Lesson+Plan

Lesson Plan   Campus: || State Standards [] |||| Subject Specific: F.8.5 Show how different structures both reproduce and pass on characteristics of their group F.8.9 Explain how some of the changes on the earth are contributing to changes in the balance of life and affecting the survival or population growth of certain species
 * Title of Lesson: Inside Story, Your Body, Your Health || Date: 5/9/09 Timeframe of Lesson: 3 class periods ||
 * Author(s): Dawn Brenner || School District: St. Andrew Parish School
 * Subject Area(s): Genetic Disorders || Grade Level(s)/Course: 7th Grade Life Science ||

// Technology Specific: // [] Or the info.pdf file in the Lesson Folder. ||
 * Stated Objective(s)

|||| Students will • Review and discuss what they learned about sickle cell anemia; • learn about other genetic disorders; and • create a presentation to teach about a disorder. || • How does this disease affect the body? ( // It destroys the ability of red blood cells to carry oxygen throughout the body; the body’s organs don’t receive adequate oxygen // .) • What are some of the effects? ( // exhaustion, debilitating pain, strokes, inability to move // ) • How common is this disease? ( // In the United States, about one thousand babies are born with sickle cell disease each year. // ) • How is it diagnosed? ( // blood test // ) • Why is sickle cell disease considered a genetic disease? ( // It is passed down // // from parents. // ) Explain how it is inherited. If you have a gene for sickle cell, does this mean you will automatically get it? ( // No, a person must receive two // // copies of the defective gene. // ) 2. Ask students to name other genetic disorders or conditions. Write their answers on the board. Examples may include Down syndrome, cystic fibrosis, and muscular dystrophy. (Note: Although students may say cerebral palsy, it is caused by damage to the brain before or during birth.) 3. Tell students that they are going to work in pairs or small groups to research a genetic disorder. Using what they’ve learned, they will create a Powerpoint presentation for their classmates to teach basic facts about the disease. 4. Next, assign pairs or groups to one of the following genetic disorders. • Down syndrome • Cystic fibrosis • Diabetes • Muscular dystrophy • Tay-Sachs diseases • Hemophilia • Turner syndrome • Marfan syndrome • Huntington’s disease • Canavan disease 5. Tell students that they should research a genetic disorder and gather the information below. In addition, encourage students to find online pictures, graphs, and charts to include in their presentation using Powerpoint. • How does this genetic disorder affect the body? • What are symptoms or effects of the disorder? • How many common is this disorder? • How is it diagnosed? • How is this disorder treated? • Why is this disorder considered a genetic disorder? How is it inherited? 6. Have students use print and online resources in their research. The following Web sites may be helpful: http://www.yourgenesyourhealth.org/ http://websrv01.kidshealth.org/teen/diseases_conditions/ http://www.kidshealth.org/kid/health_problems/ http://dir.yahoo.com/Health/Diseases_and_Conditions/Genetic_Disorders/ http://www.canavanfoundation.org/canavan.php 7. Once students have completed their initial research, give them a full class period to create their presentation highlighting facts about a disease. Encourage them to include at least two images in their presentations. 8. Have students present their presentations to the class. After each presentation, give students a chance to ask questions and share personal perspectives, stories, or comments. 9. After all the presentations, hold a discussion about what students have learned. What surprised them most about these diseases? What challenges do some people face? Student should come up with three things they can do to help people with genetic disorders, including ways to raise awareness, increase research funding, and assist someone with the disease. || Use the following three-point rubric to evaluate students’ work during this lesson. 3 points: Students were highly engaged in class discussions, showed thorough research of their disease, created a clear presentation including answers to all of the assigned questions and two or more appropriate images. 2 points: Students participated in class discussions, showed satisfactory research of their disease, created an adequate presentation including answers to most of the assigned questions and two appropriate images. 1 point: Students participated minimally in class discussions, showed satisfactory research on their disease, created an incomplete presentation including answers to few of the assigned questions and one or fewer appropriate images. ||  • Computer with Internet access
 * Procedures for Lesson |||| 1. Ask students to review what they learned about sickle cell disease from the readings we have done in class. To guide the discussion, ask the following questions:
 * Your Genes, Your Health **
 * Chronic Illness: Directory ** http://www.pbs.org/fredfriendly/whocares/awareness/directory.html
 * TeensHealth: Diseases and Conditions (see Genetic Conditions) **
 * KidsHealth: Health Problems (see Birth Defects and Genetic Problems) **
 * Yahoo Genetic Disorders **
 * Canavan Foundation **
 * Assessment or Evaluation |||| ** Evaluation: **
 * Enrichment |||| Students can interview a person with a genetic disorder or invite them to come in and talk with our class. ||
 * Materials |||| **__ Technology Resources __**** : ** • Microsoft Powerpoint
 * __ Other Resources __**** : ** • Print resources about genetic disorders ||