Lesson Idea Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Title Human Genetics Project

Content Area 9th or 10th Grade Biology

Content Standards SB2. Obtain, evaluate, and communicate information to analyze how genetic
information is expressed in cells

a. Construct an explanation of how the structures of DNA and RNA lead

to the expression of information within the cell via the processes of
replication, transcription, and translation.

Technology Standards 1.7 Global Collaborator: Students use digital tools to broaden their
perspectives and enrich their learning by collaborating with others and
working effectively in teams locally and globally.
1.7a: Students use digital tools to connect with learners from a variety of
backgrounds and cultures, engaging with them in ways that broaden
a=mutual understanding and learning.

Integrated Technology Computers, Tablets, or other devices that allow access to the internet
Reference or http://ciese.org/curriculum/genproj/
Supporting Resources

Bloom’s Taxonomy Analyzing

Levels Evaluating
Creating
Integration Level Level 5: Expansion

Usage Plan and The Human Genome Project allows students to survey their classmates’
Lesson Idea phenotypic traits. They are then able to compare the traits of classmates to
others around the world. After their data collection they would analyze the
data, they produced to determine any prevalent phenotypes are dominant
alleles. This activity includes a discussion board for students to collaborate
with others around the world. While completing this activity I would also have
students explore the “Current Genetics Issues” that is a part of the project.
Students would start off by composing a class letter of introduction to other
schools participating in the project. This letter would include the following
information:
School name, subject, and grade level of the class
Location of the school including city, state/province, latitude, and longitude so
others can find our location on a map
Any extra information that students would like to include about our area
The hypothesis that the class would like to test and what results the class is
expecting

Next, students will conduct surveys and record responses in a data table. The
data they would be collecting would include:
# of free ear lobes(dominant), # of attached ear lobes(recessive)
# of people with white forelock(dominant), # of people without white
forelock(recessive)
# of people with dimples(dominant), # of people without dimples(recessive)
 # of people with straight thumb(dominant), # of people with curved
dimples(recessive)
# of people with straight pinky(recessive) , # of people with bent
pinky(dominant)
# of people with mid-digit hair(dominant), # of people without mid-digit
hair(recessive)
# of people showing color blindness(recessive), # of people showing normal
color vision(dominant)

Students will then look at their data and preform data analysis and draw
conclusions. To wrap up, students will create a final report that is submitted
focusing on the following questions:
What did you learn about genetics?
What was your hypothesis?
What conclusions did you reach?
What did you learn from participating in this project?
Did your data support your hypothesis? Why or why not?
Design Features a. Students will work with their peers to collect data and share with other
students and teachers outside of the classroom. There is also a discussion
board for further collaboration with people outside of the school.
b. Students are collecting original data on recessive and dominant genes and
producing data sets and analysis as original products.

c.Students use higher order thinking skills to create creating data and data
sets, analyzing their findings, and evaluating what is means during the project

d. Students publishing their original findings and report on the discussion

feature to share with other classes and schools that participate in the project.
Final reports are reported by the site.

Universal Design What: This activity gives students context for content in their lives. This
Rationale makes what they are learning more authentic and there is a clear purpose to
what the students are doing.
Why: Students are analyzing patterns of recessive and dominant genes.
How: Students are using and creating data tables to record and analyze their
findings on.
Internet Safety Inform administration and parents about what students will be completing in
the classroom and how it will support their learning. Show how I will be
protecting students’ privacy and safety. Do not let individual students speak
with other individuals without teacher moderation. Do not allow anonymous
communication from students. Always know who is posting what so you can
coach and/or discipline appropriately. Educate students about internet safety
and teach them not to give out personal information to others online.
Design Reflection This online lesson brings a level of authenticity to the classroom. Students
are analyzing their own characteristics and others around their age around
the world. This would be a great lesson to have completed throughout a
genetics unit and could be used as their summative assessment in the place
of a test. This lesson could be furthered by having students complete genetic
crosses between themselves and another student outside of the classroom to
see what their potential genetic crosses would look express as.