Genetics Education Center Lesson Plans and activities. Academy Curriculum Exchange (K5). building a psychrometer and "ph" and solvent activities. lesson plans and activities to teach the subject of http://www.kumc.edu/gec
Extractions: Genetics Education Center University of Kansas Medical Center For educators interested in human genetics and the human genome project Human Genome Project Resources (books, videos, curricula) Lesson Plans Networking Genetic Conditions Careers ... Search The Human Genome Project Genetic Education Resources Resources curricula books videotapes ... Genetic Lesson Plans - from teachers in KUMC and other programs Genetic Conditions - support groups, addresses, links
Eliminating Genetic Diseases In Dogs: A Buyer's Perspective Presents a brief summary of some of the research and other activities currently underway which are Category Health Animal Pets Dogs Conditions and Diseases These activities are undertaken with the objective of is attempting to map the entiregenetic makeup of Project teach of the Pet Health Initiative Project http://www.k9web.com/dog-faqs/medical/genetic-diseases.html
Extractions: A Buyer's Perspective by Gary F. Mason, gmason@ileaf.com QUICK INDEX: : Introduction Goal of the Effort Scope of the Effort Description of the problem ... Selected References This paper is the first product of an effort I have undertaken that was prompted by the discovery that our five month old Scottish Terrier suffered from Type III von Willebrand's Disease (vWD). The existence of this genetic bleeding disorder was unknown to us until he suffered a near fatal bleeding episode for no apparent reason. Subsequent treatment and testing revealed that he was affected with vWD. We were quite naive - as I suspect many people are - when we bought our dog. Both of his parents were AKC registered, which we assumed meant that he was a healthy dog from healthy stock. In fact, prior to discovering his affliction, he too was registered (though we could have registered him even after discovering his malady). We have learned the hard way that "having papers" means very little, if anything, about the genetic health of a purebred dog. This experience convinced us that dogs, and those who own them, should not have to live under the conditions dictated by genetic diseases. This is especially true since in the main they could be prevented. Our dog's disease has generated a lot of additional expense and worry which might have been avoided by a properly designed and managed breeding program. It has also become clear to us that prospective buyers should be better educated about the world of dogs before they make an investment that could lead to considerable extra expense, and worse, the heartbreak of losing a beloved friend too early.
Genetic - Manual - Using The Student Activities The plan assumes you will teach the activities on consecutive computer setup arelocated in the section section, Using the Human genetic Variation Web http://science.education.nih.gov/supplements/nih1/genetic/guide/activities.htm
Extractions: map contact The heart of this module is the set of five activities that follow. These activities are the vehicles that we hope will carry important concepts related to human genetic variation to your students. To review the concepts in detail, refer to Figure 7 in Implementing the Module As you scan the activities, you will find that each contains several major features. At a Glance gives you a convenient overview of the activity. The Focus provides a one-to-two-sentence summary of what students do. Major Concepts states the central idea(s) the activity is designed to convey. Objectives lists three to five specific understandings or abilities students should have after completing the activity. Prerequisite Knowledge alerts you to the understandings and skills students should have before beginning the activity. The Basic Science-Health Connection describes how the activity illustrates the relationship between basic science and personal and public health. The mission of the NIH is to uncover new knowledge that will lead to better health for everyone. This mission statement recognizes that basic science and personal and public health are not separate issues; they are not even two sides of one issue (Figure 12). Rather, they are inextricably linked and form a powerful whole: Research into the basic processes of life leads inevitably to strategies for improving health, and questions about health trigger research into basic processes.
Genetic - Implementing The Module, Page 4 those scientific principles that we desire to teach. The activities provide a varietyof opportunities for various people might make about genetic testing and http://science.education.nih.gov/supplements/nih1/genetic/guide/module4.htm
Extractions: map contact Instructors sometimes feel that the discussion of values is inappropriate in the science classroom or that it detracts from the learning of real science. The activities in this module, however, are based upon the conviction that there is much to be gained by involving students in analyzing issues of science, technology, and society. Society expects all citizens to participate in the democratic process, and our educational system must provide opportunities for students to learn to deal with contentious issues with civility, objectivity, and fairness. Likewise, students need to learn that science intersects with life in many ways. Opportunities to encounter and consider carefully some of these ways will reinforce and enrich those scientific principles that we desire to teach. Neutrality may be the single most important characteristic of a successful discussion facilitator. The following suggestions may help you think about how to guide your students in discussions that balance factual information with values. Encourage your students to discover as much information about the issue as possible. Ask questions that help your students distinguish between those components of an idea or issue that scientific research can answer and those components that are a matter of values. Maintaining this distinction is particularly important as students discuss the issues about genetic testing that are raised in Activity 5. Students should understand the importance of accurate information to any discussion and should recognize the importance of distinguishing factual information from opinions.
CV - Bureau activities teach the laboratory portion of the course Fundamentals of Nutrition .1990 genetic Evaluation Clerk Centre d'Insémination Artificielle du http://www.uoguelph.ca/fishnutrition/cv__bureau.htm
Extractions: Department of Animal and Poultry Science, University of Guelph. Activities: Carry out an independent research program in fish nutrition with the support of the Ontario Ministry of Agriculture, Food and Rural Affairs (OMAFRA) and the Ontario Ministry of Natural Resources (OMNR). Teach the course "Nutrition of Fish and Crustacea" and modules on fish nutrition in various graduate and undergraduate courses. 1994-1997 Research Scientist -Fish Nutrition
Genetics Education Center Access Excellence, including genetic activities lesson plans, Genentech. Holiday Lecture Series on Institutes of Health (NIH), New May 2000. teach with Movies, teachwithmovies.com http://www.educationplanet.com/search/redirect?id=54347&mfcat=/search/Science_an
Extractions: Genetics and Evolution (see also Techniques in Molecular Biology and Biotechnology) Chromosomes - Basic information on chromosomes. Includes photo of a bunch of chromosomes about to divide. Students can try their hand at cutting them out and pairing them up. DNA Extraction(basic) - Uses kitchen substances to extract DNA, features a teacher's guide. DNA Extraction(intermediate) - This lab gives larger amounts of DNA which can be easily spooled and collected (click on the orange links in the index to get to the instructions) - Lab in which students explore the effects of UV light on DNA. This lab uses UV sensitive yeast and takes at least a week to prepare. Includes teacher directions student lab sheets and questions for students. Cells, Socks and Sex - Easy way to teach mitosis and meiosis. Transcription, Translation - Paper activity which takes students through the process of transcription and translation. Includes teacher's guide, background information and questions for students. Transcription, Translation Tango
Rec.pets.dogs: Genetic Diseases In Dogs FAQ G E N E T I C S Classroom activities and Instructional Materials teach genetics and natural selection in the context of an environmental disaster than pollutes a stream. Coming soon, genetics activities for upper elementary students. its Human genetic Variation curriculum supplement. Download Page. For download of classroom activities in pdf http://www.faqs.org/faqs/dogs-faq/medical-info/genetic-diseases
Extractions: dogs-faq/medical-info/genetic-diseases_1049366438@rtfm.mit.edu dogs-faq/medical-info/genetic-diseases_1046773629@rtfm.mit.edu rec.pets.dogs.info rec.answers ... news.answers Sender: tittle Organization: RPD FAQ auto-posting Followup-To: poster From: gmason@ileaf.com (Gary Mason) Subject: rec.pets.dogs : Genetic Diseases in Dogs FAQ Summary: Article discussing canine genetic problems from the buyer's perspective. Date: 03 Apr 2003 10:43:21 GMT X-Trace: 1049366601 senator-bedfellow.mit.edu 3944 18.181.0.29 Archive-name: dogs-faq/medical-info/genetic-diseases URL: http://www.k9web.com/dog-faqs/medical/genetic-diseases.html Last-modified: 07 Nov 1997 ======= There are nearly 100 FAQ's available for this group. For a complete listing of these, get the "Complete List of RPD FAQs". This article is posted bimonthly in rec.pets.dogs , and is available via anonymous ftp to rtfm.mit.edu under pub/usenet/news.answers/dogs-faq/faq-list, via the Web at http://www.zmall.com/pet_talk/dog-faqs/lists/faq-list.html , or via email by sending your message to mail-server@rtfm.mit.edu
Play And Teach FUN And EDUCATIONAL Materials For Children, Play and teach, Cases to solve (forensic science, genetic diseases, agriculture),handson activities (extract DNA from a vegetable or fruit, make a http://www.playandteach.com/members0500.htm
Extractions: A science book describing the genetic code and the scientific advances in biotechnology. It is very informative and enjoyable to read. The book is appropriate for late elementary/ middle-school students, either in the classroom or homeschooling. It is also suitable for adults who would like to learn about this fascinating subject! Gain knowledge of the genetic code, the cell cycle, reproduction, basic genetics, including inherited and acquired traits. Understand the principles behind the most recent advances in biotechnology. Learn about DNA technology in agriculture, forensic medicine, and the most recent tools scientists are using to combat disease. Be amazed with its unique, easy-to-read approach, along with many colorful illustrations and exercises.
Play And Teach Science and wisdom as traced to our genetic code. People's Winter Theme Participating inwinter activities safely. The Weather/ El tiempo teach children weather words http://www.playandteach.com/ascience.htm
Extractions: Mother and babies. Babies and mothers. The animal kingdom offers a special fascination for children because so many of the cozy rituals they share at home are echoed in nature. Watch the little spider Fets make a mess with her own "science experience." Learn about light and color, tints and tones, rainbows, the color wheel and more!
Eliminating Genetic Diseases In Dogs: A Buyer's Perspective Several activities teach the concepts of electricity and static electricity. concepts such as DNA, genes and genetic sequencing. activities are taught that allow students to learn http://www.workingdogs.com/eliminating_gen.htm
Extractions: Introduction This paper is the first product of an effort I have undertaken that was prompted by the discovery that our five month old Scottish Terrier suffered from Type III von Willebrand's Disease (vWD). The existence of this genetic bleeding disorder was unknown to us until he suffered a near fatal bleeding episode for no apparent reason. Subsequent treatment and testing revealed that he was affected with vWD. We were quite naive - as I suspect many people are - when we bought our dog. Both of his parents were AKC registered, which we assumed meant that he was a healthy dog from healthy stock. In fact, prior to discovering his affliction, he too was registered (though we could have registered him even after discovering his malady). We have learned the hard way that having papers means very little, if anything, about the genetic health of a purebred dog. This experience convinced us that dogs, and those who own them, should not have to live under the conditions dictated by genetic diseases. This is especially true since in the main they could be prevented. Our dog's disease has generated a lot of additional expense and worry which might have been avoided by a properly designed and managed breeding program. It has also become clear to us that prospective buyers should be better educated about the world of dogs before they make an investment that could lead to considerable extra expense, and worse, the heartbreak of losing a beloved friend too early.
Teach.html The IRRI team has trained about 215 national plant genetic resources workers andextension personnel in collecting activities in Cambodia, Lao PDR, Madagascar http://www.irri.org/Biodiversity/teaching.htm
The Access Excellence Collection to teach Molecular genetics Demonstrates the complex functions cells carry out inthe activities necessary for life to exist. GenesR-Us A genetic counseling http://www.accessexcellence.org/AE/AEC/AEF/1994/
Extractions: Students reenact scenes from the history of science. Andros Adventure Field studies on Andros Island, Bahamas Animal Behavior Animal observations in a zoo setting The Artemia Hatchery Artemia hatchery construction using a liter bottle Beaker Babies Introduction to the basic mechanisms by which characteristics are passed from one generation to another Benthic Macroinvertebrates An open ended field exercise in which students sample the benthic macroinvertebrate populations of a given stream and determine community structure through the use of two indices Bioethics: Debates in Human Genetics Effective use of debates, mock trials and parody in the classroom Biotechnology and The Chocolate Milk Cow Students "design" a cow genetically-engineered to produce chocolate-flavored milk Bog Science Building awareness of the unique chemical, hydrologic, and vegetative aspects of bogs Cell Discoveries Developing a ClarisWorks dataabase to study relationships of organelles Cells on Ceiling Transform your classroom into a giant cell!
CREATIVE WAYS TO TEACH EVOLUTIONARY CONCEPTS CREATIVE WAYS TO teach EVOLUTIONARY CONCEPTS. Evolution is the genetic change in apopulation students' talents and interests, for planning suitable activities. http://www.accessexcellence.org/AE/AEPC/WWC/1993/creative_ways.html
Extractions: 1993 Woodrow Wilson Biology Institute DNA, the genetic blueprint of living organisms, plays an essential role in the continuity of life. Therefore, the structure and function of DNA must be explained to students as simply as possible, using the most appealing methodologies. DNA is often described by scientists as "the chemical language of life" (Monsanto, 1990). If the language were "edited"/changed, then the message it delivers to the cell would also be changed. The result is a natural event in evolution. Evolution is the genetic change in a population of organisms over time , produced by the integrating agencies of natural selection and variation. (Beck, Liems, Simpson, 1991) Changes (mutations) in the gene pool of a population result in genotypic variation. These influence the destiny of the population from one generation to the next. Identify the students' talents and interests, for planning suitable activities. Elicit humor to make science less threatening and more stimulating.
Detailed Description Of Biotech Resource/Classroom Sessions However, if you would like to teach any module in detail, you can download that ledto the modern concept of the gene genetic engineering. Related activities http://www.foodsafetynetwork.ca/biotechres/detailed2.htm
Extractions: What's for Dinner? Genetic Engineering From the Lab to Your Plate All documents are in pdf format, which requires the FREE adobe Acrobat Reader. You can download your free copy here This resource consists of 10 modules. Depending on your needs, download any of these individual modules to use in the classroom. However, if you would like to teach all 10 modules, there is a condensed version for both teachers students . The condensed version allows you to cover all the material in 1 week without students missing a great deal of detail covered in each individual modules. However, if you would like to teach any module in detail, you can download each one inidivually below. The condensed version of the teacher guide or student guide (in class sets) can be ordered in booklet format by calling Liz Gomes at 519-824-4120 x6421 or sending an email to lizgomes@hotmail.com The overall objectives for this resource are: · to outline the scientific findings and some of the technological advances that led to the modern concept of the gene and genetic technology · to identify various factors that result in trade-offs in the development of genetically engineered foods and explain why some farmers prefer these varieties · to demonstrate some of the social issues and implications raised by genetic engineering · to relate science to technology, society and the environment in terms of genetic engineering
Jmorrey teachING activities. Presents basic science of genetic engineering and biotechnology. CloningLaboratory oriented course designed to teach molecular biology http://advs.usu.edu/advs/FACULTY/jmorrey.htm
Extractions: Logan, UT, Present. Research Associate Professor , AIDS Research Program, Department of Animal, Dairy and Veterinary Sciences, Utah State University, Logan, UT, 1992-2000. Research Assistant Professor , AIDS Research Program, Department of Animal, Dairy and Veterinary Sciences, Utah State University, Logan, UT, 1987-1992.
GENETICS Classroom Activities teach genetics and natural selection in the context of The first activities availablewill be Pasta genetics and parents place leaves on the genetic traits tree http://chroma.gs.washington.edu/outreach/genetics/classact.html
GENETICS Sickle Cell Case Study These activities lead naturally to the topic of Molecular Biology The genetic informationis encoded in DNA teaching Biology Around Themes teach Proteins and http://chroma.gs.washington.edu/outreach/genetics/sickle/
Extractions: Sickle cell anemia is an example of a genetic disease that can serve as a vehicle for teaching many biology concepts. Using a case study approach, opportunities arise to make connections not only to various aspects of genetics and molecular biology, but to physiology, evolution and societal and ethical issues as well. Instructional Materials (included at this website): Sickle Cell Anemia and Genetics: Background Information. Allele Frequencies and Sickle Cell Anemia Lab. Student instructions, data sheet, analysis questions, overhead master. Sickle Cell Anemia: Blood Video Questions and Translation Practice Worksheet.
UWRF Biotechnology Workshop - Classroom Activities This unit is designed to teach students about Through the activities, the studentwill gain knowledge in which proposes the concept of genetic engineering as a http://www.uwrf.edu/biotech/workshop/activity.htm
Extractions: Biotechnology Classroom Activities These activities were assembled by teachers participating in summer Biotechnology workshops at the University of Wisconsin-River Falls, 1991-1996. They were designed to be used in the participants' classes, but we hope that others will find them useful. The activities are intended to be as classroom-ready as possible, including sources of materials and information about content background, timing, and assessment. We are in the process of field testing the activities, so that they can be modified or corrected if necessary. The activities are listed below. Those with an HTML and/or PDF icon can be downloaded from this page. We are converting the remaining activities as quickly as we can - keep checking back for the updated list! In the meantime, you can request copies of activities not yet available for downloading by sending an e-mail message Please take a minute to fill out our online evaluation form . Any feedback that you provide will be used to improve these activities. Thank you for your cooperation. Your insights are extremely valuable.
Genetic Education Partnership Summary It can be difficult to teach genetics in isolation, both because of its contact todiscuss teaching strategies, ask questions, and plan activities for their http://genetics-education-partnership.mbt.washington.edu/summary/psumneed.html
Extractions: Need: Professional development. Teachers at different grade levels have different needs. For example, in the elementary and middle school grades, teachers need a better understanding of genetics concepts. Elementary teachers need to understand that they are providing the building blocks for genetics teaching at the higher levels when they teach inheritance, growth and development, cells, and sexual reproduction. Solution: Professional development workshops that meet the differing needs of each grade level. Districts, local universities, or professional groups (e.g. WSTA, NSTA, or NABT) could all be sources for professional development offerings. Need: More resources and instructional materials . Especially at the elementary and middle school levels, more resources are needed. At the elementary level these could be materials to supplement inquiry-based science kits already in use. At the high school level, there is a need for identification and development of resources and activities suitable for
