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Introduction:
Students will begin the
biotechnology unit with a discovery activity.
They will be shown a short video clip, view a newspaper clip and read
a magazine article to come up with how they think the 3 different topics are
related (all biotechnology). After the
students have come up with the answer, they will create a 4 page
“Know-Book”. Take a piece of computer
paper and divide it in half (hamburger or taco style). Number the lower right hand corner pages
from 1 -4. On page 1 (the cover) have
the student come up with a symbol for biotechnology, write the word biotechnology
in large letters for their title, their name and class hour. The students should always use a lot of
color in their “know-books” (I recommend colored pencils instead of markers
so they won’t bleed through). The
symbol they select to draw on their book should be linked somehow to
biotechnology. An example of what this
would look like is below.
Have the student turn to page 2
of their know-books and draw 2 lines on the page dividing the page into 3
portions. On the top part, the student
should write “what they know already about biotechnology”. In the middle section, the students should
write “what they want to know about biotechnology” working towards at least 3
ideas. On the bottom section the
student should write “what they would still like to know” (this last section
will be filled out after they complete the unit, with questions or topics
they would like to know more about.
Resources: computer paper,
video clip, magazine article, newspaper clip, colored pencils.
Method of
assessment: teacher observation and pages 1 and 2 of
know-book completed.
Length of
Activity: 1 full block
Taxonomy: Investigate problems, make decisions and apply past knowledge to new
situations.
DNA
Testing: Is DNA technology foolproof? Are there boundaries in DNA testing?
Introduction: To introduce the
topic, I will show them an internet site with an OJ Simpson news clip of the
DNA forensics testing. I will also
show them a picture of an electrophoresis gel. Then we will look at the electrophoresis
equipment.
- Divided Activities: At
this point, we will divide the groups:
Those students not in the lab will be working on a reading
assignment. Groups of 5 will be
working in the lab.
·
Reading activity: Read page 322-325
and 355-358 in the textbook. Students
should complete a t-chart for their reading activity. In section 1, they should put the title of
their reading. In section 2, they will
write their notes. Section 3 will
contain 2-3 sentence summary of their reading. At the bottom of the page, the student
should write questions they still have about the reading.
·
Lab
Prep:
Students are going to begin their electrophoresis lab. To begin, the students are going to
practice loading a sample gel. Each
student will get the opportunity to do this.
Show the students the hot water bath, have them take the sample out of
the bath and put it in the centrifuge to spin it down, then micropipette the
sample. At this point, I have the
student draw up and release the fluid a few times before they go to the gel. They will then load the gel and eject the
pipette. This is just a practice gel,
so the fluid does not contain the DNA.
- DNA Lab: This lab is over a paternity
test. I will begin the lab by
describing how a paternity test works and what it is used for. We will then as a class, conduct the
DNA lab with students loading the real DNA sample. We will then run the DNA sample and
view the results the next day.
(Prep for day 2, I will stain the gel and put in the
refrigerator). On day 2, the
students will view the stained gel and match up banding to the
appropriate father.
- Hieroglyphics activity: The students
will turn to page 3 in their know-book.
They are going to do an activity called hieroglyphics. They are going to draw out the steps
of an electrophoresis lab using only pictures, no words. Again, remember that they should use
color. They will then give their
hieroglyphics to their table partner who will examine and make comments
on the bottom of the hieroglyphics addressing the following
questions: Are there steps
missing? Were the steps correct? Are there parts of the drawing that
you don’t understand and if so, what do you know clarification on?
- Other Uses for DNA testing:
Notes
- Journal: In the student’s journal, they should
comment on what they learned today (in one sentence).
- Questioning Activity: Students will play “Pass the Koosh”
where the students pass a koosh ball around the classroom asking each
other questions over the assigned topic.
Resources: Textbook, OJ clip
and website, electrophoresis equipment, hot water bath, overhead projector,
staining tray and stain, colored pencils, picture of electrophoresis gel and
know-book. http://www.pbs.org/wgbh/nova/sheppard/
Taxonomy: Develop plans, analyze errors, investigate problems, perform
experimental inquiry, make decisions, develop questioning skills and apply
past knowledge to new situations.
Method of assessment: T-chart, observation of electrophoresis
technique, electrophoresis lab participation, know-book page 3, journal entry
and check-off for Killer’s Trail simulation.
Length of
Activity: 2 full blocks
Genetic
Counseling: Is a person responsible for knowing their genetic
history? Are there boundaries in genetic counseling?
Introduction:
Students will get a basic introduction
to what a genetic counselor does.
- Seeing reason activity: In the following scenarios,
particular genetic counseling instances are discussed. You will need to read the scenarios. Use them and your basic knowledge of
genetic counseling and gene therapy to and then create a concept map
using the seeing reason tool. http://www.sciencecases.org/genes/genes.asp , http://ublib.buffalo.edu/libraries/projects/cases/pierre.htm
The seeing reason tool helps you to organize cause and effect
relationships. Your central idea
is going to be genetic counseling.
Begin by identifying those factors that cause or effect genetic
counseling. Place these randomly
around the central idea. Then
create connections between as many of these ideas as possible showing
their positive or negative influence on each other. The size of the arrow will indicate
the degree of impact. For example
a strong positive relationship will be denoted by a wider blue arrow
whereas a weakly negative relationship will be denoted by a narrow red
arrow. When you have completed
your seeing reason map, select print and from this screen right click on
the map and cut and paste it into a word document. Save the document to add to your
portfolio at the end of this unit.
http://www.kumc.edu/gec/gcsim.html
- Reading assignment: Page 359-360.
Resources: textbook, http://www.intel.com/education/tools/index.htm
Method of
assessment: seeing reason map, note check-off.
Taxonomy: Develop plans, construct and support their views, analyze perspectives,
make decisions, think flexibly and apply past knowledge to new situations.
Length of
Activity: ½ block
Cloning: Should cloning be legal? Is it ethical to alter embryos and if so,
in what instances? How are an
identical twin and a clone the same? Are there boundaries in cloning?
Introduction:
Show a
picture of Dolly and then have a short discussion of what the students
already know about cloning. Then I
will give them the basic steps to how a clone is created.
- Cloning Video: Watch the National Geographic Video.
- Reading: Read page
332 on cloning.
- Visual Ranking Tool: In this activity, you are going to use
a visual ranking tool. This tool
is used to prioritize the importance of a specific topic. Initially, I want you to rank the
topics from most ethical on the top to least ethical on the bottom. After all issues have been debated,
you will return to the visual ranking tool and revise it based on your
new-found knowledge. The next
part of the project, you will collaborate with other groups. Compare your selections to theirs
using the comparison tool. Look
at your correlation and see how closely your groups agreed on various
topics.
- Debate: The class will then break out to
research the specific topics. For
each topic, you will need to fill out the pre-debate form. The class will then be broken down
into debate groups and we will debate the issue.
- Reaction Paper: The last part of the assignment is to
write a one page paper on cloning.
What are your personal thoughts.
Have any of your opinions changed through this activity? What is still unclear to you?
Resources: http://www.intel.com/education/visualranking/index.htm,
cloning video, textbook, Internet, pre-debate form, http://www.educationworld.com/a_lesson/03/lp304-01.shtml
(information on debates)
Method of
assessment: Notes over cloning video, visual ranking
map initial and revised, participation in comparison of maps, pre-debate
form, debate participation or debate rubric, reaction paper.
Taxonomy: Develop plans, construct and support their views, dispute their views,
analyze perspectives, investigate problems, make decisions, think flexibly
and apply past knowledge to new situations.
Length of
Activity: 3 full blocks
Genetically
modified foods: Are
there any dangers to handling/digesting bioengineered food? Are there boundaries in GMO’s?
Introduction: Students will be given a few introductory notes on
genetically modified foods so they know what direction they are going into
for the following activity:
- Showing Evidence Activity: In this activity, the student is going
to research genetically modified foods at the following site: http://www.peaceco.net/webquest/links5.htm. Students are going to use the showing
evidence tool to develop a claim or view over the topic of genetically
modified foods. They will then
search for evidence, both for and against the claim supported by
resources. Then the students will
tie their evidence to the claims and classify it according to the
strength of the evidence and how well it supports the claim.
- Group discussion: Once the
showing evidence tool is complete, have each group copy their map off
and with another group discuss their arguments. They should put a mark through
evidence that they think don’t have enough quality support (rubric
supplied as a guide). Then
together, the groups should decide which claims have enough supported
evidence to keep and mark out all other claims. They may find that more than one claim
can be accepted.
- Class presentation: Each group
will need to present their findings to the class and open up their claim
for discussion. The class should
present questions and comments to the groups as they are
presenting. The class will
evaluate the groups at the conclusion of their presentation on how well
they defended their claim.
- Reading Assignment: Page 332-333
Resources: http://www.intel.com/education/showingevidence/,
Internet, textbook, http://www.peaceco.net/webquest/links5.htm
Method of
assessment: showing evidence chart, peer evaluation,
participation
Taxonomy: Develop plans, construct and support their views, dispute their views,
analyze perspectives, analyze errors, investigate problems, make decisions,
think flexibly and apply past knowledge to new situations.
Length of
Activity: 2 full blocks
Conclusion: To finish this unit, the students will create a concept
map of what they learned on page 4 of their know-book. The central theme should be biotechnology
with each of our main topics as the initial spokes. The students should then
branch out on each spoke with ideas they have picked up from each
section. The student should then
complete their KWL from their know-book (bottom of page 2). We will then have a questioning session followed
by the evaluation of their portfolios.
Resources: portfolio rubric
Taxonomy: Develop plans, think flexibly, develop
questioning skills and apply past knowledge to new situations.
Method of
assessment: portfolio, finished know-book.
Length of
Activity: 1 block
Note: This will probably not be able to be
scheduled in this unit, but some time this semester the students will
interact by IDL with Vanderbilt
University. The program is called “the Slippery Slope”
over ethics in genetics.
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