BEYOND-THE-BASIC PRODUCTIVITY TOOLS

Name: Alicia Rowan

Grade Level: 7th Grade
Content Area: Life Science Genetics Unit
Beyond-the-Basic Productivity Tool Used: Timeline
Standards Addressed:
S7L3. Obtain, evaluate, and communicate information to explain how organisms
reproduce either sexually or asexually and transfer genetic information to determine
the traits of their offspring.
a. Construct an explanation supported with scientific evidence of the role of genes
and chromosomes in the process of inheriting a specific trait.
b. Develop and use a model to describe how asexual reproduction can result in
offspring with identical genetic information while sexual reproduction results in
genetic variation. (Clarification statement: Models could include, but are not
limited to, the use of monohybrid Punnett squares to demonstrate the
heritability of genes and the resulting genetic variation, identification of
heterozygous and homozygous, and comparison of genotype vs. phenotype.)
c. Ask questions to gather and synthesize information about the ways humans
influence the inheritance of desired traits in organisms through selective
breeding. (Clarification statement: The element specifically addresses artificial
selection and the ways in which it is fundamentally different from natural
selection.)
See https://www.georgiastandards.org/Pages/Default.aspx)

Blooms Level of Critical Thinking:

Remembering Understanding Applying Analyzing Evaluating Creating
Description of how to implement in the class:
This activity requires students to have access to a computer. The students will be using
Timeline to create a chronological representation of 8-10 important dates that affected the
history of genetics. The students will be given class time to research the topic and determine
what important dates they would like to include on their timeline. Once 8-10 events have been
chosen they will search the internet to find corresponding pictures for each date. As each
image is found the student must choose to save the image to the computer being used and
then upload the respectful image to each important date. The teacher should observe the
students as this activity is taking place to ensure that students are using appropriate pictures
to include on his or her timeline. Once the students have created their own timeline of
important dates they will present one date that was included on their timeline and explain
why this event was important for the history of genetics.
This activity will help assist students learning during the unit of genetics. By creating a
connection that the students are able to see how genetics has grown over time, students are
able to have a greater appreciation for the study of genetics. Being able to understand how
genetics has been used in the world can help students understand why the information being
taught is relevant to them.

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Level of Technology Implementation (LoTi):

The level of technology implementation applied in this activity is a level 3. The students are
monitored by the teacher while creating a content-related timeline. This is a student-centered
activity that will allow the students how to apply the study of genetics to the real-world. Once
the assignment is completed the students will share with other students in the classroom.

Description of the sample BBPT file provided *:

The sample Timeline activity provided can be used to give students an idea of what the final
product will look like. In the sample file provided, one will see eight important dates involved
in the history of genetics. The sample includes a representation of how students will include
the date, a title, picture, and detailed description of each date. The sample resembles what is to
be expected from students when their final product is complete.

Other comments about your proposed BBPT Activity:

Another possible beyond the basic productivity tool that can be implemented with this lesson
plan could be Inspiration. The use of Timeline does not require as much knowledge of the
software in order for the students to create the timeline.