Steps

Example

AECT/ECIT Standards addressed

1. Know the learner

The students are a mix of 10^th, 11^th, and 12^th grade Living Environment students.

Define: IEP, RCT…

2. Articulate objectives

àIn class discussion, students will be able to express their opinions on Genetics in the future by stating at least 3 ideas and backing each of those up with at least 3 facts learned in previous units about past and present concepts in Genetics.

àThe students will be able to write a short essay containing the previously mentioned facts, attaining a score of 20 or better on the class designed rubric.

àThe students will create a pamphlet simulating a Genetics Lab’s attempt to initiate public interest in one of the ideas as stated above. 

àThe work will contain 3 pros, 3 cons, a description of the action with historical precedent, pictures, charts and graphs to back up the point.  A score of 20 or better must be attained based upon a class designed rubric of 25 pts.

A1. Abilities necessary to do

scientific inquiry:

A2. Understanding about

scientific

inquiry:

G1. Science as a human endeavor:

F5. Natural and human-induced hazards

G3. Historical perspectives:

3. Establish the learning environment

During the discussion of these topics the students will be required to sit facing one another to make their arguments.

Several specified days of class time will be spent in the computer room to allow the students to gather additional information and create their pamphlets.  The teacher will discuss their work with them on an individual basis.

One class period will be dedicated to creating the rubrics.

The end of the unit will culminate with student sharing of their individually created pamphlets in traditional class style.

4. Identify teaching and learning strategies

 - Pre-organizer

Watch the movie “GATTACA” (107 minutes)(3 class periods with the third as the conclusion and discussion) – how long is this movie?

 - Bridge to prior knowledge

Review the history of the discovery of the DNA structure.

C2. Molecular basis of heredity

 - Share Objective

Organize a class discussion based upon the statement “It is important to understand where Genetic Engineering is going because…” which is written of the blackboard prior to class.

The purpose of which is to come up with some possible completions to the statement.

G3. Historical perspectives:

 - Introduce new knowledge

Share and discuss several newspaper articles and the video clips which describe how parents are currently planning the lives of their children before they are even born or in some cases before they are even conceived.

G1. Science as a human endeavor

 - Reinforce knowledge

Have students in groups of 3 or 4 discuss their feelings if informed that their child might have a specific disease,  give each group a different situation which they will share with the class after talking it over with their group.

F1. Personal and community health

A1. Abilities necessary to do scientific inquiry

 - Provide practice

For homework: have students write down 3 pros and 3 cons to the decision they made as possible parents in the situation from class discussion.

Sites to review:

http://www.globalchange.com/geneticengin.htm

http://www.anth.org/IFGENE/articles.htm

http://www.actionbioscience.org/biotech/mcgee.html

 You may send them to search on the internet

A1. Abilities necessary to do scientific inquiry

 - Culminating review

Each group presents their pamphlet to the class.

5. Identify and select support technologies

“GATTACA”: DVD of the movie, a computer with DVD player, speakers, and a projector.

Objective 1:  Notes for previous units on Genetics.

TV and VHS recording of various news reports, along with several recent articles obtained from the local newspaper.

Objective 2: Word processing program and a printer in conjunction with class notes.

Objective 3:  Computer with a publishing program, the internet, a graphing program if they fail to locate previously constructed graphs and charts on their subject, a printer.

6. Evaluate and revise the design

The design will be evaluated on the basis of student achievement based upon the class designed rubrics, student interest in the topic, on their input and design effort in creating their pamphlets, student concentration of central tasks, and the participation level of class discussions.