Deirdre Jackson 

comments in green ~jk

PBL Unit: Genetics or ( What has the human genome done for me anyway? great title!) or (Is the human genome all that it is cracked up to be?)

    Biology 2B - 2nd quarter project (11-12 grade students) -- Deirdre Jackson, Science Teacher, Creswell High School, djackson@lane.k12.or.us 

Standards (What do you want students to know and be able to do? What knowledge, skills, strategies do you expect students to gain?):

• Content Standards: (see ODE and Learning outcome as well as refer to my Deirdre Jackson's Project Outline)

  Curriculum: Quote Content Goal(s) / Benchmark(s) / State Standards:

  Content Standard: “Understanding the transmission of traits in living things.”

  Benchmark: “Identify traits inherited through genes and those resulting from interactions with the environment.”

  Benchmark: “Use simple laws of probability to predict patterns of heredity with the use of Punnett squares.”

              Benchmark: “Explain how our understanding of heredity has changed over time.” interesting 'nature of science' Q, do you get at this?

  Benchmark: “Explain laws of heredity and their relationship to the structure and function of DNA.”

  Benchmark: “Recognize and understand the differences between meiosis and mitosis in cellular reproduction.”

  Benchmark: “Recognize that changes in DNA (mutations) and anomalies in chromosomes create changes in organisms.”

  Benchmark: “Apply concepts of inheritance of traits, including Mendel’s laws, Punnett squares, and pedigrees, to determine the characteristics of offspring.”

  Benchmark: “Recognize the existence of technology that can alter and/or determine inherited traits.”

   

  NETS*S Standards (21st C. Skills): Primary focus will be on [???]

Overview (a short summary or project sketch including assignment or expected or possible products):

            In Biology 2A we examine, with greater detail than 1A, the chemical nature of heredity. I want to go farther than the double helix base pair modeling. I would like to have students understand the ramifications of the human genome project and be able to describe how our knowlege about heredity can be applied to our understanding about genetic illnesses.

         I plan to use learn.genetics website to guide the project.  The abstract that they use to describe the project is as follows:  "Students will form groups (Task Forces) to research genetic disorders and then develop a public health policy on screening newborn infants for those disorders. Each group/Task Force then prepares a podcast script and recording which is presented to the class. Each student will choose and assume a role to play on their Task Force, approaching the assignment from the perspective of that role. I appreciate the authentic nature of this assignment.

Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions or activities you can use to get students thinking about the topic or to generate interest about the topic? What questions can you ask students to help them focus on important aspects of the topic?): 

       What kind of Medical advancements and progress have been made, due to the knowledge presented in the Human Genome Project, to prevent, diagnose, and treat common genetic disorders?

    What kinds of opposition has the human genome project encountered?

     a few more questions to be addressed as the students approach issues regarding testing for genetic disorders.

To know or Not to know? That is the root of the question when it comes to discussing testing for genetic disorders. This is a good essential question because it is overarching yet directive. Good work.

   When can we know ?  (Our there constrictions to testing time frames. ie.  in vitro, infants or  when a person turns 18?) 

Assessment Plan (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do?):

Formative assessment: warm-ups:

                                             Exit Cards what are these?

Class excercises: Karyotypes,

Lab excercises: Inquiry: Tobacco Seedling Phenotypes

Group Project:  Podcast (Audio news report, editorial or expose for educational purposes): 

                Genetic Dissorders

                Research aspect - Goggle docs "table"

see rubric -  podcast assessment rubric

Resources (What do you need in order to carry out this project? Think: Human resources, material resources, technologiesHow does technology support students learning? What technology tools and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content?):

Lab excercise: Determining seedling phenotypes and the influence of environment vs. heredity

   Seed supplies: Carolina Biological Supply provides 1:2:1 as well as 3:1 ratio packages

Are you going to need an expert on podcasting? Might there be students in the school who already know how who could be your resource? I'd send out a call the first day of school. If no ready experts are available you could also get the components (mike, software, a dummy script, an online tutorial (there are jillions), and just invite some kids to hang out outside of class time to figure it out.

Instructional Plan

• Preparation (What student needs, interests, and prior learning are a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)

   Accessing Prior Knowledge:

     *Skills that were self assessed as weakness are described and a plan for strengtheing them is determines.  (ie. The role in the group excercise that best fits the individuals weakness is chosen as the primary role that the students takes in the group project excercise.) I think I know what you mean in terms of grouping (not building from strengths), but what weaknesses do you define? Content knowledge, writing ability, internet research savvy-ness? curious.

    *Student self selects group role by idenfiying with one of the 5 following groups

              Patient/parent of an infant with a disorder: most concerned with personal and social aspects of genetics

              Geneticist/Biochemist: Most focused on how genetic disorders are transcribed and the implications of the DNA sequencing

              Genetic counselor: Concerned with the ethical delemna and the societial concerns address during the study of genetics)

               Doctor/Physician: focused on health issues, implications for prevention, diagnosis, and treatment of disorders that can                   be influencened by genetic research)

               lawyer/legislator: Most concerned with the legal aspects of genetic testing. They are concerned about protecting the rights of the individual and the rights of health care institutions.

  Insurance company/lobbyist:  Most concerned with costs and benefits for general public.

   

   

• Management (How and where will your students work? Classroom, lab, groups, etc?):

 The project aspect of this unit will be distributed throghout the genetics unit.  First, an initial introduction of the project will be givien in terms of the importantce of the study of genetics. Curious how you do this-- present disease data and calculate personal odds? poll class on family histories of genentically influenced diseases? The project introdcution at the beginning of the unit will provide a context for becoming and expert.  The lessons leading up to the project will be taught in the context of how the information will be integrated into their specific project.  Since the unit begins with a discussion of genetic counseling and the specific example of breast cancer, I will be able to carry this example throughout the course of study.

• Instruction and Activities (What instructional practices will you use with this lesson? How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can the technology support your teaching? What engaged and worthwhile learning activities and tasks will your students complete? How will they build knowledge and skills?):

  •Review: a) cell structures, function and processes. b) DNA Structure, Mitosis and Meiosis.

  • Re-Teach:  Mendelian genetics using inquiry lab: Seedling Phenotypes.Chromosome Structure

  • Teach: Gene structure, gene mapping and Karyotyping

• Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment?  What assistive technologies will you need to provide?): This may not be essential to your project given the calibre of students in advanced bio, but still think about interest-driven side projects for fast finishers, people who take a unique interest... One idea: Set up a Google News Alert on the topic of genetics. This will give your class a "feed" of all news coming in related to the topic. You could have individuals present these news items for discussion-- and ask them to research any background information people will need to appreciate the new development. 

• In what ways was this project effective?

• What evidence do you have for your conclusion?

• How would you change this project for teaching it again?

• What did you observe your students doing and learning?

• Did your students find the project meaningful and worth completing?

Closure and Reflection: (What lessons did you learn? What can you do better next time?  What went well and why?  What did not go well and why? How would you approach this project differently?  Ideas from the NCRTEC lesson plan:

 Deirdre: I'm excited about your project-- kids are going to learn a TON and enjoy it, too. I look forward to hearing how this goes!

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