Materials & Resources

Genetics & Bioengineering 10 Days

Objectives

Materials & Resources

Instructional Procedures

Assessment

• iPad
• Video: The Hunt for General Tso (Appendix A)
• Apple TV or Projection System

• Heterogeneous grouping
• Peer Tutoring
• Online Activity: The Meaning of Food

• Heterogeneous grouping
• Peer Tutoring
• Extended time on assignments for selected students
• Check often for understanding of subject matter

• Classroom discussion
• Video response questions

• Students will demonstrate their mastery of the content in the problem-based learning scenario Cultural Orientation.

1. Set:
2. Discuss/debrief with students the Bioengineered Nutrition activity. Pay particular attention to the cultural ties to each student-created imaginary produce item.

1. Teaching Strategy
2. Explain to students that just as there are biological traits that are passed along from generation to generation, so too are there cultural traits that are passed from person to person.
3. Play Jennifer 8. Lee’s video, The Hunt for General Tso.

1. Summarizing Strategy:
2. Review some of the key concepts presented in the video and then review the below follow up questions for students to answer for homework:
3. How does a food item/cuisine (e.g. the fortune cookie) morph into something that is barely recognizable by the cultural group it is meant to originate from?
4. "These people who eat foods different than us must be different than us." This quote is referring to a fundamental difference on the human level, not just culturally. This mentality has been grounds for excluding a cultural group or ethnicity within culture. Respond with your own reaction to this quote.
5. Can you think of another example of a cuisine (other than "Chinese") that has morphed as a result of outside cultural influence? Explain your answer.

• Socrative.com
• iPad
• Apple TV or projection system.
• Doceri App or other whiteboard app.
• “Assessing Your Ethnocentrism” (Appendix A)

• Heterogeneous grouping
• Peer Tutoring

• Heterogeneous grouping
• Peer Tutoring
• Extended time on assignments for selected students
• Check often for understanding of subject matter

• Classroom discussion
• Student observation
• Exit ticket

• Students will demonstrate their mastery of the content in the problem-based learning scenario Cultural Orientation.

1. Set:
2. Explain to students that all people form judgments of another culture (to varying degrees).
3. Using the short answer function ofSocrative.com, ask students to submit one opinion of a behavior or belief of a culture that is different than their own. Remind students to keep their language and viewpoints school appropriate.
4. Display student responses for the class to view.

1. Teaching Strategy:
2. Explain to students that an important aspect of learning about other cultures is to understand one’s own ethnocentric biases.
3. Write the word “ethnocentric” on the board/whiteboard app and divide the word in half (e.g. “ethno|centric).
4. Ask students to brainstorm a list of words they know that may be related to one of the two halves of “ethnocentric”(i.e. “ethnic” and “center”).
5. Define ethnocentrism (the tendency to use one’s own cultural standards and values to judge the behaviors and beliefs of people with different cultures.) and refer back to the anticipatory set for examples.
6. Discuss with students that we are all ethnocentric to some degree and that by being aware of our own biases, we can then be more objective in our views towards other cultures.
7. Allow students time to take McCroskey and Neuliep’s “Assessing Your Ethnocentrism” quiz.

1. Summarizing Strategy:
2. Allow students time to score their ethnocentrism assessment and then discuss the results with a partner.
3. Using the exit ticket function of Socrative.com, ask students to reflect upon the results of their assessment.

• Socrative.com
• iPad
• Digital notebooks
• Smithsonian Folklife and Oral History Interviewing Guide (pages 23-27) (Appendix A)
• Cultural Traits Interview (Appendix B)

• Heterogeneous grouping
• Peer Tutoring
• Advanced learners may incorporate both elements of acculturation and assimilation in one drawing/skit/research.

• Shorter articles may be assigned to developing/struggling readers.
• Heterogeneous grouping
• Peer Tutoring
• Extended time on assignments for selected students
• Check often for understanding of subject matter
• Student Choice: students choose which stations they visit.

• Class discussion
• Stations: Skit, Drawing, Research

• Students will demonstrate their mastery of the content in the problem-based learning scenario Cultural Orientation.

1. Set:
2. Using the short-answer function of Socrative.com, have students reply to the following:

1. Teaching Strategy:
2. Review with students the concept of cultural diffusion (from previous unit).
3. Introduce the concepts of acculturation (the process of adopting the traits of a cultural group) and assimilation (process by which people acquire the culture and habits of the dominant group with no characteristics of the minority group remaining). These should be included in students’ digital notebooks.
4. Provide three stations around the room through which students will rotate, working in collaborative groups of two or three. The stations will be designated: Skit, Drawing, Research
5. Skit: Students will write a brief skit demonstrating either assimilation of acculturation.
6. Drawing: Students will create a drawing that demonstrates either acculturation or assimilation.
7. Research: Students find a real-life case study that demonstrates either acculturation or assimilation.
8. Require students to choose to at least two of the three stations, allowing approximately 15 minutes at each.

1. Summarizing Strategy
2. Regroup the class as a whole and allow time for students to share their skits, drawings, or case studies (one per team).
3. Introduce students to the Cultural Interview Assignment and accompanying interview guide. This information will be used for the project day on day 8.

• Socrative.com
• iPad
• Reading: The History of the Lost Boys of the Sudan
• Video: The Lost Boys of Sudan (Appendix A)
• Acculturation: The Lost Boys of Sudan Assignment (Appendix B)

• Heterogeneous grouping
• Peer Tutoring

• Heterogeneous grouping
• Peer Tutoring
• Check often for understanding of subject matter
• The reading text may be chunked into smaller sections for increased comprehension (simply play additional rounds of “Stump the Teacher”)

• Student observation
• Stump the Teacher
• Acculturation: The Lost Boys of Sudan Assignment
• Exit Ticket

• Students will demonstrate their mastery of the content in the problem-based learning scenario Cultural Orientation.

1. Set:
2. Using the short-answer function ofSocrative.com, have students write and submit their own definition for acculturation.

1. Teaching Strategy:
2. Explain to students that they will be examining a real life scenario that exemplifies acculturation.
3. Reading strategy: Stump the Teacher

1. Play the Lost Boys of the Sudan video, pausing after crucial points or to clarify misconceptions raised by students.
2. Allow students time in class to begin the Acculturation: The Lost Boys of Sudan Assignment.

1. Summarizing Strategy:
2. Using the exit ticket function on Socrative.com, ask students to formulate an answer to the essential question of the day.

• iPad
• Assimilation: Indian Boarding Schools Assignment (Appendix A)

• Heterogeneous grouping
• Peer Tutoring
• Advanced students may not require the guiding questions that accompany the primary source analysis tool.

• Heterogeneous grouping
• Peer Tutoring
• Check often for understanding of subject matter
• The guiding questions accompanying the primary source analysis tool will help guide students in their analysis of primary source photographs.

• Student observation
• Stump the Teacher
• Assimilation: Indian Boarding Schools Assignment
• Student gallery

• Students will demonstrate their mastery of the content in the problem-based learning scenario Cultural Orientation.

1. Set:
2. Ask students: Are you civilized?
3. Facilitate a classroom conversation addressing this question. Students should incorporate their own understandings of ethnocentrism, acculturation, and assimilation.

1. Teaching Strategy
2. Explain that the question of “What is civilized?” has been asked and answered by humankind all around the world throughout time.
3. Specifically, in American history this question was asked with regard to the Native American Indians. Explain that one such (ethnocentric) solution by the American government in the 19th and 20th centuries was to establish Indian boarding schools. Pose the essential question to students.
4. Talk students through the Indian Boarding Schools assignment sheet, providing them with the Library of Congress Indian Boarding Schools Galleries: Appearances, Dwellings, Daily Life and Customs.
5. Depending on student experience with primary source analysis, coaching or individualized instruction using the primary source analysis tool may be necessary.

1. Summarizing Strategy
2. Allow students to airplay their galleries of selected images demonstrating the assimilation of Indian culture. Discuss the shift that occurred from Native culture to a more “civilized”.
3. Direct students to the Library of Congress Indian Boarding School Journal Resources.
4. For homework, students are to select one person or group of people and read the related primary source excerpts. Additionally, they should conduct research using reliable resources to learn more about the individual(s) selected.

• Socrative.com
• iPad
• Online discussion forum (via a learning management system such as Moodle, Canvas, or CourseSites).

• Heterogeneous grouping
• Peer Tutoring

• Heterogeneous grouping
• Peer Tutoring
• Extended time on assignments for selected students
• Check often for understanding of subject

• Informal questioning
• Electronic notebook entries

• Students will demonstrate their mastery of the content in the problem-based learning scenario Cultural Orientation.

1. Set:
2. Using the short-answer function of Socrative.com, instruct student to respond to the following statement:

1. Teaching Strategy
2. Explain to students that they will be participating in and 19th/20th century discussion forum. Students are to assume the role of the historical figure they researched for homework on day six. To enhance the activity, identify the figure each student selected and only refer to students by that historical name.
3. Give students approximately ten to fifteen minutes to write an initial post in the discussion forum, responding to the following prompt in character:

1. After the time period of writing the initial response to the prompt, allow students ten to fifteen additional minutes to respond to a historical figure different than their own. Instruct them to try to think and act as their assumed identity would have during the given time period.
2. The writing rounds may be repeated as many times as the class period allows or until students begin to run out of people to respond to.

1. Summarizing Strategy:
2. In their electronic notebooks, ask students to reflect:

• iPad
• Apple TV or Projection System
• Faces of Resettlement (0:00-3:10) Appendix A
• Office of Refugee Resettlement’s 2011 Report to Congress
• Mind Map software such as bubbl.us.
• Problem-based scenario grading rubric (Appendix B)

• Heterogeneous grouping
• Peer Tutoring
• Extended time on assignments for selected students
• Check often for understanding of subject
• Individualized instruction
• Students may require examples of real-life cultural orientation materials, available through the office of Refugee Resettlement.

• Student observation and conferencing.

• Students will demonstrate their mastery of the content in the problem-based learning scenario Cultural Orientation.

1. Set:
2. Using the short-answer function on Socrative.com, have students respond to the following:

1. Play the three-minute excerpt of Faces of Resettlement.
2. Provide students with the following information:

1. Teaching Strategy
2. Present students with data from the Office of Refugee Resettlement’s 2011 Report to Congress:

1. Allow students to work in collaborative groups of two or three on this problem-based learning scenario.
2. After student groups are selected, they will need to select a refugee population with which to work (use prominent countries from ORR report above).
3. In order to leave the assignment open-ended, allowing for multiple products or artifacts to be created (yet still keeping students focused) conduct a brainstorming session using a bubbl.us mind map. Brainstorm the two questions below with students, displaying responses as they work:

1. Give students the remainder of the period to derive a solution to the problem. Monitor student progress and serve as a coach. Students should focus solely on the planning of the cultural orientation with the construction/creation reserved for day 10.

1. Summarizing Strategy:
2. Conference with each group to monitor their progress, provide guidance, and assess whether additional planning time may be needed.