This resource explores new advances in genetics and their potential to impact in significant ways, our personal lives, medical decision making and society. With information provided through video, slide presentations, print articles and case studies, students will gain an understanding of human genetics, genetic testing and personal genome sequencing. Significant attention is also given to the potential benefits, concerns and ethical issues surrounding the application of this rapidly changing technology.
A detailed lesson plan supported by a slide presentation is included for classroom / whole group implementation. Alternatively, the resource also provides the content in 10 smaller (15 minute) modules designed for individual or at home learning.
This resource serves as an excellent companion to any study of human genetics and will be of particular interest to teachers of senior high school biology courses interested in a STS perspective. It lends itself especially well to independent learning.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Very Good | The information provided is science based. Lessons and activities dealing with the ethics of the application of human genetics encourage students to formulate and express their own opinions. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Good | The environmental, economic and social implications from advances in genetic technology are made clear in this STSE resource. |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Very Good | The resource does a very good job relating the complexity of both the technology involved and the ethical questions it raises. |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Poor/Not considered | The resources does not include action opportunities. |
Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
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Values Education | Very Good | The lessons dealing with bioethics in particular, require students to reflect on their findings and express their own beliefs. As well, the discussion questions following each lesson often require students to present their own perspectives. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Good | Students examine case studies of individuals suffering from debilitating genetic diseases as well as some of the victims of eugenic movements. |
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
Personal Affinity with Earth | Satisfactory | One of the student modules focuses student attention on some of the negative impacts humans have on ecosystems and the role genetics can play in protecting endangered species. |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Satisfactory | In the 'Four Corners' activity students consider the impacts of what they have learned about advances in human genetics in the context of their own lives. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good | The resource does a good job in allowing students to see the evolution of human genetics from science to technology over time. |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Good | While the resource does present the application of human genetics in a positive light, it does expose past abuses and brings to light many ethical concerns about technology. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Poor/Not considered | The resource essentially supports the teaching of DNA / Inheritance / Human genetics in secondary science courses. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Satisfactory | Students are provided with questions to consider and information in a wide range of formats. The design favors students working on their own. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Poor/Not considered | Students review the information in the varied formats provided (web links, print articles, video, slides) independently and respond to guiding questions. There is opportunity for cooperative work and sharing but it is limited. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Poor/Not considered | This is not an element of the resource. |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Poor/Not considered | This is not an element of the resource. |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Good | Discussion and guided questions are included throughout for use in assessing student understanding. The resource also includes tools for summative and formative evaluation. |
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
Peer Teaching | Poor/Not considered | This is not an element of the resource. |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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Case Studies | Very Good | Case studies play a key role in providing students with information, promoting reflection and encouraging them to clairify their values. |
Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
Locus of Control | Satisfactory | There are limited opportunities for students to choose elements of program content. However, there are a number of interesting suggestions provided to students for further investigation. |
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. |