Title of Project: Genetic Mutations

Product URL: http://geneticswebquest.weebly.com

Analysis
The students will be taking on the role of a scientist who will
study genetics and research the affects of genetic mutations on living
things, along with possible solutions. Students will access the
WebQuest and complete research on genetics using the various
sources provided. The students will then research the affects of various
genetic mutations found around the world. They will make a decision
about where they stand with the use of gene therapy and genetic
mutations, how scientists are trying to find cures for mutations, and
share it via a multimedia product of their choosing with the CDC
Center for Disease Control!,their classmates and community. The
learners in this class range from "th to #$th grade. %bout #& percent
of the students are 'nglish (anguage (earners at various '(( levels all
having a different first languages. The students are familiar with
technology and have a desire to use it during class. These classes are
currently taught using a pro)ect based model and they are comfortable
working in small groups. 'ach class period that this will be taught in
has anywhere from #& to $# students depending on the period. We will
have *+ minutes per period to work on this pro)ect. During that time,
the students would be able to work on their pro)ect for the full length
of the class period. The students would have access to $+ laptop
computers and , desktop computers during class. The classroom is
also e-uipped with an interactive board. There is one student who will
need the teacher to wear a headset that amplifies his.her voice
through speakers in the room so that he can hear more clearly. The
teacher is very comfortable and proficient at using that technology.
/verall, the students in this class are motivated, technology savvy,
and some students have a different first language other than
'nglish'(( students!.The teacher is highly driven to use technology in
the classroom and create authentic pro)ect0based lessons that engage
the students in learning the standards.
Students will need to some basic technology skills to complete
this learning e1perience. Those needs include the ability to use a
computer efficiently, use the internet and navigate a web -uest and
websites, use the tutorials on the 2re3i and Weebly websites, %tomic
learning tutorials for Windows 4ovie 4aker, i4ovie, 2hotoshop, and
5imp. 4any students are very intuitive and are able to navigate a new
technology with ease but providing access to some tutorials can be
helpful. Teachers can also find an 6e1pert student7 in the class that is
accomplished in the use of any certain technology that the students
may be using. The teacher or 'ducation Technologist can give a brief
lesson on the basics of using each technology. There is one student
who will need the teacher to wear a headset that amplifies his.her
voice through speakers in the room so that he can hear more clearly.
The teacher is very comfortable and proficient at using that
technology. There are several students who are '((. /f those '((
students only a few are at a low level with limited 'nglish proficiency.
8or those '(( students at a low level they will be placed in a group
with some other students that are speak their language and are more
proficient in academic 'nglish. The students can provide support and
scaffolds for each other. The students will also have the opportunity to
participate in the learning e1perience with the group that best suits
their strengths. The teacher can also provide some translations of the
research that the students find. The students that may have a learning
disability will have a special education aid in the classroom with them
to assist them with the work and understanding of the material. The
aid and the teacher can work together to adapt the assignment for
those students and still have them participate in the learning
e1perience with a group. The product e1pectations could be changed
to help meet their needs. The students will be given about two weeks
to complete the unit. They will be given class time to work on this and
they may also need to utili3e outside of class time to work on it as
well. 4ore time can be given if needed due to the fact that the
students are on a block schedule and may need more in class time to
work collaboratively.

Design 9 Development
The learning ob)ectives for this pro)ect are that students will be
able to understand the structure and function of D:%, compare and
contrast the processes of D:% replication, transcription, and
translation, and investigate the conse-uences of genetic mutations.
This learning e1perience addresses the following ;loom<s Ta1onomy
levels=
>nderstanding0 students will need to use the resources provided to
complete research on 4endelian genetics principles, chromosome
theory of inheritance, 4endel<s theory of genetics, genetic mutations,
and the conse-uences of those mutations.
%naly3ing0 Students will then need to take the new found information
and analy3e, and compare and contrast theories. Students will also
need to analy3e the outcomes of genetic mutations and the benefits
and.or conse-uences brought on by these mutations.
'valuate0 Students will need to evaluate the information gathered from
various scientific researched based resources.
%pplying0 Students will need to take all of the information they have
and apply it to make their own scientific research based decisions
about genetic mutations. Students will also have to create ways to
effectively use genetic mutations without the negative conse-uences
or less negative conse-uences present.
Creating0Students will create a multimedia product that e1plains the
structure and function of D:%, compare and contrast the processes of
D:% replication, transcription, and translation, investigate the
conse-uences of genetic mutations, e1plains some specific e1amples
of what scientists are doing to find cures for genetic mutations, and
your stance on gene therapy and genetic mutations. Students will be
able to choose their own type of multimedia presentation from the
following list of choices= % 2re3i presentation, a commercial created
with Windows movie maker or i4ovie, or an ?nfographic created using
2hotoshop or 5imp, or an informational website using Weebly.
Supporting 4aterials=
Benjamin Button (photos or video clip)
Genetics Web uest
Pre!i Tutorial
Weebly Tutorial
"nfo#raphic $%ample
Atomic &earnin#'Photoshop
Atomic &earnin#'G"MP
Atomic &earnin#' Windo(s Movie Ma)er
Atomic &earnin#' iMovie
Genetics *ubric +tandards
This pro)ect will cover some of the following standard= S;$. Students
will analy3e how biological traits are passed on to successive
generations.
Distinguish between D:% and @:%.
'1plain the role of D:% in storing and transmitting cellular information.
>sing 4endel<s laws, e1plain the role of meiosis in reproductive
variability.
Describe the relationships between changes in D:% and potential
appearance of new
traits including
%lterations during replication.
?nsertions Deletions Substitutions
4utagenic factors that can alter D:%.
Aigh energy radiation 10rays and ultraviolet! Chemical
Compare the advantages of se1ual reproduction and ase1ual
reproduction in different situations.
5eorgia Department of 'ducation Bathy Co1, State Superintendent of
Schools *.$&.$&&* ,=C+ 24 2age D of E
%ll @ights @eserved
@evised Fuly #C, $&&D

@evised Fuly #C, $&&D f. '1amine the use of D:% technology in
forensics, medicine, and agriculture.
The :'T0S standards are= Creativity and ?nnovation0 Students
demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. @esearch and
?nformation 8luency0 Students apply digital tools to gather, evaluate,
and use information. Communication and Collaboration0 Students use
digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning
and contribute to the learning of others. Critical Thinking, 2roblem
Solving, and Decision 4aking0 Students use critical thinking skills to
plan and conduct research, manage pro)ects, solve problems, and
make informed decisions using appropriate digital tools and resources.
"mplementation
The "ntroduction=
The students will be shown a picture or video of progeria. 2rogeria is a
genetic disorder characteri3ed by rapid aging. This was the genetic
mutation seen in the movie ;en)amin ;utton. The class will discuss
progeria and the effects it has on humans. Students will then be given
the role of a scientist to conduct further research on genetics and
genetic mutations. The students should be interested and motivated to
understand and possibly correct some genetic mutations that effect
humans and other living things everyday.
Process:
Wee) ,
;egin by introducing or hooking the students into the learning
e1perience. The students will be shown a picture or video of progeria.
2rogeria is a genetic disorder characteri3ed by rapid aging. This was
the genetic mutation seen in the movie Benjamin Button. The class will
discuss progeria and its effect on humans. The students will be placed
into small groups or partners and given the ob)ective. Students will
then be given the role of a scientist to conduct further research on
genetics and genetic mutations by using the genetics web -uest. The
students should be interested and motivated to understand genetic
mutations and some of the possible ways to correct some genetic
mutations that effect humans and other living things everyday.
%ssign all students to a laptop computer and give them the link or web
address to the 5enetics web -uest, the ob)ective and the rubric. ;riefly
e1plain that they are going to research and facilitate their own learning
on the topic of genetics by using the web -uest, and they will be
collaborating with their group members to create a multimedia product
provide the list of choices on the rubric! to showcase their new found
knowledge and opinions about genetics. %lso let them know that they
will have access to an e1pert from the CDC to help them with their
research. They will be set times that they can connect with the CDC
e1pert share these times with the students on the rubric and web
-uest!. 5ive the students an outline of the topics covered on the web
-uest with space for notes and comments to use while they are
completing the -uest. The outline will be given to the students via
5aggle dropbo1. The students will be e1pected to turn in their notes
daily via 5aggle dropbo1 so the teacher can monitor their research
progress and conference with students as needed. (et the students
become familiar with the rubric and ob)ectives and begin their
research using the web -uest. The students will continue to work with
their group to research using the web -uest daily for the rest of the
week.
Genetics Web uest -utline
"ntroduction0The students will be shown a picture and.or video of
progeria. 2rogeria is a genetic disorder characteri3ed by rapid aging.
This was the genetic mutation seen in the movie ;en)amin ;utton. The
class will discuss progeria and the effects it has on humans.
Tas)0Gou will then be given the role of a scientist to conduct further
research on genetics and genetic mutations. The learning ob)ectives
for this pro)ect are to understand the structure and function of D:%,
compare and contrast the processes of D:% replication, transcription,
and translation, and investigate the conse-uences of genetic
mutations, make a decision about where you stand on gene therapy,
e1plain your reasoning, and give specific e1amples of what scientists
are doing to help find cures.
Process0 Click on each topic to find research, take notes on each topic
to include important information that will help you understand, make a
decision, and e1press your e1pertise in your final product.
#. What is the structure and function of D:%H
$. Aow is D:% replicatedH
C. What is D:% transcription and translationH Why are the
processes of transcription and translation necessaryH
,. What mistakes can occur during replication, transcription, and
translationH
+. What are scientists doing to find curesH
D. Create a multimedia product that e1plains the structure and
function of D:%, compare and contrast the processes of D:%
replication, transcription, and translation, investigate the
conse-uences of genetic mutations, e1plains some specific
e1amples of what scientists are doing to find cures for genetic
mutations, and your stance on gene therapy and genetic mutations.
Wee) .
Students will work collaboratively with their group to create their
multimedia product using the research that they have found within the
web -uest and from the CDC e1pert. Students will use class time and
other time outside of school to complete their product. The teacher will
be there to facilitate and provide guidance to the students.
$valuation
Product=
Throughout the content and the process of this learning
e1perience the teacher will observe the students, ask -uestions about
what they should have found, ask -uestions to their group members
about the level of participation form the others, and have them write a
short description of what each person in their group did and how well
they collaborated with one another. The students will also be assessed
on their final multimedia product by a rubric created by the teacher.
Students will have to create a multimedia product that e1plains
the structure and function of D:%, compare and contrast the processes
of D:% replication, transcription, and translation, investigate the
conse-uences of genetic mutations, e1plains some specific e1amples
of what scientists are doing to find cures for genetic mutations, and
your stance on gene therapy and genetic mutations. Students will be
able to choose their own type of multimedia presentation from the
following list of choices= % 2re3i presentation, a commercial created
with Windows movie maker or i4ovie, or an ?nfographic created using
photoshop or 5imp, a informational website using Weebly.
The product will be assed using a rubric created by the teacher. The
students will have to demonstrate that they can successfully conduct
research using a web -uest and gather appropriate useful information
from credible sources. Students will show the ability to understand the
structure and function of D:%, compare and contrast the processes of
D:% replication, transcription, and translation, and investigate the
conse-uences of genetic mutations. Students will need to show the
ability to evaluate the information and make their own decision or
stance on gene therapy and genetic mutation. Students will need to
describe a specific e1ample of how gene therapy is being used to find
cures for genetic mutations. Students will need to showcase the ability
to use technology in a proficient way to create a multimedia product
displaying all of the topics mentioned above.
*e/ection
Project 0evelopment 1 " learned about lots of resources out there
for teachers to use2 "ncludin# e%plorelearnin#2com That site is a
#reat (ay to have students e%plore a topic and have self #uided
learnin#2 The lessons and activities are all in3uiry based learnin#
e%periences that challen#e the students and encoura#e them to
learn more2 "n terms of buildin# the (eb'3uest " (ould try to
include more resources for the students and connect all of the
necessary items to the site2 " (ould also try to include some
interactive and videos2
"nstructional 0esi#n 1 4or this instructional desi#n project the
(eb'3uest (as a #reat (ay to put the learnin# into the hands of
the student and #ive them a real (orld problem to research and
learn about2 " also thin) that the multimedia product that the
students create at the end is also important to this learnin#
e%perience2 The students have to (or) to#ether and use
technolo#y to creatively display (hat they have learned2 " also
li)e that students can sho(case their best s)ills (ithin their
#roup and throu#h their products2 " thin) that " am pleased (ith
the overall lesson and ho( it is laid out2 " thin) " (ould improve
the layout of the (eb'3uest2
Personal Gro(th 1 " learned that " am capable of doin# a lot more
(ith technolo#y than " thou#ht2 " (as also reassured that " (ant
to continue to pursue a $d Tech position2 " found that " really
enjoy doin# the activities for the class and " discovered so many
thin#s " (ould love to share (ith teachers and students2 " (as not
easily frustrated2
4or -thers 1 "t is important to have an open mind and plenty of
time to plan5 loo) for resources5 and collaborate (ith (hom ever
necessary to #et your project complete2 " (ould also really try to
brin# in an outside e%pert for the students2 " thin) this (ould
really #ive them a real (orld loo) at the tas) and #ive them a
le#itimate reason for doin# it2