jhawkins

Jennifer Hawkins Diverse Text Set EDC448 - Spring 2009

=**Genetics and Genetic Variability**=

Context for using the text set:
This text set was created for a 9th or 10th grade Biology class. The students have just learned about cellular biology and cellular division and are going to be moving on to a unit on genetics. They will learn about meiosis, sexual reproduction, genetic variability and it’s benefits. They will also be introduced to genetic engineering and the concept of cloning.

A. Print Resources:
Biggs, A., Crispen Hagins, W., Holliday, W. G., Kapicka, C. L., Lundgren, L., MacKenzie A. H. (2007). Biology (pp 267-387). Columbus,OH: The McGraw-Hill Companies, Inc. • Text Summary: Unit 3 of this textbook focuses on genetics. Chapter 10 introduces meiosis and focuses on sexual reproduction and basic Mendelian genetics. Chapter 11 focuses on more complex inheritance patterns gene linkage. Chapter 12 introduces molecular genetics and chapter 13 talks about genetics and biotechnology. • Rationale: I liked this textbook because it was informative and had lots of visuals to help reinforce the ideas that were being introduced. It introduces the relevant vocabulary and information necessary to spark discussion or investigation into genetics. • Use of text: This text will be used to reinforce the concepts of genetics. This would only be used as a guide and supplement to instruction. It will be used as a reference tool to help students understand the relevant vocabulary and concepts in order to spark class discussion. Reading would be assigned but the class would not solely be taught from the text. • Attachment: This was a 1206 page book, so I did not include it here.
 * Text #1:**

Delta Education. (2006). DNA: From Genes to Proteins (pp 15-22). Nashua, NH: Delta Education Text Summary: A short book on DNA that discusses how cells reproduce and divide. It also discusses meiosis and relates sexual reproduction to genetic variation • Rationale: I liked this book because it was a simple and easy to understand. It provided good visuals and helped to reinforce the concept of DNA being our “blueprint”. It explained meiosis pretty concisely as well as explained the process of DNA becoming a protein. • Use of text: This would primarily be used as a reference tool, if the textbook appeared to difficult, then I would used this reader to work up to reading from the text It offered the same ideas as the text but at a lower reading level. • Attachment: This is a 24 page book, so I did not include it here.
 * Text #2:**

Cronkite, D. (2000). Cells and Heredity (pp78-126). Upper Saddle River, NJ: Prentice-Hall, Inc. Text Summary: A nice book that described genetics. It has a few nice visuals and some clarifying summaries • Rationale: I like this book because it had some nice visuals and description of meiosis, complex heredity and advances in genetics • Use of text: This would be used as a reference if students wanted more information or clarification. There were also a few exercises in the book that might be useful and could be assigned as homework practice or in class practice. • Attachment: This was a 200 page book, so I did not include it here
 * Text #3:**

Sohn, E. (2004, January 28). Animal Clones: Double Trouble?. ScienceNews for Kids. Retrieved on February 10, from http://www.sciencenewsforkids.org/articles/20040128/Feature1.asp • Text Summary: Article that introduces the concept of animal cloning and discusses the benefits and potential problems of genetically engineered animals • Rationale: I liked this article because it was easy to understand and related the concept of cloning to everyday life. It seemed to be an easy read and it was full of useful content. It seem like it would appeal to a variety of reading abilities. • Use of text: I would use this text to spark discussion about the possible benefits and potential problems of cloning animals for food. I would let the students read it and formulate their own ideas to spark a classroom discussion or debate • Attachment: http://www.sciencenewsforkids.org/articles/20040128/Feature1.asp
 * Text #4:**

Brownlee, C. (2007, January 11). Food for Thought: Cloned Meat And Milk Are Safe, But They Won’t Hit the Stores Soon. Message posted to __http://www.sciencenews.org/view/generic/id/8112/title/Food_for_ThoughtCloned_Meat_and_Milk_Are_Safe%2C_but_They_Wont_Hit_Stores_Soon__ • Text Summary: This article from ScienceNews blog and explains some of the problems with marketing cloned food to the public. • Rationale: I chose this blog entry because it helps to explain some of the problems that cloning animals for food presents. • Use of text: I would have the students read this and discuss if they feel it is safe for cloned meat to be marketed to the public. • Attachment: __http://www.sciencenews.org/view/generic/id/8112/title/Food_for_Thought__Cloned_Meat_and_Milk_Are_Safe%2C_but_They_Wont_Hit_Stores_Soon
 * Text #5:**

Baker, C. (n.d) John and Elsa Will Profit from Biotech Farming: or Will They. In Your Genes, Your Choices, Chp 6. Retrieved on February 21, 2009 from http://cmbi.bjmu.edu.cn/www-learn/yourgene/Your_20Gene-6.htm • Text Summary: This chapter helps the reader understand the pros and cons of biotech farming. It introduces the subject by introducing the reader to Elsa and John, who are considering using a drug obtained through genetic testing, to increase the production of their cows’ milk. This scenario gives Biotech a practical application for the student. It explains a comprehensive analysis of how biotech could benefit our society, but also covers some of the negative feedback that genetic engineering has received. • Rationale: I chose this article because it helps to explain some of the problems that the farming and agricultural industry has to overcome before biotech can have a practical application. • Use of text: I would have the students read this to help them identify some of the problems that Elsa and John would face. I could have the class role play and vote whether genetic engineering could be a possibility for Elsa and John. • Attachment: http://cmbi.bjmu.edu.cn/www-learn/yourgene/Your_20Gene-6.htm
 * Text #6:**

B. Media Resources
Cells Alive. (2006). Animal Cell Meiosis [website animation]. Retrieved on February 15, 2009 from http://www.cellsalive.com/meiosis.htm • Text Summary: An animation of the different stages of meiosis. The different stages can be played all at once or individually for further clarification. • Rationale: I chose this website animation because it was a great visual way for the students to see how meiosis occurs. I really liked how you could show each individual step, if more clarification was necessary • Use of text: I would show this animation to the students during class to give them a visual idea of how meiosis occurs. • Attachment: http://www.cellsalive.com/meiosis.htm
 * Text #7:**

Griffiths, A.J.F. (2002). Autotetraploid Meiosis [website animation]. Retrieved on February 27, 2009, from http://bcs.whfreeman.com/mga2e/pages/bcs-main.asp?v=&s=120&n=003&i=249&o= • Text Summary: An animation that displays the variety that meiosis creates. It is someone interactive as it allows the viewer to select the allelic variation. It is the meiosis of a autotetraploidic cell, but it goes through the process of meiosis normally. • Rationale: I felt that this was a good animation because it does a good job of explaining step by step in a detailed manner the process of meiosis. It also does a good job of showing the student the result of different types of allelic variation. • Use of text: I would use this video a quick review of meiosis and to get the students thinking about the different genetic variation that can be produced by created different gametes. • Attachment: http://bcs.whfreeman.com/mga2e/pages/bcs-main.asp?v=&s=120&n=003&i=249&o=
 * Text #8:**

Dolan DNA Learning Center. (n.d). Biology Animation Library: Cloning 101 [online video animation]. Retrieved on February 20, 2009 from http://www.dnalc.org/ddnalc/resources/cloning.html • Text Summary: A comprehensive video animation that goes over the process of cloning. Explains how only certain cells are capable of differentiation and how scientist were able to overcome that problem. • Rationale: I like this animation because it gave a very comprehensive description of how they were able to clone Dolly the sheep and also gave a nice description of the cloning process. • Use of text: I would use the parts of this animation that talk about Dolly the sheep and show it to the students to introduce the idea of cloning. • Attachment: http://www.dnalc.org/ddnalc/resources/cloning.html
 * Text #9:**

C. Online Interactive Resources
N/A. (n.d) Genetics: Review of Basic Vocabulary Associated with Genetics [online matching game]. Retrieved on February 27, 2009, from http://www.quia.com/mc/4400.html • Text Summary: An interactive online game in which the students match the genetic definition with the word. • Rationale: I chose this because it could possibly help boost the students’ vocabulary, if they were struggling with some of the major relevant terminology. • Use of text: I would use this only if the students seemed to be struggling with the definitions. The students could work with a partner and play together. Then the words they were struggling with they could write down and make flash cards of their own, to quiz each other. • Attachment: http://www.quia.com/mc/4400.html
 * Text #10:**

Canadian Museum of Nature. (2005). The Geee! In Genome. Retrieved March 1, 2009 from http://nature.ca/genome/04/041/041_e.cfm • Text Summary: A collection of short, fun, and informative online games that deal with issues such as cloning, Mendelian genetics and genetic mutations. • Rationale: These games are a nice way to engage the students and reinforce some concepts in genetics. • Use of text: I would use these games to get the students to think of different ways to learn about genetics and perhaps have them come up with a game idea of their own. • Attachment: http://nature.ca/genome/04/041/041_e.cfm
 * Text #11:**

D. Instructional Resources
Learn.Genetics: Genetic Science Learning Center. (2009). DNA Extraction Virtual Lab. Retrieved on February 27, 2009, from http://learn.genetics.utah.edu/content/labs/extraction/ • Text Summary: This is a virtual lab that goes through the extraction of DNA. • Rationale: I liked this because it helps explain how scientists are able to extract DNA from a living substance. There is also a link to a lab that might be useful to engage the students. • Use of text: Might be used to help answer the question, “How is DNA extracted from a living substance.” DNA needs to be extracted in order for genetically engineered cloning to occur. I might also use this link to help create a lab on DNA extraction. • Attachment: http://learn.genetics.utah.edu/content/labs/extraction/
 * Text #12:**

Using these texts together in the classroom:
There are a variety of texts that will help the student to be able to understand the concepts of genetics and genetic variability. It also introduces some ideas on biotechnology. Several lesson plans can be created from use of these texts. Some of the readings will be assigned for homework, and some of them will be assigned in class. The articles and books about cloning and biotechnology will be used to have class discussion and debate.

Learning Objectives:

 * Content Area Objective**: Through the use of readings and online animations, students should be able to identify the stages of meiosis and explain how meiosis leads to genetic variability as well as provide information on cloning. Students should be able to become informed on the issues behind genetic engineering enough so that they will be able to engage in classroom discussion.


 * Reading Strategy Objective**: The students be able to use these various texts to be able to understand the benefits of sexual reproduction and discuss the differences between sexual reproduction and cloning.

Jennifer, Bravo! I enjoyed going through your text set and thought this was a great idea for a lesson. I liked how you had texts with different levels of difficulty and that you pulled from different areas of science to explain this topic. The media sources are good for visual learners to see the process rather than just read it in a book. Your use of articles relating to current events is key to connect students to real life example and implementation of this topic. Maybe you could add a few more texts with reinforcing activities so students could have practice with the process of meiosis or DNA replication. But overall very nice job! -Jay Whalen