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Genetics Powered By Docstoc
  Round two

Focus activity:
What do you
notice about the
cartoon? What is
the message? Do
you agree ? Why
or why not?
    Overview of what we will do today
•   Clean out folders
•   Self reflection
•   Genetic screening opinion
•   Standards
•   Essential enduring questions
•   Objectives
•   Format
•   21st century skills
•   Smart board review
            Clean out folders
• Take a folder from the
  front of the room.
• Write your name and
  class period on the tab
• Place all third quarter
  papers in new folder.
• Place in class stack on
  front desk.
                  •   1st semester student self evaluation
                  •   Name _______________________
Self Assessment   •   Did you do more or less than was expected by the
                      Did you study outside of class each week ?
                  •   Circle the amount of studying you did per week for this
                  •    0 hours 1 hours 2 hours 3hours 4 hours 5 hours
                      6 hours
                      What do you now understand about this subject that
                      you did not know prior to this class?
                  •   My strongest and weakest points as a student are:
                  •   What did you do to improve the weak points?
                  •   What will you do next?

                  •   What did you like most about what we studied?
                  •   What did you like the least about what we studied?
                      What did you expect to learn?
                  •   What did you actually learn?
                  •   What would help you learn?
                  •   List three goals for next quarter.
• Watch the videos and describe how you feel
  about genetic screening and gene technology.
       Video 1

        Video 2
          Academic Standards
• WI Model
  Content Area:
• F.12.3 Explain
  current scientific
  ideas and
  information about
  the molecular and
  genetic basis of
               National Essential Skills
•   National Essential Skills Study (NESS)
•   Know and apply the principles of scientific inquiry for generating knowledge,
    including prediction, estimation, developing hypotheses, drawing conclusions,
    evaluation, and following ethical principles and professional procedures. National
    rank 1

•   Understand that science and technology merge to meet the needs of society and
    that technology can often have unforeseen impacts on people and the
    environment that may be complicated to correct. National rank 10

•   Examine the foundations of genetics involving heredity and inherited traits passed
    on through generations, understand the gene-chromosome concept, and apply
    classical genetic studies (Mendelian genetics). National rank 14

•   Know the features of genetic patterns such as sex inheritance and sex linkage and
    how dominant and recessive traits explain variations that are hidden in one
    generation can be expressed in the next. National rank 37
   WKCE Content
• WKCE-CRT Content Area Proficiency Level Descriptors and Scale Score
  Ranges: Advanced Level__X___ Proficient Level_____ Scale Score range 466
  and above

• Understanding unifying themes in science such as systems, evidence, models,
  or form and function
• Using scientific inquiry processes and procedures, such as hypotheses,
  models, data collection, analysis, and interpretation
• Using scientific knowledge and reasoning when making and evaluating
• Analyzing the costs, benefits, or consequences associated with an innovation
         Essential enduring questions
•   Who owns your genetic information?
•   What can someone do with your DNA?
•   What gives you your traits or characteristics and how
    do they affect you?
•   What can you learn from and how do you create a
•   What is the probability of color patterns of the
    offspring when crossing two corn snakes?

•   How are you unique to anyone else? Why does this
    matter? (covered in human traits lab in first spiral)

•   How can understanding your genetic makeup affect
    your future?

•   How has genetics and eugenics affected the past?
• Evaluate the use of genetic
• Make tribal recommendations
  regarding genetic screenings.
• Judge the accuracy of genetic tests.
• Interpret a pedigree.
• Create a pedigree.
• Predict the outcome of a dihybrid
• Make recommendations for snake
• Predict the probability of expressing a
• Evaluate if traits are genetically
  controlled using a pedigree
• Project based (with multiple intelligence
• Students select groups for group projects.
• Individual mini projects (pedigree and
  dihybrid cross)
• Formative assessments as check points
• Summative assessment final
• Direct instruction for genetic problems and
  pedigree work
Why Project Based?
 21st century Skills
teamwork can lead
to something that
has never been
done before,
inspiring millions
              21st century skills
•   Innovation
•   Collaboration
•   Problem solving
•   Technology
• Find a cartoon or YouTube video about genetics
  that you find interesting and paste the link
  along with your name on the blog page of my
  class web page.
Blog Page

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