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Heredity and successive generations . A meaningful approach with multicultural perspectives. Problem statement: the subject. Current issues Complex understanding with a smooth approach: There are many variables: Math and Chemistry Traditional approach Always using the same traits

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heredity and successive generations

Heredity and successive generations

A meaningful approach with multicultural perspectives

problem statement the subject
Problem statement: the subject
  • Current issues
  • Complex understanding with a smooth approach:
    • There are many variables:
      • Math and Chemistry
  • Traditional approach
    • Always using the same traits
    • Massive approach: what happens in the book’s author perspective cannot match with the classroom reality
problem statement the learners
Problem statement: the Learners
  • Why should I learn this?
  • I don’t want to know about ears lobe?
  • What my widow’s peak have to do with this?
  • How does science affect my life?
our approach situated cognition and socio constructivism
Our approach: Situated Cognition and Socio-Constructivism
  • “Situated learning is the notion of learning knowledge and skills in contexts that reflect the way they will be used in real life”
  • Students:
    • Have conditions for applying knowledge;
    • Can more likely to engage in invention and problem-solving when they learn in novel and diverse situations and settings;
    • Can see the implications of knowledge.
    • Are supported in structuring knowledge in ways appropriate to later use by gaining and working with that knowledge in context.
our approach situated cognition and socio constructivism5
Our approach: Situated Cognition and Socio-Constructivism
  • Importance of culture, context and on the meaning of social activities
  • learning occurs when individuals are engaged in it
statement of lesson plan objectives
Statement of Lesson Plan objectives
  • Students will produce a Family Portrait with a genealogical tree, trait-tree (at least three generations: Grand parents, parents, and themselves).
  • Catch the students’ attention to American and Brazilian miscegenation:
    • Migrations cycles, and its impact on the variation of phenotypes in a country.
    • Maybe another countries such as India, Mexico and Peru
statement of lesson plan objectives7
Statement of Lesson Plan objectives
  • Try to remark on the wealth and the strength of the influences done by these groups and how it is present nowadays;
  • Activities to improve abilities using scientific way of thinking encouraging the critical thinking, observation, practices and results.
target audience identified
Target audience identified
  • 7th grade students, 4 groups;
  • Regular time class: 70 minutos
  • + or - 25 students, ages between 13 an 15
  • Ethnics:
    • African-American (50%);
    • Whites (35%);
    • Hispanics (15%).
planned evaluation assessment
Planned Evaluation/Assessment
  • Participation of the students:
    • Assiduity on classes;
    • Activities
lesson plan details
Lesson Plan details
  • Observe the students’ traits, trace the students’ trait tree and produce a Family portrait with a genealogical tree;
  • a Microsoft Power Point presentation about the Brazilian miscegenation process
  • Handout about influences of the miscegenation in the Brazilian culture (this activity will be realized at the Computer Lab)