Introduction To TelGen MiniUnit
The study of human and plant genetic characteristics is important to an understanding of both genetics and evolution as biological science topics. In this series of lessons, participating classes study and seek to appreciate the wide diversity that exists among the human species, in terms of physically observable traits. Students also explore the existence of variation among vegetables. These lessons were written and adapted from lessons produced by the California Science Implementation Network as part of Project Storyline. They were a section of a unit called Adaptation and Variation, co-written by Cory Wisnia in 1991-2. These and other lessons are used each year by Mr. Wisnia in his 8th grade class and have been continually modified.
The modification that these lessons have now experienced is the expansion to use with distance learning and telecommunication through the internet. After inviting other schools to join in this survey of human and plant diversity and variation (schl.class.ideas and other resources for inviting), classes first work independently to catalogue the range of phenotypes (physically observable genetic traits/characteristics) within their own group. They begin to make inferences regarding certain traits, as well as manipulate and evaluate their data. Using several possible data display tools (ClarisWorks or Microsoft Word for example), they then prepare their data for distance sharing. Schools involved with this project then cross-evaluate partner school data, and compare it to their own. The possibility of video-conferencing to share unusual phenotypes over the net will be explored, as will individual or group presentations of hypotheses for further study. Inferences regarding traits versus national origins and other issues will be also explored with an eye to gaining more appreciation with respect to our own diversity as a species. It will be the responsibility of participating schools to gather and organize the data needed and send it to our site for general dissemination. Students at our school will help standardize the incoming data, and set up whole group data tables. On a local level we will compare the group data to that of our own school community. Students will help decide conventions and define problematic issues where they arise, helping other schools know what is meant by a particular trait or explaining exceptions and "outliers", which may be used for special investigations.
Recent or current news articles will also be shared over the network, especially those having to do with gene therapy or the discovery of new genetic information regarding diseases or special traits.
Purpose:
To explore the remarkable diversity of the human species and compare and contrast similarities/differences among both human and plant species in terms of variation. To allow students from separate sections of the country experience their basic similarities while appreciating these differences. To meet students from cultures somewhat or remarkably different from their own. To experience on-line sharing of data perhaps even video-conferencing as a presentation tool.
II. Student Outcomes
See individual lessons under "Key Concepts". Also, besides the science learning/process skills involved, students will also be given opportunity to use and become familiar with the use of the internet as a tool for sharing information with schools quite distant from there own. Every effort will be made to learn more about the schools and the communities involved with this project, including setting up e-mail pen-pals, sending information about each school to the partners, etc. In the past some schools have produced videos of their own design which give more insight into the types of communities and general school climate.
III. Activities
The direct activites are listed under the three lessons included below. Other lessons are included that go well beyond these lessons and are part of a mini-unit on the study of genetics. They are included for optional classroom use. Additonal to this, the following will proceed:
- * Make connection through usenet conferencing to other schools, inviting them to participate. We will be looking for from 12 - 15 schools, not necessarily in California or even the US, but will most probably keep the grade level at 8th, or 7th and 8th grade, depending on participation.
- * Each schools receives the full set of lessons, charts and other information, hopefully through the internet, although those who have difficulty receiving or downloading attachments may receive a disc in the mail. Timelines for the lessons will be set in the early fall. There will be a slight charge for mailing costs *only if* discs are sent via snail mail ($5). Schools will need to have access to a MacIntosh Computer to take part, along with Microsoft Word. PageMaker 4.0 or higher would also be useful.
- * Classes will do the series of three lessons, one at a time, gathering class data for each. There will be a break between lessons which will allow for not only those who need to catch up, but for sending in class data and disseminatong it outward.
- * Other lessons are included in this series which belong to a more extensive mini-unit on genetics developed over the last few years.
Prior to Week 1: Schools chosen to participate; lessons sent; timelines set/calendars sent and modifications developed if needed.
- Week 1: Introduction to the first lesson, Great Traits, and a gathering other group information.
- Week 2: Sharing/receiving data from lesson one on-line; begin Height/Span lesson, and students explore family traits of personal interest.
- Week 3: Sharing and receiving group data, evaluate Great Trait data, learn/explore display methods; Begin ReeBops.
- Week 4: (Optional) Begin Vegie Variation.
- Week 4: Data sharing, and evaluation; on-line presentations.
We would like to begin by November 1, and continue this unit into early January 95.
IV. Assessment
Final assessment for the class will be the completion of a portfolio of personal and class investigations of human and plant genetic traits. The following items MAY appear in the portfolio.
- * Personal Gene Wheel, as well as individual chart which includes special traits chosen for investigation, and the longer Trait Profile. Copies of the group projects worked upon, including the display and evaluation of data both from their own class and at least one other school participant. Telecommunication journal entries with copies of e-mail sent to partner schools or particular students. If video conferencing becomes a possibility, this will be included as part of their assessment package.
- * Gene Pool Family Trees, as well as earlier Zygote project work.
You can send comments or questions to: cwisnia@mcn.org
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