Introduction
|Content Area and Grade Level |Curriculum
Standards |Implementation Overview |Resources
Entry Level Skills |Evaluation
|Rubric |Possible Variations |Conclusion
|Credits & Copyright
This WebQuest was designed primarily to introduce students to many various topics on genetics. All of the different aspects of genetics that are introduced are greatly important to real world issues in society today. However, it also involves them in building skills necessary to forming a persuasive argument, assembling a consensus, and also creating a PowerPoint presentation.
This WebQuest concentrates on high school level biology. It could be used in a general, advanced, or AP biology course. The technical language and content of some of the sites may be difficult for some grade levels, and it would not be recommended for grades below ninth. In instances where the language and content is too far above entry level skills, teacher guidance, supplementary information and/or a glossary would be beneficial.
Under the Virginia Standards of Learning (SOL), this WebQuest incorporates the following biology standards:
BIO.6 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include
Beside learning new biological knowledge, students are required to use teamwork to come to a consensus and create a persuasive argument. These cooperative learning skills, such as cooperation, listening, negotiation, among other abilities are necessary and important in everyday procedures.
The WebQuest is designed for four students to complete. However, multiple groups of four may also combine to complete the same project. If there is more than one group of four, all of the students with similar roles may collaborate after they research to enhance their knowledge and create a wider knowledge base before combining with their own group to form a consensus and originate their group's persuasive argument.
The students should be given approximately five 50 minute class periods to complete their WebQuest. More time may be needed if a limited number of computers are available. Time should be allotted for each student to do the background Internet research and the individual role research of the Internet sites provided (and if there is more than one group of four, time to collaborate with students with the same roles). There should also be time given for each role to present their information to the rest of the group, time for the group to reach a consensus, and create a PowerPoint presentation.
The minimum requirements are:
The students must grasp basic knowledge of genetics and DNA. They should also be familiar with the workings of the Internet and how to conduct research using the World Wide Web. An understanding of how to create a PowerPoint presentation would be beneficial, but the teacher could easily give a brief lesson on the workings of PowerPoint. The students should also understand how to present information in a clear and concise way as well as how to work in a group to come to a group decision.
The teacher should have a strong knowledge of the content and of all related biological aspects. He/she should also have information on how to work computers, how to avoid or fix computer problems, and how to create a PowerPoint presentation and knowledge of the appropriate software. The teacher must also have control over her class, the authority to settle any arguments that may arise when the students are trying to reach a consensus and proper negotiating and leadership skills when relating to the students.
The purpose of this WebQuest is for students to have a concrete knowledge of the following aspects of genetics: genetic testing, genetically engineered food, forensics and DNA, and cloning. The main goal of the research is to answer the following question: "How should the funding for each of the genetic topics be allotted?" They should also come away from this lesson with efficient group work skills, an understanding of PowerPoint, consensus building techniques, and the ability to create a persuasive argument.
The main product of all of their research and teamwork is the PowerPoint presentation. The presentation should be judged based primarily on the content of the presentation, and not solely on the quality of the PowerPoint presentation (since the details of PowerPoint were not focused on in this lesson). All four aspects of genetics should be addressed along with the amount of funding each should receive, based on their group's agreement. Their presentation should have solid, specific supporting research for why the group arrived at their decision, including advantages, disadvantages, and explicit examples. See the rubric provided.
Students will be evaluated based on the attached rubric. Click here to see it.
If computers were not available or just as an interesting addition to Internet research, there are many different approaches that could be added to the WebQuest. Guest speakers could be incorporated to give the lesson an even greater "real world" application. From each of the four genetic topics, a speaker could be introduced. For example, a real farmer who produces genetically engineered crops and a Greenpeace advocator for only natural foods could address the class. Plus, a genetic counselor for pregnant couples or a scientist interested in genetic testing could speak. Plus, researchers and scientists who are working on trying to clone organisms in their laboratory. Plus, a police officer or lawyer who are involved in using DNA forensics in solving criminal cases.
Another possible spin to the final product of the WebQuest would be to have a board of students (one from each different genetic topic) sit in front of each group as they present their mock "legislation" for allocation of funds. This way, the "board" of students could ask educated questions and press the presenters for more details and through provoking information. Each student would get a chance to present with their group and also sit on a board to ask questions.
Science is a dynamic subject with many real world implications. In the classroom, many science topics can seem too technical and irrelevant. This WebQuest serves to teach students that science, specifically genetics, is a very real part of everyday life and technology. Students must be aware of the issues in science, especially those that are controversial. They must be able to form their own opinions based on informed research and personal interest.