The project aims to create a genetic profile of the diverse student population at Virgil Middle School over 3 weeks to highlight common traits and promote unity despite diversity using surveys, research, and Punnett squares to predict traits; it will address genetics standards and teach collaboration, critical thinking, and presentation skills through a survey, posters, and presentations showing how genetics can demonstrate unity in the school.

1. PROJECT OVERVIEW
Name of Project: Unity in Diversity: Genetic Profile of Virgil MS Duration: 3 weeks
Subject/Course: Life Science Teacher(s): Ms. Pascual Grade Level: 7th Grade
Other subject areas to Math= statistics, data presentation and interpretation like graphs and percentages
be included, if any: Social Sciences= geography/maps, history and cultures
English/Drama/art=communication skills for writing, speaking /presenting output
Project Idea
Summary of the issue, Virgil Middle School has a predominantly Latino student population but it has diverse racial/cultural
challenge, investigation, representations as well. Finding a point of commonality can be a powerful venue for generating unity/affinity
scenario, or problem: and lessen problems with biases and bullying, as well as it gives solid relevance and value in what we are
supposed to be learning in our science classroom.
The project will involve creating a general genetic profile for Virgil MS student population to highlight common
traits despite diverse groups and cultures that exist in our community by using basic genetic traits (like
hair/skin/eye color), making surveys and researches, applying genetic principles and using punnet squares to
trace and predict genetic lines.
Driving Question In what way common genetic profiles unite Virgil Middle School students ?
How can Genetics show unity despite diversity in Virgil Middle School?
Content and Skills 2. Genetics
Standards to be
addressed: a. Students know the differences between the life cycles and reproduction methods of sexual and asexual
organisms
b. Students know sexual reproduction produces offspring that inherit half their genes from each parent.
c. Students know an inherited trait can be determined by one or more genes.
d. Students know plant and animal cells contain many thousands of different genes and typically have two
copies of every gene. The two copies (or alleles) of the gene may or may not be identical, and one may be
dominant in determining the phenotype while the other is recessive.
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2. T+A E T+A E
21st Century Skills Collaboration x Other: Written report/research materials x
to be explicitly taught and
assessed (T+A) or that
will be encouraged (E) by
Presentation (Oral/Creative) x
project work, but not
taught or assessed: Critical Thinking: x
Presentation Audience:
Group: 1. OUTPUT: Oral/ Creative/technology-based presentation of the results of the x
Culminating Traits Survey Class:
Products and 2. Posters/school displays advocating unity despite diversity
x
Performances
School:
x
Community:
1. Individual task according to Group Plan Experts:
Individual: Presentation
Web: x
2. Punnet square and Genealogical/Progeny Charts
Other:
PROJECT OVERVIEW
Entry event to
launch inquiry, Spin-matching game
engage students: Video/pre assessment on diversity- http://www.pbs.org/race/001_WhatIsRace/001_00-home.htm
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3. Assessments Quizzes/Tests x Practice Presentations x
Formative
Assessments Journal/Learning Log x Notes x
(During
Project) Preliminary Plans/Outlines/Prototypes x Checklists x
Rough Drafts Concept Maps
Online Tests/Exams x Other: Scale x
Written Product(s), with rubric: x Other Product(s) or Performance(s), with rubric: x
Summative Poster board, research binder TechnologyWeb share: Video/Blog/VoiceThread,
Assessments etc
(End of Project)
Oral Presentation, with rubric x Peer Evaluation x
Multiple Choice/Short Answer Test x Self-Evaluation x
Essay Test Other:
.
Resources On-site people, facilities: Biology and subject Teachers and administrators, library, laboratory, computer lab
Needed
Equipment: Computers, printers
Materials: biology/genetics/social sciences books, map, Poster board, marking pens, coloring
materials, survey forms
Community resources: Doctors, census office, LAUSD office (permits/waivers for student info), parents,
cultural centers, community library
Reflection Journal/Learning Log x Focus Group
Methods (Individual,
Group, and/or Whole-Class Discussion x Fishbowl Discussion x
Whole Class)
Other:
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4. PROJECT TEACHING AND LEARNING GUIDE
Project: Course/Semester:
Knowledge and Skills Needed By Students Scaffolding / Materials/ Lessons To Be Provided
to successfully complete culminating products and by the project teacher, other teachers, experts,
performances, and do well on summative assessments mentors, or community members
1. Physical differences and how geography determines 1. Use maps/atlas to identify environmental factors that
physical traits of races/ inhabitants affect the physical characteristics of those people who
 generally inhabit the region
2. Research and interviews with various cultures/races
representing Virgil population
2. Genetics and the effect of genes of parents/ races to 1. Using Mendelian Cross traits and Punnet square to predict
determine the general traits of people.  genotypes and phenotypes of basic traits
2. Using percentages and statistics for making predictions
3. Communication and interpersonal skills when making the 1. Collecting and organizing data= conducting surveys
survey, interviewing and asking people for information and  from students and obtaining data from school,
presenting the results census/cultural office, etc
4. Technology skills= using various technology resources for 1. Computer Laboratory sessions
research, producing end materials (written reports, graphs,  2. Research outlining
maps etc) and posting online using various formats 3. Communication/interview oral skills
4. Making surveys

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5. PROJECT CALENDAR
Project: Unity in Diversity: Virgil MS Genetic profile Start Date:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Project Week One: Group Planning
• Video on diversity Introduction on Genetics: • Assignment • Initial plans and • Survey forms and
or Michael Report survey forms and assigned
Jackson’s Black Guidelines • Summary and • Research research topics
and White video • Grouping, Feedback • Assignment of
- Reflection on issues of brainstorming and • Assignment Task task #3
diversity and how we can assignment of task #2
focus on commonalities #1
• Introduction and
presentation of
the issue
• Pre assessment
(identifying how
people are the
same and
different)
Project Week Two: Collecting and Processing Data
• Collection of Data: • Collection of Data : • Organizing Data
Surveys Day1 Surveys Day 2 • Interpreting Data:
• Organizing Data Brainstorming on
Day 1 Survey results
•
Project Week Three
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6. Project Week Four
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