Description
Genetics is regarded with the hope and potential to provide answers for problems, such as disease and sickness. Cloning is one of many fields that fall within the scope of genetics. As a result of the importance of genetics, this lesson aims to help provide students with a clearer and deeper understanding of genetics.
Genetics involves many concepts that are best understood visually. There is a variety of abstract concepts that students are required to understand and, as a result, a multitude of misconceptions generally surface. However, with the use of technology, some, if not all, of these misconceptions can be corrected.
In this lesson, with the use of technology, students are able to manipulate genes in an online cloning simulation, as well as conduct research, in groups, and devise a PowerPoint presentation on a for/against cloning position, which will be used for a debate on cloning.
Website(s)
APA Online
Human Genome Project Information
BrainPop
Yahoo! News Search Results for Cloning
Assessment
Completion of journal entry on their perception on the method of cloning.
Completion of Cloning Simulation.
Completion of for/against cloning PowerPoint presentation.
Completion of debate on cloning.
Evaluation of Power Point presentation and debate by a rubric.
For/ Against Cloning Power Point Rubric
Procedure
Day 1:
Anticipatory Set:
Show 5-minute clip from "The Prestige" on the method of cloning. Ask students about their perception on the method of cloning- possibly what they thought prior to learning about cloning in class.
Body:
Simulated cloning
- Teacher will review key terminology, which will be used in the cloning activity.
- Individually, students will go through cloning activity.
Cloning debate group activity.
- Students will be split into 4 groups, approximately 4 students in each group. Two groups will research data on the position for cloning, while the other 2 groups will research data on the position against cloning.
- Each group will present their research in a PowerPoint presentation, presented debate style in the next class period or 2.
- Guidelines for research and PowerPoint slides included in an electronic worksheet.
Closure:
Meet with each group and ask them how will they refute one argument presented by opposing side.
Day 2:
- Groups continue research and Power Point slides.
- Last 20 minutes of class groups on the same position will meet and share their results, as well as prepare for the cloning debate during next class period.
Day 3:
Debate time! Both groups for cloning will show their Power Point slides, followed by the two groups against cloning. Then the debating between both sides will begin, with direction by the teacher.
Duration
3 class periods of 40 minutes each.
Objectives
At the end of the lesson, the students should be able to:
- identify the steps required for successful cloning by completing the simulated cloning activity;
- incorporate key genetic terminology in explaining position on cloning.
