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PBL Unit Name: Addressing Misconceptions in Genetics
Facilitator Name: Mikaela Walther
School Practicum Location: Ben Davis 9th Grade Center-Indianapolis, IN
Grade: 9th
Subject(s): Biology
Course Name: Honors Biology
PBL Unit Description & Content Topics Addressed: In this project, students used models to better understand structure/ function relationships in biological molecules. The overall goal was to have students develop a method/materials to use to help future students become aware of misconceptions in genetics and to prevent them from carrying those misconceptions on to future generations. Along the way, students learn about Mendelian genetics, Punnett squares, and pedigrees, and special genetics.
A. Learning Goals: Content Knowledge & Skills Addressed (Standards)
Mendelian genetics: hetero/homozygous, dominant/recessive traits, Punnett squares, independent assortment, law of segregation, phenotype/genotype
Special Genetics
Pedigrees
B.4.6 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
Other skills being taught in this unit include 21st century skills such as collaboration, presentation, and critical thinking.
B. Authenticity & Relevance (Real-World Connections) : Students will be addressing the issue of misconceptions (specifically those related to genetics). They will be taught the importance of having correct understandings and staying well-informed so that they can make confident decisions in the future. This is relevant to students because some of these students will grow up and become doctors, genetic counselors, or other workers in the health field. Others may need to make an informed decision in the future related to their health or genetics. It is important for them to not have misconceptions so that they can make an informed decision or share correct information to those who need it.
C. Driving Question: How can I help prevent future students from growing up with genetics related misconceptions?
D. Entry Event: Students were given a brief introduction as to what a misconception is. After this, they were given a letter from their community partners presenting the problem to the students and asking for their help. The students were given time to pick out need-to-knows using text codes and then were given the project rubric. They then were given time to gather need-to knows from the rubric.
E. Benchmarks & Scaffolding:
Benchmarks:
I. Understand what a misconception is and why it is important to correct them.
II. Understand Mendelian genetics and how to show traits being passed on from parent to offspring.
III. Be able to find and cite credible sources.
IV. Understand what a pedigree is and how to track certain traits throughout a generation.
V. Understand the fundamentals of giving a presentation.
VI. Present method/material and teach others about a misconception in genetics.
F. End Products: For their end product, students had to create a method or materials to address a misconception in genetics (a way to teach future 9th grade students the correct understanding of a common genetics misconception). This could be in the form of a game, website, infographic, etc. It was left very open-ended so that the students would have plenty of room for creativity.
G. Formative & Summative Assessment Activities: Different formative and summative assessments were used throughout the unit to assess the students' progress (such as practice activities, a unit test, and their product)
H. Rubric: Addressing Misconceptions in Genetics Rubric
I. Employability (21st Century) Skills Addressed:
Critical Thinking
Collaboration Skills
Presentation Skills
J. Community Partnerships: Both community partners were 9th Grade Biology teachers from the community. They tasked the students with finding a way to teach future students about misconceptions in genetics. Their role was also to evaluate the students’ methods/materials and choose the best one to implement in the classroom.
K. Inquiry: Students had to choose what misconception they wanted to address (such as GMOs are bad or your direct family always makes the best organ donors). They were also given complete freedom to choose a method of teaching students about their chosen misconception and were encouraged to experiment with them in order to find a new and inventive way to teach about it.
L. Student Voice & Choice: After having demonstrated proficiency of the standards, groups of students chose a common genetics misconception to address. They worked in groups to choose and design a method of addressing their chosen misconception. Throughout the project, various scaffolding materials and methods were used to guide the students and give them the knowledge they need to complete the project. Students used this scaffolding to demonstrate proficiency of the content.
M. Required Materials and/or Tools: Materials: Paper, PTC paper strips, “talking” chips, solo-cups, string, rubber bands
Technology: Projector, computer, PowerPoint, access to the internet and one-to-one technology for the students (for various instruction/practice purposes like access to websites and online modules), YouTube.
N. Examples of Student Work: This student work example shows a student who created an infographic as their teaching method. It depicts well-organized information with cited information. It explains the misconception, the correct understanding, and gives real life examples to support the correct understanding of the misconception.