Basic Productivity Tools (BPT)

Lesson Idea Name: Genetic Disease Research Grant

Content Area: Biology
Grade Level(s): 9-12
Content Standard Addressed:

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

b. Construct an argument based on evidence to support the claim that inheritable genetic
variations may result from:
new genetic combinations through meiosis (crossing over, nondisjunction);
non-lethal errors occurring during replication (insertions, deletions, substitutions); and/or
heritable mutations caused by environmental factors (radiation, chemicals, and viruses).

Technology Standard Addressed:

3. Knowledge Constructor- Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
3a Students plan and employ effective research strategies to locate information and other resources for
their intellectual or creative pursuits.
3c Students curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.
3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.
Selected Technology Tool: Microsoft PowerPoint

URL(s) to support the lesson (if applicable):

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Lesson idea implementation: This project will allow students to take on the role of real world scientists. After
the completion of genetics unit, students will construct a new product from the knowledge they gained
through the course of the unit. Students will take on the role of research scientists giving a presentation to
government officials that will be rewarding a large research grant. Students will be allowed to choose a
genetic disorder and will create a PowerPoint presentation to convince the off icials that their team is
deserving of the grant. Students will be allowed to work in groups of three to four students and will need to
report what genetic disorder they will be presenting on to the teacher to ensure that no two groups use the
same disorder.
The PowerPoint presentation will include history of the disease, key statistics, what is the exact genetic
cause of the disease, symptoms, and treatment options. The PowerPoint presentation must be narrated and
will be presented to the class. Students who are not presenting will assess each presentation and will play the
role of the government officials who are rewarding the grant. At the end of all the presentations, the group
that receives the most class votes will receive 10 extra credit points on the unit test. Transcripts of the
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 Basic Productivity Tools (BPT)
PowerPoint presentations will be provided as well for students to reference. Questions on the test will reflect
information presented in student presentations.
The project will be introduced on a Thursday, at the end of class, and students will be given the next day
work on the project as a group. The project will be finished over the weekend and presentations will take
place on the following Monday. Students will be presented on overall presentation of the narrated slideshow,
depth of content in the PowerPoint, as well as execution of the PowerPoint narration . Students will receive
feedback from the teacher mainly on how well they executed the presentation as well as the depth of the
content that was presented. Students will also provide feedback by voting for their favorite presentations and
filling out partner evaluations. The lesson will conclude when all presentations have been completed and the
best presentation was voted on by the rest of the class.

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