of the apprentices with chromosome #1 cards start in this section.2. Inform the apprentices that they will be participating in a review game to see how much they remember from

the previous three apprenticeship sessions.3. Divide the apprentices into up to 3 teams or have them play individually depending on the size of the group.4. Show apprentices the jeopardy board with the categories General Genzyme Trivia, Chromosome Facts, Lab

Safety & Procedures, and Who Are Our CT’s & How Did They Get Here?5. Allow the apprentices 30 seconds to come up with a team name.6. Play Jeopardy.7. Once the game finishes, have the apprentices elaborate on the timeline, either touching-up previous sessions or

adding new information.Activity 2 – Lab Preparation Station Time: 17 minutesMaterials needed for Activity 2:

PPE 3 Pipettes Petri dishes (at least 5 per student) Blank Slides (at least 5 per student) Colored Liquids (1 or 2) Picture of a Metaphase

Space set up for Activity 2: 1 table near outlet

Team Leader support needed for Activity 2: Facilitate Distribution of PPE Behavior Management

Procedure:1. Have all the apprentices with chromosome #5 cards start at this station.2. Inform the apprentices that this rotation will be devoted to lab processes that prepare samples for examination

under microscopes.3. Tell the apprentices that they will compete in several competitions for speed and accuracy, and that the winner

will receive a small piece of candy.

4. Ask apprentices what they should have before they do any work in the lab. (Protective equipment.) Then allow time for the apprentices to put on their PPE.

5. Show apprentices media and explain that it is food for cells. Get a volunteer to add “Media” to the Important Terms list (or point it out in later rotations).

6. Walk apprentices through process of feeding & flooding (sucking up fluids and placing them in the petri dishes and on the slides) using petri dishes and pipettes.

7. Have mini-competition to see who can feed & flood 3 cultures without spilling any media8. Inform students that once the cells have developed and gotten to the metaphase stage of reproduction, they are

ready to be stained and transferred to slides. (show picture of metaphase as a reminder and ask if students can recall what is happening and why it is useful to Cytogeneticists to look at cells in this stage.)

9. Practice transferring “cultures” to slides.10. Have a mini competition to see who can create 5 perfect slides the fastest.11. If there is time remaining, let the apprentices practice their skills until next rotation, increasing the emphasis

on accuracy while using the pipettes.

Activity 3 – Microscopy Rotation Time: 17 minutesMaterials needed for Activity 3:

3 microscopes with slides ready Microscope scavenger hunt/processes sheet Sample coordinate sheet (to be supplied by CT from Genzyme)

Space set up for Activity 3: 1 table near outlet with enough surface area for microscopes and writing

Team Leader support needed for Activity 3: Trouble Shoot Behavior Management Prepare Microscope scavenger hunt/process sheet for CT

Procedure:1. Have all apprentices with chromosome #21 cards start at this station.2. Get a volunteer to pass out the Scavenger Hunt/Process checklist.3. Walk the apprentices through the worksheet, having them practice focusing and adjusting equipment.4. Have the apprentices locate a metaphase.5. Show the apprentices a coordinate sheet from Genzyme and discuss how scientists use coordinates to help

each other find what they were looking at on different slides.6. Practice recording the locations of metaphases and specific chromosomes on the sheet.7. Have the apprentices determine if the slides show a normal number of chromosomes and see if they can guess

the gender shown on the slides.8. Have the apprentices switch microscopes and use the coordinates recorded by their peers to find the correct

metaphase or chromosome.Activity 4 – Karyotyping Practice Station Time: 17 minutesMaterials needed for Activity 4:

3 computers with internet access Magnetic karyotyping boards Pictures of normal and abnormal karyotypes Internet karyotyping instruction sheet

Space set up for Activity 4: 3 computers with table nearby

Team Leader support needed for Activity 4: Behavior Management Tech support

Procedure:1. Have all the apprentices with chromosome X cards start at this station.2. Tell apprentices that they will practice karyotyping in three ways: first individually on the internet, second

using blank magnetic boards, and third by looking at different case studies to see which ones look familiar and which ones look abnormal.

3. Have each apprentice start online using the website

http://learn.genetics.utah.edu/content/begin/traits/karyotype/ (found on instructions sheet)4. When the apprentices master online karyotyping, have them try to create a karyotype from scratch, using a

blank magnetic board and a sample karyotype.5. Float around between apprentices to assist/correct their work.6. When the apprentices complete a correct magnet board karyotype, hand them selection of karyotypes and ask

the apprentices to separate them into ones that look normal and ones that look abnormal.7. Ask the apprentices to analyze the abnormal karyotypes by pointing out what looks wrong or different.8. Have the apprentices guess what the abnormal karyotypes could mean for a client and how often they appear

at a lab in Genzyme. Let the students know that next week they will tour Genzyme and start to learn about what happens when a client has an abnormal karyotype.

Closing & Teach Back Time: 7 minutesReview what was covered in this session, explain what to expect next session, and hold teach backs to ensure students learning. This looks like:In a quiet period of individual reflection, students will write, draw, or create something that represents an activity they did or something they learned in the apprenticeships. All reflections will either be created directly on the timeline, or will be pasted onto the timeline after they are finished. If apprentices finish early, they can decorate the number and topic of the next day, guessing what the topic means and what they will do. Clean Up Time: 5 minutesDesignate the following roles (rotate each week) to different students to build team accountability:



Lesson Number and Title: 5 – Connecting the Dots: Tour of Genzyme (This session involves a trip to Genzyme, which will take almost the entire program day. Travel time, snack arrangements, and activities once we have returned are not included)Citizen Teacher:


Curriculum Frameworks:1. Scientific Thinking and Practice Standard 1. A

(8th grade) 2. Use a variety of technologies to gather, analyze and interpret scientific data

2. Career Readiness Standard 1 (Grades 5-8) A. Explore areas of interest and possible career choices

3. Career Readiness Standard 1 (Grades 5-8) B. Explain the connection between academic skills and career options by identifying education and training requirements

Content Objectives: 1. SWBAT report how the different departments at

Genzyme interconnect and where each department finishes its work.

2. SBAT identify wet lab equipment: centrifuge, incubator, and biohazard hood

3. SWBAT assemble sample boxes.

Agenda based on the extended lesson. Carry on clipboard for students to see during the tour.

1. Introduction and Ground Rules2. Accessioning and Call Center Tour3. Lab 1 and Presentation Room Tour4. FISH Lab Tour5. Wet Lab Tour6. Warehouse & Shipping Center Sample Box Race7. Presentation Group Sign-Up8. Timeline


Initial Preparation and Space Set Up: Reserve Conference Room at Genzyme for Opening and Closing Clear Visiting Time with Lab Staff Prepare Warehouse Employees for Boxing Break and Race

Opening Ritual – Foreshadowing & Scavenger Hunt Introduction(Tie to the focus of your Apprenticeship and this session if possible)

Time: 10 minutes

Procedure:1. Sign in all the apprentices at security and acquire visitor passes.2. Gather the apprentices in the conference room and pass out a map of Genzyme (without labels) & Scavenger

Hunt form.3. Show the apprentices a list of four stages (from presentation group visual on butcher paper) and have them

guess where they think each stage takes place on the map.4. Tell the apprentices about Roller Coaster Rules—Hands and arms to themselves throughout the tour (do not

touch anything unless you are explicitly told to do so unless you want to damage millions of dollars worth of equipment).

5. Tell the apprentices that whoever fills out the Scavenger Hunt & Map and follows expectations will get Genzyme swag at the end of the tour.


Show an aerial map of Genzyme and tell the apprentices that they will get to see where their CT’s work while they follow the path of a sample.

Review Agenda: Get volunteers to read the 411

Activity 1 – Accessioning & Call Center Time: 10 minutesMaterials needed for Activity 1:

Scavenger Hunt Sheets Pencils

Space set up for Activity 1: None

Team Leader support needed for Activity 1: Behavior Management Appoint Tour Partners and Line Leaders/Cabooses

Procedure: 1. Take the apprentices past the Accessioning Department.2. Explain that this is the beginning of a sample’s journey at Genzyme.3. Explain that Genzyme receives +10,000 samples a week at the Santa Fe site.4. Have representative come out and introduce herself/himself and education history.5. Ask/Field questions and introduce importance of clear communication between departments or else risk giving

a client the wrong information.6. Walk the apprentices quietly through the call center.7. Stop by the Red Wagons and tell students that we will be following the sample on to the next station, the

Cancer Lab.8. Remind students to check for scavenger hunt items.

Activity 2 – Lab 1 and Presentation Room Tour Time: 20 minutesMaterials needed for Activity 2:

Scavenger Hunt Sheets Sample presentation boards

Prepared slides in Lab 1Space set up for Activity 2:

None (predetermined by Genzyme)Team Leader support needed for Activity 2:

Organize Lines for looking in windows or at slides Behavior Management

Procedure:1. Walk to the Lab 1 Building.2. Stop outside the windows to the Cancer Lab and explain that Scientists take the samples and prepare them for

examination in labs. Ask if anyone recognizes any equipment.3. Foreshadow that the apprentices will put on PPE and go into a Wet Lab in Lab 2 building.4. Point out the structure of the Lab buildings: Directors Rooms, Wet Labs, & Microscopy Rooms.5. Walk from the Wet Lab to the Microscopy Room and meet Scientists (Introductions & Educational History).6. Split up the group into two sections.7. Have one section look at Down’s Syndrome Slide ready (+21) and ask students if they can tell if it is a normal

or abnormal karyotype. Let them know it is abnormal and shows Down’s Syndrome.8. Have other section look at the computers and practice using software to cut out pictures of chromosomes to

paste onto karyotypes.9. Switch Groups.10. Walk to Presentation Room and discuss that WOW! will take place here.11. Have each apprentice stand in the presentation space and introduce say her/his name and a teachback to

practice good presentation skills. Remind the apprentices that they will eventually present to scientists in this same space in four weeks.

12. Show examples of presentation boards and schedule of scientists presenting cases to each other to emphasize that the apprentices presentation will be just like a presentation that a scientist regularly gives.

13. Remind the apprentices to fill out the Scavenger Hunt sheet.Activity 3 – FISH Lab Tour Time: 20 minutesMaterials needed for Activity 3:

Prepared Slides Copied portions of their Science Textbook, Highlighters, and Cut-Out Sentences

Space set up for Activity 3: Lobby in Entrance

Team Leader support needed for Activity 3: Behavior Management Pass out/Collect Materials

Procedure:1. Walk to the FISH Lab.2. In the lobby, explain to the apprentices that they will look at a unique lab at the Genzyme location in Santa Fe.3. Divide the apprentices into pairs.4. Pass out sections of a text book, highlighters, and cut-out sentences.5. Tell the apprentices they are going to have a race to highlight the cut out sentence and tell them that whichever

group highlights the correct sentence first will earn points towards a completed Scavenger Hunt sheet.6. After the challenge is finished, ask the apprentices how difficult the challenge was.7. Explain that if a book was a karyotype and all of the chapters were different chromosomes, the FISH Lab has a

way of checking that all of the sentences in the chapters are present and in the right order. Using a fluorescent dye, Scientists can target a specific section of DNA to see if it’s missing from a chromosome.

8. Walk into the lab and meet the scientists, hearing their educational history.9. Have the apprentices line up in front of 3 FISH microscopes and interact with the scientists. Have the

scientists help explain each slide and encourage the apprentices to guess what the fluorescent dots mean for each chromosome.

10. Rotate the apprentices to a different microscope if there is extra time.11. Remind the apprentices to look for Scavenger Hunt items—they can ask the scientists for help.

Activity 4 – Wet Lab Tour Time: 20 minutesMaterials needed for Activity 4:

Personal Protective Equipment (hereafter PPE) for each student

Empty petri dishesSpace set up for Activity 4:

Wet Lab clear of urgent work and dangerous chemicals within easy reachTeam Leader support needed for Activity 4:

Behavior Management Ensure PPE and Lab Safety procedures are followed

Procedure:1. Walk to Lab 2.2. Show the apprentices the work stations of their CT’s.3. Remind the apprentices that they are going to the Wet Lab, where the samples come after accessioning.4. Inform the apprentices that several parts of their Scavenger Hunt are in this room.5. Have everyone put on their PPE and divide into two groups for the two Wet Labs.6. Inside the Labs, point out centrifuge, incubator, and biohazard hood. Have the apprentices write these terms

down on their scavenger hunt forms so that they can later add them to the Important Terms list.7. Pass out empty petri dishes and allow apprentices to practice placing them inside the incubators & biohazard

hoods.8. Show the apprentices where paperwork is kept & filled out, as well as several examples of samples in different

stages of preparation.9. Remind the apprentices to fill out the Scavenger Hunt form.

Activity 5 – Warehouse & Shipping Center Sample Box Race Time: 20 minutesMaterials needed for Activity 5:

Sample containers Genzyme Boxes Packing materials

Space set up for Activity 5: 3 Tables outside shipping center for race

Team Leader support needed for Activity 5: Behavior Management Organize apprentices into teams

Procedure:1. Walk to the Warehouse & Shipping Center.2. Facilitate Introductions (with Education history of staff).3. Show the apprentices different types of samples and forms and have them guess what collects what.4. Model assembling a sample kit and remind the apprentices how many kits need to be created in a week.5. Inform the apprentices that they will have the chance to race against the Genzyme employees to assemble a kit6. Walk outside the shipping center (to avoid safety hazards) and divide the apprentices between two tables.7. Inform them that they will have to assemble ten boxes at each table, and that the first group to finish will win.8. Remind the apprentices that they are racing the Pro’s on a third table.9. Have the apprentices help stack boxes where they belong and return tables to appropriate place

Activity 6 – Presentation Group Sign-Up Time: 5 minutesMaterials needed for Activity 6:

Markers Presentation Group Visual Timeline

Space set up for Activity 6: Standard Conference Room Set-Up

Team Leader support needed for Activity 6: Behavior Management Pass out markers when apprentices can say for what they’re going to sign up

Procedure:1. Return the group to the conference room at the entrance.2. Inform the apprentices that now that they have seen all of the parts of Genzyme, it’s time to start working on

our presentation so that we can come back and present to the scientists.3. Show them the sign-up sheet and note that there are 3 spaces next to each section: Accessioning, Lab

Preparation, Microscopy, & Director Sign-Out/Reporting the Phenotype.

4. Let the apprentices know that although they will continue to learn about the other sections, they are going to specialize on one for the presentation.

5. Inform them that once they know which section they would like to work on, they can come to the TL/CT’s and get a marker to sign up.

6. After the apprentices have their markers and have signed up, have two volunteers unroll the timeline and important terms list on the conference table and have tw’

Closing & Teach Back Time: 10 minutesReview what was covered in this session, explain what to expect next session, and hold teach backs to ensure students learning. This looks like:In a quiet period of individual reflection around the conference table, students will write, draw, or create something that represents an activity they did or something they learned in the apprenticeship. All reflections will either be created directly on the timeline, or will be pasted onto the timeline after they are finished. If apprentices finish early, they can decorate the number and topic of the next day, guessing what the topic means and what they will do. Clean Up Time: 5 minutesDesignate the following roles (rotate each week) to different students to build team accountability:

Security Badge Check (collect visitor badges to be returned to the security desk) Table and Chair Check (all chairs returned to their place and the three large tables moved back) Floor check (Everything off the floor) Visual Collection (visuals rolled up and returned to supply cart) CT Assistants (help the CT’s collect and carry their materials)


Lesson Number and Title: 6 – Abnormal Karyotypes: Edwards’, Down’s, and Turner’s Syndromes

Citizen Teacher:


Curriculum Frameworks:1. Content of Science Standard 2 B. (7th Grade) 6.

Know that hereditary information is contained in genes that are located in chromosomes, including: determinations of traits by genes.

2. Scientific Thinking and Practice Standard 1 A. (8th Grade) 3. Know how to recognize and explain anomalous data.

Content Objectives: 1. SWBAT report the causes and traits of Down’s

Syndrome, Edwards’ Syndrome, and Turner’s Syndrome

2. SWBAT assign an abnormal karyotype one of the three known syndromes

3. SWBAT plot their own traits and graphically connect traits to DNA, genes, and chromosomes.

4. SWBAT demonstrate effective oral presentation skills by reporting their findings to their peers

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual: Process Matching Review2. Abnormal Karyotype Selection3. Syndrome Discussion/Poster Creation4. Teachbacks5. Trait Matrix & Picture It6. Presentation Group Work7. Timeline

10 Minutes5 Minutes20 Minutes10 Minutes15 Minutes20 Minutes10 Minutes

Initial Preparation and Space Set Up: Post Visuals: New Basic Skills, 411, Important Terms, Timeline Set up Process Matching Review materials: Pictures, Sample Box, Karyotype, Petri dishes

Opening Ritual – Process Matching Review Time: 7 minutes

(Tie to the focus of your Apprenticeship and this session if possible)Procedure:

1. Use Hand Claps to gather the apprentices in a circle.2. Divide the circle in half and inform the apprentices that we will be doing another relay to see how much they

remember from their tour last week.3. Show them the tables with artifacts and ask the apprentices to self-select their groups so that four are at each

table when you say “GO”.4. Tell the apprentices that once everyone is sitting down and looking towards the front of the room, they will be

able to get the next item in their challenge (and therefore a head start).5. Tell the apprentices that each artifact has a corresponding card that states which step it is in the process they

saw last week.6. The first team to match the card with the artifact and put all of them in order on their tables, will win (consider

giving a small prize).7. Ask for Teachbacks to make sure the apprentices understand.8. Say “GO”.


Hand out a prize to winners and inform the apprentices that today they will learn what happens when karyotypes are abnormal.


Activity 1 – Abnormal Karyotype Selection Time: 5 minutesMaterials needed for Activity 1:

Box Abnormal Karyotypes: 4 Edwards’, 4 Down’s, and 4 Turner’s

Space set up for Activity 1: Open space for line

Team Leader support needed for Activity 1: Behavior Management Facilitate Lining up Help apprentices find their partners and tables

Procedure: 1. Inform the apprentices that they will be getting into groups for the next section by matching abnormal

karyotypes that they draw from the box.2. Show the apprentices which table is for an extra 5, an extra 21, and only one X.3. Have apprentices line up and select their karyotype. Remind them to find other apprentices with the same

abnormal karyotype and head to the correct table.4. Help the apprentices get into the appropriate group/table.

Activity 2 – Syndrome Discussion/Poster Creation Time: 20 minutesMaterials needed for Activity 2:

List of Traits for each syndrome Pictures of karyotypes, patients, Poster board, markers, scissors, glue/tape


Team Leader support needed for Activity 2: Trouble shoot Ask clarifying questions Help CT’s and groups decide how they will present back to class (order, etc.) Behavior Management

Procedure:1. Match a CT up with each table to teach the apprentices about the syndrome whose karyotype they have drawn.2. While each group discusses the traits of the syndrome (such as life expectancy), record information in the form

of a poster to be used for teaching back to their peers and for eventual display at the WOW!3. Have each group decide who will present which trait and in what order.

Activity 3 – Teachbacks Time: 10 minutesMaterials needed for Activity 3:

Posters from previous activitySpace set up for Activity 3:

3 tables and open space Marker board and dry erase marker

Team Leader support needed for Activity 3: Facilitate group movement and order Behavior Management Encourage questions

Procedure:1. Ask the apprentices if they can list the qualities of a good public speaker. If a marker board is available, allow

each apprentice to write her/his suggestion on the board as a reminder.2. Remind the apprentices that the WOW! is approaching and that this is an excellent time to practice our

speaking skills so that we can impress the scientists at Genzyme.3. Have each group come to the front and present about their syndrome.4. Have the apprentices in other groups ask questions or provide 3 Teachbacks before moving on to the next

presentation.5. Have each group recognize excellent examples of oral communication skills with Shout Outs.

Activity 4 – Trait Matrix & Picture It Time: 15 minutesMaterials needed for Activity 5:

Trait Matrix Visual (created from Butcher Paper) Markers Pictures of Chromosomes, Genes, and DNA Sequences

Space set up for Activity 4: 3 tables & Open space by Board

Team Leader support needed for Activity 4: Behavior Management Facilitate passing out Markers

Procedure:1. Show the apprentices Trait Matrix and instruct them to grab a marker and sign by their name whether or not

they have the traits listed.2. After everyone has filled out the rows of their names with the appropriate traits. Get everyone’s attention with

hand claps and have them sit down at their tables.3. Connect the idea of traits to the characteristics of each syndrome. Get a volunteer to add Trait and Syndrome

to the Important Terms list.4. Pass around pictures of chromosomes, genes, and DNA sequences and make clear to the apprentices the

importance of all of the chemicals lining up in a particular order to make the apprentices who they are.5. Point out that any extra or missing sequences in the genes in sections of chromosomes results in the traits of

the syndromes.6. Ask for any questions.

Activity 5 – Presentation Group Work Time: 20 minutesMaterials needed for Activity 5:

Powerpoint Checklist Sheet Access to Computer Lab portion of Room

Space set up for Activity 5: At least 4 Computers with Hard drive space

Team Leader support needed for Activity 5: Behavior Management Tech Support SAVE DATA ON FLASHDRIVE

Procedure:1. Unveil the Presentation Group Sign-Up visual from last week and tell the apprentices that they will begin

working on their sections of the presentation on the computer.

2. Match each group with their CT and have them head to the computers.3. Inform the apprentices to follow the checklist and think about questions they have to complete their slides.4. Keep time and tell the apprentices to save their data and shut down as time nears completion.




Lesson Number and Title: 7 – Our Case Study Presentation

Citizen Teacher:


Curriculum Frameworks:1. NM Career Readiness Standard 4 B.

Demonstrate basic computer operation skills in a variety of applications to access and organize information

2. NM Career Readiness Standard 5 C. Demonstrate team work skills through the demonstration of effort, sharing of ideas and suggestions, resolving conflicts, and handling peer pressure, and D. Assume leadership roles in team settings

Content Objectives: 1. SWBAT state the elements of an effective

Genzyme presentation2. SWBAT demonstrate knowledge of the processes

at Genzyme in their slides

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual: Syndrome Matching2. Presentation Example3. Hands-On Review4. Twenty Questions Feedback5. Presentation Development6. Timeline


Initial Preparation and Space Set Up: Post Visuals: New Basic Skills, 411, Important Terms, Timeline Set up projector, screen, and laptop with example presentation Set up tables for role rehearsals (include powerstrips for pipettors and microscope) Make sure at least 4 computers in the computer lab section are available

Opening Ritual – Syndrome Matching(Tie to the focus of your Apprenticeship and this session if possible)

Time: 7 minutes

Procedure:1. Hand the apprentices a karyotype card (Edwards’, Turner’s, or Down’s) and tell them to find students with the

same cards for a relay race.2. Once all groups have stood in a line at the front of the room, place a sign that says the name of each syndrome

on a table.3. Explain to the apprentices that they will be racing with a stack of cards that have traits of each syndrome

written on them.4. The first group to successfully place the cards with the corresponding traits on each syndrome’s table, wins.5. The CT’s will be judges and tell the apprentices if they have come to the right table, or if they need to try

another.Set the Context and Review Agenda Time: 3 minutesSet Context:

Collect apprentices in a circle with hand claps Inform apprentices that they will focus on their presentation today First, we will look at a presentation our CT gave last month Then, we will review our segment of the presentation by practicing and taking pictures After we spend some time making our slides, we’ll practice our presentation

Review Agenda: Get a volunteer to read the 411

Activity 1 – Presentation Example Time: 15 minutesMaterials needed for Activity 1:

Projector, Screen, and Laptop with presentation Presentation Scavenger Hunt Sheet and leading questions

Space set up for Activity 1: 3 Tables centered in front of screen

Team Leader support needed for Activity 1: Behavior Management Introduce Scavenger Hunt Help facilitate reflection discussion

Procedure: 1. Tell the apprentices that they will now see a short presentation that was delivered at Genzyme last month and

is a real-life example of what they are working on.2. Pass out a scavenger hunt form and inform apprentices that they will be looking to answer the following

questions about the presentation (both facts and organization).3. Deliver the presentation.4. Ask the apprentices to see if anyone has completed her/his form (award first choice for clean-up groups).5. Walk through the questions to help the apprentices reflect on how to better create their own slides and what

they still need to master in order to create them.Activity 2 – Hands-Review Time: 20 minutesMaterials needed for Activity 2:

Microscope with slides Karyotypes and syndrome posters Pipettors with colored liquid, slides, and petri dishes Boxes and questions/subjects for accessioning activity

Space set up for Activity 2: 3 tables and space

Team Leader support needed for Activity 2: Facilitate one group (unless enough CT’s can attend) Behavior Management

Procedure:1. Divide the apprentices into their presentation groups.2. The CT’s at each table will guide their group through a practice/review of their section of the presentation—

specifically focusing on what happened before the sample reached their stage, and where the sample will go

next.a. The Accessioning Group will discuss the facts of Genzyme (different sample types, number of

samples, importance of accuracy/paperwork, etc.). Then they will practice sorting boxes filled with “samples”. The samples will be questions from different academic subjects. On the table will be signs with different teachers from four subject areas. In the same way that accessioning employees sort samples and assign them to the lab best-suited to run the appropriate tests, they will have to sort through increasing numbers of academic questions and send them to the teacher best suited to provide the answers. Then, have the apprentices reflect on the challenges and skills needed for success to put on their presentation slides.

b. The Lab Preparation Group will walk through and model the processes of taking samples, checking paperwork, centrifuging, preparing petri dishes, using an incubator, and preparing slides. They will make a list of each step and record why it’s necessary as well as how to do it.

c. The Microscopy group will look at slides and practice counting the chromosome. They will have to determine which slide has an abnormal number of chromosomes before going to the karyotyping board. Then, they will arrange the magnetic board into a karyotype and practice sending it to a director. They will list how to use their microscopes and what to look for during the scanning process.

d. The Director Sign-Out group will look at completed karyotypes and sort them into normal and abnormal piles. Then, they will identify the syndrome represented on each karyotype and fill out a mock report that they would send to the client’s doctor (focusing on Down Syndrome in our case study). They will list what to look for on a karyotype and use the syndrome posters from last week to list traits of Down syndrome.

3. Near the end of the activity, have a representative from each group head to a computer, log on, and bring up their unfinished slides

Activity 3 – Twenty Questions Feedback Time: 10 minutesMaterials needed for Activity 3:

List of suggestions (could be in a poster form, with the answers covered up)Space set up for Activity 3:

4 tables from previous activityTeam Leader support needed for Activity 3:

Help facilitate Behavior Management Recognize good group work and leadership with stars1. Inform the apprentices that there is one last task before they finalize their slides on the computer.2. Let them know that the CT’s have looked through their unfinished slides and come up with five suggestions

that will help the slides meet the presentation standards at Genzyme. The categories for the suggestions are Style, Who is Speaking, Backgrounds, Animations, and Flow.

3. Inform each group that they have twenty questions each to try to guess the suggestions before the other groups. Each group will get to ask one question about a category they choose and make one guess before it is another group’s turn.

4. The group that guesses the most suggestions correctly wins and will not have a clean-up assignment (they can work on the timeline and help keep the time for the rest of the group instead).

Activity 4 – Presentation Development Time: 25 minutesMaterials needed for Activity 4:

Lists from Activity 2 & 3 At least 4 computers with unfinished presentation slides ready CD of pictures from apprenticeship Flashdrive(s) to save data

Space set up for Activity 4: 4 computers and enough chairs

Team Leader support needed for Activity 4: Troubleshoot Tech Behavior Management SAVE DATA ON FLASHDRIVE

Procedure:

1. Have each group head to the computers (which were logged on at the end of Activity 2) and begin finishing their slides.

2. Travel between the groups and distribute the CD of pictures for the slides.3. Hand each group another Powerpoint checklist sheet (from previous week) if they are behind in their work.4. Allow work time, but give regular updates on the remaining time to keep students on task. Remind them that

we want to finish our slides today.5. Near the end, distribute flashdrive(s) and save completed slides to be compiled later.




Lesson Number and Title: 8 – Finishing Our Presentation

Citizen Teacher:





Content Objectives: 1. SWBAT demonstrate knowledge of effective

presentations through critical feedback2. SWBAT demonstrate an effective oral

presentation

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual: Review Matching2. Presentation Group Rehearsal3. Practice Presentation4. Peer Presentation Feedback5. Last work on Slides6. Final Run-Through7. Timeline

10 Minutes10 Minutes15 Minutes10 Minutes15 Minutes20 Minutes10 Minutes

Initial Preparation and Space Set Up: Post Visuals: New Basic Skills, 411, Important Terms, Timeline, Review Matching Posters

Set up projector, screen, and laptop with presentation At least 4 computers with plenty of chairs

Opening Ritual – Review Matching(Tie to the focus of your Apprenticeship and this session if possible)

Time: 7 minutes

Procedure:1. Hand out pictures from the apprenticeship to students and tell them to get into groups based on what part of

the process (Accessioning, Lab Preparation, etc.) it represents.2. Point out the large posters with a drawing of a chromosome, karyotypes, and pictures of lab equipment and

explain to the groups that they will be given post-its with the important terms on them.3. One at a time, they must race the other groups to match their terms with the appropriate picture.4. If they are incorrect, the CT’s will move the post-it’s to the side of the poster and the next person must run up

and fix it.5. The first group to finish wins and has first choice for clean-up jobs.


Inform the apprentices that this is the last day to finish their presentation, and that next week they will be traveling to Genzyme to present for the scientists.

Review Agenda: Get a volunteer to read the 411

Activity 1 – Presentation Group Rehearsal Time: 10 minutesMaterials needed for Activity 1:

Print out of slides Note cards

Space set up for Activity 1: 4 Tables spread out around room

Team Leader support needed for Activity 1: Behavior Management Facilitate rehearsals

Procedure: 1. Divide the apprentices into their presentation groups.2. Hand the apprentices slide print-outs and tell them that they will be practicing their presentation to so that it

runs smoother this time.3. Have the apprentices decide on their speaking order and run through their presentation section.4. Discuss where they will be while the other groups are presenting and ask for teachbacks to check for

understanding.Activity 2 – Practice Presentation Time: 15 minutesMaterials needed for Activity 2:

Projector, Screen, and Laptop with Presentation Dry Erase Board and Marker (optional)

Space set up for Activity 2: Tables set up in front of screen

Team Leader support needed for Activity 2: Trouble shoot technology Help organize groups Behavior Management

Procedure:1. Collect the apprentices using hand claps.2. Inform students that we are going to practice our presentation and give each other teachbacks to help us get

better.3. Ask for the qualities of a good public speaker. If the marker board is available, allow the students to write

down a couple important things to remember.4. Run the presentation.

Activity 3 – Peer Presentation Feedback Time: 10 minutesMaterials needed for Activity 3:

Value Stars

Space set up for Activity 3: Tables and chairs

Team Leader support needed for Activity 3: Help distribute earned Value Stars Behavior Management

Procedure:1. Let the apprentices know that now they will be giving each other feedback on their presentation skills and that

they have the opportunity to earn a value star if they show great insight and conduct.2. Ask the apprentices if they know what positive feedback means. 3. Have a volunteer change an example of negative feedback (such as “you were boring”) to something that is

phrased positively and can help the presenters get better.4. Let each group give an example of something that the presenters did well and one piece of feedback that will

help them become stronger presenters.5. Positively recognize students that show good insight and take the exercise seriously.

Activity 4 – Last Work on Slides & Notecards Time: 15 minutesMaterials needed for Activity 4:

4 computers with several chairs each Printer access for completed slides

Space set up for Activity 4: Standard Computer Lab 8 set-up

Team Leader support needed for Activity 4: Behavior Management Trouble shoot SAVE DATA ON FLASHDRIVE Get finished slides ready for presentation

Procedure:1. Have each group head to the computers to fix any last-minute problems they have seen on their slides.2. Once a group has finished, have them print out their slides (after you have saved it onto a flashdrive) and

practice their speeches.3. Allow each student to work individually on creating her/his notecards or whatever aid will help them

remember their section of the presentation.4. If groups finish, allow them time to create professional looking nametags for the presentation.

Activity 5 – Final Run Through Time: 20 minutesMaterials needed for Activity 5:

Projector, Screen, & Laptop with presentation readySpace set up for Activity 5:

Chairs at the side of the presentation screenTeam Leader support needed for Activity 5:

Behavior Management Trouble shoot Help rehearse introduction and bow

Procedure:1. Collect the apprentices’ attention using hand claps.2. Explain that this will be the last time they practice their presentation before they have to deliver it next week.3. Rehearse having everyone introducing himself/herself and then collectively sitting at the side when they are

not presenting.4. Run the presentation.5. Rehearse standing up together and at the end for recognition.6. If there is extra time, walk through the movement patterns one last time (without practicing the speech) to

make sure that everyone knows where to go.Closing & Teach Back Time: 7 minutesReview what was covered in this session, explain what to expect next session, and hold teach backs to ensure students learning. This looks like:In a quiet period of individual reflection, students will write, draw, or create something that represents an activity they did or something they learned in the apprenticeships. All reflections will either be created directly on the timeline, or

will be pasted onto the timeline after they are finished. If apprentices finish early, they can decorate the number and topic of the next day, guessing what the topic means and what they will do. Clean Up Time: 3 minutesDesignate the following roles (rotate each week) to different students to build team accountability:



Lesson Number and Title: 9 – WOW! at Genzyme[This session involves traveling to Genzyme, but does not include travel logistics in the lesson plan]Citizen Teacher:





Content Objectives: 1. SWBAT deliver a professional presentation for

the staff at Genzyme2. SWBAT demonstrate accurate, quick karyotyping

to Genzyme staff3. SWBAT demonstrate knowledge learning by

answering questions from Genzyme staff

Agenda based on available travel time. Carry on clipboard to Genzyme for the students to see.1. Opening Ritual: Circle in Conference Room2. WOW!: Presentation to Scientists3. Karyotyping Challenges4. Pizza Party5. Timeline6. Last Round Clean Up


Initial Preparation and Space Set Up: Reserve Presentation Hall at Genzyme Set up Projector and Laptop with presentation queued Set up two large magnetic karyotyping boards on easel, and have 4 smaller boards ready Order Pizza, and set drinks/plates/napkins up on tables at rear of Presentation Hall Bring Karyotyping Challenge Winner certificate Bring timeline materials (or complete once students return to school if more convenient)

Opening Ritual – Circle in Conference Room(Tie to the focus of your Apprenticeship and this session if possible)

Time: 10 minutes

Procedure:1. Arrive at Genzyme, sign the apprentices in at security desk, and obtain visitor passes.2. Meet in the Large Conference room and gather in a circle (use hand claps once outside of the main hall).3. Ask for volunteers to remind the group about Roller Coaster conduct rules at Genzyme.

4. Walk through presentation patterns (who stands where, when).5. Practice bowing.


Remind apprentices that they will now be traveling to the Presentation Hall, which they saw during their tour Ask for Teachbacks on who opens the presentation (CT introduction, then apprentices’ introduction) Remind apprentices that after the presentation, they will be challenging scientists to a karyotyping competition Remind apprentices that they have worked hard and will do an excellent job, and that they will get to eat pizza

at the end of their presentation and karyotyping to celebrate their successReview Agenda:

Get a representative to read the 411Activity 1 – WOW!: Presentation to Scientists Time: 10 minutesMaterials needed for Activity 1:

Laptop with Presentation (supplied by Genzyme and set up by CT earlier) Flashdrive with copy of presentation Extra Citizen Schools laptop in case of problem

Space set up for Activity 1: Standard Presentation Hall Set-Up Line of chairs for student speakers

Team Leader support needed for Activity 1: Behavior Management Facilitate lining up in speaking order Give CT’s word when apprentices are ready to begin Encourage visitors to stick around after the conclusion of the presentation Secure student speaker to advertise for Karyotyping Tournament

Procedure: 1. Have the apprentices find their seats at the side of the presentation area.2. Have a CT welcome the guests and turn the space over to the apprentices.3. Have the apprentices introduce themselves, their apprenticeship, and launch Case Study Presentation.4. Have the apprentices bow.5. Encourage the guests to stay and find a student to advertise the Karyotyping Tournament.

Activity 2 – Karyotyping Challenge Time: 20 minutesMaterials needed for Activity 2:

Two large magnetic karyotyping boards 4 smaller magnetic karyotyping boards

Space set up for Activity 2: Standard Presentation Hall set-up, with access to extra tables at the front

Team Leader support needed for Activity 2: Organize student teams and Visitor teams Post Bracket Reward Teamwork and encourage apprentices to help each other

Procedure:1. Have an apprentice challenge the visitors to karyotyping competition.2. Divide the apprentices into teams of two and have them sign up in competition bracket.3. Encourage the apprentice teams to find willing Scientists to compete with them, and sign him/her up on their

bracket space.4. Start the first round of competition.5. The apprentices either match all or some of the chromosomes to pairs (depending on their level of confidence),

while scientists start with completely blank board.6. The winner of the competition moves on to next round.7. Reward the winner of the competition with a certificate.

Activity 3 – Pizza Party Time: 20 minutesMaterials needed for Activity 3:

Pizza, Drinks, Plates, Napkins

Space set up for Activity 3: Standard Presentation Hall set-up Food on extra tables at back (or front, depending on convenience)

Team Leader support needed for Activity 3: Facilitate Pizza Line of students and limit first round selection Behavior Management Pass out sample questions from draft of WOW! program for visitors to ask students

Procedure:1. Have the apprentices invite any remaining guests to stay and eat pizza.2. Eat pizza.3. Clean up & Set up timeline on tables.


Pizza Clean Up (all empty boxes thrown away, table wiped) Table and Chair Check (all chairs returned to their place) Floor check (Everything off the floor) Visual Collection (karyotyping boards collected and given to CT’s) CT Assistants (help the CT’s collect and carry their materials)


Lesson Number and Title: 10 – WOW! Event Rehearsal

Citizen Teacher:





Content Objectives: 1. SWBAT state their role at the WOW! booth2. SWBAT identify the most important details of

their jobs they must remember to teach visitors3. SWBAT teach others using the projects of their

role at the booth

Agenda based on the lesson plan. Post in the room for the students to see.

1. Opening Ritual: Circle2. Visual Completion3. Booth Role Sign-Up4. Role Rehearsal5. WOW! Practice6. Timeline


Initial Preparation and Space Set Up: Post Visuals: New Basic Skills, 411, Important Terms, Timeline, Role Sign Up Set up stations for visual completion Set up tables for role rehearsals (include powerstrips for pipettors and microscope)

Opening Ritual – Process Matching Review(Tie to the focus of your Apprenticeship and this session if possible)

Time: 5 minutes

Procedure:1. Use Hand Claps to gather apprentices in circle2. Ask for Teachbacks and Shout-Outs from the presentation last week


Ask for Teachbacks about the WOW! (Where, When, etc.) Inform the apprentices that this is our last day to prepare for the WOW! and ask what they think we need to

finish. Make sure that the apprentices know that we need to finish and perfect our visuals (such as the Syndrome

Posters from Session 6 and the Timeline). Make sure that the apprentices know that they will sign up for their roles at the booth, so they should use the

time fixing the visuals to think about what interested them the most in this apprenticeship: Learning about the parts of a chromosome and making balloon models, Learning about lab preparation and practicing Pipetting, or learning about karyotyping and microscopy and practicing both.

Review Agenda: Get a representative to read the 411 Have apprentices sign up for visual responsibilities (listed on back of Role Sign Up form)

Activity 1 – Visual Completion Time: 30 minutesMaterials needed for Activity 1:

List of Visuals that need to be fixed/created (on back of Role Sign Up) Markers, Scissors, Construction Paper, Tape Computers in Lab/Printer in case students need extra pictures Pictures from apprenticeship sessions

Space set up for Activity 1: Standard “U” table set up of Lab 8 Central station with markers, etc.

Team Leader support needed for Activity 1: Behavior Management Facilitate Signing Up for visuals Help apprentices find new tasks once they’ve finished Collect & organize completed visuals

Procedure: 1. Inform the apprentices that they will be finishing or creating visuals for the WOW! booth (they should have

already signed up).2. Have the apprentices line up for materials.3. Encourage any other CT’s to circulate the room and correct spelling/offer advice on signs/help color.4. Once the apprentices finish, have them elaborate on Timeline and trim off excess paper.5. Consider providing light snacks as incentive for apprentices to work productively.

Activity 2 – Role Sign Up Time: 5 minutesMaterials needed for Activity 2:

Role Sign-Up Visual Two Markers

Space set up for Activity 2: 1 table (at end of “U”)

Team Leader support needed for Activity 2: Organize Sign Up Assign students to help CT’s set up Behavior Management

Procedure:1. Show the apprentices the list of groups at the booth.2. Ask for Teachbacks to make sure that the apprentices know when they will be at the booth.3. Show a list of roles: 1. Teaching Guests Parts of a Chromosome by Making Balloon Models, 2. Teaching

Guests About Lab Preparation by Showing Them How to Use Pipettors, 3. Teaching Guests How to Karyotype By Using Microscope and Magnetic Boards.

4. Have the apprentices sign up (two to a role) under their appropriate group.5. Give an apprentice a marker to sign when they’ve gotten into line and can tell you what they want to do.6. Make sure each CT collects the group they’re responsible for.

Activity 3 – Role Rehearsal Time: 20 minutesMaterials needed for Activity 3:

Balloons & Electrical tape for models, identification magnetic challenge board for guests Pipettors, Trays, Colored Liquid, Slides & Petri dishes Microscope & Karyotyping Board Cheat Sheet Template for recording important facts


Team Leader support needed for Activity 3: Ask questions to stimulate creation of Cheat Sheet Behavior Management

Procedure:1. Each group practices skill:

a. Chromosome Balloon group creates model and practices identifying parts on magnetic challenge board

b. Pipettors practice creating slides and answering process questionsc. Microscopy/Karyotyping group finds metaphase in microscope and arranges karyotype

2. Have each group create a Cheat Sheet of important facts to remember when teaching Guests.d. Chromosome Balloon group lists important parts and factse. Pipetting group lists steps and tips to help guests’ accuracyf. Microscopy/Karyotyping group lists important facts & karyotyping tricks

3. Get the attention of apprentices with hand claps near the end of activity.4. Have each group set up station at the table so that they would be ready to teach a visitor.

Activity 4 – WOW! Practice Time: 20 minutesMaterials needed for Activity 4:

Same as Activity 3 with addition of Cheat SheetsSpace set up for Activity 4:

Same as Activity 3Team Leader support needed for Activity 4:

Behavior Management Facilitate Group Movement Encourage questions Time Keeper

Procedure:1. Use Hand Claps to gather all of the students.2. Inform the apprentices that now they will practice teaching to each other so that they will be experts at the

WOW!.3. Have the first Booth group identify themselves and go to the station that represents their role.4. Have the second group pick a station that’s not their role, but that they would like to learn more about.

5. Remind group two to help their peers by pretending they know very little and asking good questions.6. Halfway through, repeat the process and switch groups.



Documents

Cytogenetics Lessons 1-10 (1)