Genetics Unit
Genetics Unit
Genetics Unit
Unit Title
Scientific Marvels to Mutant Monsters.
Teacher(s) David Egan
Statements of Inquiry:
Inquiry Questions:
--What exemplars will students see so that they understand what is required?
Each Assessment 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.
--What will allow students the opportunity to answer the unit question at some point during the
unit?
Student understanding of the underlying concepts and principles of genetics is built through labs,
activities, problems, discussions and readings. This learning experience cumulates with a concept
based test.
Next students are introduced to ethical reasoning and decision making. This process will unfold
as students discuss and debate the use and application of genetics and its ethical implications.
Learning experiences include: inquiry into various bioethical issues via case studies, debates,
film, current events and research. Learning cumulates in the answering of the unit question
through researching and writing a One World argumentative essay on an bioethical issue of their
choice
Objective A- This objective refers to enabling students to gain a better understanding of the role
of science in society. Students should be aware that science is a global endeavor and that its
development and applications can have consequences for our lives.
One world should provide students with the opportunity to critically assess the implications of
scientific developments and their applications to local and/or global issues.
explain the ways in which science is applied and used to address specific problems or
issues
discuss the effectiveness of science and its application in solving problems or issues
describe how science and its application interact with some of the following factors:
moral, ethical, social, economic, political, cultural and environmental.
Objective B- This objective refers to enabling students to become competent and confident
when communicating information in science. Students should be able to use scientific language
correctly and a variety of communication modes and formats as appropriate. Students should be
aware of the importance of acknowledging and appropriately referencing the work of others when
communicating in science.
use appropriate communication modes, such as verbal (oral, written), visual (graphic,
symbolic) and communication formats (laboratory reports, essays, presentations) to
effectively communicate theories, ideas and findings in science
acknowledge the work of others and the sources of information used by documenting
them using a recognized referencing system.
apply scientific knowledge and understanding to solve problems set in familiar and
unfamiliar situations
One world enables students to gain a better understanding of the role of science in society and
allows them to explore how scientific developments and applications are applied and used to
address specific problems or issues in local and global contexts.
explain the ways in which science is applied and used to address a specific problem or issue
discuss the effectiveness of science and its application in solving the problem or issue
discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental
implications of the use of science and its application in solving specific problems or issues.
Assessment tasks should give students the opportunity to explore how science is used to address
a specific problem or issue. Students are required to critically discuss and evaluate the
implications associated with the use and application of science by considering moral, ethical,
social, economic, political, cultural and environmental factors.
Suitable assessment tasks for criterion A include: written pieces of work, essays, case studies
and research projects, as well as debates, oral and multimedia presentations.
Communication in science enables students to develop the communication skills to become competent
and confident when communicating information in science.
Students should be able to use different communication modes, including verbal (oral, written) and
visual (graphic, symbolic), as well as appropriate communication formats (laboratory reports, essays,
and multimedia presentations) to effectively communicate scientific ideas, theories, findings and
arguments in science.
Suitable assessment tasks for criterion B include: scientific investigation reports, research essays,
case studies, written responses, debates and multimedia presentations among others.
recall scientific knowledge and use scientific understanding to construct scientific explanations
apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
critically analyze and evaluate information to make judgments supported by scientific
understanding.
Suitable assessment tasks for criterion C include: tests, examinations, case studies, written
responses and other assignments that combine a range of problems of different complexity, and
opportunities for students to makes scientifically supported judgments.
Stage 2: Backward planning: from the assessment to the
learning activities through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to enable
the student to respond to the unit question?
What (if any) state, provincial, district, or local standards/skills are to be addressed?
How can they be unpacked to develop the significant concept(s) for stage 1?
-HSCEs
B4.2 DNA
STANDARD B2: Will be part of a review as students prepare for the genetics unit.
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)
Mathematics
Command Terms-
Describe: to give a detailed account.
Discuss: to give an account including, where possible, a range of arguments for and
against the relative importance of various factors and comparisons of alternative
hypotheses.
State: to give a specific name, value or other brief answer without explanation or
calculation.
Document: to credit fully all sources of information used by referencing (or citing),
following one recognized referencing system. References should be included in the text
and also at the end of the piece of work in a reference list or bibliography.
Complex problems: refers to problems that are set in a familiar or unfamiliar context
and require analysis. These problems can often be broken down into sub-problems or
stages, each of which requires the selection and application of the appropriate principle,
rule, equation or method.
Simple problems: refers to straightforward problems that are clearly stated and set in a
familiar context, and require the student to apply the appropriate principle, rule, equation
or method.
Key Concepts- Change (Constancy and Change in Life Forms); Structures, Patterns
and Systems (Living Systems); Relationships, Perspectives
Related Concepts-
Many 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:
http://web.mit.edu/bioedgroup/HBCF/CBE-Summer2004.htm
Note: Many of the concepts will also be covered as a review of cell biology in order to
prepare students for the genetics unit.
Approaches to learning
How will this unit contribute to the overall development of subject-specific and
general approaches to learning skills?
What Approaches to Learning are embedded in the subject-specific MYP Criteria that you are
using to assess your MYP task?
These ATLs are embedded in my tasks which will assess Criterias A, B & C. These skills will
have an implicit focus.
Communication (Literacy), Thinking (Critical Thinking and Transfer) and Research
(Information and media literacy, critical literacy)
accessing informationincluding
researching from a variety of sources
using a range of technologies,
identifying primary and secondary
sources
Videos:
DNA & Cell Division Animations
http://intelligencesquaredus.org/debates/past-debates/item/798-prohibit-genetically-engineered-
babies
http://www.hhmi.org/biointeractive/bioethics-discussion
Gattaca
Supreme Court Decisions on Genetics Issues
http://www.dnaftb.org/
http://www.dnafiles.org/keywords/Ethics
http://www.dnaftb.org/41/animation.html
Audio:
NPR 1,000$ Genome http://www.npr.org/templates/archives/archive.php?thingId=161373082
http://www.npr.org/blogs/health/2013/10/09/229167219/proposed-treatment-to-fix-genetic-
diseases-raising-ethics-issues
Possible Community Members as Guest Speakers (Bio-Patent Law)
Possible connections
How successful was the collaboration with other teachers within my subject group and
from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with
other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives
identified for this unit? How did I make sure students were invited to achieve at all levels
of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
Thinkers They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical decisions.
Principled They act with integrity and honesty, with a strong sense of fairness,
justice and respect for the dignity of the individual, groups and communities. They
take responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal
histories, and are open to the perspectives, values and traditions of other individuals
and communities. They are accustomed to seeking and evaluating a range of points
of view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings
of others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.