Content Reviewed: yes
AIG Reviewed: 8/12/12
Need Revisions (Y/N):yes
NCDPI -- AIG Instructional Resource: Background Information
Date Submitted: July 28, 2012
Resource Title: To Test or Not to Test . . . That is the Question!
Subject Area/Grade Level (s): Science/7
Complete:
Time Frame: 120 minutes (~ 2 class meetings)
Common Core/Essential Standard Addressed:
ES 7.L.2.3 Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases).
Additional Standards Addressed:
(integration across topics, within or across disciplines)
CC ELA Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
IT.7.8
sufficient to support the claims.
CC ELA Write arguments to support claims with clear reasons and relevant evidence.
W.7.3
CC ELA
SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CC Math Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring.
7.SP.5
Larger numbers indicate greater likelihood.
Brief Description of Lesson/Task/Activity:
(include how this lesson/task/activity fits with a larger context)
Within the life science strand of 7th grade science, students focus on the mechanisms of cellular reproduction, patterns of inheritance, and external
factors to potential variation among offspring. In this task, students will assume the role of support group members who must discuss and
individually decide on the issue of whether or not to be tested for a genetic trait or disorder. Students will read nonfiction passages regarding this
issue to prepare for the support group meeting that will take the form of a Socratic Seminar. Passages should have been selected by the teacher to
include examples of genetic disorders with effects that can be mitigated through early detection and appropriate diet or lifestyle choices. Students
will then individually state their decisions and support them through written explanations that reference the discussion and provided passages. The
real-world and interdisciplinary aspects of this lesson allow students to build meaningful connections and promote the development of 21st Century
Skills.
Type of Differentiation for AIGs (include all that apply)
 Enrichment
X Extension
 Acceleration
Adaptations for AIGs
 Content
X Process
X Product
Explanation of How Resource is Appropriate for AIGs
AIG students in the middle grades demand real-world examples of the roles of genetics in their lives. In addition, AIG students need to develop
evaluative skills when exposed to informational text and verbal discussions. The use of Socratic Seminar processes will assist these students as
they focus on providing textual evidence to support/refute a point of view, as opposed to focusing on the individual expressing the point of view.
Finally, written arguments based on evidence are a necessary skill in advanced courses (AP sciences, etc.), so this opportunity to further develop
this skill will benefit AIG students.
Needed Resources/Materials
Pro/con articles related to genetic testing
Rules/Procedures for Socratic Seminars
Rubric to evaluate Socratic Seminar participation
Rubric to evaluate final position paper
Sources (all sources must be cited)
Pro/Con articles about genetic testing from sources such as The Human Genome Project website at
http://www.ornl.gov/sci/techresources/Human_Genome/medicine/genetest.shtml, Nova’s “Cracking your Genetic Code” at PBS’s website
http://www.pbs.org/wgbh/nova/body/cracking-your-genetic-code.html , DNA Files’ “Predictive Genetic Testing—Do You Really Want to Know
Your Future” at http://www.dnafiles.org/programs/predictive-genetic-testing and “TJ’s Story--An Interactive Look at Marfan Syndrome (fiction)
at http://dna.2424k.net/interact/marfan/index.html, as well as BreastCancer.org’s “Seeking Your Genetic Information-Pros and Cons” at
http://www.breastcancer.org/symptoms/testing/genetic/pros_cons.jsp
TEACHER NOTES
Some prerequisite knowledge/skills are required. Students should have been previously exposed to different genetic inheritance patterns
(dominant, recessive, sex-linked, incomplete- or co-dominance) in order to evaluate the scientific accuracy of the informational text provided. The
concept of predisposition should be explained, along with the role of environmental and lifestyle choices as influencing factors. Students should
also be able to mathematically evaluate the accuracy of probability and cost claims presented in the informational text provided. Providing the
readings the day before the seminar will improve student questioning and responses.
NCDPI AIG Curriculum Resource Outline
Describe processes, steps, and materials needed at each stage of the lesson/activity.
STAGE ONE: Engage
X Hook
 Prior knowledge
 Instructional input
 Modeling
Description:
DAY ONE:
Share with students a current news article about Marfan Syndrome, certain cancers, heart disease, childhood obesity, diabetes, or another
genetically and environmentally influenced trait or disorder. Choose one that is intentionally emotional, including quotes from teammates, family
members, etc. Ask questions about the content of the article to ensure student comprehension. State that support groups exist with genetic and
other health counselors for individuals with genetically-determined or genetically-predisposed traits/disorders and their family members. One
common question asked by family members is whether or not they should pursue genetic testing for themselves, their offspring, and/or any
potential offspring. It is the role of the support group to educate and help individuals form their own answers to this question.
STAGE TWO: ELABORATE
X Guided and independent practice
X Guiding questions
Description:
Explain to students that they will be completing a RAFT activity. They will be assuming the Role of a support group member. The Audience will
be the other support group members (other classmates). The Format will be a Socratic Seminar that will allow the support group to discuss the
Topic –the different issues associated with genetic testing-- as well as a final individual decision with written justification based on the discussion.
If students do not have much prior experience with Socratic Seminars, explain the process and provide the necessary scaffolding/support for these
procedures. Some teachers find that providing a limited number of “speaking chips” to each student provides a goal for more introverted students,
while requiring extroverts to self-monitor and choose the times that they speak. Share the Seminar participation rubric with students (see Sources
for examples). Explain that the purpose of this rubric is for individual students to receive feedback on their involvement for metacognitive growth,
not for a grade. The graded portion of this assignment will be determined by the written vote rubric, which also should be provided ahead of time
to students. This rubric should include the following elements:
-Written justification maintains the point of view of a support group member
-Contains a main idea sentence that explicitly states whether the support group member is deciding for or against genetic testing for
him/herself and/or family
-References at least three different pieces of evidence from the articles/Socratic Seminar to justify the decision
Provide each student with both a pro and a con article. Have students make notes on their copies using Post-It flags if the teacher wants to re-use
these copies. Also, have students generate literal, interpretive, and evaluative questions in preparation for the Seminar, such as:
-Literal Question examples: How much does it cost to be tested for this genetic disorder? Is genetic testing for this trait/disorder covered
by insurance? How accurate are the genetic testing results? What precautions or treatments are available if an individual knows that they have/are
likely to develop this genetic disorder? According to the article what are the advantages/disadvantaged of genetic testing? What role does genetics
play in this situation? What role does lifestyle/environmental influences play in this situation?
-Interpretive Question examples: How do different individuals’ views and concerns differ? Are there any noticeable patterns for who does
and who doesn’t support genetic testing? Based on ________’s statement in the article, do you think s/he would be tested for a genetic
trait/disorder if it was provided—why or why not? What is ______’s purpose in making that statement? How is ______ using statistics to prove
his or her point? Based on _________’s statements, would s/he be willing or able to change her/his lifestyle or environment?
-Evaluative Question examples: What piece of reasoning is most influential to how you will make your decision as a support group
member? Which of the people involved in these articles do you think most/least deserves the title “expert”—why? If you knew that a specific
genetic trait or disorder occurred in your family, would you now choose to be tested—why or why not? Would you be willing or able to change
your lifestyle or environment to minimize the risk or severity of the disorder—why or why not? Of the information provided, what would make
testing “worth it” to you? Of the information provided, what would be a “deal-breaker” that would discourage you from genetic testing? Is
______’s statement designed to promote a logical or emotional response from the audience--why?
DAY TWO:
Review the procedures for the Socratic Seminar, including roles and expectations. Alter the room arrangement to facilitate the discussion.
Begin the Seminar and allow it to continue for the next 30-40 minutes. Encourage students to make notes of key points that they are interested in
including in their vote justifications. Be prepared to redirect and maintain student focus through guided facilitation and inserting questions that
have not yet been asked into the discussion. Conclude the Seminar with a short debrief that focuses on the content and the participation of the
students.
While the discussion is still fresh in students’ minds, allow them the last 15 minutes to determine their decisions and write their justifications.
STAGE THREE: EVALUATE
X
Assessment
Description:
Using the peer-to-peer or other Socratic Seminar participation rubric, allow students to reflect on their strengths and areas of improvement for
personal growth.
Use the decision rubric to assess student justification using evidence and reasoning. See above for criteria for this rubric.
TEACHER NOTES:
Students and teachers who are familiar with the Socratic Seminar process may be able to modify this assignment to be completed in one 60-minute
class period. It also may be tempting to shorten the time frame by only providing the pro article to one set of students and the con article to the
others; however, providing different facts and details to different groups will lead to a debate in which students become more interested in proving
their particular point of view, not a discussion in which all points of view are discussed and evaluated collaboratively.