Unit Plan: Genetics Debate
Issues in Genetics
Seventh Grade Debates
Unit Plan
Standards Addressed: California State Science Standards: Seventh Grade
Genetics: A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences.
Grade Level: Seventh Grade
Subject Matter: Life Science
Expected Learning Outcomes:
• Students will apply their understanding of genetics to either support or oppose a controversial issue related to genetics.
• Students will be able to determine the difference between reliable and bias Internet resources to be used to gather research on a genetic issue
• Students will create persuasive public service announcements (educational videos) using music making (GarageBand) and video editing software (iMovie)
• Students will be able to debate according to the proposed procedure
Materials:
• Laptop computers
• Internet access
• Script Handouts
• Student Notebooks
• Video Editing Software, such as iMovie
• Music Making Software, such as GarageBand
• Video cameras
• Still cameras
• Setting/props
• Two podiums
Procedures:
1. At the end of an inquiry based unit on Genetics students are asked to summarize the big ideas of the unit.
2. Explain to students that there are many ethical issues surrounding genetics in our world today.
3. Have a discussion what it means by “ethical”. Does everyone have the same beliefs of what is ethical and what is not?
4. Students should be placed into groups of four. Each student will have a specific role in this group activity. Each group will be assigned an issue and a position. Students are not able to choose their own position. The issues are:
a. Should stem cell research be allowed?
b. Should genetic engineering be allowed?
c. Should animal cloning be allowed?
d. Should DNA evidence be allowed in a courtroom?
e. Should scientists be allowed to genetically alter food?
5. Each group of four students will spend time researching their issue with the mail goal to determine what it is, why do people support it and why are people against it. Students will keep track of this information in their science notebooks.
6. Once students have all their research students will start to organize their information.
7. This will lead students into writing their scripts for their podcast. Students will create a persuasive public service announcement (maximum three minute) using iMovie and Garageband. They may use video cameras, still cameras, or music to share their side of the issue.
8. Once the videos are made students will then start working on their debate. Each student will have a role in the debate sequence such as:
a. First Speaker
b. Rebuttal
c. Second speaker
d. Rebuttal
9. Students will practice their debate and try to determine what their opponents main points will be.
10. At the debate each group will be given a podium. The group who supports the issue will go first. They will start by showing their podcast. Followed by the opposers podcast. When completed the group will follow the debate agenda.
11. The audience will evaluate each side and then determine which side was more convincing. Students will be given these evaluations to see how they did.
Assessment Tools:
• Scripts will be collected and graded for accuracy of content and completion
• Podcasts will be evaluated on content and creativity
• Debates will be assessed on overall presentation, eye contact, etc.
Annotated Bibliography:
California State Board of Education: Seven Science Content Standards. April 18, 2007. http://www.cde.ca.gov/be/st/ss/scgrade7.asp
The California State Board of Education outlines the standards of science content for all teachers. This is a resource that can be used as a planning guide and as a touchstone to make sure instruction is aligned to the predetermined learning outcomes.
Idea Standards. Middle School Debates. April 19, 2007.
The Idea Standards website is dedicated to allowing the middle school level to experience a debate within their reach. This site outlines the Interpretation of the Resolution, the Debate Format, and Judging Guidelines. Each bullet goes into detail to enable any classroom middle school teacher to run a debate within his or her own classroom.
Write in the Middle: A Workshop for Middle School Teachers. April 20, 2007.
Write in the Middle: a Workshop for Middle School Teachers Is a video workshop provided to help teachers teach the writing process in the middle school level. The use of classroom footage of teachers and students are provided as a model of what works in teaching the writing process. Providing a good environment is the starting point.
