Subject(s): Biology Grade Level(s): 9-! "bstract: T#ree- or four-sentence descri$tion of your $roject and audience% &nclude a state'ent of (#at students (ill be doing% )#at *adult+$rofessional, role (ill t#ey assu'e- .o( (ill t#e learning be situated in an aut#entic tas/- The students will be taking on the role of a scientist who will study genetics and research the affects of genetic mutations on living things, along with possible solutions. Students will access the WebQuest and complete research on genetics using the various sources provided. The students will then research the affects of various genetic mutations found around the world. They will make a decision about where they stand with the use of gene therapy and genetic mutations, how scientists are trying to find cures for mutations, and share it via a multimedia product of their choosing with the CDC Center for Disease Control!,their classmates and community. Learner 0escri$tion+1nviron'ent: 2#aracteristics of t#e learner and descri$tion of t#e learning environ'ent(s) (#ere t#e unit (ill ta/e $lace% .el$ ot#ers *see, your local conte3t in order to deter'ine if t#ey can re$licate it% The learners in this class range from "th to #$th grade. %bout #& percent of the students are 'nglish (anguage (earners at various '(( levels all having a different first languages. The students are familiar with technology and have a desire to use it during class. These classes are currently taught using a pro)ect based model and they are comfortable working in small groups. 'ach class period that this will be taught in has anywhere from #& to $# students depending on the period. We will have *+ minutes per period to work on this pro)ect. During that time, the students would be able to work on their pro)ect for the full length of the class period. The students would have access to $+ laptop computers and , desktop computers during class. The classroom is also e-uipped with an interactive board. There is one student who will need the teacher to wear a headset that amplifies his.her voice through speakers in the room so that he can hear more clearly. The teacher is very comfortable and proficient at using that technology. /verall, the students in this class are motivated, technology savvy, and some students have a different first language other than 'nglish'(( students!.The teacher is highly driven to use technology in the classroom and create authentic pro)ect0based lessons that engage the students in learning the standards. Ti'e 4ra'e: .o( long (ill t#is unit ta/e to co'$lete and #o( 'uc# class ti'e (ill be dedicated to t#e unit during t#is ti'e% The students will be given about two weeks to complete the unit. They will be given class time to work on this and they may also need to utili1e outside of class time to work on it as well. 2ore time can be given if needed due to Jo Williamson, Kennesaw State University, HANDOUT SEVEN Engaged Learning Unit the fact that the students are on a block schedule and may need more in class time to work collaboratively. Learner Perfor'ances: )#at do you (ant t#e students to /no( and be able to do (#en t#ey co'$lete t#e $roject+unit- )#at levels of Bloo'5s ta3ono'y does t#is learning e3$erience address and (#y- The learning ob)ectives for this pro)ect are that students will be able to understand the structure and function of D3%, compare and contrast the processes of D3% replication, transcription, and translation, and investigate the conse-uences of genetic mutations. This learning e4perience addresses the following 5loom6s Ta4onomy levels7 8nderstanding0 students will need to use the resources provided to complete research on 2endelian genetics principles, chromosome theory of inheritance, 2endel6s theory of genetics, genetic mutations, and the conse-uences of those mutations. %naly1ing0 Students will then need to take the new found information and analy1e, and compare and contrast theories. Students will also need to analy1e the outcomes of genetic mutations and the benefits and.or conse-uences brought on by these mutations. 'valuate0 Students will need to evaluate the information gathered from various scientific researched based resources. %pplying0 Students will need to take all of the information they have and apply it to make their own scientific research based decisions about genetic mutations. Students will also have to create ways to effectively use genetic mutations without the negative conse-uences or less negative conse-uences present. Creating0Students will create a multimedia product that e4plains the structure and function of D3%, compare and contrast the processes of D3% replication, transcription, and translation, investigate the conse-uences of genetic mutations, e4plains some specific e4amples of what scientists are doing to find cures for genetic mutations, and your stance on gene therapy and genetic mutations. Students will be able to choose their own type of multimedia presentation from the following list of choices7 % 9re1i presentation, a commercial created with Windows movie maker or i2ovie, or an :nfographic created using 9hotoshop or ;imp, or an informational website using Weebly. Standards "ssessed: )#at local6 state6 and national standards #ave you addressed- (&nclude G" tec#nology integration standards6 local tec#nology standards6 and+or &ST1 71TS-S) 8ou 'ay (ant to $ut t#ese at t#e end if it gets lengt#y% See sa'$le%) This pro)ect will cover some of the following standard7 S5$. Students will analy1e how biological traits are passed on to successive generations. Jo Williamson, Kennesaw State University, HANDOUT SEVEN Engaged Learning Unit Distinguish between D3% and <3%. '4plain the role of D3% in storing and transmitting cellular information. 8sing 2endel6s laws, e4plain the role of meiosis in reproductive variability. Describe the relationships between changes in D3% and potential appearance of new traits including %lterations during replication. :nsertions Deletions Substitutions 2utagenic factors that can alter D3%. =igh energy radiation 40rays and ultraviolet! Chemical Compare the advantages of se4ual reproduction and ase4ual reproduction in different situations. ;eorgia Department of 'ducation >athy Co4, State Superintendent of Schools *.$&.$&&* ,7?+ 92 9age @ of A %ll <ights <eserved <evised Buly #?, $&&@
<evised Buly #?, $&&@ f. '4amine the use of D3% technology in forensics, medicine, and agriculture. The 3'T0S standards are7 Creativity and :nnovation0 Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. <esearch and :nformation Cluency0 Students apply digital tools to gather, evaluate, and use information. Communication and Collaboration0 Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Critical Thinking, 9roblem Solving, and Decision 2aking0 Students use critical thinking skills to plan and conduct research, manage pro)ects, solve problems, and make informed decisions using appropriate digital tools and resources. T#e *#oo/, or &ntroduction7 " brief descri$tion of #o( t#e unit (ill be introduced to students and (#y t#e $roject *s#ould, be interesting+'otivating to students% The students will be shown a picture or video of progeria. 9rogeria is a genetic disorder characteri1ed by rapid aging. This was the genetic mutation seen in the movie 5en)amin 5utton. The class will discuss progeria and the effects it has on humans. Students will then be given the role of a scientist to conduct further research on genetics and genetic mutations. The students should be interested and motivated to understand and possibly correct some genetic mutations that effect humans and other living things everyday. Process: T#e $rocess is t#e (ay you structure t#e learning to engage students in t#e $roject+unit goals and objectives% .o( are t#ey going to acco'$lis# t#e tas/- )#at are t#e students doing- )#at is t#e teac#er doing- .o( are you Jo Williamson, Kennesaw State University, HANDOUT SEVEN Engaged Learning Unit assessing t#e $rocess of learning- .o( is t#e student directing t#e learning- " se9uence of unfolding events is usually $rovided and a ti'eline is often used% )ee/ 5egin by introducing or hooking the students into the learning e4perience. The students will be shown a picture or video of progeria. 9rogeria is a genetic disorder characteri1ed by rapid aging. This was the genetic mutation seen in the movie Benja'in Button. The class will discuss progeria and its effect on humans. The students will be placed into small groups or partners and given the ob)ective. Students will then be given the role of a scientist to conduct further research on genetics and genetic mutations by using the genetics web -uest. The students should be interested and motivated to understand genetic mutations and some of the possible ways to correct some genetic mutations that effect humans and other living things everyday. %ssign all students to a laptop computer and give them the link or web address to the ;enetics web -uest, the ob)ective and the rubric. 5riefly e4plain that they are going to research and facilitate their own learning on the topic of genetics by using the web -uest, and they will be collaborating with their group members to create a multimedia product provide the list of choices on the rubric! to showcase their new found knowledge and opinions about genetics. %lso let them know that they will have access to an e4pert from the CDC to help them with their research. They will be set times that they can connect with the CDC e4pert share these times with the students on the rubric and web -uest!. ;ive the students an outline of the topics covered on the web -uest with space for notes and comments to use while they are completing the -uest. The outline will be given to the students via ;aggle dropbo4. The students will be e4pected to turn in their notes daily via ;aggle dropbo4 so the teacher can monitor their research progress and conference with students as needed. (et the students become familiar with the rubric and ob)ectives and begin their research using the web -uest. The students will continue to work with their group to research using the web -uest daily for the rest of the week. Genetics )eb :uest ;utline &ntroduction0The students will be shown a picture and.or video of progeria. 9rogeria is a genetic disorder characteri1ed by rapid aging. This was the genetic mutation seen in the movie 5en)amin 5utton. The class will discuss progeria and the effects it has on humans. Tas/0Dou will then be given the role of a scientist to conduct further research on genetics and genetic mutations. The learning ob)ectives for this pro)ect are to understand the structure and function of D3%, compare and contrast the processes of D3% replication, transcription, and translation, and investigate the conse-uences of genetic mutations, make a decision about where you stand on gene therapy, e4plain your reasoning, and give specific e4amples of what scientists are doing to help find cures. Jo Williamson, Kennesaw State University, HANDOUT SEVEN Engaged Learning Unit Process0 Click on each topic to find research, take notes on each topic to include important information that will help you understand, make a decision, and e4press your e4pertise in your final product. #. What is the structure and function of D3%E $. =ow is D3% replicatedE ?. What is D3% transcription and translationE Why are the processes of transcription and translation necessaryE ,. What mistakes can occur during replication, transcription, and translationE +. What are scientists doing to find curesE @. Create a multimedia product that e4plains the structure and function of D3%, compare and contrast the processes of D3% replication, transcription, and translation, investigate the conse-uences of genetic mutations, e4plains some specific e4amples of what scientists are doing to find cures for genetic mutations, and your stance on gene therapy and genetic mutations. )ee/ ! Students will work collaboratively with their group to create their multimedia product using the research that they have found within the web -uest and from the CDC e4pert. Students will use class time and other time outside of school to complete their product. The teacher will be there to facilitate and provide guidance to the students. Product7 )#at is t#e end-$roduct t#e students (ill $roduce- .o( is tec#nology integrated (it#in t#is $roduct- .o( (ill you assess t#e $roduct- Students will have to create a multimedia product that e4plains the structure and function of D3%, compare and contrast the processes of D3% replication, transcription, and translation, investigate the conse-uences of genetic mutations, e4plains some specific e4amples of what scientists are doing to find cures for genetic mutations, and your stance on gene therapy and genetic mutations. Students will be able to choose their own type of multimedia presentation from the following list of choices7 % 9re1i presentation, a commercial created with Windows movie maker or i2ovie, or an :nfographic created using photoshop or ;imp, a informational website using Weebly. The product will be assed using a rubric created by the teacher. The students will have to demonstrate that they can successfully conduct research using a web -uest and gather appropriate useful information from credible sources. Students will show the ability to understand the structure and function of D3%, compare and contrast the processes of D3% replication, transcription, and translation, and investigate the conse-uences of genetic mutations. Students will need to show the ability to evaluate the information and make their own decision or stance on gene therapy and genetic mutation. Students Jo Williamson, Kennesaw State University, HANDOUT SEVEN Engaged Learning Unit will need to describe a specific e4ample of how gene therapy is being used to find cures for genetic mutations. Students will need to showcase the ability to use technology in a proficient way to create a multimedia product displaying all of the topics mentioned above. Tec#nology <esources+Manage'ent: )#at tec#nologies are needed for t#is learning e3$erience- .o( is tec#nology integrated (it#in t#is $roject- .o( is t#e tec#nology su$$orting t#e engaged learning- .o( are you using t(o-(ay co''unication (it# 'entors or e3$erts- .o( are you collaborating (it# ot#er classroo's or students- )#at con=gurations are reco''ended- )#at ot#er con=gurations (ould (or/- )#at are so'e ti$s for 'anaging t#e student access and use of tec#nology in t#is learning e3$erience- This learning e4perience re-uires the students to have access to computers. :n this case we will have access to a portable laptop cart containing $+ laptops, , desktop computers, and an interactive board. Students will be using the internet to access a web -uest and conduct research about the topic. The students will also be using a wide variety of technologies to create their multimedia product as mentioned in the 9roduct section. The students will be engaged in this learning e4perience because they are given an adult role of a scientist who is researching a real world problem of genetics and genetic mutations. The students will have the opportunity to work collaboratively in groups, communicate with professional e4perts from the CDC Center for Disease Control! using Skype, email, video teleconferences, and discussion boards via ;aggle!. 8sing a web -uest will help the students stay on track with their research and use sites that are approved by the teacher. Student S/ill 0evelo$'ent: Based on t#e tec#nology standards selected for t#is learning e3$erience6 describe t#e s/ills students (ill need to $artici$ate in t#is learning e3$erience% Provide resources+suggestions on #o( a teac#er can develo$ t#ose s/ills in t#e conte3t of t#e learning e3$erience% Lin/s to tutorials or 'aterials are often useful% Students will need to some basic technology skills to complete this learning e4perience. Those needs include the ability to use a computer efficiently, use the internet and navigate a web -uest and websites, use the tutorials on the 9re1i and Weebly websites, %tomic learning tutorials for Windows 2ovie 2aker, i2ovie, 9hotoshop, and ;imp. 2any students are very intuitive and are able to navigate a new technology with ease but providing access to some tutorials can be helpful. Teachers can also find an Fe4pert studentG in the class that is accomplished in the use of any certain technology that the students may be using. The teacher or 'ducation Technologist can give a brief lesson on the basics of using each technology. "da$tations for S$ecial 7eeds: Jo Williamson, Kennesaw State University, HANDOUT SEVEN Engaged Learning Unit &nclude a descri$tion of ada$tations+resources for serving $#ysically disabled (li'ited sig#t6 #earing6 'obility)6 learning disabled6 gifted6 and li'ited 1nglis# $ro=ciency students during t#is learning e3$erience% There is one student who will need the teacher to wear a headset that amplifies his.her voice through speakers in the room so that he can hear more clearly. The teacher is very comfortable and proficient at using that technology. There are several students who are '((. /f those '(( students only a few are at a low level with limited 'nglish proficiency. Cor those '(( students at a low level they will be placed in a group with some other students that are speak their language and are more proficient in academic 'nglish. The students can provide support and scaffolds for each other. The students will also have the opportunity to participate in the learning e4perience with the group that best suits their strengths. The teacher can also provide some translations of the research that the students find. The students that may have a learning disability will have a special education aid in the classroom with them to assist them with the work and understanding of the material. The aid and the teacher can work together to adapt the assignment for those students and still have them participate in the learning e4perience with a group. The product e4pectations could be changed to help meet their needs. "ssess'ent: "ssess'ent is not a test at t#e end of a unit% &t is found in all t#ree learning co'$onents: t#e content6 t#e $rocess6 and t#e $roduct% &t is $erfor'ance- based6 sea'less6 generative6 and ongoing% Students need 'ulti$le o$$ortunities to de'onstrate t#eir learning% &n t#e te'$late6 describe assess'ents% "ttac# actual assess'ent 'aterials Throughout the content and the process of this learning e4perience the teacher will observe the students, ask -uestions about what they should have found, ask -uestions to their group members about the level of participation form the others, and have them write a short description of what each person in their group did and how well they collaborated with one another. The students will also be assessed on their final multimedia product by a rubric created by the teacher. ;enetics <ubric Su$$orting Materials 7 T#ese 'ay include (eb sites6 'ovies for t#e #oo/6 instructional videos6 resource lists6 rubrics6 ot#er assess'ent 'aterials6 scri$ted notes6 ><Ls6 anyt#ing t#at you 'ig#t need to teac# t#e unit or so'eone else 'ig#t (ant if t#ey (ere co-teac#ing t#e unit (it# you or re$licating t#e unit? (note: you 'ay not #ave ti'e to create *all, t#e 'aterials t#is se'ester6 but if you do6 attac# t#e'%) Benja'in Button ($#otos or video cli$) Genetics )eb :uest Pre@i Tutorial Jo Williamson, Kennesaw State University, HANDOUT SEVEN Engaged Learning Unit )eebly Tutorial &nfogra$#ic 13a'$le "to'ic Learning-P#otos#o$ "to'ic Learning-G&MP "to'ic Learning- )indo(s Movie Ma/er "to'ic Learning- iMovie Genetics <ubric Jo Williamson, Kennesaw State University, HANDOUT SEVEN