Reflection: Real World Applications Academic Vocabulary: Creating a "Foldable" - Section 4: Closure: What did we learn? Where do we go from here?


As students are developing a high-level overview of this method, I am looking for two specific traits (as described in the Instructional Input section):

Scoring criteria:

-A diagram or suitable visual depiction of the concept is neatly drawn and labeled (as necessary).

-Definition, statement relating its nature, and part of speech are clearly and correctly included

By examining a third student sample (exterior view) the diagram does show a circular DNA molecule. I can infer that it is a bacterial plasmid but no more distinguishing details are evident. The student correctly identifies part of speech, the definition, and usage (interior view). In cases where either the visual or the syntactical parts of the assignment fail to meet the mark, the "Turn and Talk" technique can possibly reveal the gaps in knowledge. But certainly I would choose the most accurate and elaborate samples to share with the class the following day.

I would emphasize...the nature of two genomes being merged (at least in part, the fact that enzymes do both the cutting and gluing of the new insert, and that only a small gene needs to be added to dramatically alter the recombinant's phenotype.

  Real World Applications: Starting simple then getting more complex
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Academic Vocabulary: Creating a "Foldable"

Unit 5: 5) Genetic Engineering
Lesson 2 of 6

Objective: Students will understand, define, and express (visually) the concept of “recombinant DNA”.

Big Idea: Many roads exist to help strengthen and refine student command of science terms; this strategy blends visual and linguistic elements in a creative way.

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Science, Genetics, Academic Vocabulary, cause and effect, GMO, Genetic Engineering, recombinant DNA, engineering
  55 minutes
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