Genetic Disorders

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Genetic Disorders

  1. 1. GENETIC DISORDERS UNIT PORTFOLIO PRESENTATION BY MARIA’ HOLMES
  2. 2. <ul><li>Genetics is the study of heredity. Most genetic disorders are caused by recessive alleles. Most of the alleles are relatively rare, but a few are common in certain ethnic and gender groups. We will study selected genetic disorders that primarily target these ethnic and gender groups. </li></ul>UNIT SUMMARY
  3. 3. <ul><li>ESSENTIAL QUESTION- If this were your child, what would you do? </li></ul><ul><li>UNIT QUESTION- Are all genetic disorders transmitted the same way? </li></ul><ul><li>What genetic disorders target certain ethnic groups? </li></ul><ul><li>What genetic disorders target certain genders? </li></ul><ul><li>CONTENT QUESTIONS -What is the difference between dominant and recessive? </li></ul><ul><li>What are sex-linked traits? </li></ul><ul><li>What are the causes, symptoms, testing, and frequency for genetic disorders like cystic fibrosis, sickle cell anemia, and hemophilia? </li></ul><ul><li>What is genetics? </li></ul><ul><li>What are some treatments for genetic disorders? </li></ul>CURRICULUM- FRAMING QUESTIONS
  4. 4. This project will help my students develop 21 st century skills by: <ul><li>Collaborating with peers. </li></ul><ul><li>Understanding genetics </li></ul><ul><li>Analyzing data about genetic disorders. </li></ul><ul><li>Communicating with others in a brochure. </li></ul><ul><li>Utilizing various types of resources. </li></ul>GENETIC DISORDERS
  5. 5. <ul><ul><li>Purpose of the Assessment </li></ul></ul><ul><ul><li>To gather information about what students already know and what they wonder about growing plants. </li></ul></ul><ul><ul><li>What I want to learn from my students? </li></ul></ul><ul><ul><li>I want to find out what they already know about the Unit Questions and what they know about setting up experiments. </li></ul></ul><ul><ul><li>How I have tried to promote higher-order thinking? </li></ul></ul><ul><ul><li>I ask students to find relationships and draw conclusions about growing plants. </li></ul></ul><ul><ul><li>How the assessment information helps me and my students plan for upcoming activities in the unit? </li></ul></ul><ul><ul><li>If students have misconceptions about how to set up experiments, I can provide scaffolds. If students have different levels of understanding about the importance of plants, I can provide various resources. We will revisit this assessment throughout the unit for students to add their knowledge. </li></ul></ul><ul><ul><li>What feedback or additional ideas I’d like? </li></ul></ul><ul><ul><li>I would like help on my assessment. I think I need to elicit more higher-order thinking, but I’m not sure how. </li></ul></ul>Gauging student needs assessment
  6. 6. <ul><li>Find ways to get my students excited about learning science </li></ul><ul><li>Learn about different kinds of technology my students and I can use to master the content </li></ul><ul><li>Share ideas with other teachers </li></ul><ul><li>Improve my students content knowledge </li></ul>MY GOALS FOR THE COURSE
  7. 7. <ul><li>To learn how genetics and genetic disorders can affect their lives </li></ul><ul><li>To become more independent learners </li></ul><ul><li>To become more technologically savy </li></ul><ul><li>To get excited about science </li></ul>GOALS FOR MY SUPER SCIENCE STUDENTS
  8. 8. <ul><li>Ideas for helping my students become active learners </li></ul><ul><li>Ideas on how to get my students motivated </li></ul><ul><li>More literature on genetic disorders </li></ul>REQUEST FOR FEEDBACK
  9. 9. Works Cited <ul><li>All clipart from Microsoft.com </li></ul>

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