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
 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
• “how genetic engineering (biotechnology) is used
to produce novel biomedical and agricultural
• “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
BT-4: “When presented with new
information, the brain uses prior
knowledge as a filter to establish
meaning and relevancy” (Hardiman,
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
 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?”
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
the brain
scans the
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.
Application Activities
Students create “design an organism”
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.
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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
* 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
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