Lesson+1-Genetics

=__Lesson 1: Genetics__= ** Lesson Plan Title: ** The Role of Genetics in Life ** Concept/Topic to Teach: ** DNA, RNA, Genes, Chromosomes ** Standards Addressed: ** ACOS Biology Standard 8 ACOS Technology Standard 3, 6, 8, 9, 11, 12 ACOS ELA Standard 3, 5, 8, 10, 11, 12 = = = Specific Objectives: Students should be able to: = · Explain relationships among DNA, genes, and chromosomes · List significant contributions of biotechnology to society · Relate ways chance, mutagens, and genetic engineering increase diversity · Relate genetic disorders and disease to patterns of genetic inheritance ** Required Materials: ** · Text book · Computer with internet access ** Anticipatory Set (Lead-In): ** · Polling of students who know someone with color blindness, sickle cell anemia, Down Syndrome, Tay-Sachs disease, cystic fibrosis, hemophilia, and phenylketonuria (PKU). · Discussion about genes and their importance. Lead in to nucleic acids, genes, and chromosomes. ** Step-By-Step Procedures for Teaching the Lesson: ** · Discuss and give notes about types and components of nucleic acids, genes, and chromosomes. (Power Point Presentation w/pictures) · Introduce Punnett squares, why, and how they are used. (IWB/Board) · Group students by ability. · Assign genetics project: o Research a genetic disorder and create a social bookmarking account for the online resources used. § Socialmarker.com, delicious.com, commoncraft.com o Sign up for one blog that deals with genetics. § Scienceblogs.com/geneticfuture o Create a power point presentation, present it, and upload it to the class wikispace for others to view. o Each group will create one podcast about the research on their assigned genetic disorder. o Each group will construct a DNA model. ** Guided Practice/Monitoring: ** · Show examples of a social bookmarking site, a science blog, power point presentation, wikispace, podcast, and DNA model. ** Closure (Reflect Anticipatory Set): ** o What are nucleic acids made of? o What are the different types of nucleic acids? o What are genes made of? o What are chromosomes made of? o Do twins have the same DNA? o Do family members have the same DNA? o How can we find out if people are related? ** Assessment Based on Objectives: ** · While putting together DNA models students are able to explain relationships among DNA, genes, and chromosomes with 90% accuracy. (See rubric) · During closure activity each group is able to list significant contributions of biotechnology to society with 95% accuracy. · Through their podcasts students are able to relate ways chance, mutagens, and genetic engineering increase diversity with 85% accuracy. (See rubric) · Through their power point presentations students relate genetic disorders and disease to patterns of genetic inheritance with 90% accuracy. (See rubric) ** Adaptations (For Students With Special Needs): ** · Since the students were broken up into groups based on abilities, those with learning disabilities will receive peer mentoring from the advanced students in their group and given a small part of the project that fits their ability. ** Extensions (For Advanced Students): ** · Students can do further research on the certain chromosomes causing the genetic disorder chosen by their group and add this information to their power point presentation. · Students can use online activities related to different aspects of DNA analysis and forensics at Rice University’s CSI: The Experience web adventures on their webpage at []. ** Possible Connections to Other Subjects: ** · Show/discuss examples of how genetics can be used along with technology in medicine, forensic science and criminal justice. ** Reflection: ** · Integrated technology into the lesson to engage students. · Used results of project and feedback from students to make minor changes before using this lesson plan again.
 * Work Punnett squares for students.
 * Work Punnett squares for students with them talking me through it.
 * Allow a few students to work Punnett squares on the IWB/Board.
 * Put Punnet squares up for them to work on their own and go over.
 * Review facts with questions: (IWB/Board, quiz, review game, assign certain questions to groups)