Abstracts

= Abstracts of the Lessons=

Abstract for Basic Genetics Information Lesson 1: Module 2
Heredity is a result of traits being passed on from generation to generation. That is why offspring have characteristics of their parents. Genetics is the study of heredity and how variation occurs. A basic understanding of common genetics terms and concepts is necessary to delve into the subject. Lesson one consists of some basic terminology that is necessary as background information for continued examination of the larger unit on heredity. Since this information is part of the basic level of understanding, the ability to easily use terms such as genotype, phenotype, homozygous, heterozygous, dominant and recessive is of great importance. Along with these basic terms, a complete understanding of the use of Punnett squares, ratios and percentages is necessary. Through this lesson, students will hone their skills so the deeper study that follows will be more easily accomplished. This lesson consists of standards and objectives that are assessed through classroom activities, online activities and an online quiz. The goal of this lesson is to obtain the basic genetics information and skills necessary to proceed with a more in depth study of the subject.

**Abstract for Basic Genetics Lesson Reflection of Results: Module 3**
Genetics is all about living things and how they are put together. What makes each organism different or similar to other organisms? The first lesson of this genetics unit consists of basic terminology and monohybrid crosses which is looking at variation possibilities for one trait. This subject material should be a review for student’s because they all had Biology I Honors course two years earlier. Technology allows for quick review of information and teaching of the lesson. A pre-test and post-test (quiz) were used to determine the level of student understanding. The quiz contained a variety of items that ranged from level 1 questions of recall and basic skills to level 2 questions that required students to complete more complex problems. Questions were determined to be more complex if they included multiple answers for one question or complex stories that required deeper analysis of the information in order to answer the question. In both types of level 2 questions, students had to know the basic terminology as well as how the concepts tied together. Questions in the pre-test and post-test were similar but did include cosmetic changes such as changing the strange animal name from miflie with brown or black fur to bloble with green or purple hair. The point was to see if the students could apply their knowledge to some unknown problem. Data reflected a positive result with all students greatly improving. Technology was used from beginning to end with the online quizzes to online resources organized in a LiveBinder. This infusion of technology allowed the lesson to move along at a faster pace and it was more engaging to the students as well. Data was quickly and easily analyzed for student understanding. This lesson could be completed from any computer allowing absent students to remain on task with the class. Additional information on data results, analysis and sample quiz are on the Reflection of Results page.

Abstract for Lesson Involving the IB Biology Vocabulary Scavenger Hunt: Module 6
Students entering into the International Baccalaureate program have taken prerequisite courses of Biology Honors and Chemistry Honors. At the beginning of the school year it is a good idea to do a quick refresher review of terms and concepts that should already be known. This lesson involves one of those reviews where students are given a large list of terms that they should easily understand. The project involves students selecting at least ten terms to document in some form of a presentation. Students are shown a small sample of what is expected along with the grading rubric for expectations that will be assessed for the lesson. Cameras are used to take photos of objects that represent the selected terms and then these images are placed in some form of presentation where text is added to connect the word to the image. The students are required to include an object in their images such as their key chain, a toy, a cell phone, or other object to show that they took the photo. The assessment rubric not only assesses if students have taken appropriate images to represent the term but also if the student has correctly defined the term in their own words as it relates to the photo. This lesson is used to ensure the background information is in place to continue with course requirements. The assessment rubric was used to deterime if the students met the requirement for development of the presentation. Data reflects that the student are comfortable with the information and the only grade reductions seem to be a result of not including certain details. The lesson produces a set of presentations that allows for all students to review a variety of vocabulary terms in a less traditional format. Students requested that this same format be use again with other topics of review. For samples of the projects and grading rubrics go to the Using Rubrics page.

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