Teacher Resources

A SPLICE OF LIFE
Genetic Engineering

Teacher Resources

Library Research: 2-3 45 min. periods
Addtl. time for completion of student products
Classroom time for student presentations and follow-up.

**TARGETED LEARNING STYLES**
Field Dependent		Field Independent
Active	Visual	Global Understanding	Analytical Understanding

TEACHER TIPS
and TOOLS

BCPS Research Module, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved.
This Research Module may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from BCPS Copyright © 2005 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images used through subscription to clipart.com, or public domain unless otherwise noted. Documents and related graphics may be duplicated for educational, non-profit school use only. All other uses, transmissions and duplications are prohibited unless permission is granted expressly. Contact Margaret-Ann Howie, Esq. 410-887-2646

Helpful teacher implementation tips	Require students to view the appropriate Brain Pop videos listed under the student resource page for their component. Direct students who need a refresher on DNA to the genetic tour link on the Research Scenario section of the introductory page. Each student assessment rubric is provided in HTML format and MS Word format so that you may feel free to customize them as necessary.
Grade Level/Content Area/Unit:	Grade 9 and 10 - Genetics
Focus: Enduring Understanding or Essential Question	How can the effects of DNA alteration can be beneficial or harmful to the individual, society, and environment?
MSDE Voluntary State Curriculum: Biology Content Standards/ Core Learning Goals	INDICATOR 3.5.3 The student will interpret how the effects of DNA alteration can be beneficial or harmful to the individual, society and/or the environment.
MSDE Voluntary State Curriculum: Library Media	2A 1. Match resources to topic of interest or need. 3A 1. Students will use print resources efficiently and effectively. 3. Students will use computer/online/digital resources efficiently and effectively. 7. Use appropriate graphic organizers or note cards to record relevant information. 8. Use own words to capture concepts and avoid plagiarism. 5A 2. Apply critical thinking and problem solving strategies. 6A 1. Make decisions to facilitate effective communication of ideas.
National Content Standards for Biology	Selected CONTENT STANDARDS under A, F, G: Abilities necessary to do scientific inquiry Understandings about scientific inquiry Science and technology in local, national, and global challenges Science as a human endeavor Nature of scientific knowledge In grades 9-12, students' understanding of biology will expand by incorporating more abstract knowledge, such as the structure and function of DNA, and more comprehensive theories, such as evolution.
AASL	1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.6 Use information and technology ethically and responsibly. 4.1.8 Use creative and artistic formats to express personal learning.
National Technology Education Standards for Students (International Society for Technology in Education)	7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6)
21st Century Skills	Students who are scientifically literate can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed. Students who are technologically literate use a variety of technology tools in effective ways to increase creative productivity and use technology to identify and solve complex problems in real-world contexts. Students who are information literate Identify and retrieve relevant information from sources; use technology to enhance searching and after the information is extracted use retrieved information to accomplish a specific purpose.