Engaged Learning Project Idea Template

Title of Project: Understanding Genetic Traits

Subject(s): Science
Grade Level(s): 7th grade (for GA’s standards)
Abstract:
First, students will participate in a WebQuest in which they will take on the role of a geneticist predicting the probability of
their patient’s child inheriting a specific genetic disorder. To do this, students will analyze their patient’s medical files and
family pedigrees. Next, students will participate in mini-lessons to prepare them for contacting experts (doctors or
people/families) to gather more research because they will create a video presentation to post on the class site. Videos are
directed to families who are newly diagnosed with the specific genetic disorder.

Learner Description/Context:
Characteristics of the learner and description of the learning environment(s) where the learning experience will take place.
Help others “see” your local context in order to determine if they can replicate it. Include culturally-influenced interests,
ways of learning, funds of knowledge that exist among students, parents and the community. Explain how these assets will be
used to strengthen the learning experience for students.

Time Frame:
This project will take approximately 10-16 class periods at one hour each. This estimation may vary based on the amount of
class time given to create the video.

Standards Assessed:
Georgia Standard S7L3 and S7L3a:
S7L3. Students will recognize how biological traits are passed on to successive generations.
a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.

Product:
The final product is a student-authored video directed to families who have been diagnosed with the specific genetic disorder.
The video will be published on the class website, and will be meaningful to the students because they will have an adult role
(geneticist with patient’s medical files) and will have the opportunity to connect with experts in the field. Technology will be
infused throughout the project. First, the WebQuest will be the focal point of the project. Then, students will use technology
to contact experts (either messaging or video conferencing). Finally, students will use technology to create a video to publish
on the class site. The video will be assessed on the following criteria: standards connection, appropriate to audience, and
work ethic.

Which indicators of Engaged Learning will be high in this lesson and Why? High EL Indicators, in my opinion, are:
standards-based, challenging, meaningful, multidisciplinary (in WebQuest, students are required to use probability, as well as
write a professional paragraph explaining their findings), student as explorer, teacher, and producer, collaborative, and
ongoing assessment (WebQuest and mini-lessons scaffolds assignment).

Which indicators would you like to strengthen? I would like to strengthen the following EL Indicators: student-directed,
culturally responsive, and further the meaningful aspect.

What LoTI level do you think this lesson would be and Why? I think this lesson achieves a LoTi level 5 because it meets all of
level 4 in the following ways: technology is central (WebQuest, research, video-creation), higher levels of Bloom (evaluating
patient medical files, creating a video presentation), no right-or-wrong answers (video), and real-world problems (patients
and family pedigrees). To extend this lesson to a level 5, students are pushing their learning outside their classroom by
collaborating with mentors online (real doctors/geneticists and/or patients and families)

What help would you like to receive from us? I would like assistance in making the end product “meaningful” to really push
the authenticity of this lesson.

Jo Williamson, Ph.D., Kennesaw State University