**Since these are flex classes and people take vacations and holiday breaks at different times, just let me know if you need to complete the flex class on a different schedule and I'll add extra weeks.  I'll still post new lessons each week but will know that your learner will be needing extra time.**

This 6-week flex class provides a deeper dive into genetics than I am able to do in my live classes, specifically for older students or those with a particular interest in genetics, biology, or a medical career.  Each week will include a recorded lesson covering the topic in detail. There will be no live zoom meetings so all interaction will occur asynchronously in the classroom. 

In each lesson, I assume that learners have no prior knowledge on the subject but within the lesson we will reach a level of understanding that most students don't reach until high school.  I use models (made from cut paper, pipe cleaners, polymer clay, etc) to demonstrate the concepts and students are welcome to create their own models, take notes, or draw out the topic on paper.  My goal is that each student is able to use their own learning style to tackle the material--this can be with homemade manipulatives such as I use, models created in other ways, electronic modeling, taking notes on paper, or drawing.  

Students and I will interact regularly in the classroom.  Students will submit photographs of their work and answer 3 prompts per week (related to class material and a video on Youtube that extends the learning).  They should also reply to their fellow classmates.

I will refer to these classroom interaction expectations during the recorded video lessons to make sure students are aware of the ways to participate.  

Week 1: Intro to Genetics and the Human Genome and How to Draw a Pedigree (Family Tree)

What is DNA?  What are genes?  How has our understanding of genetics changed in the recent decades?

Prior to watching the recorded lesson, students will answer a getting-to-know you question in the classroom.

During the recorded lesson, students will explore the general ideas and terminology of genetics and learn how to draw a pedigree (family tree), which geneticists use in doing their work.  They will create either their own pedigree or one for a famous person they are interested in.

After class, students will respond to a prompt based on the material just covered.  I will also post a video about the Human Genome Project and students will watch the video and respond to a discussion question about the topic.

Week 2: Mitosis, Meiosis, and Inheritance

How do we have identical DNA in every cell in our body?  How do we have a mixture of our parents' DNA in our cells?   Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  In this lesson we will cover the stages of mitosis and meiosis.  I will use pipe cleaner models for demonstrating.  Students will create their own model or draw out the concepts on paper or take notes, however they best learn!  Students will post their model/notes/drawing in the classroom and respond to a prompt based on the material and respond to another person's response.

A link to a video about sibling genetics will extend the learning and students will answer an additional question related to that video.

Week 3: Protein Transcription

How does DNA actually DO anything in the body?  What is protein?

Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  In this lesson we will cover protein transcription.  I will use models made from polymer clay, toothpicks, beads, and pipe cleaners for demonstrating.  Students will create their own model or draw out the concepts on paper or take notes, however they best learn!  Students will post their model/notes/drawing in the classroom and respond to a prompt based on the material and respond to another person's response.

A link to a video about an important protein in the body will extend the learning and students will answer an additional question related to that video.

Week 4: The Genetics of Earwax

Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  In this lesson we will learn Mendelian genetics using construction paper manipulatives. Students will create their own model or draw out the concepts on paper or take notes, however they best learn!  Students will post their model/notes/drawing in the classroom and respond to a prompt based on the material and respond to another person's response.

A link to a video about Mendelian genetics in peas will extend the learning and students will answer an additional question related to that video.

Week 5: The Genetics of Blood Type

Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  In this lesson we will learn about what happens when basic Mendelian genetics is complicated by the presence of multiple alleles.  I will use construction paper models for demonstrating.  Students will create their own model or draw out the concepts on paper or take notes, however they best learn!  Students will post their model/notes/drawing in the classroom and respond to a prompt based on the material and respond to another person's response.

A link to a video about the importance of blood type will extend the learning and students will answer an additional question related to that video.

Week 6: Punnett Squares

Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  In this lesson we will cover how to draw a Punnett Square using both ear wax and blood type as examples.  I will use written work on paper for demonstrating.  Students will create their own model or draw out the concepts on paper or take notes, however they best learn!  Students will post their model/notes/drawing in the classroom and respond to a prompt based on the material and respond to another person's response.

A link to a video about the future of genetics will extend the learning and students will answer an additional question related to that video.