Download Lesson 2

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:

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




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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