Introduction
What makes humans different than every other species on the planet? What elements of our genetic makeup are unique? Why would humans alter any species including our own? How would those alterations impact us as a society and as a planet? Genomic material tells an incredible story that can be manipulated and debated extensively.
I teach at McDade Elementary Classical School. We are a kindergarten through sixth grade gifted academy on Chicago's south side in the Chatham neighborhood. Students must pass a selective enrollment test (for giftedness) in order to enroll at McDade. With a population of about 200, our students are bused from all over the south side of Chicago to McDade and come with a variety of experiences and parental support.
I teach four 60-minute blocks of third through sixth grade Science. Each of my four classes has thirty-two students enrolled. We sit in cooperative learning groups of six to seven students per table. All learning in our classroom must have a cooperative element to it. Most students are able to choose their own learning community groups. Nearly all my students share an interest in science and the discovery of answers to questions past and present. Nothing delights both my students and myself more than the light bulb moments of new discoveries, further inquiry, and thought provoking analysis. Science allows students who struggle with reading and writing an opportunity for success. Hands-on manipulatives, experimentation, and kinesthetic learning evoke a positive response to scientific and mathematic principles. Science instruction in my classroom lights fires, both figuratively and literally. This passion, creativity, and willingness to explore are what I will tap into for this eight week unit. This unit is designed for my gifted fourth graders.
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