Genetic Disorders and their influence on Designer Babies

TIPC Ratings

Students select resources from which to compile information on and expand their knowledge of genetics and genetic disorders. They apply their knowledge to authentic situations regarding genetic disorders/diseases and the concept of genetic engineering (designer babies). Students use advanced research skills to evaluate resources. They identify and select appropriate digital tools and other resources to assemble, evaluate, and utilize information. Using the information gathered from their research, students extend beyond the classroom via a blog to collect more data from the students at J. R. Tucker High School on genetic disorders. They use the blog to defend their opinion on the possibility of designing a baby as an option.

Students communicate ethically within and beyond the classroom in ways that produce collaboration in real and non-real time. Students use a blog forum to collaborate on the authentic issue of genetic engineering particularly designing babies with respect to the genetic disorder they researched. Students use information from a case study in England, thus extending their knowledge of genetic disorders to include research from another country. Students work together in small groups within the classroom and with teams beyond the classroom (at Tucker High School) via blog forum to determine the ethical and moral question, “Is it morally right to manipulate genes to design a baby?” Students share knowledge beyond the classroom using appropriate resources. Students form collaborative groups, select appropriate technologies to solve authentic problems, create original works, reflect on and evaluate their achievements as a group.

Students choose multiple resources to draw conclusions, based on clear patterns of evidence to produce new understandings of genetics and genetic technology to apply to the ethical and moral issues. Students choose resources to assist them in solving authentic problems, reflect on the content of their informational brochure and their research process. Students used prior research to develop and answer open-ended questions (created within the group) using higher order thinking skills.

Students apply innovative thinking and creative uses of research methods to create an original, informational pamphlet. Students work collaboratively in groups of twos within the classroom to produce products that offer novel solutions to authentic problems. They use a blog forum to analyze and share trends in the field of genetic disorders with classmates students, and the students at J. R. Tucker High School. Students create an innovative, information brochure that has value for specified audiences and is suitable for display in a doctor’s office. Students also use the class blog to reflect on the data in their brochure and their opinions on genetic engineering (designing babies).