| Teacher Name-: Smith |
Date-: August
1, 2005 |
| Grade Level-: 10-12 |
Subject-: Science |
| Title-: Genetic
Disorders and Genetic Testing |
Unit-: The
Molecular Basis of Heredity |
| Period-: 6 |
|
| Title--: |
Science |
| Goal(s)-:
| 1. Students will become familiar with
genetic disorders and genetic testing.
2. Students will understand that a gene may be defective or abnormal
and that this may adversely affect the individual physically, mentally,
or socially.
3. Students will understand that defective genes may be passed from
parents to their offspring and that the parents may not possess the
disorder and may be unaware that they carry the defective gene. |
| Learning Objectives/Performance
Indicators-:
| 1. The student will describe the characteristics
of a selected genetic disorder.
2. The student will explain what affects the selected disorder has
on the person’s quality of life, by citing at least four (4) examples.
3. The student will express the possible genotypes of the parents
and affected offspring for the genetic disorder and predict the probabilities
of other offspring having this disorder.
4. The student will explain, using at least two (2) examples, how
it is possible for a parent to carry a gene for a genetic disorder
and not know that they possess this gene.
5. Based on research, the student will justify an argument, either
for or against, genetic testing of potential parents.
6. The student will provide contact information for at least one (1)
local organization that can assist the affected person and his or
her family. (Students who show early mastery will be expected to provide
three (3) local organizations.)
7. The student will present the results of their group research to
the class in a 15-20 minute presentation either using PowerPoint software
as visual aids. |
| Purpose / Rationale-:
| Genetic disorders are inherited by offspring
from their parents. There are several reasons why a potential parent
might consider genetic testing and each team will have an opportunity
to explore this topic and formulate their opinion on the subject.
Then, they will present their argument to the class. A genetic disorder
may be caused by one defective gene or another anomaly. Individuals
affected with a genetic disorder may face physical, mental, and social
challenges. Support groups offer individuals and their family members
helpful ways to cope with the disorder and its effects on their lives.
|
| Curriculum Standards-:
| The National Science Standards referenced
in this lesson include: Content Standard C: Life Science, The Molecular
Basis of Heredity Content Standard E: Science and Technology, Understanding
About Science and Technology |
| Teacher Preparation-:
| Preparation for this lesson includes
familiarity with local, state, and national learning standards. An
Internet search will be conducted to gather information on the topic
useful web sites will be collected to assist students in completing
their assignments. |
| Materials / Resources-:
| • Textbook
• Overhead Projector (with extra light bulb)
• Overhead Transparencies
• Dry Erase Markers / Eraser
• Projector Screen
• Pictures of individuals who possess a genetic disorder and pictures
of individuals who carry a gene for a genetic disorder
• Computers with Internet accessibility and Microsoft PowerPoint software
• LCD Projector that connects to the classroom computer
• A printer that is connected to the computers. |
| Procedures/Methods-:
| This is a cooperative learning experience
for students that is structured with a guided inquiry. The teacher
will provide the information for students to begin their inquiry and
will monitor progress as the assignment progresses. Students will
be assigned groups to complete this assignment. |
| Introduction /Motivator-:
| Pictures of individuals who have genetic
disorders as well as pictures of individuals who “look normal” but
carry a gene for a genetic disorder will be passed around the room.
Once students begin to look at the photographs, the teacher will ask
them what they think. Students will be allowed to express their thoughts
about the pictures. What do the pictures mean? What is different about
the people in the pictures? Engage in a discussion that gets them
thinking about different genetic diseases and how they affect a person’s
quality of life. Can some people carry a gene for a disorder, but
not express the disorder? This question should stimulate even more
discussion. |
| Demonstration/Exploration-:
| For this collaborative learning / guided
inquiry lesson, students will complete a WebQuest on genetic disorders.
They will be assigned to groups of three or four. This activity will
span several days. Each group will agree upon and select a genetic
disorder to explore. Upon completion of the WebQuest activity, they
will give a short presentation (15-20 min) to the class presenting
their findings. There are thousands of genetic disorders that affect
humans, some of which can have profound effects on a person's quality
of life. Genetic disorders are passed from parents to offspring in
the genetic code, and in some cases, a person may be a carrier for
a disease and pass it to their children without knowing. Because genetic
diseases are usually caused by errors or mutations in the genetic
code, it is extremely difficult to cure the condition, and in most
cases, doctors can only treat the symptoms. Through your research
you will gather information about a specific disorder. You will know
how it affects the individual with the disease and how it affects
his or her family. This knowledge will help you formulate an opinion
on genetic testing of parents prior to conceiving a child. You will
be able to assess the benefits and risks of such testing and share
that information with your classmates. Guided Practice A list of genetic
disorders will be presented to the class. Sample Web sites containing
information on a sampling of genetic disorders will be viewed. Search
engines, such as Google and Yahoo, may be used to perform searches
for information on genetic disorders and genetic testing. The types
of information useful for conducting this learning assignment will
be covered and explained. Additional sites that have been reviewed
will be supplied to the students. Students with special needs may
contribute to this project by gathering information from the Internet,
working with team members on the presentation, and running the presentation
on the computer. Students who excel may be responsible for filtering
the information gathered and putting the relevant information into
the presentation. |
| Application-:
| Students will be given an assignment
(independent practice) that requires them to provide information to
the following questions: “What are some genetic disorders?” “What
are some of the challenges individuals with this disorder face?” “What
can we do to help make their lives more pleasant?” Upon completion,
students will be required to present the information to the entire
class. |
| Evaluation/Assessment-:
| A rubric will be used to assess the
quality of the research and the final presentation. |
| Accommodation Needs-:
| Students who display early mastery may
design a survey form that can be handed out to their classmates gathering
their opinions on genetic testing. This survey could be handed out
upon completion of their group’s presentation. |
| Teacher Reflection-:
| Reflections will be based on the effectiveness
of group work, the assignment given and the quality of the final product,
and the extent to which students have mastered the key concepts presented
in the lesson. Modifications will be made accordingly. |
