All students need to learn about genetics.   Genetics concepts are described throughout Essential Learning 1.   Genetics and biotechnology provide an exciting avenue for the inquiry-based learning specified by Essential Learning 2.   Genetics and biotechnology are outstanding areas of science for teaching the nature and context of science and technology (Essential Learning 3).   Presenting genetics in the context of unifying concepts and processes of science provides richness to student understanding.		Mapping of Genetics Concepts to State and National Science Education Standards
		All students need to learn about genetics.
		Genetics, the study of inheritance in living organisms, is arguably the most fundamental concept of biology. The same molecular processes that provide a mechanism for organisms to pass genetic information to their offspring lead to the gradual change of species over time, providing for biodiversity and the evolution of new species. The power of focusing science learning on genetics and biotechnology is that these topics engage and challenge students through their relevance to students' lives and to regional and global issues with which students are familiar. As adults, all students, not just those who are college bound or will become scientists, will need to grapple with decisions involving genetic issues. These decisions, and others we cannot yet imagine, may range from questions involving genetic screening for disease susceptibility, to whether use of cloned organs should be allowed, to the everyday choices made about purchases of genetically engineered foods. Biotechnology is a growing industry in Washington state, impacting medicine, agriculture, fisheries, and manufacturing. To acknowledge its importance, Governor Gary Locke designated the first week of October as Biotechnology Week in 1997. The high visibility of the biotechnology industry in this state strengthens its appeal to students and makes this an attractive career option for some students.
		State and national standards specify that genetics be taught.
		During the first Genetics Education Partnership retreat, participants examined state and national science standards to determine the extent that they recommend the teaching of genetics. We focused in particular on Washington State's Essential Academic Learning Requirements (EALRs) because these are driving science curricula and student assessment throughout the state. The Science Essential Learnings consist of three parts: Essential Learning 1, which defines the scientific concepts and principles that Washington students need to know; Essential Learning 2, which directs students to know and use the skills and processes of science and technology; and Essential Learning 3, which emphasizes understanding the nature and context of science and technology. We also examined how the unifying concepts and processes of science, as defined in the National Science Education Standards by the National Research Council (1996), apply specifically to genetics.