Transcript Genetic Engineering in Reproductive Medicine Presentation

Genetic Engineering
A learning unit designed via the
Brain Targeted Teaching Model
9th Grade Science
Tyler Callister
About This Presentation
This presentation runs two parallel paths:
1. The description of the learning unit
2. The Brain Target(s) being addressed
9th grade science
 Students’ Prior
Knowledge:
Context
 Content standards,
Students should know…

• A gene is the basic unit of heredity.


• that “the genetic composition of cells can be
altered by incorporation of exogenous DNA into the
cells.”
• “how genetic engineering (biotechnology) is used
to produce novel biomedical and agricultural
products.”
• “how basic DNA technology (restriction digestion
by endonucleases, gel electrophoresis, ligation, and
transformation) is used to construct recombinant
DNA molecules.”
BT-3: Teacher uses content standards
to construct learning goals, creating
a “big picture” for both herself and her
students.
BT-4: “When presented with new
information, the brain uses prior
knowledge as a filter to establish
meaning and relevancy” (Hardiman,
2003).
Learning Goals
 Students will:
 1.
discover ethical issues
surrounding the practice of genetic
engineering in reproductive
medicine; and
 2.
understand key terms and
concepts related to the science of
genetic engineering.
Emotional Connection Activities
 For final project, allow students to
choose between a variety of
mediums
 Allow students to practice
empathy and use imagination via
creative writing assignment
 Being aware of important identity
formation during adolescence,
connect genetics to personal
identity, helping each one of them
explore the question, “Who am I?”
BT-1
Physical Environment Activities
 Display student-made “design an
organism posters”
 Display quotations from famous
scientists pondering about the
significance of genetics
 Make a wall chart that displays how
basic DNA technology is used to
construct recombinant DNA molecules.

BT-2 “With such enormous visual
Capacity,
the brain
continually
scans the
environment
seeking visual
stimuli and
novelty.” (Hardiman, 2003)
Mastery Activities

Have a class discussion about genes. Explain that
genes are inherited from parents and are important
because they determine much about behavioral,
mental, and physical traits. Every gene contains a
DNA (deoxyribonucleic acid) code that gives the cell
instructions about how to make specific proteins.
These proteins form the basis for the structural
framework of life.

Take-Home Activity Sheet: Different
Perspectives on Genetic Engineering.
Explain that students will read a scenario
concerning cystic fibrosis and genetic
engineering. They will examine the scenario
from the perspective of one of six
individuals, including a religious person and
a molecular biologist. (Assign each student
an individual by having students count off
one through six.)

For homework, have each student read the
scenario and write a position statement from the
individual's perspective.
BT-4
Application Activities

Students create “design an organism”
posters.

Group students according to their assigned
individuals. Groups should meet for 15
minutes to discuss their position statements
and develop a consensus. Have each group
select one person to present its position to
the class.
QuickTime™ and a
decompressor
are needed to see this picture.
BT-5
Evaluating Learning Activities

Evaluate students throughout by keeping an ongoing portfolio

Rubric: * Three points: demonstration of a
thorough understanding of the topic; ability to write
a clear, succinct, well-researched position paper;
cooperative work in a group to develop a consensus
of opinion; active participation in the final class
discussion
* Two points: demonstration of an adequate
understanding of the topic; ability to research the
topic adequately and write a concise position paper;
cooperative work in a group to develop a consensus
of opinion but with some disengagement from the
group; some involvement and interest in the final
class discussion
* One point: demonstration of a weak
understanding of the topic; inability to write a clear,
well-researched position paper; minimal success
with work in a group to develop a consensus of
opinion; little involvement in the final class
discussion

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BT-6