Science+Skill+Builder+Genetics

Teachers as Architects Framework: · We inherit things from our parents · Something called genes · Control eye and hair colour ·   ·  Draw DNA model · Nature versus nuture = cloning & Twin studies · Explain how things are coded for · Understand how mutations are created – know about one genetic disease.eg; haemophilia · What is cloning in the movies and in real world · Understand social implications of cloning and identity · Articles on cloning · Twin studies · My sisters keeper · Gattaca – stealing identity · Cloning in the movies [] · [] · http://www.humancloning.org/movies.htm · Build 3 D model from craft · Computer generated diagram · Powerpoint/multi media showing what a clone is  ·  What are genes? Function and structure – model in VELS · What is “Nature versus Nuture” - phenotype or genotype. · How do genes make us who we are? Geentic disease? · What is cloning, when has it been done. What are the legalities? What is Sceince Fiction????? · What are the social implications? · 3D model of DNA molecule showing as much detail as they can. · Multi media outline of what cloning actually is and where it has been used in the real world. · Submit an interview with an adult who has children about whether they feel that we are a product of nature or nuture. · Review the accuracy of clone movies. Ask the Munns questions. Why is it important for me to know this? How does this impact the real world. What can I do with this information? Type in the content of your page here.
 * 1. Acquiring Prior Knowledge ** : (what do the students bring to this topic? How can you text prior knowledge?)
 * 2. Clarify Expectations: ** (What will the students be able to do at the end of the unit? What are the essential teaching aims?)
 * 3. Tuning In ** : (How can you hook the kids in and get their interest? What rich materials could be used to introduce this topic?)
 * 4. Information Producing: ** (What resources are necessary for modeling end products and assist learning?)
 * 5. Information Processing: ** (How can you assist students understanding your resources?)
 * 6. Applications/Doing: ** (What will students do in terms of authentic tasks to demonstrate the skills they are to learn - ALSO - what parts of the content must be taught explicitly?)
 * 7. Reflection: ** (Have the students reached the learning goal? How can they assess their own work? How do you assess your own planning?)