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This document outlines a unit plan for a high school biology genetics unit. The unit spans 8 weeks and focuses on teaching students about DNA and RNA structure and function, protein synthesis, genetic inheritance, mutations, and ethical issues related to genetics. A variety of technologies and activities using apps on iPads and computers are incorporated into classroom lessons involving lectures, simulations, labs, and group work. The unit aims to engage students through multiple intelligences and aligns with Next Generation Science Standards and Common Core standards.
This document outlines a unit plan for a high school biology genetics unit. The unit spans 8 weeks and focuses on teaching students about DNA and RNA structure and function, protein synthesis, genetic inheritance, mutations, and ethical issues related to genetics. A variety of technologies and activities using apps on iPads and computers are incorporated into classroom lessons involving lectures, simulations, labs, and group work. The unit aims to engage students through multiple intelligences and aligns with Next Generation Science Standards and Common Core standards.
This document outlines a unit plan for a high school biology genetics unit. The unit spans 8 weeks and focuses on teaching students about DNA and RNA structure and function, protein synthesis, genetic inheritance, mutations, and ethical issues related to genetics. A variety of technologies and activities using apps on iPads and computers are incorporated into classroom lessons involving lectures, simulations, labs, and group work. The unit aims to engage students through multiple intelligences and aligns with Next Generation Science Standards and Common Core standards.
Subject: Biology Time Frame: 8 weeks Objective(s): Students will be able to o Know the structure and function of DNA and RNA molecules o Explain Central Dogma o Explain how genetic information is passed from generation to generation. o Apply rules of probability to principles of genetic inheritance, using Punnett squares to complete their crosses. o Draw and describe the phases of meiosis and compare and contrast this process with mitosis. o Explain how genetics can be used to better understand human inheritance. o Discuss and defend a position on ethical issues concerning genetic testing and bioengineering.
PC/Internet apps: Compare/Contrast Map Standards: NGSS: HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring HS-LS3-2: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS-LS3-3: Apply concepts to statistics and probability to explain the variation and distribution of expressed traits in a population. Common Core Connections: RST. 11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST. 11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. ISTE: ISTE1b: Create original works as a means of personal or group expression. ISTE1c: Use models and simulations to explore complex systems and issues ISTE1d: Identify trends and forecast possibilities ISTE2a: Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media ISTE2b: Communicate information and ideas effectively to multiple audiences using a variety of media and formats ISTE2d: Contribute to project teams to produce original works or solve problems ISTE3c: Evaluate and select information sources and digital tools based on the appropriateness to specific tasks ISTE3d: Process data and report results ISTE4c: Collect and analyze data to identify solutions and/or make informed decisions
Materials:
Digital: iPad with apps installed (see list above) o Bongos o Explain Everything o Flipbook o Garage Band o Gene Screen o iMovie o MindMaple o Notability o Numbers o Pages o Keynote Intelligences:
PC/Laptop with Flash player for readwritethink mobile apps Projector Microscope
Cracking Your Genetic Code DVD
Non-digital: Science Journals Class Website Props for Telenovela (vary depending on script) DNA & RNA structure model kit Protein Synthesis model kit Mitosis/Meiosis chromosome model kit Prepared onion cell slides
DNA extraction kit
SpongeBob Genotype/Phenotype handout Punnett square practice handouts Traits inventory handout Queen Victoria pedigree handout Multiple Alleles blood typing handout X-linked genetics handout Genetics Problem Set packet Visual, verbal
Week 1: Day 1Chapter 12.1 & 12.2: DNA & Chromosomes and DNA Replication Students will come to class having read sections 1 and 2 of chapter 12 and completing PDP notes and vocabulary on Quizlet using the Frayer Model. Students will complete warm-up during the first 5 minutes of class in their science journals and review answers with the teacher. Teacher will lecture on DNA structure and replication using Notability while students complete lecture notes using a prepared template on Notability. Students will create DNA origami following teachers instructions and watching the instructional video for folding their template. Origami activity serves to teach proper DNA base pairing and assist in the visualization of the double helix shape of DNA. Musically inclined students will create a beat using the bongo app while the rest of the class works with the teacher to create a rhyme to memorize the components of a DNA molecule.
Day 2Chapter 12.3: RNA and Protein Synthesis Students will come to class having read section 3 of chapter 12 and completing PDP notes and vocabulary on Quizlet using the Frayer Model. Students will complete warm-up during the first 5 minutes of class in their science journals and review answers with the teacher. Teacher will lecture on RNA structure and role in protein synthesis; detailing the steps involved in transcription and translation using Notability while students complete lecture notes using a prepared template on Notability. Students have two options for protein synthesis activities: a flow chart using MindMaple app or a poem typed on Pages app and using the Iambic Pentameter notes. Students will work in groups (max 3) to create a flow chart detailing the steps of protein synthesis OR write an iambic pentameter poem about the steps in protein synthesis.
Day 3 (block)Chapter 12.4: Mutations & Protein Synthesis Simulation Activity Intelligences:
Students will come to class having read section 4 of chapter 12 and completing PDP notes and vocabulary on Quizlet using the Frayer Model. Students will complete warm-up during the first 5 minutes of class in their science journals and review answers with the teacher. Teacher will lecture on gene and chromosome mutations using Notability while students complete lecture notes using a prepared template on Notability. Students will be grouped in pairs and receive a protein synthesis kit and lab manual. Students will follow step-by-step instructions from the manual and simulate the steps in transcription and translation using the DNA and RNA model kits.
Day 4DNA Extraction Lab Students will take a mini-quiz on the structure and function of DNA and RNA during the first 10 minutes of class. Students will exchange quizzes and peer correct with the teacher. Students will watch the instructional video from NOVA on DNA extraction using household items. Students will build a DNA molecule using the DNA model kits and then extract their own DNA following the steps in the video. Students can keep DNA samples in microcentrifuge tubes.
Week 2: Day 1 Chapter 12 Review Students will complete section review and vocab review handouts in class for the first 40 minutes. Teacher will spend the last 10 minutes of class in a Q&A review for the test.
Day 2Chapter 12 Test Students will take the chapter 12 test on DNA and RNA.
Day 3 (block)Chapter 11.1: The Work of Gregor Mendel Students will come to class having read section 1 of chapter 11 and completing PDP notes and vocabulary on Quizlet using the Frayer Model. Students will complete warm-up during the first 5 minutes of class in their science journals and review answers with the teacher. Teacher will lecture on Mendelian genetics; focusing on key terms and the process of crossbreeding as well as introducing genotypes and phenotypes using notability. Students will complete lecture notes using a prepared template on Notability. Students will complete SpongeBob handout practicing the using of genotypes and phenotypes on Notability. Students will spend the rest of class time working on PDP notes and vocabulary for section 2 of chapter 11.
Day 4Chapter 11.2: Probability and Punnett Squares Students will come to class having read section 2 of chapter 11 and completing PDP notes and vocabulary on Quizlet using the Frayer Model. Students will complete warm-up during the first 5 minutes of class in their science journals and review answers with the teacher. Teacher will lecture on the use of probability to predict outcomes of genetic crosses and model how to complete Punnett squares using Notability while students complete lecture notes using a prepared template on Notability. Students will complete Punnett square practice handout on Notability. Students will begin PDP notes for section 3 of chapter 11 and vocabulary and finish for homework.
Week 3: Day 1Punnett Square Practice Students will complete warm-up during the first 5 minutes of class in their science journals and review answers with the teacher. Students will install the Gene Screen app as the teacher models how to use the app to setup monohybrid Punnett Square crosses. Logical, visual, intrapersonal, verbal Visual, verbal, logical, intrapersonal Visual, logical, intrapersonal Interpersonal, visual, naturalist, kinesthetic, logical
Logical, visual, intrapersonal, verbal Visual, verbal, logical, intrapersonal Students will complete the monohybrid practice problems in the Genetics Problem Set packet using Notability.
Day 2Chapter 11.3: Exploring Mendelian Genetics Students will come to class having read section 3 of chapter 11 and completing PDP notes and vocabulary on Quizlet using the Frayer Model. Students will complete warm-up during the first 5 minutes of class in their science journals and review answers with the teacher. Teacher will lecture on Mendelian genetics and the two factor crosses in the F1 and F2 generations of pea plants and model how to complete a dihybrid cross using Notability while students complete lecture notes using a prepared template on Notability. Students will complete dihybrid cross problems in the Genetics Problem Set packet using Notability.
Day 3 (block)Chapter 11.4: Meiosis & Meiosis/Mitosis Activity Students will come to class having read section 4 of chapter 11 and completing PDP notes and vocabulary on Quizlet using the Frayer Model. Students will complete warm-up during the first 5 minutes of class in their science journals and review answers with the teacher. Teacher will lecture on the phases of meiosis using Notability and show a video animating the movement of chromosomes. Students will complete lecture notes using a prepared template on Notability. Students will install the flipbook app on their iPads and create a flipbook of the phases of mitosis and meiosis. Musical and kinesthetic learning groups will work on choreography and music of the mitosis/meiosis dance.
Day 4Meiosis/Mitosis Activity Teacher will guide the class through a Compare Contrast Map using the readwritethink mobile app. Map will be posted on the class website as a resource. Kinesthetic learning group will teach class the mitosis/meiosis dance. Students will go outside to perform the dance to prepared music while the teacher calls out each phase of meiosis and mitosis and records the app from the balcony.
Week 4: Day 1Meiosis/Mitosis Lab Students will use microscopes to observe the phases of mitosis and meiosis in prepared onion cell slides. Students will use chromosome kits to simulate the phases of meiosis and complete the accompanying lab handout.
Day 2Chapter 11 Review Students will complete section review and vocab review handouts in class for the first 40 minutes. Teacher will spend the last 10 minutes of class in a Q&A review for the test.
Day 3 (Block)Chapter 11 Test Students will take the chapter 11 test on Mendelian Genetics Students will spend the rest of the block period working on PDP notes and vocabulary for chapter 14.
Day 4Chapter 14.1 Human Heredity Students will come to class having read section 1 of chapter 14 and completing PDP notes and vocabulary on Quizlet using the Frayer Model. Students will complete warm-up during the first 5 minutes of class in their science journals and review answers with the teacher. Teacher will lecture on how scientists use Punnett Squares to predict inheritance of familial traits and how pedigrees are used to track traits within a family using Notability while students complete lecture notes using a prepared template on Notability. Visual, logical, intrapersonal
Students will take traits inventory handout home to interview their family members.
Week 5: Day 1Pedigree & Multiple Allele Practice Students will complete warm-up during the first 5 minutes of class in their science journals and review answers with the teacher. Students will complete Queen Victoria and multiple alleles blood typing practice handouts using Notability.
Day 2Chapter 14.2 Human Chromosomes Students will come to class having read section 2 of chapter 14 and completing PDP notes and vocabulary on Quizlet using the Frayer Model. Students will complete warm-up during the first 5 minutes of class in their science journals and review answers with the teacher. Teacher will lecture on sex-linked and chromosomal disorders and model how to solve problems involving X-linked traits and disorders using Notability while students complete lecture notes using a prepared template on Notability. Students will complete X-linked genes handout using Notability.
Day 3 (block)Sex-linked Genes & Genetics Problem Set Practice Students will be grouped into MI collaboration groups to work on Genetics Problem Set packet on Notability. Packets will be completed in class and checked by the teacher before the end of the block period. Students will begin brainstorming for their MI collaborative teaching project.
Day 4MI Group Projects Students will begin planning and working on their MI projects. o Visual & Logical: Screencast o Verbal & Naturalist: fruit fly PowerPoint o Musical & Kinesthetic: Blood typing telenovela
Week 6: Day 1MI Group Projects Students will continue working on their MI projects.
Day 2MI Group Projects Students will finalize and run through their MI projects.
Day 3 (block)MI Group Presentations Students will present their MI projects to the class. Teacher will use rubrics to grade presentations.
Day 4Chapter 14 Review Students will complete section review and vocab review handouts in class for the first 40 minutes. Teacher will spend the last 10 minutes of class in a Q&A review for the test.
Week 7: Day 1Chapter 14 Test Students will take the chapter 14 test on human heredity. Students will watch NOVAs Cracking Your Genetic Code for the remainder of the period.
Day 2Genetic Ethics Debate Discussion Groups Students will finish watching NOVAs Cracking Your Genetic Code Students will be grouped into discussion groups to discuss genetic ethics questions addressed in the video. Each group will have a designated discussion leader with a set of discussion questions to guide the conversation.
Students will receive debate packets and be grouped into their debate teams. Students will receive research site links and use QR reader to scan and search the websites. Students will spend the entire block period preparing their debate outlines and researching evidence and support for their arguments.
Day 4 Genetic Ethics Debate Prep Students will continue preparing for their debates.
Week 8: Day 1 Genetic Ethics Debate Prep Students will continue preparing for their debates.
Day 2 Genetic Ethics Debate Prep Students will finalize their debate outlines and practice for their debates.
Day 3 (block) Genetic Ethics In-Class Debate Students will debate their genetic ethics question in the class.
Day 4 Reflection Paper Work Day Teacher will debrief the debate with the students and pass out grades from the debates. Students will work on reflection papers following the provided essay prompt and guided reflective questions using Pages app to type their paper.
Project-based: DNA Origami: students will complete proper DNA base pairing, color and fold a DNA origami template following an instructional video. DNA Rhyme: students will create a rhyme to memorize the components of a DNA molecule (deoxyribose sugar, phosphate group, nitrogenous bases A, T, C and G) DNA Extraction Lab: students will complete lab handout and extract/collect a sample of their DNA following instructions from a NOVA lab demonstration. Central Dogma Flow Chart: students will create a flow chart using MindMaple app detailing the steps of transcription and translation in protein synthesis. Central Dogma Iambic Pentameter Poem: students will write a poem in iambic pentameter detailing the steps of transcription and translation in protein synthesis. Protein Synthesis Lab: students will use a DNA model kit to demonstrate the process of protein synthesis and complete the accompanying lab handout. Onion Cell Lab: students will use a microscope to analyze prepared onion cell slides displaying various phases of mitosis and complete the accompanying handout. *Mitosis/Meiosis Dance: students will plan the choreography and music for a mitosis/meiosis dance, showing the movement of chromosomes and organelles during each phase. Mitosis/Meiosis Flipbook: students will create a flipbook of each phase of mitosis and meiosis, making small changes to show the fluid movement of chromosomes. Compare/Contrast Map: students will create and e-mail a compare/contrast map on readwritethink. *MI Presentations of Genetics Problem Set: students will complete a genetics Intelligences:
problem set packet and create a presentation to teach the class how to solve the problem in a step-by-step model based on their collaborative MI strengths. *Genetic Ethics Debate: students will prepare for and debate a question in genetic ethics. Groups will complete a typed debate outline before their debates. *Debate Reflection Paper: students will reflect on the process of preparing for their debates, answer at least 4 reflective questions and write a 1-2 page reflective essay on their experience throughout the process.
All assignments, with the exception of those graded by a rubric, will be assessed for completion and accuracy and graded on a point system.
Oral Presentation Rubric (adapted from ReadWriteThink) 4-Excellent 3-Good 2-Fair 1-Needs Improvement Delivery Holds attention of entire audience with the use of direct eye contact, seldom looking at notes Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points Consistent use of direct eye contact with audience, but still returns to notes Speaks with satisfactory variation of volume and inflection Displays minimal eye contact with audience, while reading mostly from the notes Speaks in uneven volume with little or no inflection Holds no eye contact with audience, as entire report is read from notes Speaks in low volume and/or monotonous tone, which causes audience to disengage Content Organization Demonstrates full knowledge by answering all class questions with explanations and elaboration Provides clear step-by-step instructions; pertinent examples, and/or statistics Is at ease with expected answers to all questions, without elaboration Has somewhat clear step- by-step instructions; some examples and/or statistics Is uncomfortable with information and is able to answer only rudimentary questions Attempts to explain step- by-step instructions; provides weak examples and/or statistics Does not have grasp of information and cannot answer questions about subject Does not clearly explain step-by step instructions; provides weak or no examples and/or statistics Enthusiasm/Audience Awareness Demonstrates strong enthusiasm about topic during entire presentation Significantly increases audience understanding and knowledge of topic; convinces an audience to recognize the validity and importance of the subject Shows some enthusiastic feelings about topic Raises audience understanding and awareness of most points Shows little or mixed feelings about the topic being presented Raises audience understanding and knowledge of some points Shows no interest in topic presented Fails to increase audience understanding of knowledge of topic Group/Partner Work Group members collaborated and participated equally in development of the project.
Group members participated equally, but there was not much collaboration or sharing of ideas. All group members contributed, but in unequal proportions. A few members did the majority of the work. Some group members did not contribute to project ideas or discussions.
Comments
Telenovela Rubric (adapted from KQED.org) 4-Exemplary 3-Proficient 2-Partially Proficient 1-Incomplete Introduction Unique and memorable introduction engages the audience immediately and communicates the purpose of the piece. Introduces the topic and purpose in an engaging manner.
General introduction of the topic and purpose. Little creativity and only somewhat engaging.
Introduction is not included or does not make sense. The topic and purpose are not clear. Delivery Narrator sounds comfortable and has practiced the piece for an excellent delivery. Words are clear and pacing is appropriate. Correct grammar is consistently used.
Narrator has practiced the piece for smooth delivery. Words are clear and pacing is appropriate. Correct grammar is used in the piece (only one or two grammatical errors).
It doesnt sound like the narrator has practiced the piece. Delivery is better in some places than others. Words arent always clear and/or pacing is uneven. Some instances of incorrect grammar are noted (more than two).
It sounds like the presenter is reading a script. Delivery interferes with ability to understand the piece. Words often arent clear and pacing makes it difficult to follow the piece. Grammatical mistakes interfere with ability to understand the piece. Technical Production Smooth transitions throughout piece. No dead space. Audio volume complements the presentation. Transitions are smooth, but dead space is occasionally heard. Volume is acceptable.
There is distracting dead space and/or ambient noise. Transitions are uneven. Volume is occasionally inconsistent. Much of the piece has distracting background noise. Transitions are jumpy. Volume changes are highly distracting. Images/Graphics The graphics and images contribute to a creative and effective presentation and enhance key points by contributing to the concept explanation. All shots are in focus and nicely cropped. The camera work is smooth and steady.
The graphics relate to the audio and are helpful in communicating the content. Most shots are in focus and nicely cropped. Most camera work is smooth and steady.
The graphics only marginally relate to the audio and arent always helpful in communicating the content. Most shots are in focus, but pictures need additional cropping. Some camera work is shaky or unsteady. The graphics dont relate to the audio and distract from the science content. Many shots are out of focus and many shots need additional cropping. Shaky or unsteady camera work is distracting. Content Creativity and original content enhance the purpose of the piece in an Creative elements are included, but dont enhance the purpose of the piece. Creative Creativity is lacking and doesnt enhance the content and/or purpose of the piece. No creative elements are included, or the types of creative elements used are Intelligences:
Verbal Visual Logical Naturalist
Kinesthetic Musical Interpersonal
innovative way. High level of science concept understanding is apparent. Information is accurate and concise. The scientific terms used are appropriate for the content and enhance the piece. Audiences other than the presenters peers would learn something from the project and find it valuable. elements dont distract from the content or purpose. Information is accurate and concise. Scientific vocabulary is appropriate. The intended audience can understand the project.
Creative elements may distract from the content or purpose. Some information is inaccurate, unclear or rambling. Scientific vocabulary is adequate. The project reaches the intended audience, but isnt educational.
inappropriate or distract from the content and/or purpose of the piece. Information is inaccurate. Scientific vocabulary is inappropriate for the audience. The project doesnt reach the intended audience.
Group/Partner Work Group members collaborated and participated equally in development of the project. Group members participated equally, but there was not much collaboration or sharing of ideas. All group members contributed, but in unequal proportions. A few members did the majority of the work. Some group members did not contribute to project ideas or discussions. Comments
Reflection Paper Rubric 5 4.5 4 3.5 3 2.5 2 1 0 F o r m a t
Perfect use of MLA format. Correct placement of heading, header, and title. Paper is typed in 12 point Times New Roman, double-spaced, with 1 inch margins. Use of MLA is almost perfect. There may be one or two minor flaws in formatting. Use of MLA is strong, but flawed. There are more than one or two minor errors and/or a severe error (e.g. heading on wrong side, incorrect font or font size) Weak use of MLA. Several errors and/or omissions. Little to no evidence that the conventions of MLA were followed. Paper is not typed. S t r u c t u r e
The paper is structured perfectly: there are introductory, body, and conclusion paragraphs; the introductory paragraph contains a strong thesis; the body paragraphs contain topic sentences and ample support; and a conclusion wraps up the paper. Strong transitions between thoughts are used. The structure of the paper is very good. There may be one or two minor flaws throughout the organization and composition of the paper; however, there are a thesis, topic sentences, support, and a concluding sentence. Paragraphs are arranged in a logical manner, and transitions are present. The papers structure begins to undermine the readers ease and understanding. There may be many minor flaws or one serious flaw; however, a thesis and some support are present. Transitions are present. The papers structure is weak. There is a lack of organization, and the paper is partially missing several of the following: thesis, topic sentences, support, or concluding sentences. Transitions are poorly selected or sparse. The papers structure is weak. There is a lack of organization, and the paper is completely missing several of the following: thesis, topic sentences, support, or concluding sentences. Transitions are poorly selected or sparse. No evidence of structure and organization is present. M e c h a n i c s
The paper is written perfectly. Academic English is used throughout; there are no spelling errors, few (if any) grammar errors, and the paper is easy to understand. Student demonstrates a mature use of sentence structure. The paper is written extremely well. Academic English is used; there are few spelling errors, few grammar errors, and the paper is easy to understand. Sentence structure is strong and free from major sentence errors. Errors in spelling, mechanics, or the use of academic English have begun to detract from the ability to easily read and understand the paper. The paper is written well overall with appropriate sentence structure mostly free from major sentence errors. Erratic spelling, grammar, and a poor use of academic English have made the paper difficult to comprehend. Sentence structure is weak and contains several major sentence errors. The conventions of written academic English have been mostly ignored. The paper is almost impossible to understand as a result. N/A S u p p o r t
Paper contains effective and strong support that demonstrates an extensive understanding of the material. The development of the support is substantial, specific, relevant, and concrete.
Paper contains strong support that demonstrates a thorough understanding of the material. The support is developed through ample use of specific details and examples.
Paper contains support that demonstrates an understanding of much of the material. The support is consistently developed, but it may lack specificity.
Paper contains little support and demonstrates only a basic understanding of the material. The support may not always stay on topic and/or is considered weak or superficial, consisting of generalizations.
Paper contains an attempt to include support, although the support does not stay on topic, nor does it validate the material. Paper contains no support and demonstrates a lack of understanding of the material.
Debate Criteria Rate (1-10) Comments Opening statement was clear, well organized, factual, and relevant.
First argument in support of its position was stated clearly, was relevant, and well informed.
Second argument in support of its position was stated clearly, was relevant, and well informed.
Third argument in support of its position was stated clearly, was relevant, and well informed.
Rebuttal to opposing side's first argument was clear, relevant, well informed, and effective.
Rebuttal to opposing side's second argument was clear, relevant, well informed, and effective.
(Models and Modeling in Science Education 4) John K. Gilbert, David F. Treagust (Auth.), Prof. John K. Gilbert, Prof. David Treagust (Eds.)-Multiple Representations in Chemical Education-Springer Neth (Recovered)