Teacher(s)
David Egan
Subject group and discipline
Science- Biology
Unit title
Our Relationship with Life’s Blueprint (DNA); from
Modern Scientific Marvels to Mutant Monsters
MYP year
3
Unit duration (hrs)
50
Inquiry: Establishing the purpose of the unit
Key concept
Related concept(s)
Global context
Form, Relationship & Perspectives
Structure, Function, Models
Scientific & Technical Innovation--Biotechnology & Ethics what is our
Responsibility?
Concept StatementsThe form and function of living things is
related to the structure of its DNA’s.
There are a variety of perspectives
regarding the relationship between
scientific knowledge and understanding
and its application.
We have chosen this GT because of
Biotech’s growing impact on humanity.
While the understanding of DNA and
Genetics continues to unravel many
mysteries regarding human health and
behavior. It also opens the proverbial
Pandora’s box to many ethical debates
regarding its application.
Statement of inquiry

Students will discuss, evaluate and debate ethical perspectives regarding a range of biotech issues.

Students will discuss, evaluate and debate the relationship between scientific understanding/capabilities and their use and
application.

Students will recognize the relationship between DNA’s structure and how it’s related to the form and function of all living
things.
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Inquiry questions
Factual—

What is Life’s Blueprint DNA?
Conceptual—

What is bioethics and what is biotech?

How has biotech changed our world and what is the future of biotech?
Debatable—

What are the positive and negative aspects of various biotechnologies?

How should we regulate biotech and who should regulate it?

What are our Ethical responsibilities in regards to biotech?
Objectives
Summative assessment
Objective D: Reflecting on the impact
of science
Outline of summative assessment task(s)
including assessment criteria:
i. describe the ways in which science is
applied and used to address a specific
problem or issue
ii. discuss and analyse the various
implications of the use of science and its
application in solving a specific problem
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 A piece of writing by the student of
approximately 900–1,200 words in
length. Criteria D will be used to
assess this task.
Essay- The goal of the essay is for
students to select an issue related to the
Relationship between summative
assessment task(s) and statement of
inquiry:
 A piece of writing by the student
of approximately 900–1,200 words
in length.
-Criteria D will be used to assess
this task.
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or issue
iii. apply communication modes
effectively
iv. document the work of others and
sources of information used.
Objective A: Knowing and
understanding
i. describe scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set in
familiar and unfamiliar situations
iii. analyse information to make
scientifically supported judgments.
application of genetics which has ethical
implications. Students will then take an
ethical position from the perspective of one
of the stakeholders. In their essays they
will refute the position of the opposing
stakeholder and establish why their
(stakeholder’s) position is superior.

Students will discuss, evaluate and
debate ethical perspectives
regarding a range of biotech
issues.

Students will discuss, evaluate and
debate the relationship between
scientific understanding/capabilities
and their use and application.
 An end-of-unit test. Criterion A will
be used to assess this task.
Test- The concept based test will employ a
variety and range of questions to assess
student’s knowledge and understanding.
These range from simple problems
involving recall and application to complex
problems involving evaluation and
analysis. There will also be integration of
math concepts (probabilities) in many of
the problems.
Each Assessment will be accompanied by
a task specific assessment criterion which
students receive prior to the assessment.
The criteria will be explained in detail and
examples relevant to each level descriptor
will be given. The One World essay will
come with a detailed project outline
including examples of student
expectations.
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-The assessment of criteria D is
closely aligned to both of the
following statements of inquiry and
will be addressed by each student
on a very personal level.
 An end-of-unit test.
-Criterion A will be used to assess
this task.
-The study of DNA, genes, heredity
and the environment is closely
aligned to the following statement
of inquiry.

Students will recognize the
relationship between DNA’s
structure and how it’s related to
the form and function of all living
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Assessment Criteria- Criteria A & D year
3
things.
Approaches to learning (ATL)
What Approaches to Learning are embedded in the subject-specific MYP Criteria that you are using to assess your MYP task?
These ATL’s are embedded in my tasks which will assess Criteria’s A & D. These skills will have an implicit focus.
Communication (Literacy), Thinking (Critical Thinking and Transfer) and Research (Information and media literacy, critical
literacy)
What general Approaches to Learning will I embed in my unit?
These general ATL’s will be focused on explicitly in my unit. One of these, Research and its associated skill clusters is also
implicitly contained in my assessment task. This ATL skill has a general focus because it is easily transferable across the
disciplines throughout the MYP programme. Additionally, Research skills support school wide expectations in relation to use of
technology and referencing. Also the Social skill of Collaboration promotes good affect within our students. It also supports a host
of LP attributes such as being open-minded and exceptional communicators.
Research- (Information and Media Literacy, Critical Literacy)
accessing information—including
researching from a variety of sources
using a range of technologies,
identifying primary and secondary
sources
selecting and organizing information—
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including identifying points of view,
bias and weaknesses, using primary and
secondary sources, making connections
between a variety of resources
referencing—including the use of
citing, footnotes and referencing of
sources, respecting the concept of
intellectual property rights
Social- (Collaboration)
accepting others—including analyzing
others’ ideas, respecting others’ points
of view, using ideas critically
Action: Teaching and learning through inquiry
Content
Learning process
Many of the related concepts or specific
content expectations I will teach as part of
the genetics unit will be adapted from the
HHMI & MIT Hierarchical Biological
Concept Framework.
Learning experiences and teaching strategies
Main areas of focus include: cell division,
replication, transcription and translation,
classic Mendelian genetics, genetic
disorders and genetic engineering. These
concepts can be found at:
For a unit outline and catalog of lessons highlighting various learning
experiences and teaching stratigies please see my website at
davidegan.weebly.com
Prior Knowledge- Students prior knowledge will be activated via a review and test on
cells and traits. Both of these topics have been previously covered and required the
student to have a simple general understanding of DNA and Heredity. It is from this
point that we will begin to build and expand student knowledge and understanding in
detail.
We will also have an open class discussion around an ethical dilemma in order to
http://web.mit.edu/bioedgroup/HBCF/CBE- activate student’s prior informal understanding of ethics. We will then begin building a
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Summer2004.htm
formal understanding from this point.
Note: Many of the concepts will also be
covered as a review of cell biology in
order to prepare students for the genetics
unit.
Cell division, DNA & Genetics will be learned throughDirect instruction and lecture
The use of visual aids
Readings
-HSCE’s
Online Activities and Labs
Labs
STANDARD B1: Inquiry, Reflection, and Collaborative Group Work
Social Implications
Vocabulary Definition
B1.1- Scientific Inquiry
Mind Maps
Bioethics will be learned through-
B1.2- Scientific Reflection and Social
Implications
Lecture
Reading
STANDARD B4: Genetics
Class Discussion
Informal Debate
L4.p1 Reproduction (prerequisite)
Open-ended Questions
L4.p2 Heredity and Environment
(prerequisite)
Audio/Video Analysis: Current Events, Gattaca, Intellengence 2 Debate
B4.1 Genetics and Inherited Traits
Case Studies
Note Taking
Collaborative Group Work
B4.2 DNA
B4.2x DNA, RNA, and Protein Synthesis
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Research
Expectations:
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Some activities will be modelled.
B4.3 Cell Division – Mitosis and Meiosis
B4.4x Genetic Variation
Formative Assessments Students will be given clear instructions and examples
(checklists, rubrics, templates, handouts) which will be discussed in class.
Summative Assessments Will be accompanied by a task specific rubric which
B4.r5x Recombinant DNA (recommended) students receive prior to the assessment. The rubric will be explained in detail and
examples relevant to each level descriptor will be given.
STANDARD B2: Will be part of a review
as students prepare for the genetics unit.
The One World essay will come with a detailed project outline including examples of
student expectations.
Formative assessment
NGSS (Next Generation Science
Standards)
HS-LS3: Heredity: Inheritance and
Variation of Traits
Cell division, DNA & Genetics will be assessed throughStudent will draw the stages of cell division (mitosis); drawings will be labelled and
explained.
Students will print and submit results of online activities and labs.
HS-LS1: From Molecules to Organisms: Students will take notes on all videos and lectures.
Structures and Processes (Includes
Review Materials)
Students will be assigned section review and chapter review questions on readings.
Common Core Standards:
ELA/LiteracyRST.11-12.1: Cite specific textual
evidence to support analysis of science
and technical texts, attending to important
distinctions the author makes and to any
gaps or inconsistencies in the account.
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Students will be given practice questions (genetic crosses) as HW and CW all
questions will be discussed as a class.
Students will answer questions(genetic crosses) on the smart board and explain their
answers to the class.
Students will extract DNA from a plant and report on their procedure and results
Students will construct Reebops and reflect on their results (Meiosis & Expression of
Alleles)
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(HS-LS3-1),(HS-LS3-2)
Anecdotal Notes
RST.11-12.9: Synthesize information from
a range of sources (e.g., texts,
experiments, simulations) into a coherent
understanding of a process, phenomenon,
or concept, resolving conflicting
information when possible. (HS-LS3-1)
Class Discussion (Q & A) these are based on topics/concepts, and inquiry activities.
WHST.9-12.1: Write arguments focused
on discipline-specific content. (HS-LS3-2)
Bioethics will be assessed through-
Mathematics –
Anecdotal Notes
MP.2: Reason abstractly and
quantitatively. (HS-LS3-2),(HS-LS3-3)
Marazano’s Vocabulary Definitions
Mind Map of DNA
Construct DNA out of found objects
Introduction to Ethics Activities
Check Points/Deadlines for Project---Spot checking by asking students what they are
working on.
Peer evaluations.
Finally special attention will be given to
the teaching of Ethical Decision Making
and the explaination of and discussion
about various technologies related to the
science of genetics.
Class Discussion (Q & A) these are based on topics/concepts, and inquiry activities.
Brain Storm for One World Essay & Bio Ethics Topics
Research for One World Essay
Rough Draft- One World Essay
Gattaca Analysis
Case Study Analysis
Notes on all videos
Intelligence2 Class Poll
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Informal Debate
**End of Unit Reflection on Unit Question, ATL’s & LP
Differentiation
Test- The concept based test will employ a variety and range of questions to assess
student’s knowledge and understanding. These range from simple problems involving
recall and application to complex problems involving evaluation and analysis. There will
also be integration of math concepts (probabilities) in many of the problems.
One World Essay- There will be flexibility and choice in terms of topic selection and
word limit.
Special NeedsStudents with special needs will be accommodated on an individual basisAccommodations may include: use of technology, tutoring, change in format, amount
and difficulty of work, position in class, conferencing with parents and school social
worker ETC..,.
Language NeedsIf a student has a language need then I will work with either a language B instructor if
Arabic or a Native Speaker of the students language to accommodate that student.
Differentiation
Assessment and Pre Assessment will be differentiated using a variety of Learning
Styles/Intelligences such as:
- Kinesthetic (Hands On Activities/Labs)
- Visual (Drawing, Visual Aids, Animation)
- Interpersonal (Group Work)
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- Intrapersonal (Readings and HW)
- Linguistic/Audio (Books and Lecture)
- Logical/Mathematical (Genetic Crosses & Word Problems)
There is a heavy focus on math concepts in this unit.
Answering higher level questions aimed at assessing conceptual understanding and its
application (Critical Thinking & Metacognition)
Activities will employ different types of technology (ppt., smart board, audio, visual and
internet).
Identify students that are struggling and use mixed ability grouping for group work.
Engage and include students who tend to be on the outside of the social group.
Students have degree of choice and freedom to choose their One World Essays focus
issue.
The concept based test will employ a variety and range of questions to assess
student’s knowledge and understanding.
Identifying and correcting student misconceptions about core concepts.
-The assessment tasks will be differentiated as follows:
Student understanding of the statements of inquiry will be assessed using two formats
an argumentative essay and a conceptual test.
Resources
Textbook: Glencoe Science Level Green & Blue
Handouts & Problems: Mendelian Genetic Crosses
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http://media.hhmi.org/biointeractive/posters/Genetic-Mutations-and-Disease_web.jpg
http://www.dnaftb.org/41/bio.html
http://web.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/index.shtml#chooser
Lab:
DNA Extraction Lab Materials
Simulated PKU Testing Lab & Materials
http://cbe.wisc.edu/assets/docs/pdf/reebops/reebops.pdf
http://btc.montana.edu/ceres/html/Designer/Designer.htm
Online labs and Activities:
https://www.koshland-science-museum.org/explore-the-science/exhibits#.Uf8HA20VuKI
http://learn.genetics.utah.edu/
http://www.hhmi.org/biointeractive/bacterial-identification-virtual-lab
http://www.dnai.org/index.htm
http://www.teachersdomain.org/resource/lsps07.sci.life.stru.celltrans/
Resources for Teaching Ethics:
http://www.biotech.iastate.edu/publications/mendel/ModuleIII.pdf
http://www.pbs.org/newshour/extra/teachers/lessonplans/science/chimera_ethics.html
http://science.education.nih.gov/supplements/nih9/bioethics/guide/pdf/Teachers_Guide.pdf
http://www.kumc.edu/gec/lessonpl.html
http://www.dnalc.org/
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http://genetics-education-partnership.mbt.washington.edu/cool/tools/ethics.html
http://www.genome.gov/10001744
Videos:
DNA & Cell Division Animations
http://intelligencesquaredus.org/debates/past-debates/item/798-prohibit-genetically-engineered-babies
http://www.hhmi.org/biointeractive/bioethics-discussion
Gattaca
Supreme Court Decisions on Genetics Issues
http://www.dnaftb.org/
http://www.dnafiles.org/keywords/Ethics
http://www.dnaftb.org/41/animation.html
Audio:
NPR 1,000$ Genome http://www.npr.org/templates/archives/archive.php?thingId=161373082
http://www.npr.org/blogs/health/2013/10/09/229167219/proposed-treatment-to-fix-genetic-diseases-raising-ethics-issues
Possible Community Members as Guest Speakers (Bio-Patent Law)
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
After teaching the unit
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