Our Relationship with Lifes Blueprint (DNA); from Modern

Unit Title
Scientific Marvels to Mutant Monsters.
Teacher(s) David Egan

Subject/grade level 8th Grade Science (Biology)

Time frame/duration 8 weeks

MYP Unit Planner

Stage 1: Integrate significant concept, area of interaction and unit
question.

Area of interaction focus Significant concept(s)

Which area of interaction will be What are the big ideas? What do
our focus? we want our students to retain
Why have we chosen this? for years into the future?

AOI/Global Context: Scientific & Big Ideas- The importance of

Technical Innovation--- ethical reasoning and decision
Biotechnology & Ethics what is making when (applying the science
our Responsibility? of genetics) making difficult
choices.

We have chosen this AOI/GT DNA is the fundamental Structure

because of Biotechs growing impact
on humanity. While the
understanding of DNA and Genetics
continues to unravel many mysteries
regarding human health and
behavior. It also opens the
proverbial Pandoras box to many
ethical debates regarding its
application.
of all living things.
Key Concepts: Form, Structure
Relationships & Perspectives
Concept Statements-
The form and function of living
things is related to the structure of
its DNAs.

ATL- Information Literacy There are a variety of perspectives

regarding the relationship between
scientific knowledge and
understanding and its application.

Retained into the Future- When

debating the use and application of
genetics, there are multiple points
of view. I can make a sound ethical
decision regarding my position on a
range of bioethical issues.
 MYP Unit Question*
Formerly the Guiding Question

Teacher Speak Unit Question:

What are the ethical implications regarding the use and

application of scientific knowledge and understanding of DNA
and Genetics?

Turn it into a Student Speak Unit Question:

How should we use Lifes Blueprint (DNA)?

Statements of Inquiry:

Students will discuss, evaluate and debate ethical

perspectives regarding a range of biotech issues.

Students will discuss, evaluate and debate the

relationship between scientific
understanding/capabilities and their use and
application.

Students will recognize the relationship between

DNAs structure and how its related to the form and
function of all living things.

Inquiry Questions:

What is Lifes Blueprint DNA?

What is bioethics and what is biotech?
What are the positive and negative aspects of various
biotechnologies?
How has biotech changed our world and what is the
future of biotech?
How should we regulate biotech and who should
regulate it?
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding?
How will students show what they have understood?

A piece of writing by the student of approximately 9001,200 words in length. Criteria A

and B must be used to assess this task.

An end-of-unit or end-of-term test or examination. Criterion C must be one of the criteria

used to assess this task.

--What exemplars will students see so that they understand what is required?
Each Assessment will be accompanied by a task specific rubric which students receive prior to
the assessment. The rubric will be explained in detail and examples relevant to each level
descriptor will be given. The One World essay will come with a detailed project outline including
examples of student expectations.

--What will allow students the opportunity to answer the unit question at some point during the
unit?
Student understanding of the underlying concepts and principles of genetics is built through labs,
activities, problems, discussions and readings. This learning experience cumulates with a concept
based test.
Next students are introduced to ethical reasoning and decision making. This process will unfold
as students discuss and debate the use and application of genetics and its ethical implications.
Learning experiences include: inquiry into various bioethical issues via case studies, debates,
film, current events and research. Learning cumulates in the answering of the unit question
through researching and writing a One World argumentative essay on an bioethical issue of their
choice

--How will the assessment task be differentiated?

Student understanding of the unit question will be assessed using two formats one is and
argumentative essay while the other is a test of students conceptual understanding.
Test- The concept based test will employ a variety and range of questions to assess students
knowledge and understanding. These range from simple problems involving recall and application
to complex problems involving evaluation and analysis. There will also be integration of math
concepts (probabilities) in many of the problems.
One World Essay- There will be flexibility and choice in terms of topic selection and word limit.

Which specific MYP objectives will be addressed during this unit?

Directly from MYP Subject Guide.

Objective A- This objective refers to enabling students to gain a better understanding of the role
of science in society. Students should be aware that science is a global endeavor and that its
development and applications can have consequences for our lives.

One world should provide students with the opportunity to critically assess the implications of
scientific developments and their applications to local and/or global issues.

explain the ways in which science is applied and used to address specific problems or
issues

discuss the effectiveness of science and its application in solving problems or issues

describe how science and its application interact with some of the following factors:
moral, ethical, social, economic, political, cultural and environmental.

Objective B- This objective refers to enabling students to become competent and confident
when communicating information in science. Students should be able to use scientific language
correctly and a variety of communication modes and formats as appropriate. Students should be
aware of the importance of acknowledging and appropriately referencing the work of others when
communicating in science.

use scientific language correctly

use appropriate communication modes, such as verbal (oral, written), visual (graphic,
symbolic) and communication formats (laboratory reports, essays, presentations) to
effectively communicate theories, ideas and findings in science

acknowledge the work of others and the sources of information used by documenting
them using a recognized referencing system.

Objective C- This objective refers to enabling students to understand scientific knowledge

(facts, ideas, concepts, processes, laws, principles, models and theories) and to apply it to
construct scientific explanations, solve problems and formulate scientifically supported
arguments.

recall scientific knowledge and use scientific understanding to construct scientific

explanations

apply scientific knowledge and understanding to solve problems set in familiar and
unfamiliar situations

analyze and evaluate information critically to make judgments supported by scientific

understanding

Which MYP assessment criteria will be used?

Directly from MYP Subject Guide.

Criterion A: One world

Maximum: 6

One world enables students to gain a better understanding of the role of science in society and
allows them to explore how scientific developments and applications are applied and used to
address specific problems or issues in local and global contexts.

Students should be able to:

explain the ways in which science is applied and used to address a specific problem or issue
discuss the effectiveness of science and its application in solving the problem or issue
discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental
implications of the use of science and its application in solving specific problems or issues.

Assessment tasks should give students the opportunity to explore how science is used to address
a specific problem or issue. Students are required to critically discuss and evaluate the
implications associated with the use and application of science by considering moral, ethical,
social, economic, political, cultural and environmental factors.

Suitable assessment tasks for criterion A include: written pieces of work, essays, case studies
and research projects, as well as debates, oral and multimedia presentations.

Criterion B: Communication in science

Maximum: 6

Communication in science enables students to develop the communication skills to become competent
and confident when communicating information in science.

Students should be able to use different communication modes, including verbal (oral, written) and
visual (graphic, symbolic), as well as appropriate communication formats (laboratory reports, essays,
and multimedia presentations) to effectively communicate scientific ideas, theories, findings and
arguments in science.

Students should be able to:

use scientific language correctly

use appropriate communication modes and formats
acknowledge the work of others and the sources of information used by appropriately documenting
them using a recognized referencing system.

Suitable assessment tasks for criterion B include: scientific investigation reports, research essays,
case studies, written responses, debates and multimedia presentations among others.

Criterion C: Knowledge and understanding of

science
Maximum: 6

Knowledge and understanding of science enables students to demonstrate their understanding of

science by applying scientific knowledge to construct scientific explanations, solve problems and
formulate scientifically supported arguments.

Students should be able to:

recall scientific knowledge and use scientific understanding to construct scientific explanations
apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
critically analyze and evaluate information to make judgments supported by scientific
understanding.

Suitable assessment tasks for criterion C include: tests, examinations, case studies, written
responses and other assignments that combine a range of problems of different complexity, and
opportunities for students to makes scientifically supported judgments.
Stage 2: Backward planning: from the assessment to the
learning activities through inquiry

Content
What knowledge and/or skills (from the course overview) are going to be used to enable
the student to respond to the unit question?
What (if any) state, provincial, district, or local standards/skills are to be addressed?
How can they be unpacked to develop the significant concept(s) for stage 1?

What are the state GLCEs or HSCEs?

-HSCEs

STANDARD B1: Inquiry, Reflection, and Social Implications

B1.1- Scientific Inquiry

B1.2- Scientific Reflection and Social Implications

STANDARD B4: Genetics

L4.p1 Reproduction (prerequisite)

L4.p2 Heredity and Environment (prerequisite)

B4.1 Genetics and Inherited Traits

B4.2 DNA

B4.2x DNA, RNA, and Protein Synthesis

B4.3 Cell Division Mitosis and Meiosis

B4.4x Genetic Variation

B4.r5x Recombinant DNA (recommended)

STANDARD B2: Will be part of a review as students prepare for the genetics unit.

NGSS (Next Generation Science Standards)

HS-LS3: Heredity: Inheritance and Variation of Traits

HS-LS1: From Molecules to Organisms: Structures and Processes (Includes Review

Materials)
Common Core Standards:

ELA/Literacy-

RST.11-12.1: Cite specific textual evidence to support analysis of science and technical
texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account. (HS-LS3-1),(HS-LS3-2)

RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments,

simulations) into a coherent understanding of a process, phenomenon, or concept,
resolving conflicting information when possible. (HS-LS3-1)

WHST.9-12.1: Write arguments focused on discipline-specific content. (HS-LS3-2)

Mathematics

MP.2: Reason abstractly and quantitatively. (HS-LS3-2),(HS-LS3-3)

What skills and or concepts are embedded in those standards?

ATLs- see below

Learner Profile Trait- Inquirer

This LP trait has been selected for explicit focus in this unit because through the inquiry
cycle students will select a specific issue that they feel passionate about, inquire into it
through research and respond to the issue by supporting their position and refuting the
opposing side. By taking a position and arguing against the opposing side the students
are taking the first step toward action on an individual level.

Skills- Analyzing, Classifying, Communicating, Defining, Evaluating, Inferring, Inquiring,

Interpreting Data, Modelling, Recognizing Patterns, Reading, Synthesizing and Using
Numbers

Command Terms-
Describe: to give a detailed account.

Discuss: to give an account including, where possible, a range of arguments for and
against the relative importance of various factors and comparisons of alternative
hypotheses.

Evaluate: to assess the implications and limitations.

Explain: to give a clear account, including causes and reasons or mechanisms.

State: to give a specific name, value or other brief answer without explanation or
calculation.
Document: to credit fully all sources of information used by referencing (or citing),
following one recognized referencing system. References should be included in the text
and also at the end of the piece of work in a reference list or bibliography.

Analyze: to identify parts and relationships and to interpret information to reach a

conclusion.

Complex problems: refers to problems that are set in a familiar or unfamiliar context
and require analysis. These problems can often be broken down into sub-problems or
stages, each of which requires the selection and application of the appropriate principle,
rule, equation or method.

Simple problems: refers to straightforward problems that are clearly stated and set in a
familiar context, and require the student to apply the appropriate principle, rule, equation
or method.

Personal, Social and Global Awareness (Attitudes and Beliefs)- Controversial

Science Issues

Key Concepts- Change (Constancy and Change in Life Forms); Structures, Patterns
and Systems (Living Systems); Relationships, Perspectives

What is it that I must teach?

Related Concepts-
Many of the related concepts or specific content expectations I will teach as part of the
genetics unit will be adapted from the HHMI & MIT Hierarchical Biological Concept
Framework. Main areas of focus include: cell division, replication, transcription and
translation, classic Mendelian genetics, genetic disorders and genetic engineering.
These concepts can be found at:
http://web.mit.edu/bioedgroup/HBCF/CBE-Summer2004.htm
Note: Many of the concepts will also be covered as a review of cell biology in order to
prepare students for the genetics unit.

Approaches to learning
How will this unit contribute to the overall development of subject-specific and
general approaches to learning skills?

What Approaches to Learning are embedded in the subject-specific MYP Criteria that you are
using to assess your MYP task?
These ATLs are embedded in my tasks which will assess Criterias A, B & C. These skills will
have an implicit focus.
Communication (Literacy), Thinking (Critical Thinking and Transfer) and Research
(Information and media literacy, critical literacy)

What general Approaches to Learning will I embed in my unit?

These general ATLs will be focused on explicitly in my unit. One of these, Research and
its associated skill clusters is also implicitly contained in my assessment task. This ATL
skill has a general focus because it is easily transferable across the disciplines
throughout the MYP programme. Additionally, Research skills support school wide
expectations in relation to use of technology and referencing. Also the Social skill of
Collaboration promotes good affect within our students. It also supports a host of LP
attributes such as being open-minded and exceptional communicators.
Research- (Information and Media Literacy, Critical Literacy)

accessing informationincluding
researching from a variety of sources
using a range of technologies,
identifying primary and secondary
sources

selecting and organizing information

including identifying points of view,
bias and weaknesses, using primary and
secondary sources, making connections
between a variety of resources

referencingincluding the use of

citing, footnotes and referencing of
sources, respecting the concept of
intellectual property rights
Social- (Collaboration)

accepting othersincluding analyzing

others ideas, respecting others points
of view, using ideas critically
Learning experiences
How will students know what is
expected of them? Will they see
examples, rubrics, templates?
How will students acquire the
knowledge and practise the skills
required? How will they practise
applying these?
Do the students have enough prior
knowledge? How will we know?
Teaching strategies
How will we use formative assessment to
give students feedback during the unit?
What different teaching methodologies will
we employ?
How are we differentiating teaching and
learning for all? How have we made
provision for those learning in a language
other than their mother tongue? How have
we considered those with special
educational needs?

Pre Assessment Formative Differentiation

Prior Knowledge- Students prior Assessment Assessment and Pre
knowledge will be activated via a review Cell division, DNA & Assessment will be
and test on cells and traits. Both of these Genetics will be differentiated using a
topics have been previously covered and assessed through- variety of Learning
required the student to have a simple Styles/Intelligences such
general understanding of DNA and Student will draw the as:
Heredity. It is from this point that we will stages of cell division
(mitosis); drawings will - Kinesthetic (Hands On
begin to build and expand student
be labelled and Activities/Labs)
knowledge and understanding in detail.
explained. - Visual (Drawing, Visual
We will also have an open class discussion
Aids, Animation)
around an ethical dilemma in order to Students will print and
activate students prior informal submit results of online - Interpersonal (Group
understanding of ethics. We will then begin activities and labs. Work)
building a formal understanding from this
- Intrapersonal
point. Students will take notes (Readings and HW)
Cell division, DNA & Genetics will be on all videos and
lectures. - Linguistic/Audio (Books
learned through-
and Lecture)
Direct instruction and lecture Students will be - Logical/Mathematical
The use of visual aids assigned section (Genetic Crosses &
review and chapter Word Problems)
Readings review questions on
readings. There is a heavy focus
Online Activities and Labs
on math concepts in this
Labs Students will be given unit.
Collaborative Group Work practice questions Answering higher level
(genetic crosses) as questions aimed at
Vocabulary Definition HW and CW all assessing conceptual
Mind Maps questions will be understanding and its
discussed as a class. application (Critical
Bioethics will be learned through- Thinking & Metacognition)
Lecture Students will answer
Activities will employ
questions(genetic different types of
Reading crosses) on the smart technology (ppt., smart
Class Discussion board and explain their board, audio, visual and
answers to the class. internet).
Informal Debate
Identify students that are
Open-ended Questions Students will extract
struggling and use mixed
DNA from a plant and
Audio/Video Analysis: Current Events, report on their ability grouping for group
Gattaca, Intellengence2 Debate procedure and results work.
Note Taking Engage and include
Students will construct students who tend to be
Case Studies Reebops and reflect on on the outside of the
their results (Meiosis & social group.
Collaborative Group Work Expression of Alleles)
Research Students have degree of
Anecdotal Notes choice and freedom to
Expectations: choose their One World
Class Discussion (Q & Essays focus issue.
Some activities will be modelled. A) these are based on
topics/concepts, and The concept based test
Formative Assessments Students will be
inquiry activities. will employ a variety and
given clear instructions and examples
range of questions to
(checklists, rubrics, templates, handouts) Marazanos Vocabulary assess students
which will be discussed in class. Definitions knowledge and
Summative Assessments Will be Mind Map of DNA understanding.
accompanied by a task specific rubric
Identifying and correcting
which students receive prior to the Construct DNA out of student misconceptions
assessment. The rubric will be explained in found objects about core concepts.
detail and examples relevant to each level
descriptor will be given. Bioethics will be -The assessment tasks
assessed through- will be differentiated as
The One World essay will come with a follows:
detailed project outline including examples Introduction to Ethics
of student expectations. Activities The unit question will be
assessed using two
Anecdotal Notes formats an
Check Points/Deadlines argumentative essay
for Project---Spot and a conceptual test.
checking by asking
Test- The concept based
students what they are
working on. test will employ a variety
and range of questions
Peer evaluations. to assess students
Class Discussion (Q & knowledge and
A) these are based on understanding. These
topics/concepts, and range from simple
inquiry activities. problems involving recall
and application to
Brain Storm for One complex problems
World Essay & Bio involving evaluation and
Ethics Topics
analysis. There will also
Research for One World be integration of math
Essay concepts (probabilities)
in many of the problems.
Rough Draft- One
World Essay One World Essay-
There will be flexibility
Gattaca Analysis and choice in terms of
topic selection and word
Case Study Analysis limit.
Special Needs-
Notes on all videos
Students with special
Intelligence2 Class Poll needs will be
accommodated on an
Informal Debate individual basis-
Accommodations may
**End of Unit Reflection include: use of
on Unit Question, ATLs technology, tutoring,
& LP change in format,
amount and difficulty of
work, position in class,
conferencing with
parents and school
social worker ETC..,.
Language Needs-
If a student has a
language need then I will
work with either a
language B instructor if
Arabic or a Native
Speaker of the students
language to
accommodate that
student.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate
students experiences during the unit?

Textbook: Glencoe Science Level Green & Blue

Handouts & Problems: Mendelian Genetic Crosses

http://media.hhmi.org/biointeractive/posters/Genetic-Mutations-and-Disease_web.jpg
http://www.dnaftb.org/41/bio.html
http://web.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/index.shtml#chooser
Lab:
DNA Extraction Lab Materials
Simulated PKU Testing Lab & Materials
http://cbe.wisc.edu/assets/docs/pdf/reebops/reebops.pdf
http://btc.montana.edu/ceres/html/Designer/Designer.htm

Online labs and Activities:

https://www.koshland-science-museum.org/explore-the-science/exhibits#.Uf8HA20VuKI
http://learn.genetics.utah.edu/
http://www.hhmi.org/biointeractive/bacterial-identification-virtual-lab
http://www.dnai.org/index.htm
http://www.teachersdomain.org/resource/lsps07.sci.life.stru.celltrans/

Resources for Teaching Ethics:

http://www.biotech.iastate.edu/publications/mendel/ModuleIII.pdf
http://www.pbs.org/newshour/extra/teachers/lessonplans/science/chimera_ethics.html
http://science.education.nih.gov/supplements/nih9/bioethics/guide/pdf/Teachers_Guide.pdf
http://www.kumc.edu/gec/lessonpl.html
http://www.dnalc.org/
http://genetics-education-partnership.mbt.washington.edu/cool/tools/ethics.html
http://www.genome.gov/10001744

Videos:
DNA & Cell Division Animations
http://intelligencesquaredus.org/debates/past-debates/item/798-prohibit-genetically-engineered-
babies
http://www.hhmi.org/biointeractive/bioethics-discussion
Gattaca
Supreme Court Decisions on Genetics Issues
http://www.dnaftb.org/
http://www.dnafiles.org/keywords/Ethics
http://www.dnaftb.org/41/animation.html

Audio:
NPR 1,000$ Genome http://www.npr.org/templates/archives/archive.php?thingId=161373082
http://www.npr.org/blogs/health/2013/10/09/229167219/proposed-treatment-to-fix-genetic-
diseases-raising-ethics-issues
Possible Community Members as Guest Speakers (Bio-Patent Law)

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions.

There are further stimulus questions at the end of the
Planning for teaching and learning section of MYP: From
principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any
way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflectboth on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What
opportunities were there for student-initiated action?

Possible connections
How successful was the collaboration with other teachers within my subject group and
from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with
other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives
identified for this unit? How did I make sure students were invited to achieve at all levels
of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?

Students will reflect on their experience of the unit by using select

Learner Profile traits. Their goal is to write a short reflection
discussing how the following LP traits are essential to the process of
ethical decision making.

Thinkers They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical decisions.

Principled They act with integrity and honesty, with a strong sense of fairness,
justice and respect for the dignity of the individual, groups and communities. They
take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal
histories, and are open to the perspectives, values and traditions of other individuals
and communities. They are accustomed to seeking and evaluating a range of points
of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings
of others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.