Brigitte Burstein 4/8/14 SEDU 731 Lesson Topic: Cloning Lengt!

o% lesson: & class periods Grade le el: 11t! "Biolog#$

Stage 1 ' Desired (esults Content Standard"s$: Pennsylvania State Curriculum Standards B)*+B+,+4: Apply scientific thinking, processes, tools & technologies in the study of genetics. B)*+B+,+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+1-+B4: Explain how genetic technologies have impacted the fields of medicine, forensics, and agriculture. 1&+3+1,+C: reate a research pro!ect based upon defined parameters.

1&+3+1,+.: ollaborate via electronic communication with peers, educators, and"or professionals to meet organi#ational goals. )STE "Students$ Standards 1+/. reativity & $nnovation% reate original works as a means of personal or group expression. 0+/+ &echnology 'perations & oncepts% (elect and use applications effectively and productively. Enduring Understandings (tudents will understand) &he risks and rewards of cloning and stem cells research. &he technological advances that has contributed to advances in genetic cloning. &he importance and efficiency of communicating electronically with peers " teachers. Essential 1uestion"s$: *hat are the scientific pros and cons of genetic engineering, specifically cloning and stem cell research+ ,ow have advances in technology impacted cloning+

Student /e!a ioral o/2ecti es: (tudents will be able to) Examine the pros and cons of genetic engineering, specifically cloning. -nderstand how advances in technology have impacted the field of genetic engineering. .efend their stance in support of or re!ection of cloning advances. reate a multimedia pro!ect to demonstrate their position for or against cloning technologies.

ommunicate with peers and teachers through the use of a wiki.

Stage , ' Deter3ine 4ccepta/le E idence )n%or3al 4ssess3ents: 5or3al 4ssess3ents: .irect observation of students while 0inal multimedia presentation. conducting research. 1osts to at least 2 classmates3 hecking over research framework multimedia documents through a and websites being used to class wikispace. conduct research. 'bservation of students during the anticipatory set, research, multimedia pro!ects. /eview of wiki posts to ensure students grasp the concept the pros and cons of cloning. Grading Criteria and (u/rics (ee attached rubric Stage 3 ' Learning 6lan E7periences 8 )nstruction Learning 4cti ities: 4nticipator# Set9 (45 mins) to activate prior knowledge and experiences, students will watch a (6 min) video clip about human cloning from the series Through the Wromhole. (tudents will record their initial responses, thoughts and feelings about human cloning in their science !ournals. o /eview the anchor activity with the class and have students share their initial ideas about cloning with the class. (esearc! 4cti it#% (4.5 class periods) The scientific pros and cons of genetic engineering, specific human cloning and stem cell research. o (tudents will be paired in teams of 2 (4 or 6 to address an odd number of students). &he teacher will make teams ahead of time to pair students into effective cooperative groups. (tudents will be given a day and a half in class to research the role of cloning and the scientific pros and cons. (tudents will pick a stance on whether or not they support cloning (tudents will also research the impact that advances in technology have had on genetic engineering. ::: ommon misconception to address) 7ake sure students are aware that cloning is the copying genetic material and does not necessarily refer to copying an entire organism. o 'nce students have ade8uately researched cloning they will create an multimedia presentation to show their stance on whether or not they support cloning and stem cell research. ;ulti3edia 6resentation (2 class periods, to be finished outside of class if need be) o Students <ill /e gi en a c!oice o% <!ic! 3ulti3edia presentation to use as to acco33odate t!eir uni=ue learning st#le+ (9log% visual"logical, i7ovie"Animoto% musical, visual, :log%linguistic, logical) o (tudents would have had prior instruction either through technology

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courses or prior lessons on the i7ove " Animoto, 9logster, and :logging. (tudents will have the option to create either a short video clip using i7ovie or animoto, a 9log, or a blog explaining whether or not they support cloning and stem cell using scientific reasoning and support. &he presentation will also explain the role technology played in advances in genetic engineering.

o Closure9 "1 period$ o &eacher will share the wiki address with the class and instruct them to post their multimedia document for the class to view. o &he teacher will explain to the students that they are expected to respond to at least 2 other groups pro!ect. o &he response should include a reaction to the content presented and what they found interesting, new or what they could relate to. )% Ti3e 4cti it#% (tudents may visit interactive cloning websites if time permits o http)""learn.genetics.utah.edu"content"cloning"clickandclone" o http)""www.biotechnologyonline.gov.au"swf"int;dogcloning.swf

;aterials %or eac! group o% , to 3 students o omputers o $nternet Access (esource ,uman lones.Through the Wormhole. (cience hannel. https)""www.youtube.com"watch+v<d#=x2dl>7A>