High School Biology Genetics Lesson: Ethical Issues and Class Discussion, Study notes of History of Education

Download High School Biology Genetics Lesson: Ethical Issues and Class Discussion and more Study notes History of Education in PDF only on Docsity! Name Amanda K. Moody Date November 3, 2003 Class High school Biology Topic: Genetics Reference to MA Science Framework and/or NSES: Standard 3.4, 3.5, 3.6, 3.8 Reflective Introduction: The use of a question that had no right or wrong answer forces that class to think of their own answers. They can not simply go to the internet and find the right answer instead they have to chose a view and then find the research to back it up. This give to students ownership for their own choices and arguments. The questions are also intended to be very relevant to their own lives, allowing them to see how this information could be important and resulting in a more meaningful lesson. The lesson also allows the teacher to circulate and ask questions thus addressing what students do and do not know and allowing for amendments to the lesson as necessary, including giving more time for research should this be needed or review of concepts that are being confused. The evaluation method also calls for in-depth reflection and evaluation by the students meaning that they are again forced to take responsibility for their learning. Global and Curricular objectives for students: Students will combine what they have learned about genetics in an effort to address the ethical issues now arising with new discoveries in the field of genetics. Students will be able to combine what they have learned in the genetics unit to make logical arguments on different topics in genetics. The student will also make connections between the science they learn in school and their own lives. Students will continue to work on their group work and communication skills. Brief description of lesson (include start, middle, and end) Day 1: Students will be given the instruction sheet and as a class one possible discussion topic will be selected. For the topic the class will be broken down into groups based on each students intended argument. In their groups they will have the remainder of class to decide on an approach and who will do what that night to prepare for the discussion that will take place the next day. Day 2: Each group will be allowed to start by giving a five minute overview of their point of view after which the floor will be opened up for discussion. Timing: Time Teacher activity Student activity D1 10 min Directions Listening, follow along in instructions 10 -15 Listening Discussion, choice of topic 30 Walking around speaking one-on-one with students and groups Discussion in groups , research D2 10min Directions, review Listening 15 Listening Speaking (summery of points) 25 Listening, prompting, questioning Speaking, listening to each other Homework D1- Research for discussion Lesson evaluation (Identify successful management, learning, enjoyment and the evidence of it. Refer to objectives. Areas for development.) Student assessment (Knowledge, skills, and understanding) New targets Self Evaluation , See sheet *Should researcher organizations which are identifying sequences for specific proteins involved in genetic diseases and the establishment of test kits for these diseases have the right to patent these sequences as their own for the purpose of profit? *There are now several groups around the world who say they will soon begin a program of human cloning. Should it be legal? Is it ethical? What if it's the only way you can have a child genetically related to you? Do you agree with Britain’s decision to make human cloning legal for stem cell research - or is America right to ban it? * You tell me! Is there a current topic in the field of genetics that you would like to discuss? If so what is it? Self Evaluation Name: Period: I am asking you to complete this evaluation as honestly as possible. I feel that you are the only person who can truly answer the following questions. Please answer as honestly as possible. Please feel free to add comments. Circle the answer that you feel is most accurate for you. 1) How well did this lesson show what you know about the field of genetics? Poorly Perfectly 1 2 3 4 5 2) How well do you understand the field of genetics? Poorly Perfectly 1 2 3 4 5 3) Please rate your level of appropriateness in today’s lesson. Inappropriate Very Appropriate 1 2 3 4 5 4) Please rate you level of participation and activity in today’s lesson (you do not have to speak the entire time to give yourself a high participation rating….how else can you participate?) Low Participation High Participation 1 2 3 4 5 5) How effectively did you use your knowledge of genetics to make logical arguments? Not Effectively Very Effectively 1 2 3 4 5 6) How much effort did you put into this lesson? None Lots 1 2 3 4 5 7) Did you find today’s lesson to be valuable? No, not at all Yes, very 1 2 3 4 5 Please circle the grade you feel you earned for today’s class. Please take into account the previous questions and anything else you feel is relevant, but please tell me what this was. I will average this grade 50/50 with the grade I gave you to calculate today’s grade. 1 2 3 4 5