Discovering Genetic Disorders

Following the completion of this webquest students should have a thorough understanding of:                  
1) what genetic disorders are 
2) the causes of genetic disorders 
3) the difference between a carrier and those affected by the disorder 
4) how to calculate the probability of passing a genetic disorder from one generation 
to the next 
5) the effects a disorder has the lifestyles of those that it affects directly and indirectly 
6) how to identify traits that are passed from parent to offspring

Other student gains:
1) technology / computer skills
2) further development of research skills using the internet
3) use of higher level thinking skills (connecting their research to the affects on the
lives of those affected)
4) development of cooperative/collaborative skills during group work

TIME FRAME FOR WEBQUEST:  The webquest will take approximately 4 days total to complete.  It will take about 2 days to do the research, worksheet, and punnett square.  Then 1 day should be given for each team to put together their presentation and the final day each group will present their final product to the class.  The reflection is to be done outside of class. 

Core Learning Goals (Maryland) met by webquest:
Goal 1: Skills and Processes
Expectation 1.4: The student will demonstrate that data analysis is a vital aspect of
the process of scientific inquiry and communication.
Indicator  1.4.1: The student will organize data appropriately using techniques such
as tables, graphs, and webs (for graphs: axes labeled with appropriate
quantities, appropriate units on axes, axes labeled with appropriate
intervals, independent and dependent variables on correct axes,
appropriate title).
Indicator  1.4.2: The student will analyze data to make predictions, decisions, or
draw conclusions.
Indicator  1.4.3: The student will use experimental data from various investigators to
validate results.
 Expectation 1.5: The student will use appropriate methods for communicating in writing
and orally the processes and results of scientific investigation.
Indicator  1.5.3: The student will use computers and/or graphing calculators to
produce the visual materials (tables, graphs, and spreadsheets) that will
be used for communicating results.(NTB)
Expectation 1.7: The student will show that connections exist both within the various
fields of science and among science and other disciplines including
mathematics, social studies, language arts, fine arts, and technology.
Indicator 1.7.1: The student will apply the skills, processes, and concepts of
biology, chemistry, physics, or earth science to societal issues.
Indicator  1.7.2: The student will identify and evaluate the impact of scientific
ideas and/or advancements in technology on society.
Indicator 1.7.5: The student will investigate career possibilities in the various
areas of science.(NTB)

Goal 3: Concepts of Biology: The student will demonstrate the ability to use scientific
skills and processes (Core Learning Goal 1) and major biological concepts to explain
the uniqueness and interdependence of living organisms, their interactions with the
environment, and the continuation of life on earth.

*SPECIFICALLY* Expectation 3.3 The student will analyze how traits are inherited
and passed on from one generation to another.  It specifically addresses indicator
3.3.2 The student will illustrate and explain how expressed traits are passed from
parent to offspring.

http://www.mdk12.org/instruction/clg/biology/goal3.html

Maryland Technology Standards Met:
I. Information Access, Evaluation, Processing, and Application
Access, evaluate, and process information efficiently and effectively.
Indicators:
1.Identify, locate, retrieve, and differentiate among a variety of electronic sources of information using technology.
2. Evaluate information critically and competently for a specific purpose.
3. Organize, categorize, and store information for efficient retrieval.
4. Apply information accurately in order to solve a problem or answer a question.

II.  Communication
A. Use technology effectively and appropriately to interact electronically.
B. Use technology to communicate information in a variety of formats.
Indicators:
1. Use telecommunications to collaborate with peers, parents, colleagues,
administrators or experts in the field.
2. Select appropriate technologies for a particular communication goal.
3. Use productivity tools to publish information.
4. Use Multiple digital sources to communicate information on-line.

V. Integrating Technology into the Curriculum and Instruction
Design, implement and assess learning experiences that incorporate use of
technology in the curriculum-related instructional activity to support understanding,
inquiry, problem-solving, communication or collaboration.
Indicators:
1. Assess students’ learning/ instructional needs to identify the appropriate
technology for instruction.
2. Evaluate technology materials and media to determine their most appropriate instructional use.
3. Select and apply research-based practices for integrating technology into instruction.
4. Use appropriate instructional strategies for integrating technology into instruction.
5. Select and use appropriate technology to support content-specific student learning outcomes.
6. Develop an appropriate assessment for measuring student outcomes through the
use of technology.
7. Manage a technology-enhanced environment to maximize student learning.

VI. Assistive Technologies
Understand human, equity, and developmental issues surrounding the use of
assistive technology to enhance student learning performance and apply that
understanding to practice.
Indicators:
1. Identify and analyze assistive technology resources that accommodate
individual student learning needs.
2. Apply assistive technology to the instructional process and evaluate its
impact on learners with diverse backgrounds, characteristics, and abilities.