LU Title: Well Hello Dolly! |
Author(s): Shelia Bartlett |
Grade Level: 10 |
School Address: Williams Road, Munnsville New York 13409 |
Subject Area: Biology |
School Phone/Fax: 495-4404 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
When the students arrive have the musical version of ," Hello Dolly" playing in the background. When everyone arrives in the room ask the students a question about the song that is being heard in the background. Has anyone ever heard this song before? Accept any responses, but if the musical connection was not given then explain briefly where the song originated. Explain to the students that the star of this show however is not an actress, but Dolly a sheep. At this time show a picture of Dolly and her mother on an overhead projector. Does anyone know why this "Dolly" is so famous? A group discussion should follow addressing all of the possibilities raised. Finally show them the newspaper headlines that appeared the day Dolly was born. What is cloning? Explain to the class that Dolly is very unique. Genetically she is identical to her mother . So this unit is about genetics, not the about the famous musical! Students will then be asked to think about what genetics really is all about. Why is cloning such a controversial issue in today’s society? How would you feel if someone were walking around with the same physical and genetic features as you have? Would life be different in today’s society if doctors were able to clone patients on a regular basis? Students should take about ten minutes to think about what their responses are to these questions. In their Dolly Journals students should record their thoughts and refer to them though out the unit. A class discussion will then follow answering the questions just posed. Try to involve both negative and positive responses to the discussion. This should lead into a formal introduction to the topic of this unit which is genetics. At the end of the class read the students the poem that is attached to the end of this unit.
LEARNING EXPERIENCES
The learning unit will take approximately 10 days, spending 80 minutes each day for instructional time. It incorporates not only memorizing related terms, but also using higher level thinking to achieve a goal. Students will be challenged to predict information as well as perform tasks that must be mastered in order to succeed with this unit. The unit is also helpful in preparing the student s for any genetic or state related exam.
CULMINATING PERFORMANCE
The State Health Department has just called our classroom. You are being asked to prepare an informational pamphlet on a genetically related disorder. The Health Department needs these pamphlets for distribution to the newest citizens of our planet-Dollyoids from the planet Cloneville. These Dollyoids are very interested in learning as much about these disorders as possible. Your mission is to design a pamphlet that will give information in an orderly and informative manner. Using a variety of resources such as the internet, interviews, library sources, medical journals and books, students will gather as much information as possible. Students will use this information and apply it to specific criteria provided by the agency. The pamphlet must be word processed on a computer. An oral report will also be given to representatives of the agency that will be in our classroom. Each of the students in the class will be assigned a different genetic disorder. The report should include descriptions of the disease as well as reasons for it occurring. Remember these are new citizens from another planet! They have no idea what a genetic disorder truly is. Each student is also required to write a letter to a hospital or agency to request any additional materials they could add to their pamphlet. Pictures are also necessary to give the pamphlet that finishing touch. A rough copy of the pamphlet must be submitted before publication can be approved. I have provided a list of ideas that should be included in the student’s work. I provide a list of criteria before the project gets started to each student . All pamphlets should include these ideas , karotyping of a set of chromosomes the showing the disorder, descriptions of the disease, characteristics of the disease, effects on individuals with the illness, life span of individuals, and possible reasons for the disease. The oral presentation will should be at least 3 minutes in length and give an overview of the student's pamphlet. The pamphlets will then be collected and given to the Department of Health to circulate among the Dollyoids
The other portion of this culminating activity is a pencil and paper test. The test will provide assessment for the teacher to see if the key ideas and terms were clear to each student.
CONNECTIONS TO STANDARDS
The following standards are being met from the Math, Science, and Technology portion of the NYS STANDARDS and BENCHMARKS.
Standard 2: Information Systems
Students will access, generate, process, and transfer information using appropriate technologies. Students will use informational technology to retrieve, process, and communicate information as a tool to enhance learning. Students will access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the internet.
Standard 3: Mathematics
Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world setting, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Organisms inherit genetic information in a variety of ways that result in the continuity of structure and function between parents and offspring. Students will explain how the structure and replication of genetic material results in offspring that resembles their parents. This will also explain how the technology of genetic engineering allows humans to alter the genetic makeup of organisms.
Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Computer technology will be used as a tool for design, modeling, information processing, communication, and system control , have greatly increased human productivity and knowledge.
Standard 6: Interconnectedness: Common Themes
Students will understand the relationship and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
The following standards are being met from the English Language Arts portion of the NYS STANDARDS and BENCHMARKS.
Standard 1: Listening & Reading
Students will acquire and understand information that is collected to discover relationships, concepts, and generalizations. This information will be collected from oral, written, and electronic sources.
Standard 1: Speaking & Writing
Students will acquire and transmit information that requires them to ask probing and clarifying questions, interpret information into their own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.
Standard 3: Listening & Reading, Speaking & Writing
Students will read, write, listen, and speak for critical analysis and evaluation.
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Genetics is the foundation of heredity |
Brainstorming
Group Discussion
Handouts
Genetics Video |
KWL Chart
Notes (Dolly Journals)
Dolly Genes wall |
The class will be posed with the question, "What is genetics?" Have them brainstorm any ideas and write them on the board whether correct or not. Pass out the KWL chart and have each student take about 5 minutes and individually complete the K and W sections . Continue with a class discussion on any new ideas not on our list already. In the front of the room label a wall in bold letters, DOLLY GENES. This wall will include a class KWL chart as well as key words and ideas for the unit. It will be updated on a daily basis. On the KWL class chart have volunteers add any suggestions that the class discusses. Students will then watch a video introducing Genetics. Upon completion of the video, students will fill out the L portion of their chart as well as the class portion. A class discussion will follow and a definition of Genetics will be derived. |
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| The Historical background of Genetics is Diverse
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Group Discussion
Lecture Brainstorming in small cooperative groups
Overhead Board Text
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Graphic organizer Notes
Independent Reflection |
Teacher will start by having the students imagine that today the class is transformed back into time. They are all knights , nobles, or maidens. How do you think Genetics will influence your life? Break into groups of 4 students and compile a list. After 15 minutes gather as a group and ask a representative from each group to come to the board with an idea. Have a group discussion relating genetics issues from the past to the present. Begin talking about the historical work of Mendel. With the use of the overhead and a graphic organizer show them his important experiments that he performed . Give reasons for his success. Notes will be added to the Dolly Journals. Students will then have time for reflection.. |
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Note Taking Strategies are Important
This is both Declarative and Procedural knowledge |
Dolly Journals
Teacher modeling |
Students will keep a Genetics Dolly Journal. Each day important vocabulary terms as well as key ideas will be added. Students will be instructed at the conclusion of each class to reflect on the days lesson. This will be accomplished by posing two questions. What were the highlights of this lesson? What issues or procedures are still confusing? At the beginning of each day the students will be given the opportunity to share their responses. The journals will become an extremely important study guide at the end of the year. Journals will be checked for completeness at the end of the week. |
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Genetic Crosses can accurately be predicted
This is both procedural and declarative knowledge |
Teacher Modeling
Practice with variations Textbook
Written set of steps for use with Punnett Square Coaching Point out errors Reciprocal Teaching |
Using the Mendelian principles already learned the teacher will demonstrate how to use a Punnett Square to predict the outcome of crossing. A written set of steps will be referred to throughout the lesson. Each student will then be asked to do simple crossings independently. The teacher will meet with the students individually to point out any errors. The students will then be asked to complete more complex crossings. Students who are able to do the predictions will assist in teaching other students the correct way in which to use the Punnett Square. Extending and Refining Activity: Students will be given different phenotypes to cross. They are first required to predict the possible outcomes before the use of the Punnett Square. They then perform the cross and compare and contrast the results that they arrived at. |
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Genetic Crosses causes a variation in Phenotypes |
Lecture Notes Activity Sheets
Class discussion
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Link to prior knowledge
Teacher monitoring
Cooperative learning groups |
Teacher will start the class by having the students do a genetic crossing . Individually students will make a predication on the possible outcomes of the crossing. After teacher approval , the student will see how accurate the prediction were by completing a Punnett Square. The class will then share their results. The teacher will then hand out activity sheet to each student. The sheets contain specific crossings to demonstrate the concepts of Dominance, pure and hybrid traits, and test crossings. In cooperative groups assigned by the teacher, students will work together to solve the problems. Upon completion a group discussion will assist in relating terminology to the crossings. Again students will be given time to reflect and add to their Dolly Journals. |
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Chromosomes are an important part of you |
Text
Class Discussion
Pictures
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Notes Advanced organizing question Questioning technique
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The text and handout discusses the connection between your physical appearance and that of your parents. Students will be given a list of ten physical characteristics. They will then be directed to answer the question, "Who do I really Look like?" Independently they will fill out a handout that has three columns listed, Mom, Dad, or both. Know pose the question, "How did you get these traits?" This will lead into a discussion about chromosomes. The teacher will then give appropriate terminology and key ideas for the students to add to their Journals as well as the Dolly Genes wall in the classroom. |
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Conduct a Drosophila Experiment |
Written procedural steps
Teacher modeling
Point out common errors Cooperative learning groups
Internet |
Extending and refining Activity: The teacher will place students in groups of 2 or 3. Each group will be given 3 experimental crossings between Drosophila flies. The group will be responsible for making predictions prior to doing the actual experiment. Teacher will then do a sample crossing to help students get started. Predictions are make by the whole class then the teacher models the experiment. Using the internet, the teacher will demonstrate how to do the actual crossing using the website. When modeling is complete, students will work in their groups to do the experiment on the internet. At the conclusion of the experiment a worksheet will be filled out by each student. This will assist in the comparison of the predicted outcome with the actual results. The teacher will monitor the experiment throughout the lesson. |
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What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Pedigree charts can be accurately interpreted |
Teacher modeling
Pedigree chart |
The purpose of this activity is to enforce the concepts of phenotypes and how they relate to genotypes in the inheritance of simple dominant traits. The students will create a pedigree with both phenotypes and genotypes for the members of their own family. With the teacher modeling how to make a pedigree chart, students will create a family pedigree. They will then relate terminology already learned to their own pedigree. Students should use the laws of inheritance and dominance. The students will be provided with a list of possible phenotypes. Each student will hand in their finished pedigree. (This experiment was taken from the internet at the website: kumc.edu/gec/lpjacobs.html ) |
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Construct a Chromosomal model |
Pair Grouping
Teacher coaching Written set of steps
Teacher Modeling |
In groups of two , students will each construct a working chromosomal model. Following the correct procedures, students will make two strands of beads using different colored pop beads. Each strand should look the same. These will represent homologous chromosomes. No internalizing will be done at this point. When completed each student should have a set of homologous chromosomes. Now the teacher will model crossing over, additions and deletions. Both student and teacher will perform the same each concept with the use of the strands of beads. Notes will also be given to add to the students Dolly Journals and the Dolly Gene wall relating to this topic. Students will then have time for reflection. |
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| DNA is the Backbone of Genetics |
Video Visuals Worksheets Lecture
Group discussion |
Notes Worksheet for video
3 minute pause |
Now that the students are familiar with chromosomes it is important to talk about what these chromosomes are made of. Students will view a short video about DNA. Before viewing the video student will be supplied with a worksheet . This should be completed as the video progresses. The teacher will stop the video a few times during the video to give the students a opportunity to answer the worksheet questions. At the conclusion of the video have a group discussion about the worksheet. Notes will then be given on the structure of DNA. An overhead will be used as a point of reference. |
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Construct a DNA Molecule |
Pair grouping Guided practice Written steps Point out common errors and pitfalls |
In groups of two, students will construct a written set of steps to make a DNA molecule. They are able to use any materials in the classroom. Teacher modeling is used during this time. A written set of steps must then be submitted for analysis and pointing out of any errors. Using the approved steps, students will then construct the model. Each group is required to construct the model with out the use of words for communication. They will have to think of a creative way in which to communicate. Assessment will be on accuracy of the model, cooperative group skills, and creativity. |
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Conduct a DNA extraction experiment
DNA In The Headlines |
A written set of procedures Teacher guidance
Computer program
Articles Independent work |
It is important for students to make a connection with DNA. This experiment will help them visually see DNA when extracted. Follow the procedures that are in place if you look on the internet and do net search for DNA extraction. This experiment will not be internalized.
Extending and Refining activity: Students will be asked to find a current article relating to DNA or a genetics . They will write a review of the article. This will be handed in. Students should answer the following questions. What was the article about? What is the reaction I have towards this article? Finally ask yourself if this article will affect society in a negative or positive way. The article must be typed on a word processor and be a minimum of 150 words in length. |
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Probability is used in Genetics |
Modeling Practice Experimentation lecture |
The teacher will first explain the role of probability as it relates to genetics. Students will then be given a bingo chip. Each student places their capital first initial on one side of the chip. On the other side place a lower cased initial. Students will then be given a list of 20 possible traits that a human could have. Each student will use this list to create their own child. This will be done by flipping the chip. The capital letter represents the dominant trait, while the lower case is the recessive trait. The students will log their data and finally determine the sex of their child. The capital letter represents male while the lower case letter is female. Students will use the data collected to do a written report. This should include a written procedure section, chart analysis and a drawing of that perfect child. |
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| There is a Cause and Effect relationship between Chromosomal Mutations
This is both declarative and procedural knowledge
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Overhead Handouts
Chromosomal models
Teacher guidance Notes Group discussion |
Students will be lead through a guided discussion on chromosomal mutations. Key Vocabulary terms and concepts will be covered at this time. Students will add this information to their Dolly Journals as well as the Dolly Gene Wall. Chromosomal models will be used to assist in the understanding of the concepts. |
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Karotyping in Genetics |
Chromosomes
Karotyping maps
Guided practice Rehearsal Point out errors |
Students will first be guided through how to do a karotyping map. Simple maps will be done first. These should consist of a normal male and female map. Then students will be given more chromosomes on individuals with genetic disorders. Together the students and teacher will do the mapping. Finally the student will independently try one on their own. The teacher will point out an errors. Extending And Refining Activity: Students will be asked to identify the patterns of different karotyping maps. Explain how they are similar and different with respect to the description and location of the homologous chromosomes. |
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Genetic Research today
Field trip |
Text Handouts Headlines from a paper
Notes
Real experiences experts |
Class discuss Questioning techniques Lecture
Interviews visuals |
Students will be asked to rethink the idea of cloning when it was brought up at the beginning of this unit. Through guided questions the teacher will provide information about research and the techniques used today. Finally a group discussion will be used to get the views of students relating to this topic. Students will visit a State Police DNA Crime Lab. This will bring closure to the unit. Students will be able to see first hand how DNA and genetics can be used to solve problems in society today. |
RUBRIC FOR THE CULMINATING ACTIVITY
| Elements Scale |
Pamphlet |
Creativity |
Presentation |
Visual Appeal |
| Weights |
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RUBRICS FOR DNA MODEL
| Elements Scale |
Model accuracy |
Creativity |
Communication |
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A HUMOROUS, POETIC LOOK AT CLONING
Mary had a little lamb; whose fleece was slightly gray,
Didn’t have a father just borrowed some DNA,
Sort of had a mother though the ovum was on loan,
Was not so much a lambkin as a little lamby clone
Soon it had a fellow clone and soon there was some more,
They followed her to school one day all cramming through the door,
It made the children laugh and sing and thrilled them to the soul,
But there was just too many lambs for Mary to control,
No one else could herd the sheep their imprints didn’t vary,
The cloners sought to fix it up by simply cloning Mary,
So clone they did and Newsweek said it was extraordinary,
But now they don’t know what to do with Mary, Mary ,Mary…..
This was found on the internet at the website: geocities.com/athens/acropolis/8930/clone.htm
JOURNAL CHECKLIST
NAME__________________________
1.______ Recorded all vocabulary off of the Dolly Wall
2.______ Definitions are accurate for each vocabulary term
3.______ Key ideas of the week are written clearly
4.______ Diagrams are drawn and labeled correctly
5.______ Hand out materials are included and completed correctly
6.______ Student addressed the reflection question, What were the highlights of this lesson?
7.______ Student addressed the reflection question, What issues or procedures are still confusing?
8.______ Writing is easy to read and is logical order
Your journals will be checked on a weekly basis for completeness. Failure to receive a check on any category above will force you to do revisions. Any changes to your Dolly Journals must be checked and approved by the teacher. Remember that your journals will be an important study guide for you.