L1+Collins,Karen+Sue


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**

Students will understand that DNA changes over time through mutation and genetic engineering, resulting in new traits, disease and evolving species and there are many ethical questions to be answered and there are difficult choices to be made, especially in stem cell research and cloning. Students will know how to use a T-chart to examine the pros and cons of genetic engineering. Student will be able to argue for or against a question of ethics in genetics with conviction and back it up with facts.
 * __Teacher’s Name __****:Ms. Collins ** **__Date of Lesson__:** **1 Self-knowledge **
 * __Grade Level __****: 10 ** **__Topic__: Ethics of Genetic Engineering**
 * __Objectives __**

Maine Learning Results: Science, and Technology - E. The Living Environment E4: Heredity and Reproduction Grade 9-Diploma - Genetics Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species
 * __Maine Learning Results Alignment __**


 * Rationale:** Students will understand the advantages, dangers, and ethical questions of genetic engineering.


 * __Assessment __**

Students will have an opportunity through creating the blogs to **(Revise/Refine)** their positions on genetic engineering. Teacher questions and peer comments on the blog will help them refine their thoughts and consider new positions. **(Revise, Rethink)** Student will be blogging responses to the question of the week. They will be expected to create 1 blog and make 2 comments on other student posts per week and the final self evaluation. **(Evaluate)**The students will get participation points of blog answer: (**5 points)**, comments on other posts: (**2 points)** each They will also be asked to create a comprehensive opinion essay on their blog for their final posting which will be the summary of the opinions about genetic ethical concerns they have formed over the course of the unit. **(20 points)**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology: ****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students are using a blog to communicate with other students and the teacher about ethics of genetic engineering. **

English: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be writing, and communicating
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Other Content Areas: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">


 * Math:** critical thinking, logic


 * Social Studies:** philosophy, ethics

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The students will as a group for the video discussion in the first class they will work in groups of three to do the t-charts and then share with the class. The teacher will be walking around checking on understanding and encouraging quiet students to participate.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strategies: ** **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Linguistic: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will write responses to a blog about genetic ethics. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations **
 * Interpersonal:** Students will discuss the ethics of various aspects of genetic engineering in an interactive blog.
 * Intrapersonal:** Students will explore personal beliefs about genetic engineering.
 * Logical/Mathematical:** Student will organize the pros and cons of genetic engineering with a t-chart before and after the activity.
 * Naturalist:** Students will consider the impact of genetic engineering on the natural world
 * Visual/Spatial:** Students will watch a video about cloning and use a t-chart to organize their thoughts on the ethics of genetic engineering.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">When a student is absent the assignments can be done on the blog so students can still do them when they are absent. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The students will be using a blog and comments on the blogs of other students to show their understanding of the ethics issues involved in genetic engineering. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The GT students will have the opportunity to think more deeply than the other students in their blog responses, and incorporate other learning.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**


 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Video projector /computer/screen
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">T-charts for each student
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Laptop for each student
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Blogger account instruction video
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rubric
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Instructions for the lesson including links to online resources.


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|__What should you know video__] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">for first class about cloned animals. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

Tutorial for Blogger <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|Article] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> discussing ethics surrounding the genetic engineering issue. mostly negative <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|Forum] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> in favor of GE foods <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Therapeutic cloning article <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|Video about human cloning] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> [|//http://news.discovery.com/videos/tech-human-cloning.html//]<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The advance of genetic engineering makes it quite conceivable that we will begin to design our own evolutionary progress. ISAAC ASIMOV, //The Beginning and the End//

I see nothing wrong ethically with the idea of correcting single gene defects [through genetic engineering]. But I am concerned about any other kind of intervention, for anything else would be an experiment, [which would] impose our will on future generations [and take unreasonable chances] with their welfare ... [Thus] such intervention is beyond the scope of consideration. Ian Wilmut <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; text-decoration: none;">[|Quotes] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">regarding genetic engineering most listing the dangers <span style="font-family: "Times New Roman","serif"; font-size: 12pt; text-decoration: none;">[]


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This lesson allows students to express their understanding in a way that matches their learning style. Beach ball style learners can express themselves with poetry or story. Clipboard learners can make lists of arguments. The microscope learners can explore one argument indepth. Puppy learners can express themselves in a safe environment where all ideas are welcomed. //

Students will be able to clarify their thoughts on genetic engineering and contribute to a blog thread discussing the question of the week **(Self-knowledge)** //
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will learn about the ethics surrounding genetic engineering. They will understand that there are opposing viewpoints on the subject and they will be able to form their own opinions and argue their point of view in a respectful and reasoned manner.


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: Linguistic: //**//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will write responses to a blog about genetic ethics.
 * Interpersonal:** Students will discuss the ethics of various aspects of genetic engineering in an interactive blog.
 * Intrapersonal**: Students will explore personal beliefs about genetic engineering.
 * Logical/Mathematical**: Student will organize the pros and cons of genetic engineering with a t-chart before and after the activity.
 * Naturalist:** Students will consider the impact of genetic engineering on the natural world
 * Visual/Spatial:** Students will watch a video about cloning and use a t-chart to organize their thoughts on the ethics of genetic engineering..
 * Musical:** The students will have some information delivered in videos with a rhythm or beat, and have the option of delivering their final blog in the form of musical lyrics.

The students will be exposed to ideas in class using video, quotes, articles, and class discussions and will have an opportunity to express their understanding and argue for their opinions on an interactive blog. //

Students will have an opportunity through creating the blogs to **(Revise/Refine)** their positions on genetic engineering. Teacher questions and peer comments on the blog will help them refine their thoughts and consider new positions.**(Revise, Rethink)** Student will be blogging responses to the question of the week. They will be expected to create 1 blog and make 2 comments on other student posts per week and the final self evaluation. **(Evaluate)**The students will get participation points of blog answer: 5 points, comments on other posts: 2 points each They will also be asked to create a comprehensive opinion essay on their blog for their final posting which will be the summary of the opinions about genetic ethical concerns they have formed over the course of the unit. 20 points // Students will need to learn these things because as citizens and voters they will need to make decisions about what procedures to allow, and need to be aware of the consequences of new technology, and can think ethically about the consequences. The MLR for this lesson is **//Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species//****//.//** To introduce the subject, the students will watch the video W <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|hat should you know? Cloned animals.] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> 2 min 18 sec <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">After the the video we will have a discussion about their response to the video. Leading questions for the discussion would be. What is cloning? How is that different from genetic engineering? How is genetic engineering different from a breeding program? What was the purpose of the movie? What do you think the opinion of the producers is regarding cloned meat? Is there another position? What do you think might be the argument for it? Can you listen to one side of a argument and get the whole story? Who can you trust for unbiased opinions. Can you think of any other that haven't been made. **(15 minutes)** The students will then break up into groups of three and discuss the pros and cons of cloning animals for meat using a T-chart to organize their arguments. They must have at least three items in each column. **(5 minutes)** Students will need to know what genetic engineering is and how it works. **(Equip)** They need to know what different things can be done by changing DNA. They will also need to know how to use a T-chart to look at the pros and cons of genetic engineering, **(See content notes)** and use that knowledge and organization to argue their opinion. **(Explore)** When students participate in the discussion following the video clip and hear the ideas of others, they will be able to think about the consequences of genetic engineering, and begin to form an opinion on the subject. Through the course of the unit I will talk about various aspects of genetic engineering and the concepts and vocabulary needed to make informed decisions about genetic engineering.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) //**//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Summative (Assessment of Learning)**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 1: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The classroom will be arranged in a U facing the projector screen. The purpose of this lesson is to introduce students to Genetic Engineering and to make them think about the ethics and consequences of changing and modifying DNA. It will involve using various artifacts to give information and spark the students' thinking and then introducing the question of the week, which will be related to the artifact topic. They will then blog their responses to the question and respond to the blogs of at least 2 other students. This will culminate in a final blog posting based on all of the topics we covered in the previous blogs. Students will understand that DNA changes over time through mutation and genetic engineering, resulting in new traits, disease and evolving species and there are many ethical questions to be answered and there are difficult choices to be made, especially in stem cell research and cloning.
 * Where, Why, What, Hook, Tailor: Visual/Spatial, Linguistic, Musical, and Naturalist**
 * Equip, Explore, Rethink, Tailor: Interpersonal, Intrapersonal, Logical, Naturalist, Linguistic, Visual/Spatial**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">At this point students will be able to express what they have learned about genetic engineering, and be able to argue one or both sides of the issue with conviction **(Self Knowledge)****.** This will happen in the form of a blog. I will play a video tutorial for the students that shows them how to set up a Blogger account. They will then set up blogger accounts and give me their URL's which I will post on the class wiki for them to access when commenting on other people's posts. **(15 minutes)** The students will then write their first blog entry, answering the question: Should cloned meat be allowed to be sold in stores, and if so, should it be labeled? **(15 minutes)** Any remaining time will be used answering any questions about the blogging or introducing lesson 2. **(30 minutes)** **Day 5**: The students will be assigned a new question every fourth class with a short presentation to stimulate thought and debate. This weeks presentation is: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|Video about human cloning] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> and the question of the week is: Should we clone people? **(5-10 minutes at the end of the class.) Day 9:** This presentation is: an <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|Article] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> discussing ethics surrounding the genetic engineering issue: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">, and <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|Forum] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> in favor of GE foods: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> two articles giving differing viewpoints regarding genetically engineered crops. The question of the week is: should we use genetically engineered crops, and if so how should they be regulated? The question for the week is: Should we be genetically engineering crops? **(5-10 minutes at the end of the class.) Day 13:** The presentation is an article about Therapeutic cloning. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The question of the week is: Should we clone body parts to use in replacing organs that will not be rejected by the body. (Livers, kidneys, hearts, etc.) **(5-10 minutes at the end of the class.) Day 17:** The presentation is two quotes: "The advance of genetic engineering makes it quite conceivable that we will begin to design our own evolutionary progress." ISAAC ASIMOV, __The Beginning and the End__, and "I see nothing wrong ethically with the idea of correcting single gene defects [through genetic engineering]. But I am concerned about any other kind of intervention, for anything else would be an experiment, [which would] impose our will on future generations [and take unreasonable chances] with their welfare ... [Thus] such intervention is beyond the scope of consideration." Ian Wilmut **(5-10 minutes at the end of the class.)** **Explore,** **Experience, Rethink, Revise, Refine, Tailor: Visual/Spatial, Logical, Linguistic, Naturalist, Interpersonal, Intrapersonal, Musical** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The Students will have an opportunity to self-assess while researching each question and forming their responses in their weekly blog. Each blog entry will receive **5 points** and the comments will earn **2 points** each to ensure that they are done. I will respond to their blogs giving comments on their ideas, correcting misconceptions and encouraging higher order thinking. Peer feedback and teacher feedback on their blogs will help them revise and refine their thinking. As they learn more about DNA in other lessons they will have tools to continue to refine their opinions as well. On **Day 21** the students will write their final blog. This will be different than their previous blogs. They will be expected to combine all of the aspects of genetic engineering that we have discussed and put together a comprehensive opinion on the subject and express it in a creative way. It can take the form of an essay, poem, song lyrics, or any other format that can effectively convey the students opinions on all of the topics addressed in the previous blogs. There will be a rubric to help the students self assess their blog, and they will be graded on organization of ideas, content, creativity, and References **(20 points).** The introduction to the final blog will explain the requirements, give suggestions for formats, and review the rubric. **(15 minutes),** the actual blog will be done as homework and be due in a week.
 * Evaluate, Tailors: Linguistic, Logical, Intrapersonal, Musical, Naturalist, Visual/Spatial**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will know the vocabulary and concepts necessary to understand the complex issues surrounding genetics in order to make informed decisions regarding those issues.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**
 * Vocabulary:** DNA (Deoxyribonucleic acid), cloning, genetic engineering, gene, therapeutic cloning, genetically modified crops, gestation
 * Concepts:**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">DNA mutates over time.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Cloning is a process where the DNA is removed from an embryo and the DNA from another individual is placed in the embryo. It is then placed in the uterus of a female and allowed to grow normally.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This is not easy to do and the failure rate is astronomical. Many embryos never become viable and many of those that live through gestation have damaged DNA and therefore have defects.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Therapeutic cloning is similar to other cloning, but when the embryo is at a certain point, the stem cells are harvested and trained to produce a specific organ such as a heart or liver for transplant into the intended host. Because the organ would have the same DNA, the body won't reject it and transplants will be more successful. This process has not been done successfully yet.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Many people object to cloning for the same reason that they object to abortion. They believe that an embryo is a human life and to rip out the DNA of one person is murder. Also the failure rate is an unacceptable risk for potential human life.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Genetic engineering uses a similar process to change the DNA of an individual, not replace it completely. Sometimes extra genes from another organism are grafted into the cells and allowed to express themselves. This can create new strains of already existing species, or in the extreme it can produce an entirely new species. This is done to give the new strain qualities that are desirable such as resistance to blight in tomatoes, or more vitamin C in oranges. Larger sized fruit is another common attribute.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Much of the food that we get at the grocery store is genetically modified.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">There are arguments on both sides of the issue of genetic engineering.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Many people believe that without genetically modified food, we would not be able to feed the increasing number of people on the earth and we would begin to starve.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">They also believe that the introduction of genes from across species and even phyla increases genetic diversity and evolutionary changes far faster than can happen through natural processes.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Some people are afraid that there is not enough control over what the scientists are doing and they could accidentally make something that would be a disease or poisonous and kill a lot of people.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Others are concerned that genetic engineers are paid by big corporations and they create crops that can't recreate themselves because they don't make seeds or if they do then the seeds don't breed true and the farmers are dependent on these corporations for their seed, This brings in more money for the corporation. Their goal is to make money not necessarily to improve life for everyone.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Unmodified seed is often marketed to those who are afraid that we will lose control of the food supply.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Cloned or genetically modified foods could also have latent genes for poisonous substances turned on by accident, creating a danger.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Others are worried about farmers becoming dependent on a small number of strains because it reduces genetic diversity and makes them less adaptable to a changing environment.


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**


 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">T-chart
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">rubric for final blog