Transcript Genscope Project

Group 7
Goals and Objectives
 to teach the children about
genes and how different
combinations produce different
offspring.
 To help children easily
recognize and recall
information
 To allow the students to
execute and implement gene
changes and visually see the
results.
 The focus of this lesson is to
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teach children how to :
1. Use the Genscope program.
2. Learn through means of
technology.
3. Understand dominant and
recessive genes.
4. Understand the basics of
genes and chromosomes.
5. Apply knowledge to a “real
life” situation.
6. Foster critical thinking and
problem solving
NET Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
Students:
•Apply existing knowledge to generate new ideas, products, or
processes.
• Use models and simulations to explore complex systems and issues.
• Identify trends and forecast possibilities.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts,
systems, and operations. Students:
•Understand and use technology systems.
•Select and use applications effectively and productively.
•Transfer current knowledge to learning of new technologies.
Theoretical Framework
This instructional goal guides our colleagues to follow a set
of instructions that will guide them to apply existing
knowledge to a new product and process new ideas into a
modeling agent that will explore complex systems that
will provide domain-specific environments. It will also
apply existing knowledge to generate new ideas, products,
or processes that can reach into our existing lesson planner
for our own classroom science applications. This lesson
can be presented for any grade after modification to its
standards and instructional appliance
The Plan
 Introduction:
We will introduce the ideas and objectives of this lesson by giving a
brief overview of scientific terms (genes, recessive, dominant, etc). We
will also do a demonstration of the software without answering the
questions but putting in an x for response just to give students an idea of
how the assignment will go. We think the story at the begging of the
lesson about dragons and the idea of working with dragons is a great
motivator. The activity itself gives a pre assessment of the student’s
current knowledge on the subject. We would ask questions in an open
discussion before the lesson that would assess their general knowledge
and interest on the matter and hopefully both will increase upon the
culmination of this lesson.
The Plan
 Main Activity:
The students will be working individually on the computer. After a
brief overview, verbally and visually through the use of demo-creator
the students will begin the lesson. They will follow the prompts
given by the software. The software is set up to move through
questions and have the students complete several different activities.
The software will not move forward until students have completed
all parts and answered questions correctly. The activity is to first
asses their knowledge of genes. Secondly they will learn about
dominant and recessive genes through the variety of dragons. Third
they will experiment with changing the genes. Then they will answer
several questions about genes and their differences. Finally they will
creature dragons’ by changing genes. The last part of the activity
offers several ways to create dragons which will give time to those
who need it and keep students who finish early occupied.
The Plan
 Conclusion:
 At the end of the lesson we will ask students if they liked the lesson. We
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will find out why or why not? We will then ask the questions the lesson
asked to the students and have them respond in a large group discussion. We
will ask what questions they struggled with and try to clarify through
models on the board. Some questions we might ask of the lesson might be:
Do females and males have the same chromosomes? If not what is
different?
What types of different physical characteristics did the dragons have?
How many chromosomes did they have?
Were there specific genes on each chromosome or were they all mixed up?
We will provide oral feedback through answering and clarifying questions
we will also develop a rubric and assess each student learning based on the
discussion and outcome of the activity.
Implementation
 The implementation and field test that we applied was a
pre assessment of what a sixth grade student may know
than an interactive lesson where the student learned
different traits and change different genes to make new
traits.
 The software let the student see how recessive and
dominant genes on certain chromosomes can determine
traits on a dragon.
 Considering that the movie “ How to train a Dragon” was
in the public eye, we used that topic to relate it with the
GenScope.
Implementation
 A sixth grade student from Vista Middle School was our
volunteer for this activity, we gave him first a
questionnaire to fill out on what he knew about the
recessive and dominant genes as well as what he knew
about offspring.
 The student knew the basics about how we get our genes
from our parents and how those depend on how we look.
He also mentioned that he never thought on how genes
can be created, but he read on a magazines on how you
can build your offspring to your own taste. He was very
interested in this topic.
Implementation
 After responding to the questionnaire the students had an
activity to do with the GenScope program, where he had to
recognize and recall information on genes and build his own
dragon explaining the dragons dominant and recessive genes.
 After 30 minutes the student was done and had a presentation
ready, I saw him working with lots of patience however he
didn’t seem interacted, he kept saying that the pictures where
so fake and complaining on the sound of the activity. He
seemed a little disappointed on the program, because he was
very interested on the topic and he lost interest with the
program.
Evaluation
 After the activity was done we presented the same
questionnaire to the students to see if he had learned anything
knew. This time he added new information on recessive and
dominant genes that he didn’t know before.
 The results of the activity presented were positive too, however
I think that the environment and the day implemented were
negative components to the activity (the activity was done in an
elementary classroom on a Saturday) and it could have made
the students a little unwilling to put more effort to the activity.
However it was proven that the activity caught the student
attention for 30 minutes straight. If we would have applied a
more challenging task for the student to do maybe it would
have had more result out of it, instead of the basic.
Assessment Procedures
We assessed the students’ learning through
a rubric (shown on next slide). We also
evaluated questions and responses in the
discussion. Lastly we compared pre and
post assessments to determine the
learning and growth achieved.
Rubric
Rubric for
Genscope
Assignment
Very little to
no knowledge
at all
0-1
Grasps basic
concepts,
needs
additional
help
2-3
Grasps
concepts and
can use them
in a “real
world setting”
4-5
Discussion
Seemed withdrawn;
avoided
conversation
Asked/ answered
questions, some
knowledge,
participated
Asked/answered
questions, demon.
knowledge, actively
participated.
Participation
Limited or no
participation
Participated in
discussion/assignme
nt
Actively
participated,
collaborated with
others.
Genscope
Assignment
Didn’t complete
assignment.
Completed with
difficulty
Completed
assignment with
little difficulty in a
timely manner.
Student
ratings and
comments