Running head: INSTRUCTIONAL DESIGN PROJECT 1

Instructional Design Project: Understanding Genetic Disorders & the Punnett Square

Eileen Seligman

Towson University: ISTC 667

INSTRUCTIONAL DESIGN PROJECT

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Section 1: Instructional Design Overview

Introduction

This unit is for students in 7th

grade Science. Montgomery County Public

School’s (MCPS) curriculum requires the students to understand genetic disorders and

the Punnett square features in order to complete a role-playing exercise as a genetic

counselor or receiving couple. Acting as the role of the media specialist and the

instructional designer, I will work collaboratively with the 7th

grade science classroom

teacher through the progression of problems and completion of the instructional goal. The

classroom teacher will be the subject matter expert since she will “help the instructional

designer gather the necessary information about the content and/or tasks that will be used

to develop the instruction” (Brown & Green, 2011, p. 63). The classroom teacher will

introduce the unit with a pre-assessment and offer direct instruction regarding how

genetic information is passed from parent to offspring. The role of the media specialist

will be in modeling good note-taking skills for students, helping students decipher

research via a computer pathway and print resources, and producing a Publisher brochure

template. In the end, the students will have met the instructional goal of producing a

brochure to use in their role-playing exercise after completion of lab work in their

classroom.

Front-end Analysis

Needs analysis. I selected Smith and Ragan (2004) Discrepancy-Based Needs

Assessment model for conducting a needs analysis approach. This five-phase approach is

used “when learning goals are already identified and instruction is being offered that is

related to these goals” (Brown & Green, 2011, p. 49).

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The first phase in the Smith and Ragan (2004) approach is to “list the goals of the

instructional system.” They are for students to produce a brochure to use as their role as

genetic counselor or receiving couple based on their genetic disorder research and

Punnett square understanding.

The second phase in the Smith and Ragan (2004) approach is to “determine how

well the identified goals are being achieved.” The classroom teacher will establish this by

conducting a pre-assessment prior to her visit to the media center to assess students’ prior

knowledge of genetic disorders and recessive and dominant genes (Appendices A-C).

This will consist of a “Genetics – What Do you Know” worksheet, watching a short

video called “Genes, Genetics & DNA,” completing a capture sheet during the video for

notes, and then answering questions about the video with a worksheet.

The third phase in the Smith and Ragan (2004) approach is to describe the gaps

between “what is” and “what should be.” What is: the students are not entering the unit

with a full grasp of Punnett Square features to do the role-playing exercise successfully.

Past projects have used incorrect information and wrong images for genetic disorders.

What should be: the students need to produce a brochure that is an accurate

representation of one of the four genetic disorders with a true understanding of Punnett

Square features to role-play effectively. The gap is: having knowledge from research to

produce a factual brochure for the role-playing exercise.

The fourth phase in the Smith and Ragan (2004) approach is to “prioritize the

gaps according to agreed-upon criteria.” With a collaborative effort from the science

classroom teacher, the pre-assessments and analysis of past projects can be carefully

compiled to determine students’ needs and curriculum expectations.

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The fifth phase in the Smith and Ragan (2004) approach is to determine which

gaps are instructional needs or design and development needs. After meeting with the 7th

grade science teacher, the analysis of past projects helped determine that there is a

problem with the design and development of instruction by the choice of the multimedia

product. It was determined that a brochure would be more helpful with the role-playing

exercise than the past year of a PowerPoint slideshow made by students. The brochure

will solidify the mastery of the concepts better.

Learning context analysis. The instruction for this lesson will take place in the

science classroom and the media center. The media center will be reserved for seven days

for this project with a focus on research and computer usage to complete the brochure in

a community-centered environment. Classes are 50 minutes long. If more time is needed

than the seven day allocation in the media center to complete the finished product (the

brochure), then the classroom teacher and I can book the computer lab or work one-on-

one with students needing additional help or extended time. The classroom teacher will

follow-up in the class with students to complete the lab work and the role-playing

exercise. The completed brochure will serve as a tool and summative assessment for the

role-playing exercise.

Initially, seventh grade science students will meet in the classroom for an

introduction to genetic disorders by the science teacher. Pre-assessment will take place

there (Appendices A-C). This will be a learner-centered, knowledge-centered, and

assessment-centered environment. The teacher will “focus on the attitudes, skills,

knowledge, and beliefs that students bring to an instructional setting” (Brown & Green,

2011, p. 177), will “focus on the information and activities that help learners develop an

INSTRUCTIONAL DESIGN PROJECT

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understanding” (Brown & Green, 2011, p. 117), and will “focus on providing

opportunities for feedback and revision” (Brown & Green, 2011, p. 177). The teacher

will offer direct instruction by explaining how genes are distributed to offspring from

parents. There will be a discussion on meiosis and the differences of communicable

diseases. However, an open-ended learning environment will be encouraged with

innovative activities for students to experiment, make personal connections to the

material, and problem-solve (Brown & Green, 2011, p. 119). I included an example of a

fun, cooperative problem-based activity that will be implemented in the classroom

(Appendix D) to illustrate the science teacher’s constructivist approach that “embed[s]

learning in complex, realistic, and relevant environments” (Brown & Green, 2011, p. 32).

The science teacher and I already met once to review past projects and analyze

holes in the learning process. With that meeting, we adjusted our multimedia choice to a

better suited presentation format for meeting the instructional goals and objectives. We

will meet prior to the assigned media center visit to review pre-assessment knowledge

and co-plan more specifics of the seven-day instruction.

The plan for the media center is a co-teaching environment with the media

specialist leading the research and technology aspect and the science classroom teacher

leading the content instruction.

There are seven tables with seating for five students at each table, along with 16

computers in the media center. Both direct and indirect approaches for the learning

environment will be implemented. “Activities that comprise both directed and open-

ended learning environments almost never exist in complete isolation of one another”

(Brown & Green, 2011, p. 120). Direct teaching will be utilized for the technology

INSTRUCTIONAL DESIGN PROJECT

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instruction aspect and some content information since “the instructor presents specific

information and decides exactly what students will do and when they will do it” (Brown

& Green, 2011, p. 119). The Promethean Board will serve as a tool to model good note-

taking, research choices, warm-up exercises, and group work to encourage cooperative

learning. There will also be indirect teaching where “the instructor offers support and

guidance while students approach an assigned problem in the ways that seem best to

them” (Brown & Green, 2011, p. 120). The students will use the provided Genetic

Disorders Pathway that can be accessed via the computer on John Poole Middle School’s

website (Appendix F) for research. The students will also utilize selected non-fiction

books and worksheets to complete the Disease Research Capture Sheet (Appendix E).

The capture sheet is a graphic organizer that is an effective instructional activity that

Marzano, Pickering, and Pollock (2004) consider to have a “strong effect on student

achievement” (Brown & Green, 2011, p. 125). This nonlinguistic representation will help

the students “to analyze and recall information” (Brown & Green, 2011, p. 129) more

easily when customizing the brochure template. The students will be split into two

sections to accommodate best usage of all materials. Both groups will work to complete

the graphic organizer.

Once research and the capture sheet are completed, the students will select a

partner to customize the genetic disorders brochure template in Publisher (Appendix G).

In this community-centered environment, the students are given ownership of their work

to build “connections between the instructional setting and world outside” (Brown &

Green, 2011, p. 177).

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Pause, prompt, and praise, an instructional activity to reinforce effort and provide

recognition, will be the chosen method in the media center for monitoring the students

and “helping students achieve success” (Brown & Green, 2011, p. 128) when circling the

room and observing the students on the computer, doing research, and partnering

together.

Students will print the finished project and return to their classroom for the lab

work and role-playing exercise. The brochure will have a blank Punnett square on the

back for use with the lab work and as an advance organizer for their role-playing activity.

The combination of all learning environments will produce the best student learning

outcomes.

Learner Analysis. For the learner analysis, I chose Morrison, Ross, and Kemp

(2007) approach to analyze my learners. In this approach, I would examine learners’

general characteristics, entry competencies, learning styles, and give special attention to

culturally diverse learners and/or disabilities (Brown & Green, 2011, p. 80).

In examining the learners’ general characteristics, I have access to the students’

records as far as demographics such as age, physical ability, or socioeconomic status. I

would ask the classroom teacher for any personal information that has changed since the

start of the school year that I need to be aware of in order to prepare instruction.

In examining specific entry competencies, I will meet with the classroom teacher

to discuss the pre-assessments (Appendices A-C) for information regarding prior

knowledge of the content area. I will also ask for any information about specific students,

especially current ability levels based on previous grades.

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In examining learning styles, I will ask the classroom teacher prior to the media

center visit to give the students a Visual, Auditory and Kinesthetic (VAK) learning

questionnaire (Appendix H). The classroom teacher and I can discuss the results at the

same time we discuss the data from the pre-assessments. The VAK learning style model

was first developed by psychologists and teaching specialists, such as Fernald, Keller,

Orton, Gillingham, Stillman and Montessori, beginning in the 1920's. “The Visual-

Auditory-Kinesthetic learning styles model does not overlay Gardner's multiple

intelligences; rather the VAK model provides a different perspective for understanding

and explaining a person's preferred or dominant thinking and learning style, and

strengths” (Alan Chapman/Businessballs, 2012, VAK section, para. 4). The scoring for

the questionnaire is mainly V’s: visual learner; mainly A’s: auditory learner; mainly K’s:

kinesthetic learner. Most people are a combination of learning styles, so my goal is to

make the instruction appealing for all different learning styles. Knowing the student

preference, I can tailor certain aspects of the instruction with the classroom teacher to

offer a variety of styles.

I chose Morrison, Ross, and Kemp (2007) approach because it is similar to

Smaldino, Lowther, and Russell (2008), but it allows for the attention to diverse learners

that would create instruction that can be used successfully by every learner (Brown &

Green, 2011, p. 83). This approach agrees with the Universal Design for Learning (UDL),

“which plans for instruction by planning for the active participation of culturally and

physically diverse learners” (Brown & Green, 2011, p. 80). Based on UDL standards, I

can appeal to all learning styles. UDL means the instruction should be interactive, have

flexible materials (multiples means of presenting information), include choices for

INSTRUCTIONAL DESIGN PROJECT

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learners, offer additional resources for language barriers (clip art, websites, assistive

technology), and provide engaging activities for all learners. The planning for this

instruction is not an afterthought with UDL. “With UDL, we focus on making strategies

available to all students rather than designing accommodations for individual students

after the planning process. In addition, UDL focuses on the use of technology because it

supports the creation of flexible materials.” (MCPS-HIAT, 2012, para. 5).

Keeping in mind the UDL aspect of this approach, some of the learners with

special needs will have additional help from a para-educator for scribing the notes on the

graphic organizer or working one-on-one with different aspects of this project. Flexible

technology programs will also be implemented. For example, the students will be

selecting images for the brochure using Britannica Image Quest. This program can be

modified for reader level and offers flexible searching by subject, collection or keywords.

Currently, there are no ELL students in this class. If an ELL student enrolls,

accommodations will be made to work with this student and the teacher. There are

several translator programs available via computer to assist the student with this project

as well. Images and translations can be provided for the student in his or her first

language.

For gifted and talented students, the project can be modified for a more

challenging approach by eliminating the use of a template in Publisher. In addition, the

gifted student can choose one of the genetic disorders to expand on with additional

research and customization of a brochure for that one genetic disorder. Gifted students

can also provide extra help to struggling students and serve as a guide in the project

process.

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Progression of Problems (PITP Model)

Problem one requires students to complete a capture sheet to test prior knowledge

of genetic disorders. This pre-assessment will be done prior to the media center visit in

the 7th

grade science classroom per our needs analysis explanation. The classroom teacher

will conduct a pre-assessment to assess students’ prior knowledge of genetic disorders

and recessive and dominant genes (Appendices A-C). This will consist of a “Genetics –

What Do you Know” worksheet, watching a short video called “Genes, Genetics &

DNA,” completing a capture sheet during the video for notes, and then answering

questions about the video with a worksheet. Direct instruction by teacher will occur by

explaining how genes are distributed to offspring from parents. There will be a discussion

on meiosis and the differences of communicable diseases. I, acting as the Media

Specialist, will then introduce the genetic disorder assignment, discussing all the

components and showing an example of the genetic disorders brochure template

(Appendix G).

Problem two requires students to demonstrate good note-taking for research on

the four genetic disorders. It will take place in the Media Center from the start of the

class. First, the students will receive the Disease Research Capture Sheet, the graphic

organizer for the brochure project (Appendix E). I will review how to complete the

organizer and write good notes for each genetic disease. I will model good note-taking

examples. I will emphasize that research must include a description of the disorder, cause

(mode of inheritance), symptoms, treatment options, and systems of the body that are

affected. Then, I will show where to find the research by modeling the Genetic Disorders

Pathway (Appendix F) on the Promethean Board for the assigned four genetic diseases:

INSTRUCTIONAL DESIGN PROJECT

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Huntington’s Disease, Sickle Cell Anemia, Achondroplasia (Dwarfism), and Cystic

Fibrosis.

Problem three requires students to understand how to do a Punnett Square

activity, and students need to begin research to complete the Disease Research Capture

Sheet (Appendix E). The teacher will have a warm-up regarding Punnett square and

variation possibilities. Due to the amount of resources and lack of enough computers per

student, the media specialist will split students into two sections. One section will

research the four genetic disorders on the computer utilizing the provided Pathway, and

the other group will use provided books and worksheets. Both groups will work to

complete the Disease Research Capture Sheet (Appendix E).

Problem four requires students to collaborate with a partner to complete the given

template for their genetic disorders brochure based on their notes and research (Appendix

G). I, acting as the media specialist, will provide sample exercises about using imagery in

brochures via the Promethean Board. I will demonstrate how to input material and images

in the brochure utilizing Publisher. This directed learning environment for the technology

instruction is perfect “where a variety of learners need to develop the same or similar

knowledge, skills, or attitudes” (Brown & Green, 2011, p. 118). Once the students have

completed the Disease Research Capture Sheet, either the classroom teacher or I, will

check it quickly for accuracy or missing information. Students will then break into groups

of two to customize the given template for their genetic disorder brochure with their notes

and research.

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The rubric (Appendix I) will be given at this time to “guide the learner by helping

him or her focus on the specific areas he or she will be evaluated on” (Brown & Green,

2011, p. 151).

The end problem requires students to demonstrate knowledge and research of all

four genetic disorders with completion of the brochure (Appendix G). A blank Punnett

square is located on the back of the brochure to be used with labs later in the science

classroom.

Students will also have the ability to self-check with the given rubric to ensure

each assessment was completed for the final project of the genetic disorder brochure

(Appendix I). The rubric will also serve as the grading tool for the classroom teacher and

me. When students feel they have successfully aligned their brochure with the rubric

requirements, students will print the finished project and hand it in to the teacher. The

classroom teacher will follow up in class with students to complete lab work and role-

playing exercise with completed brochure as a tool for the role-playing exercise.

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Progression

of Problems

Guidance

Provided

Pebbles Project Graphic Organizer

Instructional Problem: Students do not understand the characteristics of four genetic disorders and

the Punnett square features.

Instructional Goal: Students will produce a brochure to use as their role as genetic counselor or

receiving couple based on their research and Punnett square understanding.

Tasks – P1 Tasks – P2 Tasks – P3 Tasks – P4 Tasks – End P

Pre-Assessment: (Prior to

media center visit) The

teacher will conduct a pre-assessment to assess

students’ prior knowledge

of genetic disorders and recessive and dominant

genes. This will consist of

a “Genetics -What Do

You Know” worksheet,

video, and completion of a

capture sheet.

Direct instruction by

teacher will occur by explaining how genes are

distributed to offspring

from parents. There will be a discussion on meiosis

and the differences of

communicable diseases.

The Media Specialist will

then introduce the genetic disorder assignment,

discussing all the

components and showing an example of the genetic

disorder brochure

template.

The Disease Research

Capture Sheet will be

given out for students to write designated notes for

each genetic disease.

Media Specialist will

model good note-taking

and will emphasize that

research must include a

description of the

disorder, cause (mode of inheritance), symptoms,

treatment options, and

systems of the body that are affected.

Media Specialist will model the Genetic

Disorders Pathway on the

computer for researching the assigned four genetic

diseases: Huntington’s

Disease, Sickle Cell Anemia, Achondroplasia

(Dwarfism), Cystic

Fibrosis.

Teacher will have a warm-

up regarding Punnett

square and variation possibilities.

Media Specialist will split students into two sections.

One section will research

the four genetic disorders

on the computer utilizing

the provided Pathway, and

the other group will use provided books and

worksheets. Both groups

will work to complete the Disease Research Capture

Sheet.

Media Specialist will

provide sample exercises

about using imagery in brochures.

Media Specialist will demonstrate how to input

material and images in the

brochure utilizing

Publisher.

Classroom teacher or media specialist will

check Disease Capture

Sheet for completion.

Students will then break

into groups of two to customize the given

template for their genetic

disorders brochure with their notes and research.

The rubric will be given at this time to ensure

successful learner

outcomes.

Students will check the

rubric to ensure each

assessment was completed for the final project of the

genetic disorders

brochure.

Students will print

finished project and hand

in to teacher.

Teacher will follow up in class with students to

complete lab work and

role-playing exercise with completed brochure as a

tool for the role-playing

exercise.

Learners: 7th

Graders

P1 Students

need to

complete a capture

sheet to test

prior knowledge

of genetic

disorders.

P2

Students

need to demonstrate

good note-

taking for research on

the four

genetic disorders.

P3

Students need to understand

how to do a

Punnett Square activity, and

students need

to begin research to

complete the

Disease Research

Capture Sheet.

P5

Students need to demonstrate

knowledge and

research of all four genetic disorders

with completion of

brochure. Blank Punnett square on

back of the

brochure will be used with labs later

in class.

P4 Students need

to collaborate with a partner

to complete

the given template for

their genetic

disorders brochure

based on their

notes and

research.

INSTRUCTIONAL DESIGN PROJECT

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Standards Alignment

Table 1 illustrates the instructional standards addressed in this project, the specific

standards from each source, and the specific aligned standard for the Pebble in the Pond

problems.

Table 1: Standards Alignment to Instruction

Source Standard PITP Alignment to

Instruction

American Association

of School Librarians

(AASL)

Standards for the 21st

Century Learner

1– Inquire, think critically, and gain

knowledge.

1.1.1 Follow an inquiry-based process

in seeking knowledge in curricular

subjects, and make real-world

connections for using this process in

own life.

1.1.2 Use prior and background

knowledge for context for new

learning.

1.1.4 Find, evaluate, and select

appropriate sources to answer

questions.

1.1.6 Read, view, and listen for

information presented in any format

(e.g., textual, visual, media, digital) in

order to make inferences and gather

meaning.

1.1.9 Collaborate with others to

broaden and deepen understanding.

1.3.3 Follow ethical and legal

guidelines in gathering and using

information.

1.3.5 Use information technology

responsibly.

1.4.4 Seek appropriate help when it is

needed.

2– Draw conclusions, make informed

decisions, apply knowledge to new

situations, and create new knowledge.

2.1.2 Organize knowledge so that it is

useful.

2.1.4 Use technology and other

For 1.1.1-

PITP-Problems 1-4 and

End Problem

For 1.1.2-

PITP-Problem 1

For 1.1.4-

PITP-Problem 3

For 1.1.6-

PITP-Problems 1-4 and

End Problem

For 1.1.9-

PITP-Problem 4

For 1.3.3-

PITP-Problems 2-4 and

End Problem

For 1.3.5-

PITP-Problems 3, 4,

and End Problem

For 1.4.4-

PITP-Problems 1-4 and

End Problem

For 2.1.2-

PITP-Problems 3, 4,

and End Problem

For 2.1.4-

PITP-Problems 3, 4,

INSTRUCTIONAL DESIGN PROJECT

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information tools to analyze and

organize information.

2.1.5 Collaborate with others to

exchange ideas, develop new

understandings, make decisions, and

solve problems.

2.1.6 Use the writing process, media

and visual literacy, and technology

skills to create products that express

new understandings.

2.2.4 Demonstrate personal

productivity by completing products to

express learning.

2.4.3 Recognize new knowledge and

understanding.

3– Share knowledge and participate

ethically and productively as members

of our democratic society.

3.1.4 Use technology and other

information tools to organize and

display knowledge and understanding

in ways that others can view, use, and

assess.

3.2.3 Demonstrate teamwork by

working productively with others.

3.4.2 Assess the quality and

effectiveness of the learning product.

and End Problem

For 2.1.5-

PITP-Problem 4

For 2.1.6-

PITP-Problems 3, 4,

and End Problem

For 2.2.4-

PITP-Problems 3, 4,

and End Problem

For 2.4.3-

PITP-Problems 1-4 and

End Problem

For 3.1.4-

PITP-End Problem

For 3.2.3-

PITP-Problem 4

For 3.4.2-

PITP-End Problem

ISTE: Educational

Technology Standards

for Students

2. Communication and Collaboration

2a. Interact, collaborate, and publish

with peers, experts, or others

employing a variety of digital

environments and media.

3. Research and Information Fluency

3b. Locate, organize, analyze, evaluate,

synthesize, and ethically use

information from a variety of sources

and media.

4. Critical Thinking, Problem

Solving, and Decision Making

4b. Plan and manage activities to

develop a solution or complete a

project.

For 2a.-

PITP-End Problem

For 3b.-

PITP-Problems 3, 4,

and End Problem

For 4b.-

PITP-Problems 2-4 and

End Problem

INSTRUCTIONAL DESIGN PROJECT

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5. Digital Citizenship

5b. Exhibit a positive attitude toward

using technology that supports

collaboration, learning, and

productivity.

6. Technology Operations and

Concepts

6b. Select and use applications

effectively and productively.

For 5b.-

PITP-Problem 4

For 6b.-

PITP-Problems 3, 4,

and End Problem

Maryland Common

Core State Curriculum Reading Standards for Literacy in

Science and Technical Subjects for

Grades 6-8

CCSS.ELA-Literacy.RST.6-8.1 Cite

specific textual evidence to support

analysis of science and technical texts.

CCSS.ELA-Literacy.RST.6-8.2

Determine the central ideas or

conclusions of a text; provide an

accurate summary of the text distinct

from prior knowledge or opinions.

CCSS.ELA-Literacy.RST.6-8.3

Follow precisely a multistep procedure

when carrying out experiments, taking

measurements, or performing technical

tasks.

Writing Standards for Literacy in

Science and Technical Subjects for

Grades 6-8

CCSS.ELA-Literacy.WHST.6-8.1b

Support claim(s) with logical reasoning

and relevant, accurate data and

evidence that demonstrate an

understanding of the topic or text, using

credible sources.

CCSS.ELA-Literacy.WHST.6-8.1c

Use words, phrases, and clauses to

create cohesion and clarify the

relationships among claim(s),

counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.WHST.6-8.1d

Establish and maintain a formal style.

For RST.6-8.1-

PITP-Problem 3

For RST.6-8.2-

PITP-Problems 1-4 and

End Problem

For RST.6-8.3-

PITP-Problems 1-4 and

End Problem

For WHST.6-8.1b-

PITP-Problems 3, 4,

and End Problem

For WHST.6-8.1c-

PITP-Problems 3, 4,

and End Problem

For WHST.6-8.1d-

PITP-Problems 3, 4,

and End Problem

INSTRUCTIONAL DESIGN PROJECT

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CCSS.ELA-Literacy.WHST.6-8.2a

Introduce a topic clearly, previewing

what is to follow; organize ideas,

concepts, and information into broader

categories as appropriate to achieving

purpose; include formatting (e.g.,

headings), graphics (e.g., charts,

tables), and multimedia when useful to

aiding comprehension.

CCSS.ELA-Literacy.WHST.6-8.2b

Develop the topic with relevant, well-

chosen facts, definitions, concrete

details, quotations, or other information

and examples.

CCSS.ELA-Literacy.WHST.6-8.2d

Use precise language and domain-

specific vocabulary to inform about or

explain the topic.

CCSS.ELA-Literacy.WHST.6-8.6

Use technology, including the Internet,

to produce and publish writing and

present the relationships between

information and ideas clearly and

efficiently.

CCSS.ELA-Literacy.WHST.6-8.8

Gather relevant information from

multiple print and digital sources, using

search terms effectively; assess the

credibility and accuracy of each source;

and quote or paraphrase the data and

conclusions of others while avoiding

plagiarism and following a standard

format for citation.

For WHST.6-8.2a-

PITP-Problems 3, 4,

and End Problem

For WHST.6-8.2b-

PITP-Problems 3, 4,

and End Problem

For WHST.6-8.2d-

PITP-Problems 3, 4,

and End Problem

For WHST.6-8.6-

PITP-End Problem

For WHST.6-8.8-

PITP-Problems 3, 4,

and End Problem

Maryland State

Curriculum – School

Library Media -

Grades 6-8

2.0– Locate and Evaluate Resources

and Sources

A.1.a. With guidance, explore and

identify human, print, online, and

multimedia resources.

B.1.a. With guidance, apply knowledge

of catalogs, call numbers, pathfinders,

links, and organizational structures

(search strategies unique to various

search engines and databases) to locate

relevant sources.

For 2.0-A.1.a.-

PITP-Problems 2-4 and

End Problem

For 2.0-B.1.a.-

PITP-Problems 3, 4,

and End Problem

INSTRUCTIONAL DESIGN PROJECT

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3.0– Find, Generate, Record, and

Organize Data/Information

A.1.c. With guidance, use technology

tools to find data/information within a

specific source.

C.1.e. Avoid plagiarism by correctly

recording direct quotations and keeping

track of sources used.

C.1.g. Use technology to record and

organize data/information.

4.0– Interpret Recorded

Data/Information

A.2.f. With guidance, use technology to

support critical thinking skills and

problem-solving strategies to meet the

information need.

B.1.a. Synthesize recorded

data/information from multiple sources.

5.0– Share Findings/Conclusions

A.1.a. Organize and display

findings/conclusions in a variety of

formats, including the use of

technology.

A.2.a. Contribute to a learning

community.

For 3.0-A.1.c.-

PITP-Problems 3, 4,

and End Problem

For 3.0-C.1.e.-

PITP-Problems 3, 4,

and End Problem

For 3.0-C.1.g.-

PITP-Problems 3, 4,

and End Problem

For 4.0-A.2.f.-

PITP-Problems 1-4, and

End Problem

For 4.0-B.1.a.-

PITP-Problems 3 and 4

For 5.0-A.1.a.-

PITP-Problems 1-4, and

End Problem

For 5.0-A.2.a.-

PITP-End Problem

Maryland State

Curriculum – Science-

Grade 7

Standard 3.0 Life Science

3.7.C.1 Explain the ways that genetic

information is passed from parent to

offspring in different organisms.

For 3.7.C.1-

PITP-Problems 1-4, and

End Problem

Maryland Teacher

Technology Standards

(MTTS)

Standard I: Technology Information

Access, Evaluation, Processing and

Application

Access, evaluate, and process

information efficiently and effectively

Standard II: Communication

B. Use technology to communication

information in a variety of formats.

For I-

PITP-End Problem

For II-

PITP-Problems 1-4, and

End Problem

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Standard V: Integrating Technology

into the Curriculum and Instruction

Design, implement and assess learning

experiences that incorporate use of

technology in the curriculum-related

instructional activity to support

understanding, inquiry, problem-

solving, communication or

collaboration.

For V-

PITP-Problems 1-4, and

End Problem

.

INSTRUCTIONAL DESIGN PROJECT

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Section 2: Detailed Lesson Plan- PITP Problem 2

Introduction

Problem 2 of the PITP problem progression will be the focus of the detailed

lesson plan in this project. In problem two, students will need to demonstrate good note-

taking for research on the four genetic disorders. The goal of this instruction is to

emphasize the importance of utilizing the Disease Research Capture Sheet correctly as a

graphic organizer and tool in order to progress and to complete the End Problem – the

brochure. “…If learners are able to do all of the whole tasks thus identified, they would

have mastered the knowledge and skill to be taught” (Merrill, 2002, p. 41), [with] the

later problems in the sequence [as] the assessment of the newly acquired knowledge”

(Merrill, 2002, p. 43).

Component/Knowledge (Task) Analysis

For the task analysis, I selected Jonassen, Hannum & Tessmer (1998) approach.

This approach consists of five discrete functions to hone in on “the kind of learning that

[I] expect the learners to know how to perform” (p. 3). The functions are inventorying

tasks, describing tasks, selecting tasks, sequencing tasks and task components, and

analyzing tasks and content level (Brown & Green, 2011, p. 59). The task analysis will

help “develop specific learning goals and objectives” (Brown & Green, 2011, p. 68).

Success will be determined by “learners able to accomplish the instructional goal”

(Brown & Green, 2011, p. 67) of producing a brochure with their new knowledge and

understanding.

INSTRUCTIONAL DESIGN PROJECT

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The first step of Jonassen, Hannum & Tessmer’s task analysis is to “identify tasks

that need to be developed for instruction” (Brown & Green, 2011, p. 59). These tasks

include:

1. Explaining the Disease Research Capture Sheet as a graphic organizer for notes

and research

2. Illustrating good note-taking via the Promethean Board for the organizer

3. Navigating a computer to access the Genetic Disorders Pathway for research

The second step of Jonassen, Hannum & Tessmer’s task analysis is the “process

of elaborating the tasks identified in the inventory” (Brown & Green, 2011, p. 59). The

following are specific details for the inventoried tasks:

1. Explaining the Disease Research Capture Sheet as a graphic organizer for notes

and research

Media specialist and classroom teacher will pass out the graphic organizer.

Media specialist in collaboration with the science classroom teacher

(SME) will emphasize that all four genetic diseases: Huntington’s Disease,

Sickle Cell Anemia, Achondroplasia (Dwarfism), and Cystic Fibrosis must

include a description of the disorder, cause (mode of inheritance),

symptoms, treatment options, and systems of the body that are affected.

Students can ask questions about organizer and content.

2. Illustrating good note-taking via the Promethean Board for the organizer

Media Specialist will use Promethean Board to illustrate examples of

proper note-taking skills.

Examples will be shown.

INSTRUCTIONAL DESIGN PROJECT

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Students will be asked to participate in discussion and examples.

3. Navigating a computer to access the Genetic Disorders Pathway for research

Through direct instruction by the media specialist, students will be shown

how to access the Genetic Disorders Pathway through a series of steps:

logging on to computer with user name and password, clicking on Internet

Explorer icon.

John Poole Middle School website should appear as home page, then click

Media Center at top, click Curriculum, click Genetic Disorders under 7th

Grade.

Media Specialist will also collaborate with science classroom teacher to

add Genetic Disorders Pathway to Handout Folder on T-shared for easier

access.

The third step of Jonassen, Hannum & Tessmer’s task analysis is “prioritizing

tasks” (Brown & Green, 2011, p. 59). We will focus on all the tasks since they are all

important, but I will make accessing the Genetic Disorders Pathway easier for the

students as a priority task.

The fourth step of Jonassen, Hannum & Tessmer’s task analysis is “defining the

sequence in which instruction should occur in order to successfully facilitate learning”

(Brown & Green, 2011, p. 59). Tasks will be sequenced as dictated in my PITP. Using

the prior knowledge and pre-assessment skills in problem 1, students will be able to

progress to problem 2. Once the students receive the graphic organizer, Disease Research

Capture Sheet, they can review it while I explain good note-taking skills with examples.

The students can also write notes on the organizer about how to access the Pathway if

INSTRUCTIONAL DESIGN PROJECT

23

they receive the handout prior to the direct instruction of how to access and utilize the

Genetic Disorders Pathway. Then, the students can use the website links from the

Pathway to complete the Disease Research Capture Sheet (the graphic organizer) with the

new knowledge of good note-taking skills. Each sequence of task builds upon the other

for a better learner outcome.

The fifth and last step of Jonassen, Hannum & Tessmer’s task analysis is

“describing the type of cognitive behavior, physical performance, or affective response

required by the tasks” (Brown & Green, 2011, p. 59). When reviewing the cognitive

behavior for these tasks with Bloom’s Taxonomy, students will experience different

levels – “each level building on the ones below” (Brown & Green, 2011, p. 33). Problem

2 utilizes knowledge, comprehension, application, analysis, and synthesis in the tasks by

asking students to use their new knowledge of note-taking and new content from

researching genetic disorders and applying it to filling out the organizer. When reviewing

the physical or psychomotor domain of Problem 2, it does not play a role unless you

count typing speed for muscle capabilities (Brown & Green, p. 34). In reviewing the

affective domain for Problem 2, Krathwohl, Bloom, and Masia’s (1964) Affective

Domain chart illustrates how the students will act when completing the tasks for the unit.

They will be “internalizing a new value [knowledge], “integrating a new value into a

general set of values”, “…showing interest or motivation” , “actively participating” , and

“paying attention to something in the environment” (Brown & Green, 2011, p. 34).

Knowing the complete picture of the task analysis will contribute to effective instruction

and development.

INSTRUCTIONAL DESIGN PROJECT

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Guidance/Instructional Strategies

Table 2 outlines the instructional strategies found in problem 2 of the PITP

organizer using a “tell, ask, show, do” format.

Table 2: Sequence of Instruction

Sequence Category Instruction/Action

Ask Classroom teacher (SME) will ask students to activate their prior

knowledge by telling what they know about genetic disorders.

Ask Classroom teacher (SME) will ask students to review what they have

learned about genes and diseases from PITP 1 lesson.

Tell Classroom teacher will tell students for reinforcement purposes about

prior genetic discussions.

Show Media Specialist will show students the Disease Research Capture

Sheet (Appendix E) and hand out a copy to each student.

Tell Media Specialist will tell students that the Disease Research Capture

Sheet is a graphic organizer and a tool to be used to complete the final

product, the genetic disorders brochure template.

Ask Classroom teacher or media specialist will ask students what they think

good note-taking means.

Show Media Specialist will model/show good note-taking skills on the

Promethean Board.

Show Media Specialist will provide examples of good note-taking skills on

the Promethean Board.

Do Students will demonstrate an example of good note-taking on the

organizer displayed on the Promethean Board.

Tell Media Specialist will tell students that the Capture Sheet must include

a description of the disorder, cause (mode of inheritance), symptoms,

treatment options, and systems of the body that are affected.

Show Media Specialist or classroom teacher will show an example of each

description to the students in order to complete the organizer.

Ask Media Specialist or classroom teacher will ask students if they have

any questions about the organizer before moving on.

Ask Media Specialist will ask students if they know how to access the

Internet on the computer.

Show Media Specialist will show students how to log in with user name and

password, and then click on Internet icon.

Show Media Specialist will show students how to access John Poole’s

website or handout folder for Genetic Disorders Pathway

(Appendix F).

Tell

Media Specialist will tell students that the Genetic Disorders Pathway

will help them research the four genetic diseases: Huntington’s

Disease, Sickle Cell Anemia, Achondroplasia (Dwarfism), and Cystic

Fibrosis.

INSTRUCTIONAL DESIGN PROJECT

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Do Students will write on organizer the steps to access the Pathway for

easy accessibility.

Tell Media Specialist and classroom teacher will reiterate that in order to

complete the organizer the student must take good notes and use the

Pathway for research.

Interface Design/Production of Materials and Media

The materials needed were designed by the library media specialist with input

from the classroom teacher. All the materials created for this unit are located in the

Appendix. The materials for Problem 2, specifically, are the Disease Research Capture

Sheet (Appendix E) and the Genetic Disorders Pathway (Appendix F). The Promethean

Board will be used to model good note-taking and Pathway instructions. Direct

instruction on technology will be viewed via the Promethean Board as well for easy

visibility for all students in the media center. Students will be asked to demonstrate

knowledge of concepts as well via the Promethean Board. The students will be using the

computer with Internet access to do research. They also will use Publisher for the

creation of the End Problem – the Genetic Disorders brochure.

Assessment and Evaluation

The formative assessment for Problem 2 is the students’ ability to take good notes

and find the research through the demonstration of the Genetic Disorders Pathway for the

four genetic disorders on the organizer (Disease Research Capture Sheet). The media

specialist and the classroom teacher will work together to oversee any students who

appear to be struggling to find the information, to take good notes, or to understand the

organizer. The student will not be able to move on to the progression of problems without

mastering note-taking skills and research capabilities. The students need the information

from the Pathway to complete the organizer. The completed brochure (the End Problem)

INSTRUCTIONAL DESIGN PROJECT

26

cannot result without completion of the research-learning process in Problem 2. The

rubric (Appendix I) will be given in Problem 4 for students to self-assess the final project

– the brochure. The rubric cannot be given earlier than in Problem 4 since it will be based

on the successful completion of the brochure. The rubric will also help guide the grading

throughout the whole progression of the problems by “focusing the teacher on the areas

that will be evaluated” (Brown & Green, 2011, p. 151).

By working successfully to complete the answers on the Disease Research

Capture Sheet, the student “is being judged based on his or her level of competence”

(Brown & Green, 2011, p. 141) using the criterion-referenced evaluation. The classroom

teacher and the library media specialist also will be observing the class through “pause,

prompt, and praise” (Brown & Green, 2011, p. 128) activities to make sure all students

understand the material throughout the progression of problems. It is important to note

that the classroom teacher and media specialist will “determine if a learner has or has not

met the intended instructional outcomes” (Brown & Green, 2011, p. 141) by evaluating

the learner and the objectives for Problem 2 with careful observation of all students’

progress in their research and note-taking.

The summative assessment will be the completion of the End Problem – the

genetic disorders brochure (Appendix G). All of the tasks throughout the progression of

the problems lead to the successful completion of the brochure and serve as evidence for

the summative learner evaluation. The tasks help “to determine how successful a learner

was” (Brown & Green, 2011, p. 155). In Problem 2, students needed to complete the

Disease Research Capture Sheet (Appendix E) by utilizing the information in the Genetic

Disorders Pathway (Appendix F). Without the media specialist modeling the research

INSTRUCTIONAL DESIGN PROJECT

27

methods and good note-taking in Problem 2, the Disease Research Capture Sheet would

be incomplete. Lastly, a rubric (Appendix I) will serve as a guide for evaluating learner

success.

Section 3: Plan Implementation and Data Collection

I will complete this portion of my project during the 2013-14 school year when

the seventh grade teachers begin their Life Science Genetics unit. Modifications will be

made as necessary for any new students and review of pre-assessment data.

INSTRUCTIONAL DESIGN PROJECT

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References

American Association of School Librarians. (2007). Standards for the 21st Century

Learner. Retrieved from

http://www.aasl.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards

/standards.cfm

Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., & Brizee,

A. (2010, May 5). General format. Retrieved from

http://owl.english.purdue.edu/owl/resource/560/01/

Brown, A. & Green, T.D. (2011). The Essentials of Instructional Design: Connecting

Fundamental Principles with Process and Practice. Boston, MA: Pearson

Education, Inc.

Chapman, A. (Ed.). (2012). VAK Learning Style Model. Retrieved from Businessballs

website:

http://www.businessballs.com/howardgardnermultipleintelligences.htm#vak

visual auditory kinesthetic learning styles inventory theory model

ISTE. (2012). National educational technology standards for students. Retrieved from

http://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashx

Maryland State Department of Education. (2010). Common Core Language Progressive

Skills, by Grade. Retrieved from

http://mdk12.org/instruction/curriculum/science/index.html

Maryland State Department of Education. (2002). Maryland Teacher Technology

Standards. Retrieved from http://mttsonline.org/standards/index.php

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Maryland State Department of Education. (2010). School library media state curriculum:

PreK-8. Retrieved from http://mdk12.org/share/vsc/vsc_librarymedia_grpk8.pdf

Maryland State Department of Education. (2008). State curriculum: Science, grade 7.

Retrieved from http://mdk12.org/instruction/pritems/science/grade7/3C1a.html

Merrill, M.D. (2002). A pebble-in-the-pond model for instructional design. Performance

Improvement, 41(7), 39-44.

Merrill, M.D. (in press). First principles of instruction. In C.M. Reigeluth & A. Carr

(Eds.), Instructional Design Theories and Models III (Vol. III). Hillsdale, NJ:

Lawrence Erlbaum Associates.

Montgomery County Public Schools. (2012). HIAT-Universal Design for Learning.

Retrieved from Montgomery County Public Schools website:

http://www.montgomeryschoolsmd.org/departments/hiat/FAQs/udl_faq.shtm

VAK questionnaire. (n.d.). Retrieved from Brainboxx website:

http://www.brainboxx.co.uk/a3_aspects/pages/VAK_quest.htm

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Appendix A – Pre-Assessment: Genetics – What Do You know Worksheet With Definitions

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Appendix B – Pre-Assessment: “Genes, Genetics & DNA,” Video Research Capture Sheet

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Appendix C – Pre-Assessment: “Genes, Genetics & DNA,” Video Check WS

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Appendix D – Learning Content Analysis: Example of Cooperative Learning Instructional Activity

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Appendix E – Disease Research Capture Sheet (Graphic Organizer for PITP 2-4, and End Problem)

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Appendix F – Genetic Disorders Pathway Model

Poole Middle School 17014 Tom Fox Avenue, Poolesville, MD 20837

Media Center Links

o Home o Curriculum o On-line Services o Reference o Destiny Quest o WriteOnline

Genetic Disorders On-Line Services Britannica Image Quest Encyclopedia Britannica Genes and Disease Online World Book

Achondroplasia (Dwarfism) 1. Children’s Hospital Boston: Achondroplasia 2. Dolan DNA Learning Center: What is Achondroplasia? 3. Genetics Home Reference: Achondroplasia 4. Kids’ Health: Dwarfism 5. Little People of America: Frequently Asked Questions 6. March of Dimes: Achondroplasia 7. Mayo Clinic: Dwarfism

Cystic Fibrosis 1. Cystic Fibrosis Foundation: Frequently Asked Questions = 2. Cystic Fibrosis Foundation: Therapies for Cystic Fibrosis 3. Dolan DNA Learning Center: What is Cystic Fibrosis? 4. Frequently Asked Questions 5. Kids Health From Nemours 6. Mayo Clinic: Cystic Fibrosis 7. Medline Plus XPlain: Cystic Fibrosis 8. National Heart Lung and Blood Institute: Cystic Fibrosis

Huntington Disease or Huntington’s Disease 1. Dolan DNA Learning Center: What is Huntington Disease? 2. Huntington’s Disease Society of America: Stages of HD 3. Mayo Clinic: Huntington’s Disease 4. National Human Genome Research Institute: Learning about Huntington’s Disease 5. National Institutes of Neurological Disorders and Stroke: Huntington’s Disease

Sickle Cell Disease or Sickle Cell Anemia 1. Centers for Disease Control and Prevention: Sickle Cell Disease 2. Dolan DNA Learning Center: Sickle Cell Disease 3. KidsHealth: Do You Know about Sickle Cell Anemia? 4. March of Dimes: Sickle Cell Disease

INSTRUCTIONAL DESIGN PROJECT

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5. Mayo Clinic: Sickle Cell Anemia 6. National Heart Lung and Blood Institute: Sickle Cell Anemia 7. Sickle Cell Society Website

Interactive Punnett Squares 1. Start here: http://www2.edc.org/weblabs/Punnett/punnettsquares.html 2. A little more challenging: http://www.hobart.k12.in.us/jkousen/Biology/psquare.htm http://www.mhhe.com/biosci/genbio/virtual_labs/BL_05/BL_05.html 3. What is DNA? http://www2.edc.org/weblabs/HowDoesDNAWork/DNA.html 4. Alien Creations http://www2.edc.org/weblabs/BabyBoom/BabyBoomLabMenu.html 5. Dragons http://www2.edc.org/weblabs/Dragon/dragons.html http://www2.edc.org/weblabs/DragonMeiosis/meiosis_dragons.html

This site maintained by the Poole MS web team.

Inserted from <http://www.montgomeryschoolsmd.org/schools/poolems/mediacenter/projects/grade7/geneticdisorders.aspx>

INSTRUCTIONAL DESIGN PROJECT

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Appendix G – Genetic Disorders Brochure Template (PITP-End Problem)

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Appendix H – Learner Analysis Assessment: VAK Learning Style Questionnaire

This questionnaire will help you discover what kind of learner you are.

Directions: Before you start, fold the right-hand column underneath so that it does not

influence how you answer. Read each row and check the ONE option most like you.

I prefer lessons where we can discuss things.

I prefer lessons where there is something to look at (like a picture, chart, diagram or video) or something to draw.

I prefer lessons where we can do something practical – or at least move around.

A V K

I often fiddle with things in class (a pen, paper clip or rubber band.)

I often sing or hum to myself in class.

I often doodle in class.

K A V

When learning a new skill, I prefer to just do it.

When learning a new skill, I prefer someone to explain to me how to do it.

When learning a new skill, I prefer to watch someone else show me how to do it.

K A V

When the ads come on the TV– I like to watch them.

When the ads come on the TV – I get up and do something.

When the ads come on the TV – I like to sing along with them.

V K A

I would prefer to listen to a story.

I would prefer to see a comic strip of a story.

I would prefer to act out a story.

A V K

I am good at learning physical skills.

I have a good memory for people’s names.

I have a good memory for faces.

K A V

I prefer teachers who use diagrams to show us things.

I prefer teachers who get us to do something.

I prefer teachers who explain things to us.

V K A

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If I get in trouble in class, it’s for talking.

If I get in trouble in class, it’s for drawing on the desk or all over my books.

If I get in trouble in class it’s for fidgeting.

A V K

On a long journey, I like to look at the scenery or read a book.

On a long journey, I can’t wait until we stop so I can walk around.

On a long journey, I like to listen to music or talk to people in the vehicle.

V K A

I use my hands a lot when I am talking.

When I am discussing something, I sometimes use words my friends don’t know.

When I am discussing something, I like to doodle,

K A V

If I could be famous, I would be athlete (or dancer).

If I could be famous, I would be a movie star.

If I could be famous, I would be a singer.

K V A

I would rather go outside and play.

I would rather watch my favorite TV program.

I would rather listen to my favorite music.

K V A

I get distracted in class if I can see something outside the window.

I get distracted in class if I can hear something happening outside.

I lose concentration if I have to sit still for a long time.

V A K

I am good at drawing.

I am good at making things.

I am a good listener.

V K A

Out of these 3 jobs - I would prefer to be a radio DJ (or announcer).

Out of these 3 jobs - I would prefer to be a mechanic.

Out of these 3 jobs - I would prefer to be an artist (or designer).

A K V

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In my spare time, I would prefer to do something physical, such as sports or dancing.

In my spare time, I would prefer to watch TV or a video.

In my spare time, I would prefer to listen to music or chat with friends.

K V A

The type of puzzle I would prefer is "Spot the difference.”

The type of puzzle I would prefer is "Name that tune.”

The type of puzzle I would prefer is "Rubik's cube.”

V A K

If I needed to build a Lego model, I would get someone to explain how or to read the instructions to me.

If I needed to build a Lego model, I would try to work out which bits fit together.

If I needed to build a Lego model, I would follow the diagram or the picture on the packet.

A K V

Scoring: When you have checked one option in each row, unfold the right-hand column,

circle the appropriate letter, and then count up how many of each letter you scored.

If you scored mainly V's, you are a VISUAL learner.

If you scored mainly A's, you are an AUDITORY learner.

If you scored mainly K's, you are a KINESTHETIC learner.

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Appendix I – Rubric for Self and Teacher Assessment for End Problem Summative

Genetic Disorders Brochure Requirements with Grading Rubric:

Group Members: __________________________ __________________________

Part I: Please review your brochure to make sure it meets the following components.

Category 5-Excellent

4-Above

Average 3-Average

2-Below

Avg. 1-Poor

Possible

Points

Points

Earned

Content -

Accuracy

All facts in

the brochure

are accurate.

99-90% of

the facts in

the

brochure

are

accurate.

89-80% of

the facts in

the brochure

are accurate.

Frequent

errors.

Content is

confusing and

too many

errors.

5

Images

(4 pictures of

affected

individuals

are

required)

All required

images are

included and

placed

appropriately

to clearly

support the

genetic

disease info.

All required

images are

included

with 1 error

in

placement

to support

the genetic

disease

info.

All required

images are

included

with 2 errors

in placement

to support

the genetic

disease info.

Two or more

images are

missing,

misused, or

do not

support the

genetic

disease info.

Three or more

images are

missing,

misused, or do

not support the

genetic disease

info.

5

Appearance

– Text,

Graphics

Appearance is

outstanding.

All text is

easy to read.

Size and color

of graphics

are pleasing

and support

the content.

Appearance

is still

pleasing.

All text is

easy to

read. Size

and color of

graphics are

suitable and

support the

content.

Appearance

is pleasing,

but some text

is hard to

read. Size

and color of

graphics

have minor

issues but

support the

content.

Appearance

is fine, but

text is hard

to read. Size

and color of

a few

graphics are

not suitable

and do not

support the

content.

Text is difficult

to read, and

several

graphics are

unattractive.

Content is not

supported.

5

Spelling and

Grammar

Brochure has

no

misspellings

or

grammatical

errors.

Brochure

has 1-2

misspelling

s or

grammatica

l errors.

Brochure has

3-4

misspellings

or

grammatical

errors.

Brochure has

5 or more

grammatical

and/or

spelling

errors.

Brochure has

so many errors

it is difficult to

understand.

5

Total

20

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Part II: Brochure Project must include the following and are valued at five points each.

Missing any components will result in decreased points earned.

Category Possible Points Actual Points Earned

Pictures of affected

individuals for each of the

four genetic diseases are

appropriately placed and

used correctly with each

disease.

5

Accurate description of

each of the four genetic

disorders.

5

How it is inherited

(recessive/dominant?) for

each of the four genetic

diseases are depicted.

5

Symptoms/Characteristics

of disease are described for

each of the four genetic

diseases.

5

Treatment options for each

of the four genetic diseases

are included.

5

System of body

affected/impacted by the

disease identified correctly

for all four genetic diseases.

5

Blank Punnett square on

back of the brochure must

be shown clearly and

without obstruction. It will

be used for lab work results

later.

5

TOTAL 35