karyotyping and leave some photographs so students can try sorting chromosomes to get a feel for the skill required to do this. Having students perform a karyotype will give new meaning to a phrase in the text: "the chromosome images are sorted by type."
Each student will become an "expert" in one inherited human disorder, learning about the mode of inheritance, symptoms, frequency, effect on individuals and family, care, and such. Students will present their reports to the class. They will also work in pairs to solve an ethical case study associated with an inherited disorder. Drawing on several articles about teaching ethical issues to children, Ms. J. has created one of her own, and with the help of colleagues and the staff at the clinical genetics center, she has developed several case studies from which the students will develop their ethical issue papers. Part of the case study will require students to draw a pedigree. Ms. J. is gathering print matter: fliers from the March of Dimes, textbooks on clinical genetics, some novels and short stories about people with inherited disorders, and articles from popular magazines. This is an ongoing effort—she has been collecting material for some years now. She also has posters and pictures from service organizations she will put up around the room, but some wall space needs to be saved for student data charts.
Having reviewed the goals and structure of the course, Ms. J.'s next planning step is to map tasks by week. She has a good idea of how long different activities will take from her previous experience teaching this course. Planning for each week helps ensure that the live materials and the speakers are coordinated for the right time. But Ms. J. knows that it is likely that she will need to adjust scheduling. Ms. J. and the students will set routines and procedures during the first week; then students will do much of the class work in their teams.
Finally, Ms. J. begins to map out the days of the first week. On the first day of class, the students will share why they chose this course and what their hopes and expectations are. They might also describe what they already know about genetics and what questions they bring to class.