just+because+we+can

="Just because we can, should we?"=

What it means to be human Making ethical decisions || ||
 * ** E5 CURRICULUM PLANNER  ** ||
 * **Just because we can, should we?**   ||
 * ** YEAR 10  ** |||| **  DURATION: 1 term (10 weeks)  ** ||
 * **THROUGHLINES** |||| The importance of diversity
 * ** FOCUS QUESTION (S)  ** |||| *  ‘ What kind of future do we want?
 * Are humans shaping their own evolution?
 * Do we intervene too much in our environment?
 * How much control should science have over nature?
 * What does it mean to be human? ||
 * ** BIG IDEAS / UNDERSTANDINGS  ** |||| * Inheritance- the role of Genes, Chromosomes, DNA
 * Natural selection and variation
 * Human Cloning

. ||  ||  ||  ||  ||  ||
 * **VELS Level 6** ||||  ** ELEMENTS OF STANDARDS AND LEARNING FOCUS **  ||
 * **Science Knowledge and Understanding** |||| *  Students explain change in terms of energy in a range of biological, chemical and physical contexts.
 * They explain the role of DNA and genes in cell division and genetic inheritance.
 * **Science at Work** |||| *  Describe the science base of science-related occupations in their local community.
 * They use the relevant science concepts and relationships as one dimension of debating contentious and/or ethically based science-related issues of broad community concern.
 * They demonstrate an awareness of the ways in which scientific vocabulary is used incorrectly in the mass media, distinguishing between the intended meaning of such terms and their meaning in non-scientific contexts
 * They provide two examples of the work of scientists that demonstrate different approaches to developing scientific knowledge or solving a scientific problem.  ||
 * **English - Reading**  ||||
 * They read, view, analyse and discuss a wide range of informative and persuasive texts and identify the multiple purposes for which texts are created.
 * They explain how texts are shaped by the time, place and cultural setting in which they are created.
 * They also read, view, analyse and discuss a wide range of informative and persuasive texts and identify the multiple purposes for which texts are created.
 * ** English - Writing** ||||  *      They write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues.
 * They select subject matter and begin to use a range of language techniques to try to position readers to accept particular views of people, characters, events, ideas and information.
 * ** English - Speaking and Listening** ||||
 * When engaged in discussion, they compare ideas, build on others’ ideas, provide and justify other points of view, and reach conclusions that take account of aspects of an issue.
 * In their presentations, they make effective use of the structures and features of spoken language to deal with complex subject matter in a range of situations.
 * They draw on a range of strategies to listen to and present spoken texts, including note-taking, combining spoken and visual texts, and presenting complex issues or information imaginatively to interest an audience.
 * ** INTERDISCIPLINARY LEARNING DOMAIN(S)  ** ||
 * **Thinking** ||||
 * Discriminate in the way they use a variety of sources.
 * They generate questions that explore perspectives
 * They process and synthesise complex information and complete activities focusing on problem solving and decision making which involve a wide range and complexity of variables and solutions.
 * They employ appropriate methodologies for creating and verifying knowledge in different disciplines.
 * They make informed decisions based on their analysis of various perspectives and, sometimes contradictory, information.
 * ** PHYSICAL, PERSONAL & SOCIAL LEARNING DOMAIN(S)  ** ||
 * **Interpersonal Learning** ||||
 * Work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams.
 * Working with the strengths of a team
 * they achieve agreed goals within set timeframes.
 * Students describe how they respect and build on the ideas and opinions of team members and clearly articulate or record their reflections on the effectiveness of learning in a team.
 * They develop and implement strategies for improving their contributions to achieving team goals.

What is a mind map? || Students generate questions about what they need to know to understand more about Gattaca- prompt questions about genetics. ||  What kind of future do we want? *  Are humans shaping their own evolution?  Reading chapters 1&2 of Brave New World. || Some activities include: > > ** Dominant/Recessive ** > > > ** Cell Cycle and Cell Division ** Jigsaw reading and sharing of articles – reciprocal reading. GM foods, Gene Technology, Genetic Testing and Cloning newspaper articles (jigsaw activity) ||  ||   || Making a Karyotype ** http://learn.genetics.utah.edu/units/disorders/karyotype/karyotype.cfm http://learn.genetics.utah.edu/units/disorders/karyotype/flash/karyotype_try_it.swf http://www.biotechnologyonline.gov.au/popups/int_dnazoom.cfm http://learn.genetics.utah.edu/units/disorders/karyotype/whatarechrom.cfm http://history.nih.gov/exhibits/genetics/kidsf.htm http://nobelprize.org/educational_games/medicine/2001/index.html http://www.biology.arizona.edu/cell_bio/tutorials/cell_cycle/main.html http://www.sumanasinc.com/webcontent/animations/content/mitosis.html http://www.johnkyrk.com/mitosis.html http://www.cellsalive.com/mitosis.htm http://www.biology.arizona.edu/Cell_BIO/tutorials/meiosis/page3.html http://www.johnkyrk.com/meiosis.html http://www.sumanasinc.com/webcontent/animations/content/meiosis.html http://learn.genetics.utah.edu/units/basics/conservation/ http://www.biotechnologyonline.gov.au/human/humanuses.cfm How to Mind Map What is a Mind Map? (Teacher’s version of summary diagram- two pairs of chromosomes ). (Teacher’s version of summary diagram- one pair of chromosome ) Encourage students to ask questions throughout to link to other topics in Genetics. Students often have a lot of questions about topics like twins, forensic science and genetic engineering/gene technology. Students continue to construct a mind map of their understanding of key terms: genes, DNA, chromosomes, characteristics, proteins, heterozygous, homozygous, dominant, recessive. ||  ||   || * Share learning. Method decided by group and teacher. * Jigsaw reading and sharing of articles – reciprocal reading (jigsaw activity). Support Grows for GM Food Frankenstein Food beats Starvation GM concerns continue to crop up  Gene Therapy makes vital leap Spit samples Therapeutic Cloning Cloning Research Benefits No Path to Find Cure All Plan to Clone Woman’s Pet Dog ||   ||   || Real life examples of ethical genetics case studies - group work activities. Students/teachers could use Genetics and Ethics sheet to assist in the ethical decision making process. Who or what would you clone? Students line up on a “human continuum” from strongly agree to strongly disagree and have to justify why they are standing at the point they are. ||  ||   || Exploring the Essential Question “Just because we can, should we?” ** Small groups of students choose a topic area of interest and method of presentation (performance of understanding). Suggestions for appropriate topic areas include: Teacher Resources about Genetics Ethical Issues: Ethical Issues in Human Genetics Top 10 Issues related to the Brave New World of Genetics English – Read another Science Fiction book English – Engage in a debate about an ethical issue around genetics Science – Design an experiment Science – Explore an aspect of Gene Technology with an ethical issue associated http://www.biotechnologyonline.gov.au/human/genetherapy.cfm [|http://www.bionetonline.org/English/Content/db_intro.htm#] http://www.biotechnologyonline.gov.au/human/stemcells.cfm Information http://www.biotechnologyonline.gov.au/human/cloning.cfm Clone your favourite dog – interactive activity http://www.biotechnologyonline.gov.au/popups/int_dogcloning.cfm Clone a Tasmanian Tiger – interactive activity http://www.biotechnologyonline.gov.au/popups/int_thylacinecloning.cfm http://www.biotechnologyonline.gov.au/human/gentesting.cfm http://www.actionbioscience.org/biotech/glenn.html?print Science – research into work of a scientist Art – Research Artists Art – Produce a piece of Art work inspired by artists Sport – Investigate designer athletes Psychology – The Nature v/s nurture debate Technology – Alternate fuels Technology – Alternate energy sources for cars ||  ||   || Students Performance of Understanding could be; a debate, a role play, a work of art, a Powerpoint presentation, an oral presentation, a news report, an animation. ||  ||   ||  http://genethics.ca/topics.html DNA interactive http://www.dnai.org/ (more in-depth Genetics. Have audio visual, animations and interactive activities) [|Poster on Cloning] ||
 * |||||| **E5 INSTRUCTIONAL MODEL** ||
 * |||||| ** ENGAGE Tuning In ** ||
 * **Learning Goals ** |||||| * To investigate the extent to which science fiction is becoming science fact.
 * To determine the impact of scientific advances on human life.
 * To develop a personal opinion on the ethical nature of these scientific advances. ||
 * **Prior Learning** |||||| * Student thoughts about how they see the future – 10, 20, 50 years from now.
 * Knowledge of scientific advances in technology and medicine currently being debated in the media.
 * Begin a Mind Map with key terms from Genetics. Students brainstorm key terms they know from general knowledge and from viewing Gattaca. (e.g. chromosomes, DNA, gene, inheritance)
 * **Student Questions** |||||| 3 Level of questions – Literal, Inferential and implied or evaluative.
 * **Immersion Activities** ||||||
 * Watching film Gattaca with tuning in questions.
 * Use of Gattaca to generate student questions about Genetics
 * Discussion questions :
 * Do we intervene too much in our environment?
 *  How much control should science have over nature?
 * What does it mean to be human?
 * || **<span style="font-size: 14pt; font-family: Arial, Helvetica, sans-serif;">EXPLORE Finding Out **  ||   ||   ||
 * **Planned Learning Activities** || ** Exploring Inherited Traits **
 * Comparing inherited human traits (has background on each trait) [[file:traits_compairing.pdf]]
 * An inventory on my inherited traits [[file:AnInventoryofMyTraits.pdf]]
 * A tree of inherited traits [[file:traits_tree.pdf]]
 * A picture chart of inherited characteristics. [[file:traitsexamples.pdf]]
 * ** What are dominant and recessive traits? worksheet [[file:dominant_recessive.doc]]  **
 * Making a Karyotype **
 * Making a Karyotype- print version [[file:karyotype_paper.pdf]]
 * Chromosomes, DNA and Genes **
 * Practical Activity: Extracting DNA from onion cells [[file:DNA_from_onion.pdf]]
 * Making a model of DNA [[file:model_DNA.pdf]]
 * DNA cut-out template [[file:Making a DNA model.doc]]
 * Cell Division Worksheet [[file:CELL DIVISION.doc]] (goes through the concept of diploid number, haploid number, somatic cells, gametes, zygotes). Students complete this on A3 paper in small groups
 * **Graphic Organisers/ ICT tools** || ** ICT TOOLS
 * Online example of a Karyotype
 * Making a Karyotype- interactive version:
 * Chromosomes, DNA and Genes **
 * DNA zoom. Zoom in on a human to see the DNA.
 * What are chromosomes? (see a real set of chromosomes under the microscope online)
 * Online tutorial about genes, chromosomes, DNA: http://learn.genetics.utah.edu/units/basics/tour/
 * Genetics Cartoon
 * Cell Cycle and Cell Division: **
 * Cell Cycle Game: Control of the Cell Cycle. An interactive game where students learn about the steps in the cell cycle.
 * The Cell Cycle and Mitosis tutorial
 * Mitosis tutorial, animation and quiz
 * Mitosis in a simple animal cell with one pair of chromosomes:
 * Mitosis (comparison of real cell with animation)
 * Meiosis tutorial:
 * Meiosis in a simple animal cell with one pair of chromosomes:
 * Meiosis tutorial, animation and quiz
 * Online tutorial about genes, chromosomes, DNA: http://learn.genetics.utah.edu/units/basics/tour/
 * Gene Technology: **
 * “The Mystery of the Stolen Artefacts” (gel electrophoresis) http://learn.genetics.utah.edu/units/basics/mystery/
 * Conservation Genetics
 * Human uses of Biotechnology (Gene Therapy, Cloning, Stem Cells)
 * GRAPHIC ORGANISERS **
 * Mind Map of key Genetics terms can be developed as students explore.
 * Venn Diagram: [[file:venn.pdf]] Used to compare and contrast Mitosis and Meiosis
 * Mitosis template. [[file:mitosis_template.pdf]] Students can use this to draw what happens during mitosis.
 * Meiosis template. [[file:meiosis_template.pdf]] Students can use this to draw what happens during meiosis.
 * Summary Diagram for Mitosis and Meiosis. [[file:mitosis_meiosis_BLNK_summary.pdf]] Students can use this to draw and annotate what happens during each type of cell division and compare the two.
 * Mitosis Flip-Book. [[file:mitosisbook.pdf]] Students make a flip-book of the stages in mitosis ||  ||   ||
 * || **<span style="font-size: 14pt; font-family: Arial, Helvetica, sans-serif;">EXPLAIN Sorting Out **  ||   ||   ||
 * **Processing Information** || ** Cell Cycle and Cell Division **
 * “Online onion tips” website activity http://www.biology.arizona.edu/Cell_BIO/activities/cell_cycle/cell_cycle.html
 * Genetic Crosses **
 * Rikki Lake Genetics (hard copy)
 * Genetic Crosses: Gummy Bear Genetics [[file:Gummy_Bear_Genetics.pdf]] ||  ||   ||
 * **Focused Learning** || * Explicit teaching using an analogy for genes, chromosomes and DNA with woollen stripy jumper. (The chromosome is the jumper, consisting of interwoven wool and bands of colour. The wool is the DNA. If you unravel the jumper from the bottom, the woollen thread can be obtained. Unravel for a while and you have thread of one colour, from one band of the jumper. This represents one gene. When the woollen thread changes to another colour, from another band, you have another gene)
 * Gene / DNA analogy: A Spool of Thread [[file:a_spool_of_thread.doc]]
 * Explicit teaching of terminology such as; dominant, recessive, heterozygous, homozygous through use of board work. Genetics Terms. [[file:GENETICS TERMS.doc]]
 * Mitosis and Meiosis: Physical models for demonstration and explanation ||  ||   ||
 * **Link to Prior Learning** ||
 * **Student Collaboration** || * Modelling meiosis activity [[file:modelling_meiosis.doc]] (pipecleaners, butcher’s paper, poppett beads etc) This is a collaborative group-work activity.
 * Small group activity: GenETHICS scenarios. [[file:GenETHICS Scenarios.doc]]
 * GM foods **
 * Gene Technology **
 * Genetic Testing **
 * Cloning **
 * ||   **<span style="font-size: 14pt; font-family: Arial, Helvetica, sans-serif;">ELABORATE Going Further  **    ||   ||   ||
 * **Generalising Understanding** || Argumentative Essay using knowledge gained and expressing a point of view on area investigated.
 * **Apply and Transfer** || ** Personal Learning Project
 * Gene Therapy
 * Designer Babies
 * Genetically Modified Food
 * Reproductive Cloning
 * Genetic Testing (screening for conditions)
 * Stem Cells
 * Prenatal testing
 * Creating Transgenic Organisms
 * ** Gene Therapy **
 * ** Designer Babies **
 * ** Stem Cells **
 * ** Cloning **
 * ** Genetic Testing **
 * ** Transgenic Organisms **
 * ||  **<span style="font-size: 14pt; font-family: Arial, Helvetica, sans-serif;">EVALUATE Making Conclusions, Taking Action  **   ||   ||   ||
 * **Student Reflection** || Genetics Capacity Matrix: [[file:genetics_capacity_matrix.doc]] students use this to monitor the development of their understandings of key concepts in Genetics. They complete this regularly throughout the unit. ||  ||   ||
 * **Performances of Understanding** || Student Performance of Understanding needs to address the essential question “Just because we can, should we?” from the context they investigated.
 * **Monitoring and Tracking** || The Genetics Capacity Matrix [[file:genetics_capacity_matrix.doc]]is also used to track student depth of understanding of key Genetics concepts. Students must provide evidence of understanding each of the key concepts through activities and learning tasks undertaken.. ||  ||   ||
 * <span style="font-size: 14pt; font-family: Arial, Helvetica, sans-serif;">OTHER RESOURCES ||
 * Cloning sites and literature
 * **EVALUATION OF UNIT CHECKLIST** ||
 * **POLT Principle 1: Supportive and productive learning environment:** ||
 * ** c 1.1 ** || builds positive relationships with & between students ||
 * ** c 1.2 ** || promotes a culture of value and respect ||
 * ** c 1.3 ** || uses strategies that promote students' self-confidence and willingness to take risks ||
 * ** c 1.4 ** || //each student experiences success with support// ||
 * **Principle 2: The learning environment promotes independence, interdependence and self motivation:** ||
 * ** c 2.1 ** || encourages and supports students to take responsibility for their learning ||
 * ** c 2.2 ** || uses strategies that build skills of productive collaboration ||
 * **Principle 3: Students' needs, backgrounds, perspectives and interests are reflected in the learning program:** ||
 * ** c 3.1 ** || <span style="font-size: 10pt; font-family: Arial; mso-ansi-language: EN-AU; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-bidi-language: AR-SA;">uses flexible strategies that are responsive to the values, needs and interests of individuals ||
 * ** c 3.2 ** || strategies support different ways of thinking & learning ||
 * ** c 3.3 ** || builds on students' prior experiences, knowledge and skills ||
 * ** c 3.4 ** || capitalises on experiences of a technology rich world. ||
 * **Principle 4: Students are challenged and supported to develop deep levels of thinking and application:** ||
 * ** c 4.1 ** || plans sequenced activities that emphasise connections ||
 * ** c 4.2 ** || promotes substantive discussion of ideas ||
 * ** c 4.3 ** || emphasises high expectations of achievement ||
 * ** c 4.4 ** || strategies challenge/support students to question & reflect ||
 * ** c 4.5  ** || strategies to develop investigating and problem solving skills  ||
 * **Principle 5: Assessment practices are an integral part of teaching and learning:** ||
 * ** c 5.1  ** || designs assessment practices that reflect the full range of learning program objectives ||
 * ** c 5.2 ** || ensures that students receive frequent constructive feedback that supports further learning ||
 * ** c 5.3 ** || makes assessment criteria explicit ||
 * ** c 5.4 ** || uses assessment practices that encourage reflection and self assessment ||
 * ** c 5.5 ** || uses evidence from assessment to inform planning and teaching. ||
 * ** Principle 6: Learning connects with communities:  ** ||
 * ** c 6.1 ** || students engage with contemporary knowledge & practice ||
 * ** c 6.2 ** || students to interact with local and broader communities ||
 * ** c 6.3 ** || use technologies to reflect professional and community practices. ||