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Thursday, May 5, 2016

English-Science Interdisciplinary Unit in Genetics

For several weeks students have been learning about genetics in biology.  One of the main topics included predictions of offspring in both their genotype (genetic coding) and physical appearance. Students used Punnett squares and pedigrees as a method to predict the probability of having offspring with a certain trait. This week we are studying the DNA molecule and the process of replicating it into all of the cells that make up our bodies!

strawberry DNA
One of the highlights was extracting DNA from a strawberry, as shown by a lab group (left).  The DNA is the white stringy stuff suspended in the rubbing alcohol. The red layer at the bottom was the strawberry slurry.

Students began by brainstorming questions
Another interesting aspect of the genetics unit was that a portion of it was integrated into the English classes.  The focus of the content was on how foods are genetically modified, but also covered examples of genetically modified animals (such as mosquitoes) and a bit of the ethics behind genetic modification in humans.

In biology students learned about the scientific process of genetically modifying an organism, evaluated the benefits and consequences to society and the environment, and inquired about the bioethics of the products of this process. Several articles about genetically modified organisms were read during English class to practice annotating nonfiction texts, identifying persuasive language and finding evidence to support an argument.


Students match scientific evidence to various viewpoints

Students were engaged in thinking about the different viewpoints of people who are impacted through genetic modification, such as farmers, consumers and environmentalists.

The assessment for this portion of the genetics unit was an essay that was graded by both English and biology teachers. We are excited to see how the students view genetically modified organisms and the evidence that supports their ideas!