Engaged Learning Project Draft Template- Erica Carrillo and Tracy Castleberry

Title of Project: Genetic Disorder Infomercial

Subject(s): Life Science/Biology
Grade Level(s): 7 or 9-10
Abstract:

The students will research an assigned (or chosen) genetic disorder. This is not an infectious disease, but rather a
disorder that is inherited. (example, Colorblindness, Hemophilia, Cystic Fibrosis) Students in biology class will
create an informational movie in a movie making program of their choice discussing the genetic disorder and
complete a brochure in Word or Publisher as a companion to the movie. The role students will assume is one
where they will be educating the public about a certain genetic disorder. This project will simulate authentic
learning because it will connect students with a genetic disorder, hopefully in a real-life way, as they can ask to
research a certain disorder if they know someone who is affected.
Learner Description/Context:

The learner for this project will be a group of7th grade life science students, or a group of 9th-10th grade biology
students. The learning environment will be the science classroom or computer lab and will expand out of the
classroom by involving people in the community or school that have the disorder or have knowledge of the
disorder. Some disorders are specific or way more common in some ethnic groups (such as cystic fibrosis in
caucasians) and can illustrate similarities in DNA. If a students grandmother or aunt has breast cancer, then the
student can research this specific disorder and learn more about it, how it is passed on from one generation to the
next and how it affects the lives of the people that are affected by it.
Time Frame:

This learning experience will take 5-6 55 minute periods or 3-4 1.5 hour blocks. The students will need contestant
access to a computer with movie making and publishing software.
Standards Assessed:

7th Grade Life Science Standard:

S7L3. Students will recognize how biological traits are passed on to successive
generations.
1. Explain the role of genes and chromosomes in the process of inheriting a specific trait.
Reading Standard:
SCSh9. Students will enhance reading in all curriculum areas by: Reading in all curriculum areas:
Read both informational and fictional texts in a variety of genres and modes of discourse.
Read technical texts related to various subject areas.
Biology Standard:
SB2. Students will analyze how biological traits are passed on to successive generations.
1. Distinguish between DNA and RNA.
2. Explain the role of DNA in storing and transmitting cellular information.
3. Using Mendels laws, explain the role of meiosis in reproductive variability.
4. Describe the relationships between changes in DNA and potential appearance of new
traits including
Alterations during replication.
Insertions Deletions Substitutions
Mutagenic factors that can alter DNA.
High energy radiation (x-rays and ultraviolet) Chemical
5. Compare the advantages of sexual reproduction and asexual reproduction in different situations.

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Draft Template- Erica Carrillo and Tracy Castleberry
ISTE Standards for Students:
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
Learner Objectives:

The student(s) will be able to: Identify and describe a genetic disorder, explain how it is passed on from one
generation to the next and analyze how the disorder will affect peoples lives. The teacher will use a specific
rubric to assess the students work.
The hook or Introduction:

Students will be introduced to the project by being told that their research team (learning group) has been hired to
educate the public about a certain genetic disorder.
Process:

Day1: The teacher introduces the project and the students start research, using a website that has all the
instructions for them. The students start to build a Google doc, one for each research team, to keep their research
in one place. This will probably be done on a Friday so the students will have the weekend to find their outside
expert.
Day 2: Students finish their research and their Google doc. Students start to construct their brochures using the
information from their Google doc. The students will also talk to their expert (if they are in the school building)
Day 3: Students work on their brochures and start to plan their movie
Day 4: Students work on their movie
Day 5: Students work on their movie
Day 6: Students put final touches on their work and turn in their brochure to the teacher (either hard copy or
electronically) and upload their movie onto a wikispace
**Throughout the project, the teacher will be walking around and helping the students with any issues that they
are having.**
Product:

The students will produce a movie on the movie making program of their choice with the information from their
brochure. Technology is integrated as follows: computers with movie making software and word processing
software, FLIP cameras to capture their own footage to integrate into their movie.
Technology Use:
Computers with internet access
Movie making software (including online movie makers if they so choose)
FLIP cameras for capturing their own footage
Publication software such as Word or Publisher
References and Supporting Material:
Teacher will build a website with the information that the students need to integrate into their project on Weebly. This will
include a rubric that the teacher will use to access the project. Students can use moviemaker, iMovie, or another movie
making tool to construct their film. They can use Publisher or Word to create their brochure.

Web Tools Blog Series: Tools to Help Students Create. (n.d.). Edutopia. Retrieved July 12,
2014, from
http://www.edutopia.org/blog/webtools-creating-student-work-summer-professionaldevelopment
rubistar4teachers.org. (n.d.). rubistar4teachers.org. Retrieved July 12, 2014, from

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Draft Template- Erica Carrillo and Tracy Castleberry
http://www.rubistar4teachers.org
What modifications have you made since you submitted your idea for feedback?
We broadened the scope of the movie making possibilities the students can use the movie maker of their choice
To add the culturally responsive indicator, we were thinking we might add something on the instruction page that educates people about
how they should be sensitive and understanding about the disorder and why

Which indicators of Engaged Learning will be high in this lesson and Why?
Authentic and Meaningful- the students are taking a real-life disorder, something that real people can be affected with,
researching it and learning how it can impact lives
Standards Based- Adheres to GPS for biology and life science
Producer- Students are making a product
Which indicators would you like to strengthen?
Multi-discipline (although there is writing involved)
What LoTI level do you think this lesson would be and Why?
A solid 5- with the experts outside the classroom
What help would you like to receive from us?
Can anyone think of another way this could be implemented across curriculum? Maybe statistics? Math people, help!

Jo Williamson, Ph.D., Kennesaw State University