Module Goals include:
- To introduce scientific concepts of genetic testing-Why, When, and How
- To help students understand the ethical implications
- To get students to formulate and articulate their own opinions based on real options
- Selected sections of the Connecticut Mastery Test Handbook relating to this science choreography module are highlighted in red at this link
- A variety of genetic testing options are available, what are they and how do we decide whether to use them? Are we prepared for the outcomes?
- This module uses a brief power point show to introduce the why, what, when and how of genetic testing
- The Apple clip from Ferocious Beauty: Genome introduces the ethical complexities
- Several toolbox activities and are ideally suited for getting students thinking about both the science and the ethics.
Getting Started – some suggestions:
- Start with a Warm-up (8-4-2-1 into Shapes)
- Use Ask A Question tool to get students thinking about ethics
- Show Power Point on Genetic Testing
- Include students listing traits-desirable and undesirable (Can use Walk and Talk from Toolbox)
- Show Apple video clip
- Several versions of Apple clip are available at the Downloads site including short and full versions, as well as two intermediate versions
- Reflections from class
- Empathy Exercise
- Would you want to know the sex of a theoretical offspring?
- Would you want to test for disease causing mutation that runs in your family?
- Would your opinion change if there was a medication or life style change that could improve your life?
Activities – choose from:
- Videos of classroom experiences using toolbox activities
- These powerpoint slides can be used to introduce science choreography and the video clips from Ferocious Beauty: Genome
- Homework assignment: student reflections on the classroom experience
- Clips from Ferocious Beauty: Genome provide launching points for classroom sessions – a second textbook
- Introduce clips gently, starting with simple introduction Big Dance clip (video backdrop is simple) – it is hard to take in dancing, video backdrop and the music simultaneously
- Preview questions (on slide) before video clips
- An initial version of this classroom module might use FBG video clips but not use movement activities
- Plan a homework assignment such as “write reflections on the session” (helps to focus students)
- Explore toolbox for other classes – for example, “Ask A Question” is an excellent warm up for any science or non-science class
- Avoid classroom groups larger than about 50 students (our experience suggestions larger groups do not work well)
- Opportunity to discuss visitors as role models in science – students, teachers, researchers
- [Frequently asked questions will be added here based on feedback]
Modified on: Apr 13th, 2011 Log in