Summary
This lesson was a modification of a low technology activity that was used to demonstrate inheritance of human traits. The teacher jazzed up the lesson by having students create an avatar using bitstrips as opposed to flipping a coin and completing a worksheet. As part of the lesson, students are asked to create an avatar based upon specific genetic traits drawn from the “gene pool.” They will then create a cross with another avatar showing possible outcomes for offspring and to practice with Punnett squares. After completing the cross, students are asked to come up with a question related to human genetics that interests them. They have to conduct research and back up their conclusion with facts for classmates.
TIPC Ratings
7 – Ideal: This lesson is focused on applying knowledge and encouraging students to conduct research with a purpose on the topic of genetics. Students are asked to evaluate those sources with a given method and to collect and document sources that are appropriate. They are directed to develop their own question based upon a mini-lab to guide research, refine keywords for searching, and to synthesize research into a compelling argument.
3 – Developing: Students communicated in this lesson, but collaboration was not a focus for the lesson. Students worked independently for the most part with the exception of being grouped to review preliminary research findings. They used a discussion forum to communicate results to the class and communicated digitally.
7 – Ideal: This is really a two-part lesson. In the first part, students use a digital tool to create an avatar that demonstrates various traits. In the second part of the lesson, students develop critical thinking skills by developing a sound argument based upon research and facts. They are also asked to critique each other’s arguments. This task is high in rigor and relevance, making it authentic. Students generated their own question to guide research. The “problem” that they are asked to solve is the creation of a sound argument. Students used a variety of tools to collect information. They were also encouraged to display information to support the argument. At the end of the lesson, they were asked to reflect on what skills they used and how they would approach the task differently.
4 – Approaching: Creativity and innovation was not a focus of the lesson. However, students were asked to generate meaningful work such as their own individual avatar and their own individual argument. They have to question and summarize in order to develop an original argument. The students are not analyzing trends to develop an innovative product in this lesson, so the lesson does not fall into the higher level of approaching.
