From Principles to Practice



Teacher(s)David EganSubject group and disciplineScience- BiologyUnit titleOur Relationship with Life’s Blueprint (DNA); from Modern Scientific Marvels to Mutant MonstersMYP year3Unit duration (hrs)50Inquiry: Establishing the purpose of the unitKey conceptRelated concept(s)Global contextForm, Relationship & PerspectivesConcept Statements-The form and function of living things is related to the structure of its DNA’s.There are a variety of perspectives regarding the relationship between scientific knowledge and understanding and its application.Structure, Function, ModelsScientific & Technical Innovation---Biotechnology & Ethics what is our Responsibility?We have chosen this GT because of Biotech’s growing impact on humanity. While the understanding of DNA and Genetics continues to unravel many mysteries regarding human health and behavior. It also opens the proverbial Pandora’s box to many ethical debates regarding its application. Statement of inquiryStudents will discuss, evaluate and debate ethical perspectives regarding a range of biotech issues.Students will discuss, evaluate and debate the relationship between scientific understanding/capabilities and their use and application.Students will recognize the relationship between DNA’s structure and how it’s related to the form and function of all living things.Inquiry questionsFactual—What is Life’s Blueprint DNA?Conceptual—What is bioethics and what is biotech? How has biotech changed our world and what is the future of biotech? Debatable—What are the positive and negative aspects of various biotechnologies? How should we regulate biotech and who should regulate it?What are our Ethical responsibilities in regards to biotech?ObjectivesSummative assessmentObjective D: Reflecting on the impact of science i. describe the ways in which science is applied and used to address a specific problem or issue ii. discuss and analyse the various implications of the use of science and its application in solving a specific problem or issue iii. apply communication modes effectively iv. document the work of others and sources of information used. Objective A: Knowing and understanding i. describe scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations iii. analyse information to make scientifically supported judgments. Outline of summative assessment task(s) including assessment criteria:A piece of writing by the student of approximately 900–1,200 words in length. Criteria D will be used to assess this task.Essay- The goal of the essay is for students to select an issue related to the application of genetics which has ethical implications. Students will then take an ethical position from the perspective of one of the stakeholders. In their essays they will refute the position of the opposing stakeholder and establish why their (stakeholder’s) position is superior.An end-of-unit test. Criterion A will be used to assess this task.Test- The concept based test will employ a variety and range of questions to assess student’s knowledge and understanding. These range from simple problems involving recall and application to complex problems involving evaluation and analysis. There will also be integration of math concepts (probabilities) in many of the problems. Each Assessment will be accompanied by a task specific assessment criterion which students receive prior to the assessment. The criteria will be explained in detail and examples relevant to each level descriptor will be given. The One World essay will come with a detailed project outline including examples of student expectations.Assessment Criteria- Criteria A & D year 3Relationship between summative assessment task(s) and statement of inquiry:A piece of writing by the student of approximately 900–1,200 words in length.-Criteria D will be used to assess this task. -The assessment of criteria D is closely aligned to both of the following statements of inquiry and will be addressed by each student on a very personal level. Students will discuss, evaluate and debate ethical perspectives regarding a range of biotech issues.Students will discuss, evaluate and debate the relationship between scientific understanding/capabilities and their use and application.An end-of-unit test. -Criterion A will be used to assess this task. -The study of DNA, genes, heredity and the environment is closely aligned to the following statement of inquiry. Students will recognize the relationship between DNA’s structure and how it’s related to the form and function of all living things.Approaches to learning (ATL)What Approaches to Learning are embedded in the subject-specific MYP Criteria that you are using to assess your MYP task?These ATL’s are embedded in my tasks which will assess Criteria’s A & D. These skills will have an implicit munication (Literacy), Thinking (Critical Thinking and Transfer) and Research (Information and media literacy, critical literacy)What general Approaches to Learning will I embed in my unit?These general ATL’s will be focused on explicitly in my unit. One of these, Research and its associated skill clusters is also implicitly contained in my assessment task. This ATL skill has a general focus because it is easily transferable across the disciplines throughout the MYP programme. Additionally, Research skills support school wide expectations in relation to use of technology and referencing. Also the Social skill of Collaboration promotes good affect within our students. It also supports a host of LP attributes such as being open-minded and exceptional communicators.Research- (Information and Media Literacy, Critical Literacy)accessing information—includingresearching from a variety of sourcesusing a range of technologies,identifying primary and secondarysourcesselecting and organizing information—including identifying points of view,bias and weaknesses, using primary andsecondary sources, making connectionsbetween a variety of resourcesreferencing—including the use ofciting, footnotes and referencing ofsources, respecting the concept ofintellectual property rightsSocial- (Collaboration)accepting others—including analyzingothers’ ideas, respecting others’ pointsof view, using ideas criticallyAction: Teaching and learning through inquiryContentLearning processMany of the related concepts or specific content expectations I will teach as part of the genetics unit will be adapted from the HHMI & MIT Hierarchical Biological Concept Framework. Main areas of focus include: cell division, replication, transcription and translation, classic Mendelian genetics, genetic disorders and genetic engineering. These concepts can be found at: Note: Many of the concepts will also be covered as a review of cell biology in order to prepare students for the genetics unit.-HSCE’sSTANDARD B1: Inquiry, Reflection, and Social ImplicationsB1.1- Scientific InquiryB1.2- Scientific Reflection and Social ImplicationsSTANDARD B4: GeneticsL4.p1 Reproduction (prerequisite)L4.p2 Heredity and Environment (prerequisite)B4.1 Genetics and Inherited TraitsB4.2 DNAB4.2x DNA, RNA, and Protein SynthesisB4.3 Cell Division – Mitosis and MeiosisB4.4x Genetic VariationB4.r5x Recombinant DNA (recommended)STANDARD B2: Will be part of a review as students prepare for the genetics unit.NGSS (Next Generation Science Standards)HS-LS3: Heredity: Inheritance and Variation of TraitsHS-LS1: From Molecules to Organisms: Structures and Processes (Includes Review Materials)Common Core Standards: ELA/Literacy-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. (HS-LS3-1),(HS-LS3-2)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. (HS-LS3-1) WHST.9-12.1: Write arguments focused on discipline-specific content. (HS-LS3-2)Mathematics –MP.2: Reason abstractly and quantitatively. (HS-LS3-2),(HS-LS3-3)Finally special attention will be given to the teaching of Ethical Decision Making and the explaination of and discussion about various technologies related to the science of genetics.Learning experiences and teaching strategiesFor a unit outline and catalog of lessons highlighting various learning experiences and teaching stratigies please see my website at davidegan. Prior Knowledge- Students prior knowledge will be activated via a review and test on cells and traits. Both of these topics have been previously covered and required the student to have a simple general understanding of DNA and Heredity. It is from this point that we will begin to build and expand student knowledge and understanding in detail. We will also have an open class discussion around an ethical dilemma in order to activate student’s prior informal understanding of ethics. We will then begin building a formal understanding from this point. Cell division, DNA & Genetics will be learned through-Direct instruction and lectureThe use of visual aidsReadings Online Activities and LabsLabsCollaborative Group Work Vocabulary Definition Mind MapsBioethics will be learned through-LectureReading Class DiscussionInformal DebateOpen-ended QuestionsAudio/Video Analysis: Current Events, Gattaca, Intellengence2 Debate Note TakingCase StudiesCollaborative Group WorkResearchExpectations: Some activities will be modelled.Formative Assessments Students will be given clear instructions and examples (checklists, rubrics, templates, handouts) which will be discussed in class. Summative Assessments Will be accompanied by a task specific rubric which students receive prior to the assessment. The rubric will be explained in detail and examples relevant to each level descriptor will be given. The One World essay will come with a detailed project outline including examples of student expectations.Formative assessmentCell division, DNA & Genetics will be assessed through-Student will draw the stages of cell division (mitosis); drawings will be labelled and explained.Students will print and submit results of online activities and labs. Students will take notes on all videos and lectures.Students will be assigned section review and chapter review questions on readings.Students will be given practice questions (genetic crosses) as HW and CW all questions will be discussed as a class.Students will answer questions(genetic crosses) on the smart board and explain their answers to the class. Students will extract DNA from a plant and report on their procedure and resultsStudents will construct Reebops and reflect on their results (Meiosis & Expression of Alleles) Anecdotal Notes Class Discussion (Q & A) these are based on topics/concepts, and inquiry activities. Marazano’s Vocabulary DefinitionsMind Map of DNAConstruct DNA out of found objectsBioethics will be assessed through-Introduction to Ethics ActivitiesAnecdotal Notes Check Points/Deadlines for Project---Spot checking by asking students what they are working on.Peer evaluations.Class Discussion (Q & A) these are based on topics/concepts, and inquiry activities. Brain Storm for One World Essay & Bio Ethics TopicsResearch for One World EssayRough Draft- One World EssayGattaca AnalysisCase Study AnalysisNotes on all videosIntelligence2 Class PollInformal Debate**End of Unit Reflection on Unit Question, ATL’s & LPDifferentiationTest- The concept based test will employ a variety and range of questions to assess student’s knowledge and understanding. These range from simple problems involving recall and application to complex problems involving evaluation and analysis. There will also be integration of math concepts (probabilities) in many of the problems. One World Essay- There will be flexibility and choice in terms of topic selection and word limit. Special Needs-Students with special needs will be accommodated on an individual basis- Accommodations may include: use of technology, tutoring, change in format, amount and difficulty of work, position in class, conferencing with parents and school social worker ETC..,.Language Needs- If a student has a language need then I will work with either a language B instructor if Arabic or a Native Speaker of the students language to accommodate that student. DifferentiationAssessment and Pre Assessment will be differentiated using a variety of Learning Styles/Intelligences such as:- Kinesthetic (Hands On Activities/Labs) - Visual (Drawing, Visual Aids, Animation)- Interpersonal (Group Work)- Intrapersonal (Readings and HW)- Linguistic/Audio (Books and Lecture) - Logical/Mathematical (Genetic Crosses & Word Problems) There is a heavy focus on math concepts in this unit.Answering higher level questions aimed at assessing conceptual understanding and its application (Critical Thinking & Metacognition)Activities will employ different types of technology (ppt., smart board, audio, visual and internet).Identify students that are struggling and use mixed ability grouping for group work.Engage and include students who tend to be on the outside of the social group.Students have degree of choice and freedom to choose their One World Essays focus issue.The concept based test will employ a variety and range of questions to assess student’s knowledge and understanding.Identifying and correcting student misconceptions about core concepts.-The assessment tasks will be differentiated as follows:Student understanding of the statements of inquiry will be assessed using two formats an argumentative essay and a conceptual test.ResourcesTextbook: Glencoe Science Level Green & BlueHandouts & Problems: Mendelian Genetic Crosses Lab:DNA Extraction Lab MaterialsSimulated PKU Testing Lab & Materials Online labs and Activities: for Teaching Ethics: & Cell Division Animations GattacaSupreme Court Decisions on Genetics Issues 1,000$ Genome Possible Community Members as Guest Speakers (Bio-Patent Law)Reflection: Considering the planning, process and impact of the inquiryPrior to teaching the unitDuring teachingAfter teaching the unit ................
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