Google Drive Magic - Genetic Disorder Research Project (Day 2 of 3)
Lesson 4 of 13
Objective: SWBAT communicate the findings from their genetic disorder research, analyze the data for relevance and accuracy, and create a Google Drive presentation to share with their peers.
As an introduction to today's lessons students were tasked with responding to the following question: How is DNA related to genetics?
This question was selected because students were having a difficult time connecting their study of DNA's structure and function from a previous lesson to the current unit of study involving genetic mutations. Many students did not grasp the connect that genes are segments of DNA that code for a specific trait. The understanding and ability to conceptualize a gene is crucial to the current unit of genetic disorders. This quick review was very successful and brought all students up to speed and made them more confident as we embarked on today's lesson.
The teacher will review the Genetic Disorder Project that was initiated in the previous lesson to ensure that all students, especially anyone who was absent, is clear on the expectation for the research components of this multi-day project. Students were to complete all aspects of the research portion of the project yesterday in class or as homework. Topics for research included:
Areas of Project Research:
- Genetic Cause
- Percentages of the population
- Diagrams and Illustrations
Students are challenged to create informative and entertaining presentations that will be presented to their peers in the next lesson using the gallery walk strategy.
Students are reminded of their Google Drive login information that was created through our District. The district-wide access to Google Drive improves student communication when working on group projects and decreases the technical troubles of students' home versions of different presentation-making software. Please view the Reflection about Google Drive for more details on how Google Drive is implemented into my classroom instruction.
Students will also receive the Genetic Disorder Group Project Assessment so the performance expectations for this project are clear to each student.
Students will have an opportunity to ask specific questions and receive clarification on their group presentation as the teacher rotates around the room and conferences with each group.
As students worked in their collaborative groups the teacher rotated around to each station in an effort to conference with the student and determine the group's progress. Students were able to ask questions or get clarification during these informal conference sessions. The mini-conferences are a valuable tool to build relationships with your students and demonstrate your support and interest in their learning/success in Biology.
The video clip gives an example of how student groups divided up the work for Google Drive project creation.
Sample of Group Project #1: Huntington's Disease - This group incorporated a wealth of information and created a visually stimulating presentation that was a pleasure to watch.
Sample of Group Project #2: Cystic Fibrosis - This group satisfies the requirements of the project, but only gave superficial information. It was my hope that groups would have reached a deeper level of research and understanding of what it would be like to live day-to-day with the genetic disorder.
Sample of Group Project #3: Osteogenesis Imperfecta - This group satisfies the minimum requirements of the project, but only gave superficial information. More images and details about the genetic cause of the disorder would have made the presentation more informative, thus more entertaining to view.
Google Drive Collaborative Project Image: Students worked diligently to analyze the data and create their Google Drive presentations.
As a final review of the research/data portion of this multi-day project, students will use their Genetic Mutations Lecture Notes or textbook to determine the specific type of genetic disorders that their topic is classified as: insertion, deletion, duplication, inversion, or non-disjunction.
Students also need to provide additional details about their research topic such as:
- Which chromosome number is involved in the mutation
- How the mutation occurs
- Describe the challenges a person with the genetic disorder will face
- Two interesting facts that were discovered through this research project.
In an effort to find a common theme between each of the genetic disorder presentations, students have been asked to add in a slide that identifies which type of genetic mutation has occurred to cause the genetic disorder. This concept of cause and effect is a cross-cutting concept in the NGSS and it is important for students to hear the idea of cause and effect repeatedly.