Genetic Engineering

A learning unit designed via the Brain Targeted Teaching Model

9th Grade Science

Tyler Callister

About This PresentationThis presentation runs two parallel paths:

1. The description of the learning unit

2. The Brain Target(s) being addressed

Context

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.

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 establishmeaning and relevancy” (Hardiman,2003).

9th grade science

Learning Goals

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.

Emotional Connection Activities

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?”

BT-1

Physical Environment Activities

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.

BT-2 “With such enormous visual

Capacity,the brain continually scans the environmentseeking visualstimuli and novelty.” (Hardiman, 2003)

Mastery Activities

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.

BT-4

Application Activities

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.

BT-5QuickTime™ and a

decompressorare needed to see this picture.

Evaluating Learning Activities

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

BT-6