Rationale
This unit is an attempt to give a biographical overview of the genome, DNA, genetic engineering, genetic engineering's negatives and positives, and future applications. It encompasses a wide range of both history and present day application. The main focus and intent is on students having the following enduring understandings.
First, students will be able to relay a basic understanding of any organism's genome. They should rationalize that their bodies are made up of trillions of cells that each have a nucleus that contains their genome. They should understand that chromosomes are packed with DNA which contains genes that encode the proteins that facilitate the chemical functioning of all of an organisms needs. They should understand that their genes are inherited. Most physical traits are an expression of their genetic makeup; however some things are strongly influenced by environment. This is an important standard as students begin to rationalize themselves both as a product of their own heredity and as an individual with unique characteristics.
Second, students will account for and recall the essential dogma of protein making. Students will be able to account for the mechanisms responsible and products made by DNA. This is especially important for their preparedness for further research and higher learning. The better they have solidified a simplistic version of these processes in their learning the more success they will likely achieve later. I want to insure that my students are prepared for both the genetics heavy seventh grade curriculum and a high school biology class that will push these ideas in further detail and impact.
Third, students will be able to recognize centuries of work that have gone into the field of genetic engineering. They will be familiar with the processes that have led to the evolution of genetic engineering. They will also be able to look at the impact the field has had on science, medicine, and the food industry. My students aren't always exposed to the field of applied sciences, nor do they comprehend exactly what an engineer does. This unit will harness a curiosity in the creation and application of engineering principles through knowledge of genetics. It will also address the controversies often present in scientific applications. They will then be able to apply this evolution to future professions, technologies, and advancements for the betterment of mankind.
Comments: