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Genetic Engineering

Genetic Engineering. A learning unit designed via the Brain Targeted Teaching Model 9th Grade Science Tyler Callister. About This Presentation This presentation runs two parallel paths:. 1. The description of the learning unit. 2. The Brain Target(s) being addressed.

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Genetic Engineering

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  1. Genetic Engineering A learning unit designed via the Brain Targeted Teaching Model 9th Grade Science Tyler Callister

  2. About This Presentation This presentation runs two parallel paths: 1. The description of the learning unit 2. The Brain Target(s) being addressed

  3. Content standards, Students should know… • that “the genetic composition of cells can be altered by incorporation of exogenous DNA into the cells.” • “how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products.” • “how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, ligation, and transformation) is used to construct recombinant DNA molecules.” Students’ Prior Knowledge: • A gene is the basic unit of heredity. Context 9th grade science BT-3: Teacher uses content standards to construct learning goals, creating a “big picture” for both herself and her students. BT-4: “When presented with new information, the brain uses prior knowledge as a filter to establish meaning and relevancy” (Hardiman, 2003).

  4. Students will: 1. discover ethical issues surrounding the practice of genetic engineering in reproductive medicine; and 2. understand key terms and concepts related to the science of genetic engineering. Learning Goals

  5. For final project, allow students to choose between a variety of mediums Allow students to practice empathy and use imagination via creative writing assignment Being aware of important identity formation during adolescence, connect genetics to personal identity, helping each one of them explore the question, “Who am I?” Emotional Connection Activities BT-1

  6. Display student-made “design an organism posters” Display quotations from famous scientists pondering about the significance of genetics Make a wall chart that displays how basic DNA technology is used to construct recombinant DNA molecules. Physical Environment Activities BT-2 “With such enormous visual Capacity, the brain continually scans the environment seeking visual stimuli and novelty.” (Hardiman, 2003)

  7. Have a class discussion about genes. Explain that genes are inherited from parents and are important because they determine much about behavioral, mental, and physical traits. Every gene contains a DNA (deoxyribonucleic acid) code that gives the cell instructions about how to make specific proteins. These proteins form the basis for the structural framework of life. Take-Home Activity Sheet: Different Perspectives on Genetic Engineering. Explain that students will read a scenario concerning cystic fibrosis and genetic engineering. They will examine the scenario from the perspective of one of six individuals, including a religious person and a molecular biologist. (Assign each student an individual by having students count off one through six.) For homework, have each student read the scenario and write a position statement from the individual's perspective. Mastery Activities BT-4

  8. Students create “design an organism” posters. Group students according to their assigned individuals. Groups should meet for 15 minutes to discuss their position statements and develop a consensus. Have each group select one person to present its position to the class. Application Activities BT-5

  9. Evaluate students throughout by keeping an on-going portfolio Rubric: * Three points: demonstration of a thorough understanding of the topic; ability to write a clear, succinct, well-researched position paper; cooperative work in a group to develop a consensus of opinion; active participation in the final class discussion * Two points: demonstration of an adequate understanding of the topic; ability to research the topic adequately and write a concise position paper; cooperative work in a group to develop a consensus of opinion but with some disengagement from the group; some involvement and interest in the final class discussion * One point: demonstration of a weak understanding of the topic; inability to write a clear, well-researched position paper; minimal success with work in a group to develop a consensus of opinion; little involvement in the final class discussion Evaluating Learning Activities BT-6

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