This case shows a teacher guiding her students through a discussion on the topic of genetic engineering and students sharing opinions and facts on the various uses of cloning.
In this case the teacher is facilitating a discussion about genetically modified organisms (GMOs) and students play different roles in an effort to form their own opinions about GMOs, relating this process to the transformation lab they have recently completed.
In this case the teacher is leading students in a discussion about the information contained in their genes and how this information can be used for "good or bad" and students are debating the question, discussing how scientific discoveries are influenced by society, listening to different opinions, and considering their own responses to this question.
In this case the teacher is facilitating a discussion about protein synthesis and DNA as applied to gene therapy and students are discussing genetic disorders and deepening their understanding of the relationship among DNA, genes, protein synthesis and gene therapy.
In this case the teacher is facilitating a discussion on the development, safety, and distribution of genetically modified organisms and students are debating the pros and cons of the use of these GMOs based on scientific articles that highlight both sides of the argument.
This case shows a teacher facilitating a discussion amongst her students about genetics and students discussing relevant, real-life issues regarding genetics, heredity, and how these issues may affect their lives.
In this case the teacher is leading the students in a discussion and simple activity of learned and inherited behaviors and students are discussing and sharing their thoughts on whether specific examples of behaviors on their cards are one or the other.
In this case the teacher is facilitating group work on a genetics activity and students determine what traits offspring might have, present their hypotheses, and engage in a discussion with their classmates.
This case shows a teacher expertly guiding students in their initial understanding of genetic inheritance to determine their misconceptions and students sharing their thoughts of what specific offspring of famous people and bunnies would look like.
In this case the teacher is facilitating a class discussion on genetics to probe for misconceptions and the students are sharing and discussing ideas about inheritance, traits, and how dominant and recessive traits are passed onto offspring.
This case shows a teacher facilitating a discussion on natural selection and students using scientific discourse to determine how natural selection acts upon random mutations.
In this case the teacher is focusing on biotechnology and the students are discussing what they have learned about different basic applications of biotechnology and the bioethics involved in these applications.
In this case the teacher has given the students four guiding questions about DNA sequencing and the technology involved with this process and students share their ideas with each other, reflecting and analyzing the issues and unexpected results that are involved with DNA and its manipulation.
In this case the teacher is facilitating a Socratic Seminar centered on the book "The Immortal Life of Henrietta Lacks" and students are applying their understandings about cells, genetics, and DNA to a scientific discourse of the ethical issues related to genetic research.
In this case the teacher is providing students with real data and experimental results on Mendelian genetics and students are working through Thomas Hunt Morgan's famous fruit fly experiment to apply Mendel's principles to new situations, practicing being true scientists who collaborate and work through the scientific process.
In this case the teacher had students read articles about cloning and students then engaged in a student-led discussion, developing their own discussion questions, clearing up misconceptions, and forming opinions on this controversial topic.