Mike+Staples

For some reason I edited this page and I seemed to lose everything. (12/18) My unit plans are reposted below.

-Mike

**__Unit Plan Assignment #1: Problem Based Learning Lesson__** **Grade Level:** 10th Grade **Subject Area:** Biology – DNA Technology: The Genetically Modified Food Debate **Lesson Description** A state senator will soon vote on a bill “to limit genetic engineering to non-food items,” and asks students to research all perspectives of this issue and advise him/her how to vote. In this lesson, students will research the topic and compare the processes of selective breeding and transgenic manipulation of plants. They consider the pros and cons of growing genetically modified crops. They will explore the possible consequences of genetically modified organisms. Finally, they will analyze public opinion about the use of genetically modified foods. Students will utilize their classroom blog to debate the topic. They will use Microsoft Publisher or Glogster to create an internet poster, pamphlet, etc. in support for or against GM foods to present to their senator.

**Learning Outcomes / Objectives**
 * Students will explore the topic of Bio-Engineered Foods
 * Students will compare the processes of selective breeding and transgenic manipulation of plants
 * Students will discuss the arguments for and against genetic modification of foods
 * Students will describe the possible impact of genetically modified foods
 * Students will analyze public opinion about the use and safety of genetically modified foods

**Content Standards: ISTE NETS- S**
 * Promote, model, and support creative teaching and learning
 * Engage students in real-world issues that incorporate digital tools
 * Demonstrate fluency in research and technology systems
 * Collaboration with other students and peers using digital tools

**Steps of Lesson** **Problem:** A state senator will soon vote on a bill “to limit genetic engineering to non-food items,” and asks students to research all perspectives of this issue and advise him/her how to vote. Based on scientific research and data, are you in support for or against genetically modified foods?

**Day 1:** Students will answer questions on PBS video “Harvest of Fear” (Double period) **Day 2:** Students will view the discussion section of the Harvest of Fear Web site, which includes viewers' comments on the entire program. Students will be divided up so that each team can analyze a portion of this public opinion data. Each team identify in their the arguments for and against genetic modification of food. They will list the pros and cons in separate columns on a sheet of paper. Next, each team will report to the class the number of contributors who are for and against GM foods. Finally, record the results in a class chart on the LCD projector. When finished, students will discuss the following:
 * What are the results?
 * How have viewers’ comments influenced students’ opinions?
 * How reliable is this method of sampling public opinion?
 * What are some ways in which more random data might be collected?

**Day 3:** Students will conduct independent internet research on their topic and begin to create their pamphlet / poster. (Double period)

**Day 4:** Finish projects and present their case for classroom debate via my classroom blog

**Differentiation / Accommodations** **Assessments**
 * Students are given the choice of how they want to deliver their stance on GM foods. Visual learners will get information from the “Harvest of Fear” video and website. Students will be able to collaborate with partners as well as work at their own pace researching and designing their posters or pamphlets.
 * Students will complete a journal on their initial thoughts on GM foods and compare that to their post lesson thoughts on GM foods
 * Student blog discussion comments
 * Students persuasive pamphlet / poster

**Sources** []

**__Unit Plan Assignment #2: Online Collaboration Lesson__** **Grade Level:** 10th Grade **Subject Area:** Biology – DNA Technology - Cloning **Lesson Description** Students will utilize technology to research, debate and create a voicethread on the ethics of cloning. Decisions will involve the “risks, costs, benefits, and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them.” Students will ponder the questions "What can happen?" "What are the odds?" and "How do scientists and engineers know what will happen?" Students will be required to publish their voicethreads and comment on each others work.

**Learning Outcomes / Objectives** Students will: **Content Standards: ISTE NETS- S**
 * Understand how organisms can be cloned
 * Identify benefits and risks of cloning.
 * Research the bioethics of cloning.
 * Choose a stance either supporting or opposing cloning.
 * Utilize Voicethread technology to voice their stance on the issue of cloning
 * Promote, model, and support creative teaching and learning
 * Engage students in real-world issues that incorporate digital tools
 * Demonstrate fluency in research and technology systems


 * Collaboration with other students and peers using digital tools

**Steps of Lesson** **Problem:** What issues are at stake in the cloning debate? After conducting your research, are you for or against cloning? To what extent are you willing to support this issue? **Day 1:** Students will conduct independent internet research on the issue of cloning. Students will read the CNNfyi article " [|Cloning complications] ," and ponder the ethics of cloning. **Day 2:** Students will utilize my classroom blog to debate their stance on the issues of cloning. Each student must post a 3-paragraph essay describing their position in the cloning debate and comment / respond to at least two of their classmates’ posts.

**Day 3:** Students will create a voicethread complete with images, sound, and / or streaming video describing the issue of cloning and their stance on the subject.

**Day 4:** Students will continue to work on their voicethread and when complete, publish it on the web. Students will be required to comment on at least three of their classmates’ voicethreads

**Differentiation / Accommodations**
 * Students are given the choice of all images, sounds and video they would like to put into their voicethread.
 * Students can conduct independent internet research and work at their own pace.
 * Students can express themselves in a number of ways: visually, linguistically, etc.

**Assessments** **Sources** []
 * Student blog discussion comments
 * Students’ voicethreads on ethics of cloning
 * Students’ comments on voicethreads