6th, 7th, 8th Grades  Project 3 weeks

Genetic Quest: Blood Type Adventure!

Lisa H
VA:Re7.1.7a
MS-ESS3-4
CCSS.ELA-Literacy.RI.6.5
MU:Pr4.3.6
CCSS.ELA-Literacy.RL.6.10
+ 5 more
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Purpose

Students engage in an immersive exploration of blood typing and genetic inheritance, applying this knowledge to trace family traits and predict future patterns. Through hands-on activities, lab simulations, and real-world applications, students bolster critical thinking and problem-solving skills, while fostering self-directed learning and academic self-efficacy. This project culminates with a visit to the San Diego Blood Bank, allowing students to connect scientific concepts to community health, and share their insights and findings.

Learning goals

Students will explore the concept of blood types and genetic inheritance through hands-on activities, such as creating family pedigrees and engaging in interactive simulations to predict traits. They will connect their findings to real-world scenarios by crafting arguments on the importance of blood donations and visiting the local blood bank to understand its community impact. Students will reflect on their learning journey, using self-assessment tools and peer feedback to enhance self-directed learning skills. They will also create a multimedia presentation to communicate their insights, integrating the arts by incorporating music and visual elements that reflect their personal interpretations and learning experiences.
Standards
  • [National Core Arts Standards] VA:Re7.1.7a - Explain how the method of display, the location, and the experience of an artwork influence how it is perceived and valued.
  • [Next Generation Science Standards] MS-ESS3-4 - Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
  • [Common Core] CCSS.ELA-Literacy.RI.6.5 - Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
  • [National Core Arts Standards] MU:Pr4.3.6 - Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.
  • [Common Core] CCSS.ELA-Literacy.RL.6.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.

Products

Students will create a collaborative visual gallery that traces their family blood type inheritance, incorporating artistic representations that reflect their understanding of genetic traits and biodiversity. They will also produce a written argumentative piece critically analyzing the impact of human population growth on resources, drawing parallels to biological systems, and presenting their findings during a visit to the San Diego Blood Bank. Each student will compose a musical interpretation that symbolizes the flow of genetic information across generations, demonstrating their insights through dynamics and expressive qualities.

Launch

Begin with an interactive investigation where students determine their own blood type using simulated blood typing kits. These kits introduce the concept of genetic inheritance in a tangible manner while students record and analyze their findings. Facilitate a discussion connecting these initial discoveries to family genetic traits, leading into the project's essential questions. Integrate an art activity where students create visual representations of blood cell models, exploring how the presentation of scientific concepts impacts understanding and value. This launch provides a hands-on, thought-provoking start, sparking curiosity and engagement.

Exhibition

Students will culminate this project with a hands-on exhibition at the San Diego Blood Bank. Here, students will present their family blood type inheritance charts and genetic trait predictions to peers, teachers, and family members. The exhibition will feature interactive displays where students explain their findings and the science behind blood typing, while engaging visitors in conversations that connect the experience to broader environmental and societal impacts. This public presentation allows students to share personal reflections on self-directed learning and demonstrate their ability to convey complex information effectively.