Engaged Learning Unit

Title of Project: Genetic Mutations

Subject(s): Biology
Grade Level(s): 9-!
"bstract:
T#ree- or four-sentence descri$tion of your $roject and audience% &nclude a
state'ent of (#at students (ill be doing% )#at *adult+$rofessional, role (ill
t#ey assu'e- .o( (ill t#e learning be situated in an aut#entic tas/-
The students will be taking on the role of a scientist who will study genetics
and research the affects of genetic mutations on living things, along with
possible solutions. Students will access the WebQuest and complete research
on genetics using the various sources provided. The students will then
research the affects of various genetic mutations found around the world.
They will make a decision about where they stand with the use of gene
therapy and genetic mutations, how scientists are trying to find cures for
mutations, and share it via a multimedia product of their choosing with the
CDC Center for Disease Control!,their classmates and community.
Learner 0escri$tion+1nviron'ent:
2#aracteristics of t#e learner and descri$tion of t#e learning environ'ent(s)
(#ere t#e unit (ill ta/e $lace% .el$ ot#ers *see, your local conte3t in order
to deter'ine if t#ey can re$licate it%
The learners in this class range from "th to #$th grade. %bout #& percent of
the students are 'nglish (anguage (earners at various '(( levels all having a
different first languages. The students are familiar with technology and have
a desire to use it during class. These classes are currently taught using a
pro)ect based model and they are comfortable working in small groups. 'ach
class period that this will be taught in has anywhere from #& to $# students
depending on the period. We will have *+ minutes per period to work on this
pro)ect. During that time, the students would be able to work on their
pro)ect for the full length of the class period. The students would have
access to $+ laptop computers and , desktop computers during class. The
classroom is also e-uipped with an interactive board. There is one student
who will need the teacher to wear a headset that amplifies his.her voice
through speakers in the room so that he can hear more clearly. The teacher
is very comfortable and proficient at using that technology. /verall, the
students in this class are motivated, technology savvy, and some students
have a different first language other than 'nglish'(( students!.The teacher
is highly driven to use technology in the classroom and create authentic
pro)ect0based lessons that engage the students in learning the standards.
Ti'e 4ra'e: .o( long (ill t#is unit ta/e to co'$lete and #o( 'uc# class
ti'e (ill be dedicated to t#e unit during t#is ti'e%
The students will be given about two weeks to complete the unit. They will
be given class time to work on this and they may also need to utili1e outside
of class time to work on it as well. 2ore time can be given if needed due to
Jo Williamson, Kennesaw State University, HANDOUT SEVEN
Engaged Learning Unit
the fact that the students are on a block schedule and may need more in
class time to work collaboratively.
Learner Perfor'ances:
)#at do you (ant t#e students to /no( and be able to do (#en t#ey
co'$lete t#e $roject+unit- )#at levels of Bloo'5s ta3ono'y does t#is
learning e3$erience address and (#y-
The learning ob)ectives for this pro)ect are that students will be able to
understand the structure and function of D3%, compare and contrast the
processes of D3% replication, transcription, and translation, and investigate
the conse-uences of genetic mutations. This learning e4perience addresses
the following 5loom6s Ta4onomy levels7
8nderstanding0 students will need to use the resources provided to complete
research on 2endelian genetics principles, chromosome theory of
inheritance, 2endel6s theory of genetics, genetic mutations, and the
conse-uences of those mutations.
%naly1ing0 Students will then need to take the new found information and
analy1e, and compare and contrast theories. Students will also need to
analy1e the outcomes of genetic mutations and the benefits and.or
conse-uences brought on by these mutations.
'valuate0 Students will need to evaluate the information gathered from
various scientific researched based resources.
%pplying0 Students will need to take all of the information they have and
apply it to make their own scientific research based decisions about genetic
mutations. Students will also have to create ways to effectively use genetic
mutations without the negative conse-uences or less negative conse-uences
present.
Creating0Students will create a multimedia product that e4plains the
structure and function of D3%, compare and contrast the processes of D3%
replication, transcription, and translation, investigate the conse-uences of
genetic mutations, e4plains some specific e4amples of what scientists are
doing to find cures for genetic mutations, and your stance on gene therapy
and genetic mutations. Students will be able to choose their own type of
multimedia presentation from the following list of choices7 % 9re1i
presentation, a commercial created with Windows movie maker or i2ovie, or
an :nfographic created using 9hotoshop or ;imp, or an informational website
using Weebly.
Standards "ssessed:
)#at local6 state6 and national standards #ave you addressed- (&nclude G"
tec#nology integration standards6 local tec#nology standards6 and+or &ST1
71TS-S) 8ou 'ay (ant to $ut t#ese at t#e end if it gets lengt#y% See
sa'$le%)
This pro)ect will cover some of the following standard7 S5$. Students will
analy1e how biological traits are passed on to successive generations.
Jo Williamson, Kennesaw State University, HANDOUT SEVEN
Engaged Learning Unit
Distinguish between D3% and <3%.
'4plain the role of D3% in storing and transmitting cellular information.
8sing 2endel6s laws, e4plain the role of meiosis in reproductive variability.
Describe the relationships between changes in D3% and potential
appearance of new
traits including
%lterations during replication.
:nsertions Deletions Substitutions
2utagenic factors that can alter D3%.
=igh energy radiation 40rays and ultraviolet! Chemical
Compare the advantages of se4ual reproduction and ase4ual reproduction in
different situations.
;eorgia Department of 'ducation >athy Co4, State Superintendent of
Schools *.$&.$&&* ,7?+ 92 9age @ of A
%ll <ights <eserved
<evised Buly #?, $&&@

<evised Buly #?, $&&@ f. '4amine the use of D3% technology in forensics,
medicine, and agriculture.
The 3'T0S standards are7 Creativity and :nnovation0 Students demonstrate
creative thinking, construct knowledge, and develop innovative products and
processes using technology. <esearch and :nformation Cluency0 Students
apply digital tools to gather, evaluate, and use information. Communication
and Collaboration0 Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others. Critical Thinking,
9roblem Solving, and Decision 2aking0 Students use critical thinking skills to
plan and conduct research, manage pro)ects, solve problems, and make
informed decisions using appropriate digital tools and resources.
T#e *#oo/, or &ntroduction7
" brief descri$tion of #o( t#e unit (ill be introduced to students and (#y t#e
$roject *s#ould, be interesting+'otivating to students%
The students will be shown a picture or video of progeria. 9rogeria is a
genetic disorder characteri1ed by rapid aging. This was the genetic mutation
seen in the movie 5en)amin 5utton. The class will discuss progeria and the
effects it has on humans. Students will then be given the role of a scientist
to conduct further research on genetics and genetic mutations. The students
should be interested and motivated to understand and possibly correct some
genetic mutations that effect humans and other living things everyday.
Process:
T#e $rocess is t#e (ay you structure t#e learning to engage students in t#e
$roject+unit goals and objectives% .o( are t#ey going to acco'$lis# t#e tas/-
)#at are t#e students doing- )#at is t#e teac#er doing- .o( are you
Jo Williamson, Kennesaw State University, HANDOUT SEVEN
Engaged Learning Unit
assessing t#e $rocess of learning- .o( is t#e student directing t#e learning-
" se9uence of unfolding events is usually $rovided and a ti'eline is often
used%
)ee/
5egin by introducing or hooking the students into the learning e4perience.
The students will be shown a picture or video of progeria. 9rogeria is a
genetic disorder characteri1ed by rapid aging. This was the genetic mutation
seen in the movie Benja'in Button. The class will discuss progeria and its
effect on humans. The students will be placed into small groups or partners
and given the ob)ective. Students will then be given the role of a scientist to
conduct further research on genetics and genetic mutations by using the
genetics web -uest. The students should be interested and motivated to
understand genetic mutations and some of the possible ways to correct
some genetic mutations that effect humans and other living things everyday.
%ssign all students to a laptop computer and give them the link or web
address to the ;enetics web -uest, the ob)ective and the rubric. 5riefly
e4plain that they are going to research and facilitate their own learning on
the topic of genetics by using the web -uest, and they will be collaborating
with their group members to create a multimedia product provide the list of
choices on the rubric! to showcase their new found knowledge and opinions
about genetics. %lso let them know that they will have access to an e4pert
from the CDC to help them with their research. They will be set times that
they can connect with the CDC e4pert share these times with the students
on the rubric and web -uest!. ;ive the students an outline of the topics
covered on the web -uest with space for notes and comments to use while
they are completing the -uest. The outline will be given to the students via
;aggle dropbo4. The students will be e4pected to turn in their notes daily via
;aggle dropbo4 so the teacher can monitor their research progress and
conference with students as needed. (et the students become familiar with
the rubric and ob)ectives and begin their research using the web -uest. The
students will continue to work with their group to research using the web
-uest daily for the rest of the week.
Genetics )eb :uest ;utline
&ntroduction0The students will be shown a picture and.or video of progeria.
9rogeria is a genetic disorder characteri1ed by rapid aging. This was the
genetic mutation seen in the movie 5en)amin 5utton. The class will discuss
progeria and the effects it has on humans.
Tas/0Dou will then be given the role of a scientist to conduct further research
on genetics and genetic mutations. The learning ob)ectives for this pro)ect
are to understand the structure and function of D3%, compare and contrast
the processes of D3% replication, transcription, and translation, and
investigate the conse-uences of genetic mutations, make a decision about
where you stand on gene therapy, e4plain your reasoning, and give specific
e4amples of what scientists are doing to help find cures.
Jo Williamson, Kennesaw State University, HANDOUT SEVEN
Engaged Learning Unit
Process0 Click on each topic to find research, take notes on each topic to
include important information that will help you understand, make a
decision, and e4press your e4pertise in your final product.
#. What is the structure and function of D3%E
$. =ow is D3% replicatedE
?. What is D3% transcription and translationE Why are the processes of
transcription and translation necessaryE
,. What mistakes can occur during replication, transcription, and
translationE
+. What are scientists doing to find curesE
@. Create a multimedia product that e4plains the structure and function
of D3%, compare and contrast the processes of D3% replication,
transcription, and translation, investigate the conse-uences of genetic
mutations, e4plains some specific e4amples of what scientists are doing to
find cures for genetic mutations, and your stance on gene therapy and
genetic mutations.
)ee/ !
Students will work collaboratively with their group to create their multimedia
product using the research that they have found within the web -uest and
from the CDC e4pert. Students will use class time and other time outside of
school to complete their product. The teacher will be there to facilitate and
provide guidance to the students.
Product7
)#at is t#e end-$roduct t#e students (ill $roduce- .o( is tec#nology
integrated (it#in t#is $roduct- .o( (ill you assess t#e $roduct-
Students will have to create a multimedia product that e4plains the structure
and function of D3%, compare and contrast the processes of D3% replication,
transcription, and translation, investigate the conse-uences of genetic
mutations, e4plains some specific e4amples of what scientists are doing to
find cures for genetic mutations, and your stance on gene therapy and
genetic mutations. Students will be able to choose their own type of
multimedia presentation from the following list of choices7 % 9re1i
presentation, a commercial created with Windows movie maker or i2ovie, or
an :nfographic created using photoshop or ;imp, a informational website
using Weebly.
The product will be assed using a rubric created by the teacher. The students
will have to demonstrate that they can successfully conduct research using a
web -uest and gather appropriate useful information from credible sources.
Students will show the ability to understand the structure and function of
D3%, compare and contrast the processes of D3% replication, transcription,
and translation, and investigate the conse-uences of genetic mutations.
Students will need to show the ability to evaluate the information and make
their own decision or stance on gene therapy and genetic mutation. Students
Jo Williamson, Kennesaw State University, HANDOUT SEVEN
Engaged Learning Unit
will need to describe a specific e4ample of how gene therapy is being used to
find cures for genetic mutations. Students will need to showcase the ability
to use technology in a proficient way to create a multimedia product
displaying all of the topics mentioned above.
Tec#nology <esources+Manage'ent:
)#at tec#nologies are needed for t#is learning e3$erience- .o( is
tec#nology integrated (it#in t#is $roject- .o( is t#e tec#nology su$$orting
t#e engaged learning- .o( are you using t(o-(ay co''unication (it#
'entors or e3$erts- .o( are you collaborating (it# ot#er classroo's or
students- )#at con=gurations are reco''ended- )#at ot#er
con=gurations (ould (or/- )#at are so'e ti$s for 'anaging t#e student
access and use of tec#nology in t#is learning e3$erience-
This learning e4perience re-uires the students to have access to computers.
:n this case we will have access to a portable laptop cart containing $+
laptops, , desktop computers, and an interactive board. Students will be
using the internet to access a web -uest and conduct research about the
topic. The students will also be using a wide variety of technologies to create
their multimedia product as mentioned in the 9roduct section. The students
will be engaged in this learning e4perience because they are given an adult
role of a scientist who is researching a real world problem of genetics and
genetic mutations. The students will have the opportunity to work
collaboratively in groups, communicate with professional e4perts from the
CDC Center for Disease Control! using Skype, email, video teleconferences,
and discussion boards via ;aggle!. 8sing a web -uest will help the students
stay on track with their research and use sites that are approved by the
teacher.
Student S/ill 0evelo$'ent:
Based on t#e tec#nology standards selected for t#is learning e3$erience6
describe t#e s/ills students (ill need to $artici$ate in t#is learning
e3$erience% Provide resources+suggestions on #o( a teac#er can develo$
t#ose s/ills in t#e conte3t of t#e learning e3$erience% Lin/s to tutorials or
'aterials are often useful%
Students will need to some basic technology skills to complete this learning
e4perience. Those needs include the ability to use a computer efficiently, use
the internet and navigate a web -uest and websites, use the tutorials on the
9re1i and Weebly websites, %tomic learning tutorials for Windows 2ovie
2aker, i2ovie, 9hotoshop, and ;imp. 2any students are very intuitive and
are able to navigate a new technology with ease but providing access to
some tutorials can be helpful. Teachers can also find an Fe4pert studentG in
the class that is accomplished in the use of any certain technology that the
students may be using. The teacher or 'ducation Technologist can give a
brief lesson on the basics of using each technology.
"da$tations for S$ecial 7eeds:
Jo Williamson, Kennesaw State University, HANDOUT SEVEN
Engaged Learning Unit
&nclude a descri$tion of ada$tations+resources for serving $#ysically disabled
(li'ited sig#t6 #earing6 'obility)6 learning disabled6 gifted6 and li'ited
1nglis# $ro=ciency students during t#is learning e3$erience%
There is one student who will need the teacher to wear a headset that
amplifies his.her voice through speakers in the room so that he can hear
more clearly. The teacher is very comfortable and proficient at using that
technology. There are several students who are '((. /f those '(( students
only a few are at a low level with limited 'nglish proficiency. Cor those '((
students at a low level they will be placed in a group with some other
students that are speak their language and are more proficient in academic
'nglish. The students can provide support and scaffolds for each other. The
students will also have the opportunity to participate in the learning
e4perience with the group that best suits their strengths. The teacher can
also provide some translations of the research that the students find. The
students that may have a learning disability will have a special education aid
in the classroom with them to assist them with the work and understanding
of the material. The aid and the teacher can work together to adapt the
assignment for those students and still have them participate in the learning
e4perience with a group. The product e4pectations could be changed to help
meet their needs.
"ssess'ent:
"ssess'ent is not a test at t#e end of a unit% &t is found in all t#ree learning
co'$onents: t#e content6 t#e $rocess6 and t#e $roduct% &t is $erfor'ance-
based6 sea'less6 generative6 and ongoing% Students need 'ulti$le
o$$ortunities to de'onstrate t#eir learning% &n t#e te'$late6 describe
assess'ents% "ttac# actual assess'ent 'aterials
Throughout the content and the process of this learning e4perience the
teacher will observe the students, ask -uestions about what they should
have found, ask -uestions to their group members about the level of
participation form the others, and have them write a short description of
what each person in their group did and how well they collaborated with one
another. The students will also be assessed on their final multimedia product
by a rubric created by the teacher.
;enetics <ubric
Su$$orting Materials 7
T#ese 'ay include (eb sites6 'ovies for t#e #oo/6 instructional videos6
resource lists6 rubrics6 ot#er assess'ent 'aterials6 scri$ted notes6 ><Ls6
anyt#ing t#at you 'ig#t need to teac# t#e unit or so'eone else 'ig#t (ant
if t#ey (ere co-teac#ing t#e unit (it# you or re$licating t#e unit? (note: you
'ay not #ave ti'e to create *all, t#e 'aterials t#is se'ester6 but if you do6
attac# t#e'%)
Benja'in Button ($#otos or video cli$)
Genetics )eb :uest
Pre@i Tutorial
Jo Williamson, Kennesaw State University, HANDOUT SEVEN
Engaged Learning Unit
)eebly Tutorial
&nfogra$#ic 13a'$le
"to'ic Learning-P#otos#o$
"to'ic Learning-G&MP
"to'ic Learning- )indo(s Movie Ma/er
"to'ic Learning- iMovie
Genetics <ubric
Jo Williamson, Kennesaw State University, HANDOUT SEVEN