Sickle Cell Disease & Health Equity
Summary
This lesson explores the genetic implications related to Sickle Cell Disease and its disproportionate impact on African American communities.
Dr. Africanus Horton, 1835 from Gloucester Village, Sierra Leone. Dr. Horton was one of the first medical doctors to document symptoms of sickle cell in West Africa. Source: Wikipedia
Grades
Middle School (6-8)
Topics
Race & Ethnicity
Science & Innovation
Time Period
1900-1999
Overview
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NEXT GENERATION SCIENCE STANDARD(S)
1) 1.0 Skills and Processes-Students will demonstrate the thinking and acting inherent in the practice of Science
Constructing Knowledge
Applying Evidence and Reasoning
Communicating Scientific Information
2) 3.0 Life Science-Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
C. Genetic
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Students will analyze data tables and research information (Punnett Squares) to describe the genetic implications related to Sickle Cell Disease.
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ESSENTIAL QUESTIONS
What is Genetics?
What is a Punnett Square?
What is sickle cell anemia?
What is the connection between genetics and sickle cell anemia?
What epidemiological and racial trends do you notice related to sickle cell anemia?
UNDERSTANDINGS
Students will understand key vocabulary associated with genetics and sickle cell anemia.
Students will be able to differentiate between the sickle cell trait and sickle cell anemia.
Students will understand sickle cell anemia and its connection to genetics.
Students will understand the disproportionate impact sickle cell anemia has on people of color.
Students will understand treatment options related to sickle cell anemia.
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TEACHER RESOURCES
Sickle Cell Disease-https://health.maryland.gov/phpa/genetics/Pages/sic_ovr.aspx
Sickle Cell Health Disparities-https://www.cdcfoundation.org/sites/default/files/files/SickleCellDisease-HealthDisparities-FactSheet021618.pdf
Data & Statistics on Sickle Cell Disease Link-https://www.cdc.gov/ncbddd/sicklecell/data.html
Washington Post Article Link-“WHO Honors Henrietta Lacks, a Black American Whose Cells Were Taken Without Consent and Used in Vaccine Research” -https://www.washingtonpost.com/science/2021/10/13/henrietta-lacks-who-honored-vaccine-research/
PBS NewsHour video Link”- The Attempt To Build Trust About the COVID Vaccine In Black Communities (link with transcript). https://youtu.be/z9zNHNE4cko
LESSON RESOURCES
Data & Statistics on Sickle Cell Disease Link-https://www.cdc.gov/ncbddd/sicklecell/data.html
Inheritance of Sickle Cell-https://www.sparksicklecellchange.com/sickle-cell-genetics/inheritance
Hub Article Link- “Johns Hopkins Professor: Sickle cell Patient, Researcher, and Advocate” https://hub.jhu.edu/2013/07/08/carlton-haywood-sickle-cell/
Molecular Basis of Sickle Cell Anemia PowerPoint-https://teaching.betterlesson.com/lesson/resource/3273685/molecular-basis-of-sickle-cell-anemia-ppt
Tips for Supporting Students with Sickle Cell Disease-https://www.cdc.gov/ncbddd/sicklecell/documents/tipsheet_supporting_students_with_scd.pdf
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The aim of the Baltimore Story lesson plans is to provide teachers and their students with historical figures and/or events that include representation connecting to Baltimore which have historically been missing in K-12 curriculum.
Teachers using this/these lesson(s) should modify it to bring cultural relevancy to their own classrooms through the insertion of current topical events and/or relevant revisions that link more closely to their particular student population or context.
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Students will utilize their knowledge from the warm-up and activity sets to complete the related lesson student choice assessment.
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BALTIMORE CONNECTIONS
Sickle Cell Disease is a genetic red blood cell disorder inherited at birth due to a mutation in both copies of a person's HBB gene. This gene encodes a component of hemoglobin. The mutation in the genes causes hemoglobin molecules to stick together, creating sickle-shaped red blood cells.
Sickle cell disease disproportionately impacts certain ethnic groups, including: People of African descent, including African-Americans (among whom 1 in 12 carries a sickle cell gene), Hispanic-Americans from Central and South America, Middle Eastern, Asian, Indian, and Mediterranean descent.
Due to Baltimore City consisting of over 62.35% Black or African Americans, statistically African-Americans and people of color in Baltimore City would have a higher rate of being diagnosed with Sickle Cell Disease.
THE BALTIMORE STORY CONNECTION
History: 1900-1999: A New Divide
Timeline: https://thebaltimorestory.org/timeline
Learning Plan
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Students will identify the ultimate source of the variation they observe in the Molecular Basis of Sickle Cell Anemia PowerPoint. Students should conclude that the ultimate source of genetic variation is differences in DNA sequences. If students do not arrive at this conclusion there will be a short discussion centering around the changes and variation in DNA.
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Students will read “Johns Hopkins Professor: Sickle cell Patient, Researcher, and Advocate” article to learn more about Sickle Cell and the effect it has on a Baltimore City resident, patient, researcher, and advocate. Students will note and record key details about the article while listing why the article is significant to the city of Baltimore.
Students will review” Data & Statistics on Sickle Cell Disease.” Students will note and record key statistical data.
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Students will complete interactive Punnett Squares to identify the likelihood of a child inheriting a form of sickle cell disease or sickle cell trait. This Punnett square activity will allow students to see how genes can be passed from a parent to a child during pregnancy.
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Students will create a brochure that outlines “Tips for Supporting Students with Sickle Cell Disease.” The following criteria must be included in the brochure:
Section 1: What is Sickle Cell Disease? Background History of Sickle Cell Disease in the United States, and Sickle Cell Disease Symptoms and Treatment.
Section 2: Supporting Students with Sickle Cell Disease: Tips for Baltimore City Teachers, Nurses, and School Administrators: Students will have the discretion to create “Tips for Baltimore City Teachers, Nurses, and School Administrators to assist student students battling Sickle Cell.
Section 3: Sickle Cell Disease Resources Available in Baltimore City: Students will research organizations and medical facilities that offer Sickle Cell Disease treatment options. Students will include the name of the facility, treatment option, and contact information.
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Pretend you are a doctor/genetic counselor. A couple is seeking advice from you about whether or not to try to have a baby. Both parents are carriers of the sickle cell allele. How would you advise these parents? What would each genetic outcome mean for the baby as it grows up?
Learners
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Warm-Up: Developing learners will identify the ultimate source of the variation they observe in the Molecular Basis of Sickle Cell Anemia PowerPoint with the assistance of the teacher.
Activity/Step 1: Students will work in a whole group along with the teacher to identify key data shared from both lesson articles.
Activity/Step 2: Developing learners will complete interactive Punnett Squares with the assistance of the teacher to identify the likelihood of a child inheriting a form of sickle cell disease or sickle cell trait.
Activity/Step 3: Developing learners will create “Tips for Supporting Students with Sickle Cell Disease” in groups of four.
Activity/Step 4: Developing learners will role play the following scenario: Pretend you are a doctor/genetic counselor. A couple is seeking advice from you about whether or not to try to have a baby. Both parents are carriers of the sickle cell allele. How would you advise these parents? What would each genetic outcome mean for the baby as it grows up?
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Warm-Up: Proficient learners will identify the ultimate source of the variation they observe in the Molecular Basis of Sickle Cell Anemia PowerPoint in a four person group.
Activity/Step 1: Students will work in groups of four to identify key data shared from both lesson articles.
Activity/Step 2: Proficient learners will complete interactive Punnett Squares individually to identify the likelihood of a child inheriting a form of sickle cell disease or sickle cell trait.
Activity/Step 3: Proficient learners will create “Tips for Supporting Students with Sickle Cell Disease” in groups of two.
Activity/Step 4: Proficient learners will write a constructive response to answer the following scenario: Pretend you are a doctor/genetic counselor. A couple is seeking advice from you about whether or not to try to have a baby. Both parents are carriers of the sickle cell allele. How would you advise these parents? What would each genetic outcome mean for the baby as it grows up?
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Warm-Up: Highly effective learners will identify the ultimate source of the variation they observe in the Molecular Basis of Sickle Cell Anemia PowerPoint in pairs.
Activity/Step 1: Students will work individually to identify key data shared from both lesson articles.
Activity/Step 2: Highly effective learners will complete interactive Punnett Squares individually to identify the likelihood of a child inheriting a form of sickle cell disease or sickle cell trait.
Selected students will analyze and summarize their results.
Activity/Step 3: Highly effective learners will create “Tips for Supporting Students with Sickle Cell Disease” individually.
Activity/Step 4: Highly effective learners will create a short list of resources the parents can use to assist them in combating the following scenario: Pretend you are a doctor/genetic counselor. A couple is seeking advice from you about whether or not to try to have a baby. Both parents are carriers of the sickle cell allele. How would you advise these parents? What would each genetic outcome mean for the baby as it grows up?
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Preferential seating/strategic seating to encourage focus, Graphic organizers to increase engagement and improve understanding, Monitor/encourage work initiation and completion, Provide extended time if needed (monitor need for extended time, set limits to prevent getting behind in instruction), Graphic organizers, frequent breaks, Chunking of assignments, Science Constructed Response to Speech, Human Signer, and Science Constructed Response External Assistive Technology Device