Download Biology Digital Agenda 12/16

Biology Digital Agenda 1/30
Essential question:
1.) How are genetic disorders/diseases caused?
2.) How can we predict the traits of offspring based on their parents’ genetic
makeup?
3.) How can changing the DNA of organism impact its traits?
4.) What are some positive and negative uses of genetic
engineering/biotechnology?
Standard(s) from Instructional Guide. (List only what you plan to assess.)
 BI4. c. Students know how mutations in the DNA sequence of a gene may or may not
affect the expression of the gene or the sequence of amino acids in an encoded protein.
 BI5. c. Students know how genetic engineering (biotechnology) is used to produce novel
biomedical and agricultural products.
 BI5. a. Students know the general structures and functions of DNA, RNA, and protein.
Student objective (daily or weekly)
SWBAT
 explain the genetic factors that influence the way we look.
 recognize that DNA contains the genetic information that determines the way we look.
 explain the structure and function of DNA, RNA, and proteins.
 predict the physical characteristics of an organism based on its genetic make up.
 understand the general pathway by which ribosomes make proteins.
How will student learning and progress be assessed during the lesson?
Formative Assessment-Review of Do-Nows, Exit Slips
How will student learning and progress be assessed after the lesson or at the end of the unit?
 Genetic Disorders and Biotechnology Quiz: 4c 5c- students will be given a multiple
choice assessment on standards 4c, 5c.
 Exit Slips-students will complete multiple choice items on standards 4.c, 5.c
 Benchmark III.-April 4th-8th
Bloom’s level of this assessment:
 Quizzes and Exit Slips-Comprehension, Synthesis, Analysis
Daily Agenda: (check off each assignment after completion)
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Do-Now 2/1-students will independently research and answer several short
questions on genetic disorders and biotechnology.____
Youtube.com-students will observe a short video segment on genetically
engineered cats that have a gene that allows them to glow in the dark.
PPT/Interactive Notes - Introduction to Biotechnology-students will
complete interactive notes on the PPT listed above by editing, highlighting,
and posing further questions. The students will then answer several short
questions on the information they learned.____
Webquest-Genetically Engineered Foods-students will complete a
webquest on genetically modified foods from the perspective of either a
scientist, environmentalist, legislator, or consumer advocate. They will
then take part in a large group discussion discussing the perspective of
their assigned role on genetically modified foods._____
Practice:
How will students reflect on what they’ve learned?
 Exit Slip 4c, 5c