Lesson Plan Title: Biotechnology & Genetic Conditions

Date: N/A
Subject: Science
Grade: 9
Topic: Reproduction & Development
Essential Question: What is biotechnology and genetic conditions and what are cultural perspectives on
it?
Materials:
- Biotechnology video
- Power point slides (handouts)
- Assignment (In PP notes)

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
- Understand what biotechnology, selective breeding and genetic engineering are and the purpose/role
of each of these terms
- Understand ethics of biotechnology in food, vaccines and environment
- Define genetic condition and research information about it to create a brochure
- Able to listen to a First Nations person share their beliefs and views about two-eyed seeing, genetic
conditions, the three sisters, and understand the different cultural views/
Broad Areas of Learning:
This lesson will provide students with the opportunity to be life long learners. Learning about
biotechnology and genetic conditions, as well hear stories and cultural beliefs and values from a First
Nations person related to the topic. As defined in lifelong learners “students are curious, observant,
and reflective as they imagine, explore, and construct knowledge”. (Broad Areas of Learning, 2010)
My hope is that students are engaged in the lecture, video and presentation. Providing the students, a
variety of differentiation learning will hopefully deepen their understanding of biotechnology, genetic
theory, and cultural views.
Cross-Curricular Competencies:
In this lesson students will learn how to make connections to different areas of study such as
developing thinking and developing literacies. Students will develop their knowledge about scientific
literacy through listening to the First Nations speaker, learning about cultural views on the subject,
and researching information about a genetic condition. Students will expand on information they
already know about biotechnology and genetic conditions, and apply the knowledge they have gained.

Outcome(s):
RE9.1
Examine the process of and influences on the transfer of genetic information and the impact of
that understanding on society past and present. CP, DM
(a) Identify questions to investigate related to genetics.

(g) Provide examples of Saskatchewan and Canadian contributions to the science and
technology of genetics and reproductive biology in plants and animals.
 (h) Select and synthesize information from various sources to illustrate how developments in
genetics, including gene therapy and genetic engineering, have had an impact on global and
local food production, populations, the spread of disease, and the environment.
RE9.2
Observe and describe the significance of cellular reproductive processes, including mitosis and
meiosis.
(g) Relate cancer to cellular processes.
PGP Goals:

1.2 Ethical behavior and the ability to work in a collaborative manner for the good of all learners;
2.2 Proficiency in the Language of Instruction
2.3 Knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties, Residential
School, Scrip, and Worldview);
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine
next steps.
- While watching the video on biotechnology: ask students to comprehend what biotechnology is and
its purpose
- Are students able to answer the self assessment questions regarding the guest speaker?
- Did the students understand the material? – This will be established at the end of class when you ask
students if they have any questions, and allow them to self reflect on what they have learned providing
them with questions (below in closure)
- Did students understand the information from the guest speaker? – Debrief at the end of class on
information they learned or what they enjoyed hearing.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
- Genetic Condition Brochure: Choose a genetic condition of your choice and answer the following
questions: research how the disorder is being treated today, describe how emerging genetic
technologies may be used to treat this disorder in the future, what potential questions or issues may
arise from the use of this new treatment, do you agree with the use of this new treatment and explain
why using facts to support your answer.
- Rubric will be created the following class (co-constructed) to engage the students, and so they have
an understanding of what is expected of them.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (~5 Minutes):
- Introduce to the students that we will be learning about Biotechnology and generic conditions and
Indigenous knowledge from a First Nations speaker
- Ask the students to recall what they already know about the topic
- Explain to students the importance of cultural views in science, and introduction to what is
biotechnology
1. show introduction to biotechnology video https://www.youtube.com/watch?v=f8PyAQ9bAPk

Main Procedures/Strategies: (~50 Minutes):

- While going over the notes, have them displayed over the projector for students to follow along as I
read off of them to the class.
- The purpose of this lesson is to introduce students to biotechnology, and First Nations views. With
having lecture notes provided, questions to work on in groups/pairs (closure), and a First Nations
person come in an speak on behalf of first nations views, it will strengthen student’s understanding of
the material, include differentiated learning, and an engaging class for the students.

2. Begin the power point notes. These ones will be for the students to follow along as we have an
guest speaker coming into class to speak about the views Frist Nations have on our topic today. (~10
minutes)

3. Have First Nations speaker speak about knowledge and ways of knowing/learning about Genetics,
Technology, and the Environment (two eyed seeing, genetic conditions, the three sisters, and selecting
desirable traits) (~30-40 minutes)

4. Assignment information: - Genetic Condition Brochure: Choose a genetic condition of your choice
and answer the following questions: research how the disorder is being treated today, describe how
emerging genetic technologies may be used to treat this disorder in the future, what potential
questions or issues may arise from the use of this new treatment, do you agree with the use of this new
treatment and explain why using facts to support your answer. Make sure students have a genetic
condition by the end of class they want to do research on and mark down who is doing who so we do
not have students doing the same genetic condition. Rubric will be constructed as a class the next day.
(Rest of the class)

Adaptations/Differentiation:
- EAL students will be placed near the front of the class by my desk so that I can provide extra
guidance to those who’s struggle with the English language and need further explanation.
- Students with learning disabilities will also be placed near the front of the class along with the
students with behaviours issues. This will make it easier for these students to concentrate during class
lecture, videos, and discussions. It will also be easier to attend to these students since they will be
closer to my desk, making it easier to provide help, answer questions and provide a clearer
explanation.
- Students who are visual learners can learn through the videos provided that cover each section, as
well with the diagram handouts
- Students will hearing impairments can engage through the class visually. Some of the videos have
subtitles, but the ones that do not they will not be able to understand.
 - Discussions are encouraged during this class, allowing the students to work together to help each
other understand the material. Often times when sitting and listening to the teacher lecture, students
do not fully listen and their questions go unheard and they are reprimanded for talking to their
neighbors. Group discussions promote interaction of peers while allowing myself and the E.A’s to
circle the classroom answering questions that cannot be answered by their peers.
- For students with anxiety, also have them sit at the front of the class. Using videos instead of notes
might help reduce student’s anxiety levels when they see a lot of writing on a document. Allow them
more time to work on the handout to reduce anxiety.
- There usually will be a E.A with students with learning disabilities who will sit at the table with
them at the front of the class to offer guidance and extra help for the students when needed.
- Assignment adaptations: allow struggling students to work in pairs, allow them more time to
complete the assignment. Provide a list of genetic conditions for students to chose from

Closing of lesson: (~3-5 minutes):

- Ask the students if they have any questions about the material they have just learned: Do you
understand the role of genetics?
- Allow students to self assess: Ask them to discuss in partners or at their tables two things they
learned today. What is biotechnology and what is its role or importance? What did you learn from the
First Nations speaker? What are the Indigenous views on biotechnology and compared to previous
scientists you have learned about? What is two-eyed seeing?

Personal Reflection:

Assignment information is attached to the power point document

Reflection/Justification:

This lesson topic is on genetics that includes PowerPoint notes, a video, a guest speaker (elder),

and an assignment. Within this class, there is individual/group work(assignment) as well as a

presentation and discussions to provide a variety of ways for students to learn and understand the

material. This lesson is planned based on the provincial curriculum focusing on outcomes and

indications from the life science section (indicated above in the lesson plan).

My goal for my students is to be able to understand the information presented in class, be able to

explain things in their own words if possible, but be able to understand biotechnology genetic conditions

and cultural views on these topics as well. What my students should be able to do, I believe are

achievable and attainable. These are goals I have designed related to the class and are focused on the

main ideas/outcomes. I have chosen a couple instructional strategies to see how my students learn best

from PowerPoint notes, a video and guest speaker, as well as group or partner work (assignment).
Having a guest speaker come into class will provide students with an opportunity to experience learning

in a different way. Listening to their cultural beliefs and values, and stories will be interesting as well as

engaging, and allow students to ask questions. During this time student will take notes on things they

think are important or enjoyed from the speaker. These learning strategies are related to the outcomes

and indicators providing information to the students about the goals and outcomes of this lesson.

My formative assessment, having several questions to reflect upon after this lesson, if things go

well or not so well I can change my teaching styles as I plan down the road. I have provided information

about adaptation/differentiation in this lesson, for students who have learning disabilities, and for gifted

or struggling students. Having struggling students, behavioural students and learning disability students

sitting at a table near the front to allow me to help the students much easier and more often, and having

gifted students sit together as well. My summative assessment focusing on genetic conditions,

researching information and creating/designing a broacher I think is an engaging activity for the students

to complete. It will demonstrate students understanding of the topic, as well, we will co-construct a

rubric. This way student’s will know what is expected of them to perform their best on the assignment as

well as input their beliefs on what they should be marked on.

My goals that I have set for myself for my professional development I fell should be achievable

for myself, but I will have evidence/areas where I will need improvement. Since I have not taught this

lesson yet, I cannot reflect on what I should change in my instructional strategies or where I need to

focus my attention to and improve my teaching. Incorporating cultural views into this lesson will

broaden students understanding of science not only as a Western perspective but Indigenous as well.

Incorporating guest speakers and or notes or videos of Indigenous perspectives is part of the curriculum

and is important for students to understand Indigenous science and how they gained their knowledge of

the topic.
This lesson, having a guest speaker come in and share their cultural views on this topic will provide

students with a different way of learning. Having someone come in and speak about their beliefs and

values I think will be engaging as well as interesting for the students, compared to lecture notes, as well

this lesson incorporates cultural views, connecting to the outcomes and indicators. My planned activities

would improve the discipline specific literacy skills of my students. Students will strengthen their

scientific literacy with the information they are learning using written, reading, oral competencies.

Introducing the topic, and what I expect from my students will help them improve their literacy

strategies. Having group/partner discussion during the closing of the lesson (self assessment), this is

where I think students can own their learning. They can share with their peers the information that they

understand, as well as teach their peers too. I think these activities will help increase connections

between students and student ownership and learning. Since I have not taught this lesson yet, I am

unsure of the areas I need to improve on or fix.

dM. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)