Teaching Strategies
(Aligned to the Content Objectives)
To analyze the structure and processes of our genetic codes, students will engage in three self-guided inquiries (POGILS) that will explore the structure, function and biochemical processes of the genetic information stored in our DNA. This will address the common core standard CCSS.ELA-Literacy.RST.11-12.9 that ask student to synthesize information from a range of sources into a coherent understanding of a process, phenomenon, or concept.
To compare and evaluate the two immune systems students will work cooperatively on a series of Guided Discovery problems that they will use to build models of the components of the CRISPR-Cas 9 system. Students will use the models to create a presentation that explains how the two systems differ. This strategy will address the standard HS-ETS1-4 Engineering Design that asks students to create a simulation that models the impact of proposed solutions to complex real-world problem.
To compare the two types of inheritance patterns students will engage in a Directed Modeling Inquiry in which they will use Punnett squares to predict patterns of inheritance. Once complete each student will write a narrative summary that explains how gene drives alter these traditional patterns. This strategy will address the HS-ESS3-4 Earth and Human Activity standard that asks students to evaluate or refine a technological solution that reduces the impacts of human activities on natural systems.
In order to evaluate the ethical dimensions of biotechnology, students will conduct an independent research on the application of CRISPR and gene drive technologies. Research information will be used to write a critical evaluation that analyzes the benefits, risks, and unintended consequences of biogenetic engineering. This strategy will address the common core standard HS-ETS1-1 Engineering Design that asks students to analyze a major global challenge and specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
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