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Lesson by:

Taylor Hilinski Brigitte Burstein Richard Sollman Cloning a Human Genome: a lesson in science, risks, and ethics (Individual lessons are intended to be taught in order, starting with Lesson 1)

Title:

Content Areas: Biology Social Studies Grade Level: 11 Lesson 1 Lesson Title Instructor Subject Stage I: Identify Desired Results The Science of Cloning Taylor Hilinski Biology 1. Enduring Understandings Biotechnology is a developing field that has the potential to impact many peoples lives and the environment we live in. Understanding the role of and making decisions regarding the role of biotechnology on the future state of society impacts every individual. Technology is a tool that can help individuals research, form, and discuss educated viewpoints on various topics. 2. Essential Questions Lesson 2 Biological Risks and Rewards of Cloning Brigitte Burstein Biology 1. Enduring Understandings The risks and rewards of cloning and stem cells research. Lesson 3 The Debate about Cloning Richard Sollman Social Studies 1. Enduring Understandings Political opinions can be influenced by many factors, including science and ethics. Analyzing an opinion helps identify the authors influences and sources. Internet technology is a powerful research tool and can also be used to spread information.

The technological advances that has contributed to advances in genetic cloning.

The importance and efficiency of communicating electronically with peers / teachers.

Stage I: Identify Desired Results (continued)

2. Essential Questions What procedures is biotechnology capable of? Should biotechnology have boundaries? How much should individuals and society in general be altered and/or controlled by biotechnology? In what way would various members of society be impacted by biotechnology advancements? What is the role of technology in informing society of possible biotechnology impacts? 2. Essential Questions What factors form opinions? What are the scientific pros and cons of genetic engineering, specifically cloning and stem cell research? How have advances in technology impacted cloning? How can ethics and science affect each other? How do writers use science and ethics to support their opinions? What tools does one use to find and analyze information? How can technology be used to formulate, support, and hone opinions on current issues?

3. Standards BIO.B.2.4: Apply scientific thinking, processes, tools & technologies in the study of genetics. BIO.B.2.4.1: Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy). 3.1.10.B4: Explain how genetic technologies have impacted the fields of medicine, forensics, and agriculture. 15.3.12.C: Create a research project based upon defined parameters. 15.3.12.W: Collaborate via electronic communication with peers, educators, and/or professionals to meet organizational goals.

3. Standards
CC.8.5.11-12.H: Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. CC.8.6.11-12.E: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

3. Standards Bio.B.2.4: Apply scientific thinking, processes, tools, and technologies in the study of genetics. Bio.B.2.4.1: Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (ex. selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy). ISTE Student Standard 3b: Research and information fluency: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. (Standards continued)

ISTE Student Standard 3c: Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

(Standards continued) Stage I: Identify Desired Results (continued) ISTE Student Standard 1b: Creativity and innovation: Create original works as a means of personal or group expression. (Standards continued) ISTE Student Standard 1b: Creativity & Innovation- Create original works as a means of personal or group expression. ISTE Student Standard 6b: Technology Operations & Concepts- Select and use applications effectively and productively. ISTE Student Standard 4c: Collect and analyze data to identify solutions and/or make informed decisions

4. Behavioral Objectives 4. Behavioral Objectives Students will be able to: 1. Define cloning and its process. 2. Investigate and experiment with the cloning procedure. 3. Visualize the uses of cloning on our local area. 4. Hypothesize and present the possible uses and impacts of cloning in the future. 4. Behavioral Objectives Students will be able to: Students will be able to: 1. Examine the pros and cons of genetic engineering, specifically cloning. 2. Understand how advances in technology have impacted the field of genetic engineering. 3. Defend their stance in support of or rejection of cloning advances. 4. Create a multimedia project to demonstrate their position for or against cloning technologies. 5. Communicate with peers and teachers through the use of a wiki. 1. Explain the difference between a science-based argument and an ethical argument. 2. Utilize online search tools to find appropriate material. 3. Adapt materials they have read to formulate the source of the authors opinion. 4. Adapt knowledge on science and ethics to justify their own opinion.

Stage II: Determine Acceptable Evidence

1. Informal Assessments: Random groups chosen to share out or answer, Random students chosen to share out or answer, Completion of Cloning MiniLab (lab does not allow you to continue unless procedure is correct), Closure Written Reflection (handed in as leaving) 2. Formal Assessments: Cloning MiniLab Report, Animoto Video 3. Grading Criteria and Rubrics: Cloning Mini-Lab graded by correctness, Animoto Video Rubric (click link to access)

1. Informal Assessments: Direct observation of students while conducting research, checking over research framework and websites being used to conduct research, student responses during the anticipatory set discussion, and review of wiki posts to ensure students grasp the concept the pros and cons of cloning. 2. Formal Assessments: Multimedia presentation. 3. Grading Criteria and Rubrics: Rubric (click link to access)

1. Informal Assessments: Use opening discussion as an informal pretest to get an idea of the class background knowledge of ethics; while leading post-video class discussion, monitor participation and see if there are any questions on the material; peruse through students actively searching and annotating their articles to observe progress and assist where necessary. 2. Formal Assessments: Annotated opinion piece found on the internet, blog entry, and feedback. 3. Grading Criteria and Rubrics: Rubric (click link to access)

Stage III: Plan Learning Experiences and Instruction

1. Materials: Laptops, LCD Projector, SmartBoard, Mini-Lab Copies, Animoto Video Rubric Copies, Notebooks, PowerPoint, YouTube, Internet Access, Computer/Internet Access for Homework 2. Procedures:

1. Materials: Computers, Access to Glogster, iMovie/Animoto, and Blogs, YouTube Video Clip, science journals, Grading Rubric and Research Framework

1. Materials: Computers with internet access, PowerPoint (or other presentation software) and projector/SmartBoard, Chrome browser with Scrible extension loaded on each computer, Homework requires access to internet 2. Procedures:

2. Procedures: Step 1: Objective/Bellringer Step 1: Objective/Bellringer (before bell) Teacher: Post Objective and Bellringer Question on SmartBoard, along with directions to grab and start up one computer per partner group. Students: Copy daily Objective and answer Bellringer Question in notebooks. Choose a partner and grab and start up a laptop. Step 1: Objective/Bellringer (5 min) T: Have YouTube video from Through the Wormhole loaded and ready for viewing, post objectives and instruct students to get their science journals. S: Retrieve journals, watch the video and copy the title of the Bellringer.
T: Have presentation loaded with cover page that will list the objective and ask students to consider What is ethics? and write down words they associate with it. A short discussion follows. S: Written word association with ethics. Around three random students will be asked to share with the class what they wrote, followed by a short discussion to clarify a working definition of ethics.

Step 2: Anticipatory Set (13 min) Stage III: Plan Learning Experiences and Instruction (continued) Step 2: Anticipatory Set T: Show YouTube video on cloning the wooly mammoth (https://www.youtube.com/ watch?v=JZ7f-C83X2Y). Allow 30 seconds of discussion after the video in students assigned groups. Choose random students out of the cup to share their groups reflection and reaction to the video. S: Watch video. Discuss and reflect with their group regarding the content of the video. Share out their groups view if chosen out of the cup. Step 2: Anticipatory Set (10 mins) T: To activate prior knowledge and experiences, students will watch a (3 min) video clip about human cloning from the series Through the Wormhole. S: Students will record their initial responses, thoughts and feelings about human cloning in their science journals. T: Review the anchor activity with the class and have students share their initial ideas about cloning with the class. T: Show New York Times Retro Report video, The Clone Named Dolly, within the framework of the PowerPoint presentation. Encourage students to write down any thoughts they may have about the video. S: Relate what they are watching in the video to what they learned in previous Biology instruction on the subject, as well as considering how science is relating to ethics.

Step 3: Cloning Virtual Lab T: Direct students to the Learn Genetics website (http://learn.genetics.utah.edu/ content/cloning/clickandclone/) for the virtual cloning lab. Pass out mini-lab report to students. Circulate through partner groups and make sure students understand the lab and the procedure. Remind students to hand in labs when done. S: Go to Learn Genetics website and begin virtual cloning lab. Fill out minilab report while going through the procedure to reinforce understanding of cloning topics. Ask questions when needed. Hand in mini-lab reports when

Step 3: Research Activity - The scientific pros and cons of genetic engineering, specific human cloning and stem cell research. (1.5 class periods) T: Students will be paired in teams of 2 (1 or 3 to address an odd number of students). The teacher will make teams ahead of time to pair students into effective cooperative groups. S: Students will research the role of cloning and the scientific pros and cons. S: Students will pick a stance on whether or not they support cloning based on their research and based on the scientific risks and rewards of cloning. S: Students will also research the impact

Step 3: Instruction/Discussion on the cloning debate (10 min) T: Lead discussion on human cloning, centering it on our broader discussion of ethics, as well as incorporating information they have learned in Biology class. PowerPoint will provide common arguments for and against cloning, as well as their rebuttals, taken from the article Reproductive Cloning Arguments from The Center for Genetics and Society. S: Participate in discussion where they actively identify ethical and scientific arguments in the video and relate it to the cloning debate as a whole. S: Will have already started to construct an argument for or against cloning in

finished.

that advances in technology have had on genetic engineering. (Step 3 continued) T: ***Common misconception to address: Make sure students are aware that cloning is the copying genetic material and does not necessarily refer to copying an entire organism. T: Once students have adequately researched cloning they will create an multimedia presentation to show their stance on whether or not they support cloning and stem cell research. Teacher will check to see that the basic outline of research is complete at this point.

Biology class. (Step 3 continued) T: Advise students to consider Biology multimedia activity in this discussion and start critically thinking about ethical arguments related to that material. T: ***Make sure to emphasize that distinguishing an ethical consideration from a scientific one does not mean one is inherently superior.

Stage III: Plan Learning Experiences and Instruction (continued)

Step 4: What is Cloning a Gene Investigation T: Direct students to What is Cloning Investigation on Learn Genetics (http://learn.genetics.utah.edu/content/cl oning/whatiscloning/). Instruct them to scroll down to the section on cloning a gene. Have students quickly read this section and then put away their computers. After a few minutes, choose random groups out of the cup to define cloning and answer various questions regarding how a single gene is cloned. S: Go to cloning a gene portion of What is Cloning Investigation. Read that section and view the related pictures and captions, then put away their computers. Discuss in groups the questions being asked and then choose a member to answer for the group if called on.

Step 4: Research and Annotation project T: Direct students to Google Advanced Search. Give them latitude to find any opinion article on human cloning, but offer assistance where needed. Advise on different websites they can search for articles, depending on point of view. S: Find an article about human cloning (One for each student. They do not necessarily all have to be different, but students should be monitored to make sure they are developing their own searches and finding their own articles). It must be an opinion piece, at least 5 paragraphs long, and specifically about human cloning.

Step 4: Multimedia Presentation (2 class periods, to be finished outside of class if need be) --Students will be given a choice of which multimedia presentation to use as to accommodate their unique learning style. (Glog-visual/logical, iMovie/Animoto- musical, visual, Bloglinguistic, logical) *** Students would have had prior instruction either through technology courses or prior lessons on the iMove / Animoto, Glogster, and Blogging.--

Step 5: Uses for Cloning a Single Gene in Erie T: Use PowerPoint to show and explain personal experience cloning a single gene with Lake Erie bacterial samples and the impact this research had on the Brown Bullhead disease issues in our lake. Point out that this is what was described in the cloning a gene section

that students just read. (Step 4 continued) (Step 4 continued) (Step 5 continued) Stage III: Plan Learning Experiences and Instruction (continued) S: Listen and engage in discussion regarding local cloning and the problematic Brown Bullhead issues. Reflect on this local impact of cloning as well as possible interests in a career related to this discussion. T: Explain to students that they will have the option to create either a short video clip using iMovie or animoto, a Glog, or a blog explaining whether or not they support cloning and stem cell using scientific reasoning and support and explain the role technology played in advances in genetic engineering. Distribute rubric and review with the class. T: Check for understanding by asking students to explain the expectations and directions of the project back to you. S: Collaboratively work on completing a multimedia presentation of their choice to share their position on genetic engineering, specifically cloning. T: Briefly instruct students on the use of Scrible. Tell them to annotate the article they found, relating it to the scientific and ethical considerations that have been discussed in this class and their Biology class. S: Annotate the article using Scrible. Articles should have five annotations, with each annalyzing a different paragraph of the opinion piece. Each annotation should be a sentence (about 20 words) that describes the argument as ethical or scientific and relates it to material they have learned. S: When finished, use the email button on the Scrible tool bar to send their annotated article to the instructor.

Step 6: Closure and Homework T: Pass out Animoto Video Rubrics with blank first page. Call to attention the fact that cloning has already impacted our lives here in Erie, and ask students to briefly write down what other ways cloning could impact our local area, state, country, world, etc. Have students then tear off this first page and quickly go over the Animoto Video Homework Assignment (http://animoto.com/) using the rubric. Explain that students will make a 30 second video that presents the possible cloning impact that they wrote down on their paper. Collect the blank pages with students written answers as students leave for the next class to informally assess closure question.

Step 5: Closure (Wrap Up) T: Share the wiki address with the class and instruct them to post their multimedia document for the class to view. Explain to the students that they are expected to respond to at least 2 other groups project.The response should include a reaction to the content presented and what they found interesting, new or what they could relate to.

Step 5: Closure and Homework T: Address any lingering questions, whether about the material or technical aspects of the exercise. Assign homework assignment, where students will write a short reflection in their social studies blog (this is commonly used for their homework assignments, where they write a short reflection and have to respond to other students reflections).

(Step 5 continued) (Step 5 continued) (Step 6 continued) S: Reflect on ways in which cloning could impact society and write this on the blank paper. Tear this off and follow along on the rubric as the teacher explains. Take notes on the side if needed to ensure full credit on the assignment. Write down the homework assignment in Agenda Book if needed. Hand in blank paper with written cloning impact on it on the way to next class. T/S: Take a class vote to see how many students initial opinions on cloning may have changed since the anticipatory set activity. (How many students believe the scientific rewards of cloning outweigh the risks?) S: Post multimedia project to the class wiki and begin to respond to peers posts. S: Write a reflection on ethics in human cloning. First, describe their opinion on the scientific methods as previously expressed in their Biology class. Then reflect on the questions: Have ethical considerations altered your opinion on human cloning? Why or why not?

Stage III: Plan Learning Experiences and Instruction (continued)

If Time: Reflection T: Instruct students who finish their annotation early on the homework assignment and allow them to start in class. S: Work on their social studies blog reflection when finished with annotation assignment.

Step 6: If Time Activity If Time: Animoto Video Planning T: Instruct students to begin brainstorming about how they will present their cloning impact in 30 seconds by listing ideas on the brainstorming page on the back of the Animoto Rubric. Circulate and help students with their ideas. S: Begin listing ideas for the Animoto Video on the brainstorming section of the Animoto Rubric. Discuss ideas with group members and other students around them, as well as compare and contrast ideas with classmates. Ask for assistance if needed. Students may visit interactive cloning websites if time permits http://www.biotechnologyonline.gov.au/sw f/int_dogcloning.swf

Resource Human Clones.Through the Wormhole. Science Channel. https://www.youtube.com/watch?v=dzJx2 dl8MA8