|
The Get
into Genes program supports the South Australian Curriculum
Standards and Accountability (SACSA) Framework for the Senior
Years.
One of the
ways in which it does this is by providing the opportunity for
students to develop the ability to work scientifically.
Importantly,
Get into Genes also explicitly addresses a number of the
Standards within the Science Learning Area.
The table
below summarises the links between Get into Genes and
SACSA.
Learning Area: Science
|
Working Scientifically
|
Standard
|
Get Into Genes Program |
Students work alone, in groups or in teams |
Students
complete worksheets individually and work in teams at all 4
workstations. |
|
They learn to be increasingly methodical and precise with
measurements |
Gel
electrophoresis and PCR activities: Use of micropipettes. |
|
They
read evidence critically |
DNA
fingerprinting activities: Interpreting data. |
Students take into account more complex ethical and social
considerations. [KC1] [KC5] They
understand that the use of science is affected by the action
of governments and large corporations. |
Concluding
talk: Genetic engineering research in Australia. Students
are encouraged to consider the science as well and the
ethical implications of this research. |
|
[KC5] They record their findings using scientific and
mathematical conventions. [KC2] [KC5] They evaluate the
investigation itself, suggest alternatives, and produce and
present structured reports and multimedia presentations,
including analyses of results and discussion of implications
of the findings. |
All
workstations require students to record and analyse their
findings. |
Learning Area: Science
|
Strand: Life Science
|
At
Standard 5 the student |
Get Into Genes
activity |
|
5.5 Interprets and uses information about the structure and
function of living systems and their relationship to
survival of ecosystems. [In] [T] [KC1] |
Plant breeding workstation: Students analyse physical
features that enable a species to compete successfully, e.g.
drought or salt tolerance in wheat and barley.
DNA extraction workstation: Students describe cell
structures and functions (e.g. the structure of the cell
membrane, the role of DNA).
Introductory and concluding talks, all workstations:
Students discuss and evaluate the importance of technology
in assisting the move of humans towards ecologically
sustainable development. [In] [KC1] [KC2] |
|
5.6 Applies theories and conceptual frameworks associated
with evolution, biodiversity, genetics, and the cycling of
energy and matter in biological and physiological systems.
[In] [T] [KC1] |
Plant breeding workstation: Students simulate conventional
plant breeding and predict the outcome of a cross between 2
different parent plants, identifying adaptive and
non-adaptive characteristics.
Introductory and concluding talks, all workstations:
Students consider the scientific point of view in relation
to ethical issues associated with genetic engineering and
the application of gene technology in agriculture. Drawing
on their experience with Get into Genes students are
better equipped to come to an informed position about the
ethical and social implications of these issues [F] [Id] [T]
[KC1] [KC2] |
Learning Area: Science
|
Strand: Life Science
|
Key idea
|
Learning |
Get into Genes activity |
Students use explanatory models to research the
interrelationships within and between individual cells and
whole organisms, and the environments which sustain and
influence them. [In] [T] [KC1]
|
Identifying and comparing mechanisms which enable plants,
animals and humans to adapt and compete successfully [In]
[T] [KC1] |
Introductory talk: Students consider environmental
influences on plant phenotype.
Plant breeding workstation: plant phenotype analysis. |
|
Researching the historical development of understanding of
cells and physiological systems, reporting on the
contributions of past and present scientists in this area,
and debating future possibilities such as gene technologies. |
Introductory talk, plant breeding, restriction enzyme and
gel electrophoresis workstations:
Students compare conventional plant breeding with techniques
involving gene technology. |
Students critically explore the function of genetic and
environmental influences on life processes. They consider
the ethics and impacts of human intervention in manipulating
these influences, and of taking responsible action. [Id]
[In] [T] [KC1]
|
Comparing the inheritance of characteristics in sexual and
asexual reproduction [In] [T] [KC1] |
Introductory talk: Discussion of genotype versus phenotype.
Plant breeding workstation: Students simulate conventional
plant breeding and predict the outcome of a cross. |
|
Appraising and arguing the roles and
advantages/disadvantages of genetic engineering, and
exploring related issues. |
Throughout the talks and workstations students consider the
advantages and disadvantages of gene technology in
agriculture compared with conventional plant breeding. |
|
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