Grade Levels
(select all grade levels applicable)

Validity
 

The assessment measures what is intended to be measured in the content standard. Students could pass this task by truly knowing and being able to do what is asked for in the content standard.

(The rubric clearly relates to the specific content standard being covered and includes all of the skills needed to complete a quality
product)
TEKS/Student Expectations:  Insert the TEKS the lesson is covering

3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(C) evaluate the impact of research on scientific thought, society, and the environment;

(F) research and describe the history of biology and contributions of scientists.

(6) Science concepts. The student knows the structures and functions of nucleic acids in the mechanisms of genetics. The student is expected to:

(C) identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes;

(D) compare genetic variations observed in plants and animals;

(F) identify and analyze karyotypes.




TARGETED TAKS/Department Objectives: From data and Benchmark test, what is the skill you developed.
Objective 2 Organization of Living Systems

Challenge
 

The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.)
Essential Question/s or Engaging Questions
After studying genetics, students will formulate questions about gene therapy to research, and debate its use as a method to treat genetic disorders. Students may develop questions like the following to research:

1) How does gene therapy work?

2) What type of ethical issues surround the use of gene therapy?

3) What is normal and what is a disability or disorder, and who decides?

4) Are disabilities diseases? Do they need to be cured or prevented?

5) Does searching for a cure demean the lives of individuals presently affected by disabilities?

6) Is gene therapy done in the adult cells of persons known to have the disease more or less ethical than gene therapy which is done in egg and sperm cells and prevents the trait from being passed on to further generations?

7) Gene therapy is very expensive. Who will have access to these therapies? Who will pay for their use?
 

Feasibility

The task is worthy of the time and effort required to complete it. (The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards)

Time Frame:
Label

High Level Processes
 

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.)
Bloom's Taxonomy:
 

List or describe activities that support the selected Bloom's Level(s):
Analysis: Analyze the methods and uses of gene therapy.

Synthesis: Students will formulate a position on gene therapy, its methods, and use to treat genetic disorders.

Evaulation: Students will justify their position as they participate in a philosophical debate about gene therapy.

Pillars of Character Education:

Fairness
Responsibility
Process Skills

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)

Assessment(s):
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1349109&

Create a rubric (click here). You may enter the complete URL above

Important Content
 

The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)

Concepts/Topics: 
Genetics
Chromosomes
Inherited Genetic Disorders
Gene Therapy
 

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.
(The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)

Activities
Students will use technology to research and analyze gene therapy, its methods, and applications.

Students will formulate a position on gene therapy, its methods, and use to treat genetic disorders.

Students will justify their position as they participate in a philosophical debate about gene therapy.

Clarity of Task and Assessment Criteria
 

It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria.  (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)

Culminating Performance Task:
Students will justify their position as they participate in a philosophical debate about gene therapy.

Students will then evaluate the philosophical chair process, and justify their final position on this ethical issue with at least 5 forms of evidence for their position. In this evaluation, students will also assess two pillars of character education and how they apply to this lesson about gene therapy.

Technology Use
 

Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.)
Technology Applications /How is technology integrated into your lesson?
Students will use technolgy to access information about gene therapy in order to formulate a position about gene therapy, and to debate its use as a method to treat genetic disorders.

Technology Applications Network Click here to find many technology resources

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students

(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding
activities based on the interests, readiness, and learner profiles of the students.)
Differentiation:
 

Other Resources (textbook, teacher materials, teacher)
Textbook
Teacher
Library Resources