1) Gene Therapy Mind Map.

1
Stage and Topic

LW 4

Scientific knowledge changes as new evidence becomes available, and some scientific discoveries

have significantly changed people's understanding of the world.

Research an example of how changes in scientific knowledge have contributed to finding a solution

human health issue.

Main Map terms ( Gene therapy, ethical concerns, human disease, colour blindness SC4-14LW, SC4-

15LW, WS 7.1, SC4- 1VA SC4- 2VA, SC4- 3VA)

The topic is aligned with the syllabus as gene therapy and genetic research falls under the category of

new evidence, and the discoveries within gene therapy are shaping and changing people’s

understanding of the role of medicine in their lives. Advances in gene therapy has arisen potential

social and ethical questions regarding its efficacy. Gene therapy for colour blindness is still in the

developmental phase for humans, however, it has been effective in animal studies, and it may be a

viable solution in the near future. In the sequence of lessons, the initial focus will be on gene therapy

for colour blindness and then during the elaborate phase, students will apply their skills to a new

genetic disease, Down syndrome.

2
 Knowledge and Skills

 SC4-14LW

Relates the structure and function of living things to their classification, survival and

reproduction.

 SC4-15LW

Explains how new biological evidence changes people's understanding of the world.

Main Map terms (SC4-15LW & 15LW, DNA, RNA, Viral Vectors, Colour Blindness, Opsin Gene,

Human genetic diseases)

Genetics and gene therapy involves the study of living things. This includes the structure and

function of living tissues. Genetics and gene therapy involves the complexity of living

organism. Gene therapy is linked to other concepts in the map, including, DNA, Viral

vectors, colour blindness, Opsin gene and is linked to the “umbrella term” of genetic diseases.

Working Scientifically

WS7.1Students process data and information by:

Extracting information from diagrams, flowcharts, tables, databases, other texts, multimedia

resources and graphs including histograms and column, sector and line graphs

3
 Main Map terms (Extracting information, SC4-15LW & 15LW, DNA, RNA, Viral Vectors,

Colour Blindness, Opsin Gene, Human genetic diseases)

In the sequence of lessons plans, students will be required to extract evidence across multiple

formats and gather evidence to support their claims or arguments. This is evident in the map

with links to WS 7.1

Values and Attitudes

SC4- I VA

Appreciates the importance of science in their lives and the role of scientific inquiry in

increasing understanding of the world around them.

SC4- 2 VA

Shows a willingness to engage in finding solutions to science-related personal, social and

global issues, including shaping and sustainable futures.

Map Main terms ( Socioscientific Issues, Misconceptions, safety concerns Gene therapy, ethical

concerns, human disease, colour blindness SC4-14LW, SC4-15LW, WS 7.1, SC4- 1VA SC4- 2VA,

SC4- 3V

The socioscientific perspective allowed high levels of syllabus interactivity and during the lesson

sequence real world scenarios are posed, when students will have to evaluate and reason their respective

positions. This approach fosters meaningful learning as students will have to consider other points of

view.

4
This is linked in the map by the connection to misconceptions, emotive arguments, social and ethical

concerns, with original connections stemming from the main theme of gene therapy.

(NSW Board of Studies K-10 Framework 2015)

5
 2) Science Education Lesson Plan

Stage and Topic

LW 4

Scientific knowledge changes as new evidence becomes available, and some scientific discoveries
have significantly changed people's understanding of the world.
Research an example of how changes in scientific knowledge have contributed to finding a solution
to a human health issue.

Big Ideas Associated with the Topic

A wide range of human diseases are linked to genetic variables. Advances in genetic research may
likely result in successful future treatment. Common genetic diseases includes Cystic Fibrosis,
Huntington’s Disease, Down Syndrome, Duchenne Muscular Dystrophy, and Sickle Cell Anaemia.
Gene therapy is a rapidly growing area of medical treatment which has great potential in the treatment
of human disease. However, gene therapy is not without controversy. Ethical questions arise with
debate deeply centred on socio-scientific concerns. Opponents have argued that gene therapy is
genetically engineering the human race, with long-term effects unknown, however, narratives around
such debates can be layered by scientific misconceptions. Proponents argue that gene therapy provides
hope for people that have genetic diseases. Advances in gene therapy has arisen potential social and
ethical questions regarding its efficacy. The current generation of high school students will likely have
to explore decisions and ethical questions with regards to this developing technology in the future. The
lessons are design to navigate through the complexity of gene therapy and to aid students in making
more reasoned decisions in the future regarding this technology.

Alignment with Outcomes

A student:

Knowledge and Skills

 SC4-14LW

Relates the structure and function of living things to their classification, survival and
reproduction.

 SC4-15LW

Explains how new biological evidence changes people's understanding of the world.

Working Scientifically

6
 WS7.1Students process data and information by:

Extracting information from diagrams, flowcharts, tables, databases, other texts, multimedia
resources and graphs including histograms and column, sector and line graphs.

Values and Attitudes

SC4- I VA

Appreciates the importance of science in their lives and the role of scientific inquiry in
increasing understanding of the world around them.

SC4- 2 VA

Shows a willingness to engage in finding solutions to science-related personal, social and

global issues, including shaping and sustainable futures.

SC4- 3VA

Demonstrate confidence in making reasoned, evidence-based decisions about the current and
future use and influence of science and technology, including ethical considerations.

 (NSW Board of Studies K-10 Framework 2015)

Lesson Objective

Lesson 1 Objectives.
Describe and explain the use of gene therapy for colour blindness.
Create a table outlining the argument for and against gene therapy for colour blindness.
Describe germline gene therapy and identity differences with gene therapy for colour blindness.
Identify social and ethical consequences of gene therapy for colour blindness.

Lesson 2 Objectives.
Identify scientific misconceptions of gene therapy.
Explain the role of Opsin.
Explain the restorative role of gene therapy on Opsin proteins.

Lesson 3 Objectives.

7
Explain genetic disorder of Down Syndrome.
Identify social and ethical concerns with technological advances in genetic testing.
Complete small scale assessment Down Syndrome.

Materials and Preparation Before Class Safety Issues Addressed

8 Handouts
Lesson plan Risk assessment of the
classroom, ensure
Template of student answer
preparation
Teacher to Review 5 e model of Science
Communicate safely
Teacher to work collegially with school IT staff to minimise expectations to students.
foreseeable issues with internet access.
Emergency evacuation plans
Teacher resources available in materials section. are visible

Teacher to consider class size

and student abilities, maturity
of students.

Time Teacher’s Work Students’ Assessment

Work

Start Engage:
Prior to supplying students with support material, the Scientific
instructor will try to elicit student’s background knowledge of literacy will be
Teachers
genetics and gene therapy. measured by
will
students (1)
Provide background history and context of gene therapy. participate
understanding
in the
The teacher will provide a real world problem of genetic of real world
discussion.
diseases and how gene therapy can be used to treat the disease. application
Students
The teacher will provide statistics on the prevalence of the gene therapy
will write
disease and make this meaningful and differentiated (socioscientifi
down their
instruction, by providing the visual diagram. For lesson 1, the c perspective)
responses
context of colour blindness will be used. (2) scientific
to the
explanation for
questions.
phenomena.
The teacher will provide real world context of the treatment of Numeracy will
blindness and colour blindness.
Pass around be measured
handouts. (1) real world
understanding
Handout 1 provide to students (Materials) of statistics.

8
 Handout 1
written
Students will be supplied with support material in hand 1. This Students
responses.
will provide students sufficient background knowledge to will watch
initiate their learning of gene therapy. the video.
https://www.youtube.com/watch?v=yyfmZRqea6Q

https://www.youtube.com/watch?v=0IBT-jGja28
Teacher will
monitor
dialogue and
assess student
learning
according to
Students the level of
will watch engagement
10m
the video. with topic and
assess if
students are
sharing ideas
Move to
within the
computer
discussion.
station.
Students will participate in online research activity and answer
the following question.
http://ghr.nlm.nih.gov/handbook/therapy/genetherapy

Participate
online
research
activity.

http://learn.genetics.utah.edu/content/genetherapy/gttools

9
 The teacher will ask “What is gene therapy? How does gene
therapy relate to the treatment of disease?”
Complete Teacher to pay
handout 1 close
observation to
“What is the percentage of males and females that are effected Participate
students that
by colour blindness?”
discussion are engaged in
the discussion.
Teacher will
“What is the role of viruses in treating colour blindness?” note students
Teachers will ask students “What are the arguments for and that are not
against gene therapy?” involved in the
discussion.
Teacher at the
end of lesson
If students are unable to remember this information from the
collect
video. The teacher can probe and elicit a response by asking;
handouts and
(Further probing question – “What are the social and ethical monitor
concerns with gene therapy? Do you think that these concerns learning
are based on emotive arguments? Can you think how social according to
inequalities may arise with gene therapy?”)
Written
Examples of expected student responses. responses.

Tim says that he disagrees with the therapy because he doesn’t

think that monkeys and humans will respond in the same way.

Socioscientific
Ahmed responds by saying “According to the video it said that issues can
humans and monkey share common genes for eye function”. elicit strong
responses from
Participate students.
Tim responds by saying that “I don’t think you can compare discussion Teacher will
humans to monkeys”. be alert to
possible
Student to heated
15m opinions and
Ahmed responds and says that “According to evolution we do interact
with other deconstruct
share a common genetics with monkeys”.
students. and shape the
discourse to
more centred
Both Tim and Ahmed disagree. position.

Lisa replies: “In the mainstream media, a lot of attention is In the example
paid to how gene therapy is genetically engineering the human provided other
race but according to the video real life examples are shown students are
how gene therapy can be used to improve the quality of vision able to move
for people that are colour blind”. engage in the discussion
discourse forward by
focusing on

10
 The teacher will gather student Responses and stimulate guided by scientific
discussion between students. teacher content and
this moves the
Examples below.
discussion
Teacher ; Tim (In a group of 5 students) is asked by the away from the
Teacher, in response to questions on arguments for and against emotive
gene therapy, Tim wrote “we are turning humans into arguments
mutants” against gene
therapy.
Teacher: “What do you mean that humans are being turned
into mutants?
Tim: “In the YouTube video it showed that viruses were being
injected into the eyes, and this was changing the genes in the
eye. I think it’s dangerous to start playing with people's
genetics”

20m Lui responds to Tim: “Well it is worth the risk because its
helping people see”.

Teacher will
Teacher to move around to different groups and foster student Participate adopt an I-R-F
discussions. Teacher to appropriately guide student learning in online (initiate,
towards scientific understandings. research response,
activity at feedback)
Students will first participate in an online research tool .Which computer strategy to
will be on germline- gene- therapy. This is to provide students stations. shape student
with background when doing activity in handout 2.
learning.
Teacher will
not evaluate at
http://www.yourgenome.org/debates/is-germline-gene- this stage so to
therapy-ethical allow the
discussion to
continue.
(Often arguments against gene therapy are based on germline
therapy. It is important for students to understand the
difference before considering the arguments for and against)

Whilst
students are
participating in
online activity
teacher will
walk around
class and

11
 collect written
responses from
hand out 1.

25m Explore: Get into When students

groups and present their
Organise class into groups of 4 with 3-5 students per group.
ask arguments at
Handout 2 provided to students (materials) questions if the front of the
required. class. This is a
form of self-
Provide
Handout 2 will provide further science content demonstrating assessment,
teacher
the different types of colour blindness. It is with real world consistent with
with
experience and perspective students arguments informed. formative
written
assessment.
responses.
This activity
has been
designed for
students to
Each group self-assess
to present their own
Students will be required to present their arguments for and their learning.
against gene therapy. arguments
at the front
(Further instruction in materials)
of the class
on
interactive
whiteboard.

Teacher to compare and contrast student response to specific Teacher will

questions. pick up on key
Teacher will ask “What is gene therapy? How does gene ideas when
therapy relate to the treatment of disease?” students put
their
It should be expected that students can identify that gene arguments
Students forward. It is
Teachers will ask students what are the arguments for and
listen. anticipated
against gene therapy?
that students
should have
enough
background
Students to information to
analyse define gene
handout, therapy and
extract differentiate
arguments between
for and emotive
against arguments and

12
During this presentation teacher will look to identify emotive gene reasonable
arguments and have students examine their reasoning, therapy. ethical
furthermore the teacher will shape the discussion by concerns.
identifying evidence based arguments.
Teacher
Students
Example of emotive arguments will be, gene therapy won’t outside class
interaction,
work because it only works on monkeys. Here teacher can time will
ICT,
shape the discussion towards DNA evidence and viral vectors. review
teacher at
Students would have exposure to DNA evidence and viral answers in
the front of
vectors during their earlier online research activities. handout 1 and
the class
2.
and discuss
the
arguments
for and
against.

Lesson 2 Teacher would

have reviewed
responses in
At the beginning of the class the teacher will pick up on key Listen. handouts 1 and
ideas from the previous debate. Today students will explore 2. Picking up
another scenario and the intention will be to continue key ideas and
developing the scientific story (so that students are becoming will cross
aware of emotive arguments and developing understanding of reference these
scientific content. ideas at the
start of the
class.
Explore Phase continued

Teacher will provide handout 3.

Teacher will
No Genetic Engineering on Humans (NGE) is an organisation Students collect
that is against gene therapy. NGE are known to lobby against form handout 3#
the government and hold conservative beliefs. They argue that groups and assess
the long-term effects of gene therapy is not known and that knowledge by
gene therapy is a slippery slope, leading to further dangers. written
They believe that parents will eventually create designer answers and
babies .They also oppose gene therapy on the basis that only dialogue
the wealthy will be able to afford treatment. within the
class.

13
Students will answer

1. Do you agree with NGE? Y/N or neutral

Students The teacher

Teacher will structure the class according to if students will read will gauge
answered yes, no, or neutral. Students that are neutral will be handouts. student
group sit in the middle of the class with students that agree or learning by
disagree at each side of the classroom. identifying
student
emotive
arguments, It
Get into is anticipated
groups. that students
will continue
2. What do you think of NGE views ? to develop the
scientific story
of gene
3. Given you knowledge of gene therapy for colour therapy from
vision, are the arguments by NGE relevant? the sociol
scientific
Student perspective.
(Previously students have learnt arguments against gene discussion Assessment
therapy are based on germline therapy. It is important for the centred will continue
teacher to assess by the discourse if students are able to around to be
differentiate between the socioscientific concerns with student formative.
germline line therapy compared to gene therapy for colour interaction The teacher
blindness. NGE is a fictional group, however, it is prevalent in and verbal can explore
the community for such groups to exist that share such views. ) discussion. arguments
from each
perspective.

Complete
quiz.
Explore

Science content Quiz. Problem solving activity

Handout 4 provide to students.

14
 This quiz
assess
Opsin is a protein that allows the eye to see different colours. Hand in
knowledge
Quiz
from a more
traditional
1. What colour does Opsin 1 allow a person to see? perspective for
questions to 1
– 3 . However,
2. What colour does Opsin 2 allow a person to see? question 3-5
will require
students to
draw upon the
3. What colour does Opsin 3 allow a person to see? earlier content
taught from
the
socioscientific
perspectives.
The
assessment
4. If person does not have the gene for all the Opsin
continues to be
protein, how will gene therapy restore vision?
formative.

5. Explain how gene therapy can be is used to treat

colour blindness?

Watch
Knowledge of the scientific content will be further reinforced video
by the watching the video.
Hand 5 #
It is
anticipated
Students will clink on the link and watch the 30second video. that students
should find the
connection
between gene
therapy and
https://www.youtube.com/watch?v=MEeU8CV_3Mo the restoration
of vision.
Student will be
explain how
this
phenomena
occurs.

15
Teacher will ask;
What pattern was the monkey able to see? Elaborate why? The teacher
will provide
Answer
feedback to
question
quiz and
verbally
response to
Explain Phase and written
videos
response
verbally.
Further
Organise class into groups of 4 with 3-5 students per group. feedback will
Teacher will draw upon handouts 1, 2, 3, 4, 5. be provided on
the handouts 5.

After going through the students’ responses to the questions,

the teacher will provide content and definitions of gene Following
therapy. review of
handouts
The teacher will draw up answers from lesson 1.
teacher make a
conscious
decision to
Teacher will ask, was there an agreement on the arguments pair students
for and against gene therapy for colour blindness within your struggling
group? students with
Francis - Group 1 says that our group was divided on the issue students that
of arguments for and against gene therapy for colour were doing
blindness. Some students thought that just because it works on well.
monkeys does not mean it will be effective on humans.
Luis – Group 2 responds and says, well that’s a pretty big
misconception saying that the treatment won’t work because
it’s been tested on monkeys only. That’s like saying that
evolution applies to monkeys and not humans.
Teacher will probe Luis, and ask, “Can you expand on your
idea on evolution?”
Luis - well it teaches that DNA/RNA in humans and other
primates are compatible, therefore testing on monkeys will
mean that outcomes for humans the same.
Teacher - from the video from Lesson 1, do you recall any
lessons on DNA/RNA during gene therapy?
Ben – responds from group 3, and says that I recall that viral
particles were used and injected into the eye. These viral
particles had their DNA codes changed so cells in the eye
would not be coded to restore colour vision.
Teachers does not evaluate these comments, but shapes the
discussion by saying that: “We can see from the discussion

16
and the responses, that gene therapy is linked to DNA and cell
action in the eye.”

End of lesson 2

Start lesson 3. The teacher

will attempt to
Elaborate
have students
recognise the
association
At the beginning of the elaborate phase, the teacher explained between
that “we will be applying our knowledge of colour blindness genetic disease
and apply it to a different disease”. and the lower
This phase will commence by applying students understanding incidence of
of gene therapy to social scientific issues around genetic down
testing and a new disease. syndrome. At
first glance
this statistic
Student may seem
Students will be provided handout 6, which will draw upon will return good, but the
both the socioscientifc issues of genetic testing and a real life to groups. socioscientific
scenario of Down syndrome.
perspectives
Students will be asked to reflect on the position they held in can give
the earlier debates. students a
means to
Students will review the following online article. critically think
http://www.newsweek.com/dna-dilemma-should-i-take- about these
genetic-test-71661 statistics in a
meaningful
way. Key
ideas the
Teacher will ask students following the review of the article. Students teacher will
will look for in
participate written
What are some benefits of knowing about our genetic chance in handouts and
of developing a certain disease? discussion discussion will
and be students to
complete consider the
Elaborate on disadvantages of knowing this risk? handout 6. social and
ethical
implications of
What furthermore could you learn from your DNA tests? testing.
Assessment
modality will
What are the social and ethical consequences of testing? be continue to
be formative.

17
 Teacher will
collect
(Further probing question- What are the social and ethical
handout 6.
concerns with genetic testing? Do you think that these
concerns are based on emotive arguments? Can you think how
social inequalities may arise with gene testing? How could
genetic data be used adversely? )

Students will work in groups and discuss what they have learnt
and, how this could be applied to different genetic disease. The
teacher will walk from group to group.

End of Lesson 2

Lesson 3

Get into
groups.

Join a group of 3-5 students, You must work with students that
you have not worked with over the past two lessons.
Handout 7.

Students will open the following link.

http://learn.genetics.utah.edu/content/disorders/chromosomal/d
own/

Group 1

What is Down syndrome? (You must make reference to the

pattern of Chromosomes)

18
What percentage of the population have Down syndrome?
The three
lesson
Group 2 Complete
involved
assessment.
Living with Down syndrome. student
provided
handouts.
Group 3 There were
summative and
required
students to
How is Down syndrome tested?
reflect content
in meaningful
by providing
Group 4 socioscientific
perspectives.

How do people live with Down syndrome

Handout # 8
Assessment. Small scale
summative
assessment.
Evaluate Phase.
The teacher evaluates knowledge throughout earlier phases by
checking activity responses and monitoring student verbal
responses. Handouts were designed to elicit misconceptions
and allow students to reconsider their earlier perspectives. The
teacher had 8 different handouts which provided substantial
data for the teacher to provide meaningful feedback during
lessons.

19
Adaptations / Accommodations for Students’ Needs

John has learning difficulties and is challenged with reading and literacy difficulties. In order to
accommodate John’s needs, information is provided in a differentiated modes. John will have the
option to read content, listen to auditory recordings, watch the YouTube video, and have access to
content by digital version of content.

20
3) Materials

Overview of Content.

Syllabus Links: SC4-14LW, SC4-15LW, WS 7.1, SC4- 1VA SC4- 2VA, SC4- 3VA

Lesson 1

Engage Phase

Handout 1

1. YouTube Video, “ Gene Therapy Restores Colour Vision” and “ Gene Therapy for Colour
Blindness.
2. Student online research activity http://learn.genetics.utah.edu/content/genetherapy/gttools
3. Students answers, both dialogue and written.

Lesson 2-

Explore Phase

Handout 2

1. Socioscientific scenario Tim

2. Light Spectrum and Colour blindness images
3. Student group work arguments for and against colour blindness

21
 Handout 3

1. Socioscientific scenario No Genetic Engineering on Humans ( NGE)

2. Structured student debate

Handout 4

1. Problem Solving Assessment small scale 5% Opsin gene

Handout 5

1. YouTube Video (Restoration of Colour Vision)

2. Problem Solving question

Explain Phase

1. Teacher to draw upon written responses from handouts 1, 2,3,4,5 and to stimulate structured
group discussion.

Handout 6

1. Online research activity http://www.newsweek.com/dna-dilemma-should-i-take-genetic-test-

71661
2. Questions and answers

Lesson 3

22
Elaborate Phase

Handout 7

1. Online student research activity, group activity Down Syndrome (science content)
2. Questions and answers

Hand out 8

1. Socioscientific scenario Down Syndrome

2. Small scale assessment

23
Engage Phase Activities.

Handout 1

Student Name:
Class: Science Stage 5
Teacher: Mr Sharma
Date:
Due: end of class

Click on the link and watch the following 2 videos.

 https://www.youtube.com/watch?v=yyfmZRqea6Q

24
  https://www.youtube.com/watch?v=0IBT-jGja28

Click on the following link and answer the following questions.

 http://ghr.nlm.nih.gov/handbook/therapy/genetherapy

1. Go to table of contents
2. Right click on “What is gene therapy?”

 http://learn.genetics.utah.edu/content/genetherapy/gttools

1. Go to vector toolbox
2. Right click
3. Scroll down page, must read section on Viral vectors.

Answer the following questions.

What is gene therapy? How does gene therapy relate to the treatment of disease?

What is the percentage of males and females that are effected by colour blindness?

What are the arguments for and against gene therapy? (Refer to Handout 2)

25
You will be required to work in groups of 3-5 students. Collaboratively put forward your ideas in
each row for and against.

Handout 2

Student Name:
Class: Science Stage 5
Teacher: Mr Sharma
Date:
Due: end of class

Explore Activities:

Social scientific Issue

Scenario

Tim is an engineering student and he is colour blind. He intends on pursuing a career in electrical
engineering, however due to his vision impairment he may have to go into another vocational career.
He would be required to decipher between colours for wiring purposes. Tim is 20 years old, and hopes
that the research which has been successful in monkeys will be effective treatment on humans.

In this task, you will also be required to recall your thoughts after watching video #1 and #2. You
will need to explore what are the ethical principles around gene therapy for colour vision. You will
need to consider the social impacts of gene therapy, consider both arguments for and against. You
will be required to make reference to Tim’s scenarios in the debate.

1- Students will upload arguments for and against file template

2- Organise into groups of 4 with 3-5 students per group
3- Students present their arguments to the front of the class
4- Students will use the interactive whiteboard presenting their arguments
Instructions on how to use interactive whiteboard.
1. Walk to the front of the class in your group
2. The interactive whiteboard acts the same as a touch screen
3. You may nominate one student to navigate the touch screen

26
 4. Go to your saved file
5. Upload file

Before presenting your arguments, explore first hand, colour blinds.

Colour Spectrum for normal Vision.

http://www.colourblindawareness.org/colour-blindness/colour-blindness-experience-it/

Protanopia Colour Blindness

Tritopania Colour Blindness

27
Deuteranopia Colour Blindness

Normal Vision

28
Sample of file that students will be required to upload.

Arguments for Arguments against

29
30
Handout 3
Student Name:
Class: Science Stage 5
Teacher: Mr Sharma
Date:
Due: end of class

Scenario

No Genetic Engineering on Humans (NGE) is an organisation that is against gene therapy. NGE are
known to lobby against the government and hold conservative beliefs. They argue that the long-term
effects of gene therapy is not known and that gene therapy is a slippery slope, leading to further
dangers. They believe that parents will eventually create designer babies .They also oppose gene
therapy on the basis that only the wealthy will be able to afford treatment.

4. Do you agree with NGE? Yes or No, you can choice to remain neutral.

5. You must justify why you agree or disagree.

6. Do you think that NGE are providing reasonable points of view?

7. Given your knowledge of gene therapy for colour vision, are the arguments by NGE relevant?

31
Explore activity science content;

Handout 4
Student Name:
Class: Science Stage 5
Teacher: Mr Sharma
Date:
Due: end of class
Quiz worth 5% of final grade.

This is a problem solving activity.

Students will be graded on this task. All questions must be attempted. All questions are not of equal
value.

The Genes for Colour Vision

32
Opsin is a protein that allows the eye to see different colours.

6. What colour does Opsin 1 allow a person to see? ( 1 mark)

7. What colour does Opsin 2 allow a person to see? (1 mark)

8. What colour does Opsin 3 allow a person to see? ( 1 mark)

9. If person does not have the gene for all the Opsin protein, how will gene therapy restore
vision? ( 2 marks )

10. Explain how gene therapy can be is used to treat colour blindness? ( 2 marks)

33
Explore Activity

Handout 5
Student Name:
Class: Science Stage 5
Teacher: Mr Sharma
Date:
Due: end of class

Clink on the link and watch the 30second video.

https://www.youtube.com/watch?v=MEeU8CV_3Mo

What pattern was the monkey able to see? Explain why.

34
Handout 6
Student Name:
Class: Science Stage 5
Teacher: Mr Sharma
Date:
Due: end of class
Assessment Value 5 % of total Grade.

Students will be graded on this task. All questions must be attempted. All questions are not of equal
value.

Students will review the following online article.

http://www.newsweek.com/dna-dilemma-should-i-take-genetic-test-71661

Teacher will ask students following the review of the article.

What are some benefits of having knowledge about our genetic chance of developing a certain
disease? 2 Marks

Elaborate on disadvantages of knowing this risk? 2 Marks

What furthermore could you learn from your DNA tests? 2 Marks

35
Handout 7
Student Name:
Class: Science Stage 5
Teacher: Mr Sharma
Date:
Due: end of class

Join a group of 3-5 students. You must work with students that you have not worked with over the
past two lessons.

Click on the following link.

http://learn.genetics.utah.edu/content/disorders/chromosomal/down/

Group 1

What is Down syndrome? (You must make reference to the pattern of Chromosomes)

What percentage of the population have Down syndrome?

Group 2

Living with Down syndrome.

Group 3

How is Down syndrome tested?

Group 4

How do people live with Down Syndrome

36
Handout 8

Student Name:
Class: Science Stage 5
Teacher: Mr Sharma
Date:
Due: end of class
Assessment Value 5 % of total grade.

Kai and Jenny plan on having children, however, have both of them carry the gene of Down
Syndrome. They seek a geneticist and have been advised that they have a high risk of children
with the disease. The may not plan on having children or may use a preimplantation genetic
diagnosis (PGD) to ensure that they are not passing on the disorder.

What are the ethical and social consequences if Kai and Jenny do not plan to have children or choice
to use a PSD device? 7 Marks (In your answer make reference to the changing statistics on new born
with Down syndrome.)

37
Teacher Resource

To be reviewed before the season of lessons.

Interactive whiteboard resource

http://www.teachers.net/gazette/JAN02/mabell.html

Classroom Presentations

Constructivist Classrooms

http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Professional Standards

http://www.nswteachers.nsw.edu.au/publications-policies-resources/publications/australian-
professional-standards-for-teachers/

38
4) Justification – You will need to provide written answers to the following questions:

The lessons have been designed around the principles of constructivism and guided inquiry learning.

This approach is embedded within the social and cultural experiences of the learner (Vygotsky, 1967)

The approach of drawing upon students’ prior experiences is evident in the educational practices of

constructivism. This theory proposes that people construct knowledge and meaning from their

experiences, where learning is embedded with social discourse (Vygotsky, 1967). This approach can

be implemented in the classroom by drawing upon students’ prior experiences, thereby having the

teacher act as a facilitator (Matthews, 1993, 2002).

Constructivism is a student centred approach, which emphasised collaboration, and values the input of

all students(Matthews, 2002). During the explore phase, students were required to present their ideas

in front of the class in their respective groups and were to explore the arguments for and against gene

therapy for colour blindness. Prior to this activity, students were provided with significant background

information. This meant that students would be equipped to provide evidence to support their

arguments. This is evident during the engage phase, when students examined the following questions,

define gene therapy, explain how gene therapy works on human disease, commented on the role of

viruses in treating colour blindness, and search for descriptive statistics on the prevalence of disease.

These questions were asked after students had the opportunity to investigate these questions online,

through two different resources. During the structured discussion, students had to justify their

arguments according to evidence. Therefore in these activities students were active in their learning.

The teacher was facilitating and not explicitly giving instruction on the content. This approach is

consistent with constructivism.

The lesson also illustrates collaborative learning by using a variety of structured activities. This

requires the teacher and students to work synergistically. Examples of collaborative learning were the

use of class debates. Groups were composed of 3-5 members and the composition of groups changed

39
promoting further collaboration. Studies have shown that structuring the class centred for

collaborative learning results in students assisting their peers and minimise the likelihood of self-

seeking behaviours (Johnson, Johnson, & Holubec, 2000). Furthermore, collaborative learning

promotes the emotional and social dimensions of the students (Immordino‐Yang & Damasio, 2007;

Johnson et al., 2000), hence providing more positive emotional states for students. When students are

in positive emotional states their motivation can improve and thus be more engaged in their learning

(Immordino‐Yang & Damasio, 2007). During the explain phase, students that had found the content

challenging would be paired with students who were doing well. This can be mutually beneficial as it

promotes collaboration and social and emotional learning.

The lesson incorporated strategies to promote interaction between peers, ensuring learners are

working together, and having an auxiliary role in supporting each other’s learning. This was evident

by the use of debate activities, which required students to participate in two different structured

debates. The first activity had student’s present arguments for and against gene therapy, working in

groups and presenting the ideas in front of the class. The second debate required students to take a

stance or remain neutral and the teacher facilitated discussion, as students were grouped in cohorts

according to their stance.

Prior to participating in debate activities students were required to conduct an online search activity.

The activity was structured. Students were provided instructions and questions to structure their

search activity. This provided a platform for students to think for themselves and investigate the topic.

The online research activity on the benefits and possible concerns of genetic testing, provided a means

for students to confront their outlook, as students were required to provide evidence based

perspectives. Students explored the content from a socioscientific perspective. This facilitates learning

as students are required to think critically about the social and ethical issues of genetic testing.

40
Students were required to present their ideas in front of the class, with the use of the interactive

whiteboard, instruction and support was provided on how students could use this technology. The use

of the ICT resource with thought provoking socioscientific perspectives improved interactivity

between participants. Research has supported the use of ICT to empower pedagogy by enhancing

interactivity between participants(Armstrong et al., 2005). The resource provided a technological safe

space to explore their viewpoints in front of the class. Students were actively engaged, as the teacher,

could shape the discussion by picking up on key themes.

Assessment involved a formative component which has shown to produce more positive learning

outcomes compared to traditional assessment, as learners are provided more meaningful feedback

(Brookhart, Moss, & Long, 2008). Content was delivered from the socioscientific perspective and

taught from social and ethical angles. This approach was to provide content that is embedded within

the experiences of the learner (D. L. Zeidler, Sadler, Simmons, & Howes, 2005). This allowed

students to acquire meaningful knowledge and learning. Students considered social and ethical

perspective in discussion and applied this understanding to gene therapy, genetic testing, and Down

syndrome. The question in hand out 8 required students to answer from the social and ethical

perspective. Previous concerns had been prevalent with earlier content on gene therapy and genetic

testing. Students were required to consider how testing could be adversely used. The content was

inextricable linked which facilitated meaningful learning.

Further characteristics of formative assessment is evident within the lesson was the opportunity for

both verbal and written assessment, this approach has been supported in the literature (Brookhart et

al., 2008; Sadler, 1989). The lessons were designed to allow for regular feedback from the teacher,

debates also encouraged students to present ideas to their peers. This was a platform for students to

self-assess their learning whilst working collaboratively. The lessons required students to be active in

41
their learning, by engaging in debates, adopting a position within the debate, and by having students

conduct online research projects.

b. How does your sequence of lessons incorporate strategies to improve literacy and numeracy

skills of your future students?

As the result of government reforms and the implementation of standardisation of basic numeracy and

literacy skills (Gillard, 2008). Science teachers will have to balance the need to teach content in a

meaningful way whilst appeasing institutional requirements. Research has demonstrated that teaching

towards basic testing can negatively impact learning (Klenowski & Wyatt-Smith, 2012). This has

been well documented in the United States (Elliott, Davies, & Kettler, 2012). However, research has

provided alternative perspectives on numeracy and literacy can be concurrently developed if the

content is taught in the real world content (D. Zeidler & Sadler, 2009). The sequences of lessons

taught numeracy and literacy in a meaningful way for the learner. This was achieved by teaching from

the socioscientific perspective which required students to critically think about the ethical and social

consequences of gene therapy, genetic testing, and Down syndrome. Students were required to seek

out and assess statistical data and bring meaning to this data through the socioscientific perspective.

The assessment for the handout is copied below. Students were required to consider the lower

incidence of newborns with Down syndrome but also explore the change in statistics from different

perspectives. One possible explanation of the change in the lower prevalence of Down syndrome is

due to improvements in testing during the earlier stages of pregnancy, and the use of PGD device.

This can be viewed positively. However, a deeper reflection of the question and scenario would elicit

further social and ethical questions. One of those would be how society views people with Down

42
syndrome if people are being selected on the basis if they have or do not have the condition. This can

devalue people with Down syndrome.

“Kai and Jenny plan on having children, however, have both of them carry the gene of Down

Syndrome. They seek a geneticist and have been advised that they have a high risk of children with

the disease. The may not plan of having children or may use a preimplantation genetic diagnosis

(PGD) to ensure that they are not passing on the disorder.

What are the ethical and social consequences if Kai and Jenny do not plan to have children or choice

to use a PGD device? 7 Marks (In your answer make reference to the changing statistics on new born

with Down syndrome.)”

Furthermore studies have demonstrated that when content is meaningful to the learner, this can

improve literacy (Marks & Eilks, 2009).

The lesson activity involved the use of two ICT activities that required to investigate the nature of

gene therapy and further their understanding of the topic. These activities required improved literacy

and numeracy skills, as students were required to investigate the definitions of gene therapy and its

applications to genetic disease. Students developed literacy skills by increasing their understanding of

scientific terminology. Concurrently students developed numeracy skills as they were required to

investigate descriptive statistics.

43
c. How does your sequence of lessons allow for differentiated instruction?

Differentiation is a crucial element of Universal Design Learning (UDL). The fundamental principal

of UDL is to remove obstacles and barriers to learning (Meyer & Rose, 2000). Differentiation is

implemented in the lesson sequences by providing different access points to content and by providing

the students different options to demonstrate knowledge acquisition (Meyer & Rose, 2000). Student

had different options to engage and participate. Students could access information by handouts,

through class discourse and through accessing information through online research activities.

Information was provided in short YouTube videos where students watched or listened to content,

printed handouts were also available. Students had the options to complete handwritten handouts but

could also upload a digital version of the handouts and were provided with completed digital versions

of handouts.

The lesson sequence required students to seek out statistical information and interpret this data.

Handout 1 required students to answer: “What are the percentage of males and females effected by

colour blindness?” In handout 8, students were required to cite the statistics on Down syndrome and

provide reasons for the change in statistics. Students found quantifiable numbers and data difficult to

relate, if taught in isolation.

During the sequence of the lessons statistics were taught in context to real world applications .This

made the content more meaningful for students. The statistical content was provided with context,

therefore the content was differentiated from the traditional dissemination of science content.

Another feature of differentiation is varying how content is delivered according to the stage of the

learner and according to the learners learning preference. Further characteristics of differentiation is

multiples means of testing content knowledge (Terwel, 2005). The lesson sequence also

44
accommodated to students with potential learning difficulties. In the third lesson, students were given

instruction to work with different students. This differentiated group dynamics, and provided

opportunities for different students to work collaboratively (Hayes & Deyhle, 2001). At the end of

lesson two, students were required to present their ideas to peers. This also was an example of

differentiation as students had a different dimension to demonstrate knowledge, furthermore other

peers could contribute to their learning. The lesson sequence was differentiated by testing according

to the level of the learner. This was evident by the range of activities across 8 handouts, when

activities were levelled at according to different ability levels.

D: How does a component or section of your 5E unit align with one of the four concepts of

ambitious science teaching, and/or how could you improve your unit to better align with the

concept?

In the video link under the section, eliciting student ideas, the instructor provides context to the

concept before exploring the science content. This is achieved by making the concepts meaningful for

the students. At the start of the video the instructor asked students to reflect on their own past

experiences of vibrations. The instructor demonstrated with a musical instruction. The instructor then

gathered from the comments around the class, which were partial answers. This served as a starting

point to initiate further learning. Students displayed some prior understanding of sound waves and the

properties of sound waves that they travel along a medium. The instructor had students combine this

fragmented understanding into further learning by getting students to physical examine a musical

instruction. This process was explained as sense making for students, students were also encouraged

to demonstrate their reasoning at this stage.

In comparison to the application of the 5E model during the sequence of three lessons presented

different perspectives and challenges for the instructor. In the ambitious science video, the example of

sound waves, many students, in this case, would have some prior experiences regarding sounds

45
waves. In comparison genetics and gene therapy can be a more abstract topic for students. This poses

further challenges for the science teacher in order to successfully integrate the 5 e model into practise.

The unit could have been improved by implementing the use of ICT resource to help students with a

visual reference point to draw upon their prior learning experiences. The use of simulator could have

been implemented to engage students.

The instructor in the video was clearly able to successfully identify the anchoring event and then was

able to explore the students reasoning. In the unit, the use of more probing questioning could have

been implemented. During the engage phase, the student anchoring could have been more

successfully identified. This would have enabled a more successful exploration of student reasoning.

In the context of genetics and gene therapy, this was a challenging problem, at this point the YouTube

videos and targeted online research activities had been used, to anchor students understanding of gene

therapy. The lesson sequence did explore student reasoning from the socioscientific perspective, as

students had been required to present their ideas to the class and examine arguments or claims after

conducting research into the topic.

46
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