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New Learning Assessment Task 2: Viola Bella & Raellie Patterson Inheritance Aims: To create an integrated unit of work that covers two or more VELS discipline learning domains and the three ICT dimensions (Science, English) To identify and explain the role of DNA and genes in cell division and genetic inheritance To use this knowledge to debate an issue of ethical controversy e.g. GM foods, Stem cell research, Cloning, Designer babies....... To apply understanding of heredity to research, identify, explain and role play one genetically inherited human disease New Learning Assessment Task 2: Viola Bella & Raellie Patterson Curriculum Content: Lesson 1: Topic and Description: This class is an introduction to genetic inheritance. Students will begin with a brainstorming activity (to be done in small group and then reflected on as a class) to tease out prior knowledge on the area including: What is heredity? What is a trait? What is a protein? What is a chromosome? What is a gene? What is DNA? On completion of the brainstorming activity the students will be directed to the software package Inspiration. Once again in groups, using this tool the students will produce a group concept map for this unit of work. Inspiration provides excellent thinking tools that can be presented in an attractive visual display, complete with pictures and is well suited to the students with a strong visual learning style. By combining this activity with the cooperative element that group work provides the result should be enhance student learning due to promoting discussion and reasoning about the ‘best fit’ for each idea. It will be pointed out that this concept map should be a ‘work in progress’ and that the students’ homework for the next 2-3 weeks will be to add to these maps as they discover new connections and pathways. If students appear to be having difficulties getting started they may be directed to the website http://learn.genetics.utah.edu/content/begin/tour/. This is an audio visual tour on the basics of genetics and inheritance. At the end of this lesson students will be directed to their class wiki where they will find information on the upcoming lessons, timing of the unit test and information on the assessment tasks that are to come. Student Outcomes: Students will be introduced (reintroduced) to the concepts of heredity, traits, proteins, chromosomes, genes and DNA. They will begin working towards an understanding of how these concepts combine to play a role in the passing on off genetic information from one generation to the next. Students will work collaboratively to produce a concept map of the key concepts linked to genetic inheritance and will recognise the need to further their knowledge to fully understand the topic. Materials: Butcher’s paper for brainstorming New Learning Assessment Task 2: Viola Bella & Raellie Patterson Access to Inspirations software Extra: Access to http://learn.genetics.utah.edu/content/begin/tour/ Assessment: Formative: Students have contributed to the brainstorming activity, offering ideas and possible links in the theory Students are working effectively in their groups, contributing to the discussion and listening to other members’ opinions The group has produced the start of a concept map using the Inspiration software VELS Links: Progressing beyond Level 6 Science Science knowledge and understanding Explain the role of DNA and genes in cell division and genetic inheritance English Writing Selection and shaping of information, ideas and arguments appropriate for the chosen form, audience, purpose and context Speaking and listening Active listening and appropriate responses to others’ views during discussion Information and Communications Technology ICT for visualising thinking Creation of an original graphic organiser, using familiar ICT tools and efficient and effective manipulation techniques to support a specific learning situation Personal Learning Seek and respond to feedback from peers, teachers and other adults to develop and refine their content knowledge and understanding, identifying areas for further investigation. Interpersonal development Working in teams Adaptable behaviours in overcoming difficulties and achieving team outcomes New Learning Assessment Task 2: Viola Bella & Raellie Patterson Lesson 2 Topic and Description: DNA theory and Punnet Squares This lesson will investigate the passing on of characteristics from one generation to the next. Students will learn about DNA composition and how it was discovered. The inheritance of traits will then be discussed based on Mendel’s theory. A short story will be presented by the teacher explaining the passing of characteristics by using Mendel’s experiment which investigated dwarf and tall pea plants. While explaining Mendel’s work, an introduction to the Punnet squares will be commenced. This lesson is also a great opportunity to introduce terms such as pure breed, homozygous, heterozygous, and gametes. Punnet squares allow the students to understand the passage of the characteristics from mother to child and father to child. More Punnet squares examples will be provided on the board for students to complete individually. Student outcomes: From this lesson students will gain a better understanding of DNA and how the information is passed on. Students will be given an introduction to Punnet squares and will apply this knowledge to solve Punnet squares problems. Students learn about Mendel’s theory and are able to summarise his findings. Materials: White boards Worksheet containing Punnet squares problems Assessment: Formative assessment: Participation in class discussions Worked questions on Punnet Squares Types of questions asked by the students will show the level of student understanding for the topic. New Learning Assessment Task 2: Viola Bella & Raellie Patterson VELS Links: Progressing beyond Level 6 Science Science knowledge and understanding Explain the role of DNA and genes in cell division and genetic inheritance English Speaking and listening Active listening and appropriate responses to others’ views during discussion Personal Learning Seek and respond to feedback from peers, teachers and other adults to develop and refine their content knowledge and understanding, identifying areas for further investigation. Thinking processes Processing of complex data and information which builds on prior knowledge and systematic checking of details to verify or refute understandings. New Learning Assessment Task 2: Viola Bella & Raellie Patterson Lesson 3 Topic and Description: This lesson will introduce the structure of DNA, how it forms a double helix by pairing of the bases. Students will participate in an interactive animation ‘Build a DNA molecule’ http://learn.genetics.utah.edu/content/begin/dna/builddna/ Once the students have a basic understanding of the nucleotides as a sugar, phosphate and a base and that these bases pair up to form a double helix (ladder) which is called DNA, they will construct one. The activity ‘Have your DNA and eat it too’ was sourced from http://gslc.genetics.utah and consists of the students assembling one side of a DNA molecule from lollies and then matching the chemical bases to form the other side. Students will label one of each type of base (Adenine, Thymine, Cytosine, and Guanine) and the backbone. Students will use their edible DNA strands to understand how a cell reads the DNA to produce proteins – the building blocks of life. The first step is to model what happens during transcription. During this process they will ‘unzip’ the DNA and form an mRNA strand. The next step is called Translation. This mRNA strand ‘reads’ the DNA strand like a recipe and assemble the protein (by first forming the amino acids). Students will interpret the sequence of bases to form amino acids. They will continue to work along their mRNA strand until they have formed their protein Student outcomes: Students will be able to describe the structure of a molecule of DNA. Students will understand DNA stores information by coding a sequence of bases. Students will understand that these bases have rules for their pairing. Materials: Interactive White boards Website: http://learn.genetics.utah.edu/content/begin/dna/builddna/ Student handouts Licorice – 2 per group Coloured marshmallows – 9 green, 9 pink, 9 yellow & 9 orange per group Toothpicks – 12 per group Paperclips – 5 per group Masking tape New Learning Assessment Task 2: Viola Bella & Raellie Patterson Assessment: Formative assessment: Participation in class discussions Construction of a DNA molecule with correct labelling Construction of an mRNA strand accurately from their DNA molecule Correct labelling of their Amino Acids Successfully working in a team VELS Links: Progressing beyond Level 6 Science Science knowledge and understanding Explain the role of DNA and genes in cell division and genetic inheritance English Speaking and listening Active listening and appropriate responses to others’ views during discussion Thinking processes Processing of complex data and information which builds on prior knowledge and systematic checking of details to verify or refute understandings. Interpersonal Development Working in teams Adaptable behaviours in overcoming difficulties and achieving team outcomes Solution focussed team strategies for time management and task achievement New Learning Assessment Task 2: Viola Bella & Raellie Patterson Lesson 4: Topic and Description: Chromosomes. An introduction to mitosis and meiosis. I will start a discussion by asking the students: Where is DNA found? How do seedlings grow into gigantic trees? DNA is found in chromosomes. Humans have 46 autosomal chromosomes and 2 sex chromosomes. Sex chromosomes differ from females and males. I will then ask two volunteers to come up and ask them to stand approximately 2metres apart then I will explain to them that’s how long a human DNA can be stretched to. Chromosomes form homologous pairs. When chromosomes replicate they form two sister chromatids which are held together at the centromere (centre of chromosome). I will a draw a picture of chromosome on the board and label all parts. We will watch an animated video of mitosis and meiosis. Students will then be asked to explain the two processes to their partner. It is expected that many of the students will not remember it very well so they will do an exercise designed to ‘practice’ the theory. Students will be given play dough, butcher’s paper and string. While watching the video again they will take brief notes on the process of mitosis and then in their pairs they will model the process using the equipment provided. They will do the same for meiosis. Before leaving the class the teacher will observe each group model the stages of both mitosis and meiosis Student Outcomes: In this lesson students should became familiar with term chromosome and how it carries the information carried out by DNA. They also get an understanding of cellular division: mitosis and meiosis. Materials: Television to watch video: mitosis and meiosis Butcher’s paper String Play dough New Learning Assessment Task 2: Viola Bella & Raellie Patterson Assessment: Formative assessment: Participation in class discussions after watching the movie Collaboratively modelling the process of mitosis using the equipment provided Collaboratively modelling the process of meiosis using the equipment provided VELS Links: Progressing beyond Level 6 Science Science knowledge and understanding Explain the role of DNA and genes in cell division and genetic inheritance English Speaking and listening Active listening and appropriate responses to others’ views during discussion Thinking processes Processing of complex data and information which builds on prior knowledge and systematic checking of details to verify or refute understandings. New Learning Assessment Task 2: Viola Bella & Raellie Patterson Lesson 5 Topic and Description: Karyotyping and chromosomal abnormalities. Prior to commencing the lesson I will brainstorm some ideas in the board. What are chromosomes? How many pairs of chromosomes are found in humans? Once the students answer the questions regarding human chromosomes then I will introduce the term ‘karyotype’. The full set of chromosomes belonging to a cell of an individual is called a karyotype. I will hand out ‘Chromosomal mix’n’match’ and ask the students to produce a karyotype. Students will have to cut out the chromosomes and arrange them on the Karyotype worksheet according to their size. They should be able to determine the sex of the person (whether it contains XX or XY). This will give the students some insight into how many genetically inherited diseases can be identified. Once the students have completed their task, I will then add a chromosome on the karyotype. From here I will explain to the students that individuals that carry 47 chromosomes instead of 46 chromosomes suffer from a condition known as Down syndrome. Down syndrome is very common and affects babies from one in six hundred births. Students will go on to enforce this skill be completing the interacting ICT activity at http://learn.genetics.utah.edu/content/begin/traits/karyotype/ Student outcomes: Students should be able to form a map of chromosomes containing the right number. Should be able to identify the diseases resulting from chromosomal abnormalities and be able to identify it within the karyotype Able to determine the sex of the person Materials: Chromosomal mix and match worksheet Assessment: Formative assessment Participation while brainstorming ideas on the board Able to develop the correct karyotype and sex determination VELS Links: Progressing beyond Level 6 Science Science knowledge and understanding Explain the role of DNA and genes in cell division and genetic inheritance New Learning Assessment Task 2: Viola Bella & Raellie Patterson Lesson 6 Topic and description: Types of inheritance: -complete dominance -incomplete dominance -sex linked inheritance (X and Y) I will commence the class by explaining to the students that the similarities and differences in how we look are mainly due to chance. Chance is involved because you will not know which of the father’s sperm will fertilised the mother’s ovum. When fertilisation occurs, the zygote receives a pair of each set of chromosomes. These chromosomes contain specific genes. An example of that can be eye colour. Example of complete dominance My family Dad : blue eyes Mum : brown eyes As we can see from the example there are two different eye colours. These alternative forms of expression of a gene are called alleles. The combination of the alleles makes the genotype. Brown eye allele is dominant over blue eye. Therefore my parent’s genotype can be: Parent’s genotype: bb X Dad (homozygous recessive) BB Mum (homozygous dominant) ½ b; ½ b ½ B; ½ B Punnet squares Mum/ dad b B Bb B Bb Phenotype of the children: all brown eyes B BB BB Genotype: ½ Bb : ½ BB Parent’s genotype: bb X Dad (homozygous recessive) Mum (heterozygous dominant) ½ b; ½ b Punnet squares Mum / dad b b ½ B; ½ b B Bb Bb Phenotypes:1/2 brown eyes: ½ blue eyes Genotypes: ½ Bb: ½ bb Bb b bb bb New Learning Assessment Task 2: Viola Bella & Raellie Patterson Example of Incomplete dominance When crossing white flower with a red flower W-white flower Genotypes : R-red flower WW x RR ½ W; ½ W x ½ R; ½ R Punnet squares W W R WR WR R WR WR Phenotype : all flowers pink Genotype : 4/4 WR Example of Sex linked diseases Fragile sex syndrome – a gene found on X chromosome which is a leading cause of inherited mental retardation X-normal X chromosome XX’ X’-carrier of the abnormal gene X Mum(carrier ) XY father (normal) ½ X, ½ X’ ½ X, ½ Y Punnet squares X Y X XX XY X’ XX’ X’Y Phenotype : ½ carrier of disease; 2/4 normal; ¼ suffers from the condition Genotypes : ¼ XX; ¼ XY, ¼ XX’, ¼ X’Y New Learning Assessment Task 2: Viola Bella & Raellie Patterson Examples of questions that students will need to perform in class 1. In humans pointed eyebrows (P) are dominant to smooth eyebrows (p). Mary’s father has pointed eyebrows but she and her mother have smooth. What is the genotype of her father? 2. When crossing a homozygous recessive with a heterozygote, what is the chance of getting a homozygote recessive offspring? Let just imagine that the genotype ratio is 1:2:1, what does this mean? 3. Suppose that a man who is homozygous dominant for sickle cell mates with a woman who is heterozygous. What are the chances that the children of this match will develop sickle cell? Draw a Punnet square, as well as indicate the genotype and phenotype of the next generation. Student outcomes: Students should be able to recognise the differences between these three types of inheritance. Able to think and solve problems Materials: White board worksheets Assessment: Formative assessment Student participation and ability to solve problems individually VELS Links: Progressing beyond Level 6 Science Science knowledge and understanding Explain the role of DNA and genes in cell division and genetic inheritance New Learning Assessment Task 2: Viola Bella & Raellie Patterson Lesson 7 Topic and Description: Genetic Barley experiment. In this lesson students will have to collect they Petri dish and investigate the germination of Barley seeds. They start to better understand the chances of barley seeds germinating into white or green colour. They will have to use their own results to further investigate and answer questions provided with the ‘Genetic Barley experiment’ worksheet. Student outcomes: students should be able to investigate and interpret data to answer the questions provided on the worksheet. Materials: Genetic barley worksheet Petri dish with germinated seeds Assessment: Check the answers that student have written down VELS Links: Progressing beyond Level 6 Science Science knowledge and understanding Explain the role of DNA and genes in cell division and genetic inheritance English Speaking and listening Active listening and appropriate responses to others’ views during discussion New Learning Assessment Task 2: Viola Bella & Raellie Patterson Lesson 8: Topic and Description: Half of this lesson will be used to investigate the ‘PI: Pedigree Investigator’. This activity can be downloaded from: http://teach.genetics.utah.edu/content/addiction/pedigreeinv.html Students will investigate the concept of pedigree and will use video interviews and questionnaires to follow nicotine addiction on a pedigree. They will learn about identifying risk factors which include environmental ones. They also learn what the symbols on a pedigree represent and how we can use this information to predict whether a particular trait is likely to be inherited and therefore require gene testing. The second part of this lesson will involve revision of the unit so far and consolidation of their group concept map that was started in Lesson 1. This should be uploaded to the class Wiki for assessment of their learning. At the end of this lesson each student will be given a topic to research for a debating session in Lesson 9. This will give the students time to research their topics at home prior to class. They will not be told if they are in the negative or affirmative group until later. Student Outcomes: Students will gain an understanding for the use of pedigrees to track certain traits through family histories. They will recognise the need to further test predictions through chromosomal mapping once a pattern is established. Students will complete their Concept Maps on Inheritance and the role of genes, and chromosomes in cell division and inheritance. Materials: Computers Inspiration software Class Wiki Assessment: Formative: Students have successfully completed the pedigree task, asking for clarification where needed Students are working effectively in their groups, contributing to the discussion and listening to other members’ opinions Summative: The group has completed their concept map for this unit of work using the Inspiration software and all links are accurate New Learning Assessment Task 2: Viola Bella & Raellie Patterson VELS Links: Progressing beyond Level 6 Science Science knowledge and understanding Explain the role of DNA and genes in cell division and genetic inheritance English Writing Selection and shaping of information, ideas and arguments appropriate for the chosen form, audience, purpose and context Speaking and listening Active listening and appropriate responses to others’ views during discussion Information and Communications Technology ICT for visualising thinking Creation of an original graphic organiser, using familiar ICT tools and efficient and effective manipulation techniques to support a specific learning situation Personal Learning Seek and respond to feedback from peers, teachers and other adults to develop and refine their content knowledge and understanding, identifying areas for further investigation. Interpersonal development Working in teams Adaptable behaviours in overcoming difficulties and achieving team outcomes New Learning Assessment Task 2: Viola Bella & Raellie Patterson Lesson 9 Topic and Description: Student will have to complete the test for the first half period of class. The second half period of the class will be used to explain and elaborate how to prepare a PowerPoint presentation to be used when debating. As a teacher I will explain what ‘Debate’ stands for and how to argue effectively. The class will be divided into groups of six, and each student will be allocated a role as speaker 1, 2 or 3, affirmative or negative groups respectively. Students will have been given a topic concerning our society based on the four categories of: GM foods Stem cell research Cloning Designer babies Because debating is a team effort it is extremely important that students work together and discuss their answers. Providing the students with an example will enhance their learning, by helping to prevent bias or misconception on how to generate a debate. Therefore a PowerPoint presentation will be presented to the students which explains and emphasises the most important points for a successful debate. The four main points covered for oral presentations (debate) include planning, structuring, researching and presenting. I will also present a list of several techniques that make a good presentation such as: eye contact, examples on how to engage the students etc. However the presentation also has a list of negative aspects that affects significantly the presentation and ways on how to prevent those mistakes. Another beneficial example is sample debate,’ Stem cell research’ which is an example on how to accompany a debate by a PowerPoint presentation. Students will get a clear idea on how to present their topic: introduction, speaker 1, speaker 1, speaker 2, speaker 2, speaker 3, speaker 3 and conclusion. After I will clarify and misunderstanding with the students and then I will ask them to make a commencement on their debates. Students prior to deciding on the topic, must discuss it with the teacher to make sure are relevant for the unit of work that we are currently covering. Student Outcomes: Students should be able to utilize a debating team and be able to create sophisticated arguing techniques in order to convince the opposite team Student should be able to prepare a power point presentation to accompany their debate Students should be able to work in a team to achieve the best outcome Materials PowerPoint presentation Access on internet to conduct the research New Learning Assessment Task 2: Viola Bella & Raellie Patterson Assessment Formative assessment Walking around the class and make sure that each students has a role and participates effectively. Checking students work and make sure they are discussing the relevant topic. VELS Links: Progressing beyond Level 6 Science Science knowledge and understanding Explain the role of DNA and genes in cell division and genetic inheritance Science at Work Use of experimental and theoretical evidence to persuade an audience of the validity of alternative solutions in response to a science issue English Reading Language appropriate for discussion, analysis and reflection of informative and persuasive texts Writing Selection and shaping of information, ideas and arguments appropriate for the chosen form, audience, purpose and context Effective planning and organisation of and logical points of view in print and electronic texts Speaking and listening Understanding of ways of developing constructive interactions with others; for example, building on others’ ideas Active listening and appropriate responses to others’ views during discussion Personal Learning The individual learner Independent use of a range of domain-specific research skills for retrieving and extending knowledge and skills Managing personal learning Knowledge and skills for managing a collaborative work environment Interpersonal development Working in teams Adaptable behaviours in overcoming difficulties and achieving team outcomes Solution-focussed team strategies for time management and task achievement Harmonious implementation of role changes in response to team evaluations New Learning Assessment Task 2: Viola Bella & Raellie Patterson Lesson 10: Topic and Description: Debates, genetic issues: GM foods Stem cell research Cloning Designer babies Student Outcomes Students should be able to present effectively and provide relevant information when debating. Debate must be consistent and a good team method involves unity and logic. Each member of the group should be able to reinforce the idea and be familiar with the topic. Each individual should be able to construct their speech will as well as be prepared to rebuttal. Materials Access onto a computer to use power point presentation Flash/cue cards Assessment Formative assessment: Make sure they are all presenting as a team. Summative: For more information refer to assessment rubric VELS Links: Progressing beyond Level 6 English Reading Language appropriate for discussion, analysis and reflection of informative and persuasive texts Writing Selection and shaping of information, ideas and arguments appropriate for the chosen form, audience, purpose and context Effective planning and organisation of and logical points of view in print and electronic texts Speaking and listening Understanding of ways of developing constructive interactions with others; for example, building on others’ ideas Active listening and appropriate responses to others’ views during discussion New Learning Assessment Task 2: Viola Bella & Raellie Patterson Personal Learning The individual learner Independent use of a range of domain-specific research skills for retrieving and extending knowledge and skills Managing personal learning Knowledge and skills for managing a collaborative work environment Interpersonal development Working in teams Adaptable behaviours in overcoming difficulties and achieving team outcomes Solution-focussed team strategies for time management and task achievement Harmonious implementation of role changes in response to team evaluations Science Science knowledge and understanding Explain the role of DNA and genes in cell division and genetic inheritance Science at Work Use of experimental and theoretical evidence to persuade an audience of the validity of alternative solutions in response to a science issue New Learning Assessment Task 2: Viola Bella & Raellie Patterson Lessons 11 & 12: Topic and Description: The next piece of work will be a written task linking the student’s knowledge of genetic disorders and their creative writing techniques to produce a diary of a person that has a genetically inherited disorder. Students are open to choose from the numerous genetic disorders that are present in our population today. They will have this lesson and homework time to complete their research and write their diary entries. This lesson is completely student centred. Students will choose their own topic, gather the research, plan the written component and begin writing on their own. Students will be instructed to refer to the assessment rubric provided to determine what is required. They will be directed to write their diary entries using language and grammar appropriate to the context and their audience. Should scientific terms be included here? Students will also be instructed to try to visualise their surroundings and use descriptive, even emotive language. Student Outcomes: Students will produce a realistic diary of an individual becoming symptomatic, being diagnosed and beginning treatment for a genetic disorder. They will recognise what is required at each stage of the journey and will apply their knowledge of diary text type to create a believable account of the life of an infected individual. Students will assess their peers by writing comments and suggestions for other’s diary entries. Materials: Access to the internet Assessment Rubric handout sheet Assessment: Formative: While researching on the internet the teacher will circulate the room to ensure students are effectively summarising the information in their own words. Students planning will be observed to determine correct ordering of information Students will be assessed for their feedback on other’s work Summative: Final drafts of the diary will be assessed by the teacher and peer reviewed on the Wiki – refer to rubric New Learning Assessment Task 2: Viola Bella & Raellie Patterson VELS Links: Progressing beyond Level 6 Science Science knowledge and understanding Explain the role of DNA and genes in cell division and genetic inheritance English Writing Knowledge of the structures and features of a range of print, non-print and multimodal texts intended for different purposes and audiences Selection of text type, subject matter and language to suit particular audiences, purposes and contexts Effective planning and organisation of coherent and logical points of view in print and electronic texts Speaking and listening Active listening and appropriate responses to others’ views during discussion Understanding of ways of developing constructive interactions with others; for example, building on other’s ideas Selection of text type, subject matter and language to suit a specific audience, purpose and context Information and Communications Technology ICT for communication Provision of constructive feedback on information posted by peers in closed online forums such as blogs used within the school Personal Learning The individual learner Independent use of a range of domain-specific research skills for retrieving and extending knowledge and skills Seek and respond to feedback from peers, teachers and other adults to develop and refine their content knowledge and understanding, identifying areas for further investigation. New Learning Assessment Task 2: Viola Bella & Raellie Patterson Lessons 13, 14, & 15: Topic and Description: The students will produce a film representation of a period in the life of an individual who has an inherited disorder. Working from what they have learned during the previous lessons, students will form groups of 3-5 to develop their short film. They will need to use their negotiating skills to decide on which genetic disorder would be interesting to make a film of. The first lesson will be an introduction to the use of story boards. Students will be instructed that before filming commences it is ideal to have a sequence of shots prepared on paper of what the audience will see – like writing a comic. Subsequent lessons have been allocated for the filming and editing of this film. Students will be assessed on their originality, accuracy of information, appropriate referencing, logical sequencing and clarity of presentation. Student Outcomes: To produce a short film on the day to day consequences of living with an inherited genetic disorder. Students will learn to assign roles and critique their effectiveness in these roles to benefit the whole group. They will learn to plan ahead for effective screen shots using the ‘bloggies’. Students will apply their scientific knowledge of genetic disorders to real-life scenarios. They will also benefit from working in a group to produce a sensitive piece of work. Materials: Access to the internet Assessment Rubric handout sheet Bloggies – cameras Story board work sheets Costumes and effects where required Assessment: Formative: Contribution to the production and negotiation of the chosen topic Collaboratively working together in their groups Summative: Finished short film – see rubric New Learning Assessment Task 2: Viola Bella & Raellie Patterson VELS Links: Progressing beyond Level 6 Science Science knowledge and understanding Explain the role of DNA and genes in cell division and genetic inheritance Knowledge of how developing technologies have extended the boundaries of scientific knowledge and endeavour English Writing Selection and shaping of information, ideas and arguments appropriate for the chosen form, audience, purpose and context Selection of text type, subject matter and language to suit particular audiences, purposes and contexts Effective planning and organisation of coherent and logical points of view in print and electronic texts Speaking and listening Understanding of ways of developing constructive interactions with others; for example, building on other’s ideas Selection of text type, subject matter and language to suit a specific audience, purpose and context Active listening and appropriate responses to others’ views during discussion Information and Communications Technology ICT for creating Creation of information products by using functions from different software tools and equipment; for example, creating a multimedia product using multimedia authoring and image-editing software, and a digital camera and an MP3 player to acquire data Interpersonal development Working in teams Adaptable behaviours in overcoming difficulties and achieving team outcomes Solution-focussed team strategies for time management and task achievement Harmonious implementation of role changes in response to team evaluations Personal learning Managing personal learning Knowledge and skills for managing a collaborative learning environment