IonicBonding

Author:SalvadorTorres
Datecreated:11/20/20168:44PMPSTDatemodified:11/20/20169:31PMPST

VITALINFORMATION
Subject(s) Chemistry,Science

Topic/unitofStudy&time Bonding50mintues
allotment

Grade/Level Grade9,Grade10

CorrespondingEssential Whatisanionicbond?
Questions
Howdoyoudetermineanionicbondisformed?

CorrespondingBigIdeas Anionicbondiscomposedofametalandnonmetalduetoindividualpropertiesoftherespectivecompounds

IMPLEMENTATION
LearningContext Studentsinclasswillhavepriorknowledgeoftheperiodictable.Theywillknowhowtoidentifymetals,nonmetalsand
transitionmetals.Studentswillalsobefamiliarwiththedifferentfamiliesontheperiodictable.Periodicitywillbeanother
unitthatstudentswillhavefinishedpriortothepresentbondingunit.

LearningObjectives Studentswillbeabletodefineanionicbond

Studentswillbeabletodescribepropertiesofanionicbond

InstructionalInput ConcentAttainmentModelLessonSeeProcedures

ProcedureswithSubject InthislessontheconceptattainmentmodelwillbeutilizedtodescribeIonicbonds.Studentswillunderstandthebasic
SpecificRationale ideaofbondingpriortothislesson.

Step1:IonicBondingwillbeselectedfortheconcept.Studentswillbegivenalistofcompoundsandbeaskedtofind
similaritiesamongthecompounds.Theinductivethinkingprocesswillallowstudentstoattempttocreateadefinition
thatfitsthecompoundsgivenintoappropriategroupings.

Step2:Listwillincludebothpositiveandnegativeexamples.Negativeexampleswillbecompoundsthatexhibitcovalent
bondingwhilepositiveexampleswillbeionicbondingcompounds.

NaCl

MgO

LiF

CaS

LiCl

MgCl2

CaCl2

CO2

CCl4

BF3

SO2

MgBr2

Li2 O

H2 O

CH4

Step3:Studentswillbeintroducedtothetaskathand.Thelistwillbedisplayedthroughapowerpointslideandthey
willbegivenflashcardstowriteonecompoundoneachcard.Followingthisstudentswillbeaskedtogroupthe
compoundsintocategoriesthattheyfeelareappropriatetodefinetheconceptbeinglookedat.

Whilestudentsaresortingouttheflashcards,teachingwillcreatechartontheboardlabeledyes,noandhypothesis.
Theyeswillindicatesomethingthatisanexample,nowillbecompoundsthatarenotexamplesofionicbondingandthe
hypothesiscolumnwillbeavailableforstudentpredictions.Toaddextrachallengetotheactivitystudentswillbeasked
tocategorizeandsharegroupingsbeforeteacherbeginstoshowexamplesandnonexamplesoftheconcept.Once

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DifferentiatedInstruction
StudentProductsthatwillbe None
collected
CheckingforUnderstanding
StudentCollaborationand
grouping
TimeAllotment
Author'sComments&
Reflections
MATERIALSANDRESOURCES
InstructionalMaterialsand
Resources
Summary
STANDARDS&ASSESSMENT
CCSSStandards/State
Frameworks
studentshavesharedthentheteacherwillbegintodisplayexamplesandnonexamplesinaneffortforstudentsto
defineionicbonding.
Step4:Sequencewillbeshownasfollowstodisplayexamplesandnonexamplestostudents.
MgOYes
H2 ONo
Li2 OYes
CaCl2 Yes
H2 ONo
CCl4 No
MgBr2 Yes
ExamplesandNonExampleswillbeaddedasneededforstudentstoderiveadefinitionforionicbonding.
Step5:Studentswillconstructhypothesisbasedonthegivensequence.Allhypothesiswillbekeptontheboardand
onlycrossedoutwhenfalsifiedsothatstudentscanmonitorprogressandnotrepeatpredictions.Processwillcontinue
untilallhypothesisaredisprovedandanappropriatedefinitionisreached.Fromthelistprovidedstudentwillbeableto
trytoreevaluatetheirgroupingsandfindthecommoncharacteristicsdeterminingcompoundsthatexhibitionicbonding.
Step6:Aconceptlabel"ionicbonding"andadefinitionwillbedevelopedthroughtheconceptattainmentmodel.
Studentswillconstructadefinitionsimilartotheonethatfollows.Anionicbondisacompoundthatiscomposedofa
metalandanonmetalinproportionsdeterminedbytherespectivechargesoftheemployedelements.
Studentswillbeprovidedflashcardstohelpsortingofcompounds.Thistoolwillbehelpfulforvisuallearnersbutwillalso
beadaptationforELLstudentsthatmightneedinformationclearlylaidoutratherthanjustinalist.AlongwiththisELL
studentswillalsobeprovidedvisualsofeachcompoundtofacilitatelanguagedifferences.GATEstudentswillbenefit
fromcreatingowncatergoriesbeforeteacherbeginsshowingcategories.Theywillbeaskedtomakehypothesisbased
ontheirowngroupingsaswell.
Groupingsstudentsprovideandhypothesisconstructedthroughoutthelesson.Studentswillsynthesizeowndefinition,
thiswillalsoservetocheckforunderstanding.Activediscussionofexamplesandnonexampleswillprovidefeedback
throughoutlesson.
NoGrouping
50min
Throughtheuseofthismodelstudentswillbeabletobeproactiveintheirlearning.Havingstudentssortflashcards
alsocaterstovisualandkinestheticlearnersbecauseitprovidesthemwithaphysicalactivitytoengageintoachieve
thegoal.Furthermore,whenstudentsderivetheirowndefinitiontoaconcepttheyaremorelikelytointernalizeit.
Obtainingthedefinitionofanionicbondthroughthisinductiveprocessprovidesamorepersonalapproachtolearningan
abstractdefinitiontoaconcept.
Powerpoint,Flashcards
CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grades910students:
ContentArea:LiteracyinScienceandTechnicalSubjects
Strand:ReadingStandards
Domain:CraftandStructure
Standard:
4.Determinethemeaningofsymbols,keyterms,andotherdomainspecificwordsandphrasesastheyare
usedinaspecificscientificortechnicalcontextrelevanttogrades910textsandtopics.
CANextGenerationScienceStandards(2014)
Grade:Grades912
Standard:HSPS11.Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedonthepatterns
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 ofelectronsintheoutermostenergylevelofatoms.

Assessment/Rubrics Studentswillbeassessedattheendofthelessonbasedontheconstructeddefinition.Alongwiththisstudent
groupingswillbemonitoredbyteacherthroughouttheactivityandhypothesisfromstudentswillalsobemonitoredto
determineconceptattainment.

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Reactivity
Author:SalvadorTorres
Datecreated:12/04/20166:11PMPSTDatemodified:12/04/20167:11PMPST
VITALINFORMATION
Subject(s)
Topic/unitofStudy&time
allotment
Grade/Level
CorrespondingEssential
Questions
CorrespondingBigIdeas
IMPLEMENTATION
LearningContext
LearningObjectives
InstructionalInput
ProcedureswithSubject
SpecificRationale
Chemistry,Science
Reactivity/Periodicity50minutes
Grade9,Grade10
Howdoesatomicradiusaffectreactivityofalkalimetals?
Whatdoesitmeanforanelementtobereactive?
Whenelementsreactwhatisthepurpose?
Elementsreacttosatisfytheoctetrule.
Thelargertheatomicradiusofanelementthemorereactiveitbecomeswhencomparedtootherelementsinthesame
group.
Studentswillhaveampleknowledgeofperiodictrendsincludingelectronegativity,atomicradius,ionicradius,ionization
energyandelectronaffinity.Inthislessonstudentswillbeaskedtoanalyzeacauseandeffectrelationshipbasedon
atomicsizeofelementsandtheirreactivity.Byapplyingtheirpriorknowledgetheywillonlyobservetherelationshipbut
willbeabletoexplainwhytheobservedoccurs.
Studentswillbeableexplainthecauseandeffectrelationshipofatomicradiiwithrespecttoreactivitywithinthealkali
metals
Studentswillbeabletocompareelementsreactivityinthesamegroup
Seeproceduresbelow
Studentswillbeprovidedagraphicorganizertoplaceinformationdiscussedinanorganizedmanner.Information
displayedbyteacherwillallbedisplayedthroughavisualpowerpointpresentation.Tomakereferencetotheelement
groupsteacherwillreferencealifesizeperiodictableintheclassroom.Thisprovidestudentsaclearpictureofwhat
elementgroupstheyareanalyzing.Studentsshouldknowallgroupsbuttoensureunderstandingofactivityteacherwill
pointoutneededinformation.
Tobeginthelessonstudentswillbeprovidedthedefinitionofreactivity.
Step1Topic
Afterreactivityhasbeendefinedandillustratedwithachemicaldemonstrationstudentswillbeaskedtoanalyzethe
followingcauseandeffectrelationship.
Towhatextentdoesatomicsizecontributetothereactivityofanelementinthealkalimetalorhalogengroup.
Step2CausesSuperficialbasedonobservation
Oncestudentshavehadsometimetothinkabouttheproposedcauseandeffectrelationshipteacherwillbeginto
inquirepossiblecausesfortherelationships.
Studentsshouldprovideexamplesrelatingtoelementselectronshells,effectivenuclearcharge,electronegativity,
ionizationenergyandionictendencies.
Ifstudentsdonotengageinconversationofpossiblereasonsforreactivityteacherwilldemonstratetwoseparate
reactionsandaskstudentstodescribetheirdifferences.Basedonthedifferencesthenteacherwillaskforthepossible
causesforthedifferences.
Causesduringthisstepwillbemoregeneralizedandwillleadtomoresuperficialeffects.
Step3EffectsSuperficialbasedonobservation
Toillustratethereactivitystudentswillwatchashortvideoclipdepictingthereactionsofallalkalimetalswithwater.
Studentswillthenbeaskedtodescribetheeffectsseeninthereactionsandspecificallyidentifydifferences.
Originaleffectswillbeverysuperficialandwillbebasedonobservationsstudentscanmake.Notmuchpriorknowledge
willberequiredatthispoint.
Step4MoreCauses(MoreinDepth)
Onceagainstudentswillengageincomingupwithcausesfortheobservedbehavior.Theywillbeaskedtoattemptto
applyinformationfromperiodicityandbegintothinkabouthoweachcausewouldleadtoaneffect.
Studentswillneedtoengageinhoweachchemicalpropertyofanelementaffectsitsproperties.Atthispointatomic
radiusandionizationenergywillbeincludedascauses.
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 Step5MoreEffects(MoreinDepth)

Atthispointstudentswillbeaskedtocommunicatetheeffectsfromtheprovidedcauses.Causesbasedonperiodic
trendswillbeexplainedintermsoftheireffectsonanatom.

Step6Conclusions

Duringstepsixstudentswillneedtoanalyzetheproposedcauseandeffectrelationshipstocomeupwithaconclusion.

Someacceptableconclusionswillbe:

Duetolargeratomicradiielementsgiveuptheirelectronsmorerapidlythereforetheyaremorereactive.

Sinceionizationenergydecreasesasyougodownthealkalimetalgroupitbecomeseasiertotakeanelectron
thereforeelementsbecomemorereactive.

Whenelementsarenotveryelectronegativeandtheyhavealargeradiustheywillbemorereactivecomparetosmaller
moreelectronegativeelements.

Itisfavorableforalkalimetalstolosetheironeelectrontoachievetheoctetrule.Thereforewhenthevalenceelectron
getsfurtherfromthenucleustheelementbecomesmorereactivebecauseitisthatmucheasiertolosethe1valence
electron.

Step7Generalizations

Largeratomicradiusfacilitateslossofvalenceelectrons.

Thebiggertheatomicradiusofanalkalimetalthemorereactiveitwillbe.

Uponcompletionofactivitystudentswillunderstandtherelationshipbetweenreactivityandatomicsizeofthealkali
metals.Thislessonwillserveasascaffoldtoexplainreactivitytrendsacrosstheperiodictablebasedonanalysisdonein
thisactivity.

DifferentiatedInstruction GATEstudentwillbeaskedtoalsoanalyzetherelationshipinthehalogengroup.Therelationshipobservedinthe
halogengroupistheinverseoftheoneinthealkalimetals.ThepurposeofhavingGATEstudentsengagewiththe
halogensaswellissothattheymaycreateamoredetailedconclusionbasedonperiodictrendsthathavebeen
previouslydiscussed.

ELLstudentsforthisactivitywillbeprovidedwithprintoutofthepresentationslides.TeacherwillalsoprovideELL
studentswillanannotatedperiodictablethatwillprovidetrendsandavisualrepresentationofatomicradiusforall
elements.Studentswillalsobegiventhelinktothevideoplayedinclassdemonstratingthedifferentreactionsforthe
alkalimetals.Videoincludessubtitlesandgiventhemaccesstoitwillprovideextratimewiththeinformation.

SpecialNeedsstudentswillhaveaccommodationsthroughvisualsoraudio.Visualswillincludevideoandpresentation.
Audiowillincludeateacherrecordingoflessonandvideoplayback.Alsoifneededstudentswillbeabletoprovide
differentiatedproducts.Ifvisualimpairmentexistoralassessmentofactivitywilltakeplace.Ifhearingimpairmentis
presentstudentwillbegivenextratimetoprocessinformationandcompleteaproduct.

StudentProductsthatwillbe Studentgraphicorganizerswillbeinspectedforthoughtprocess.
collected

CheckingforUnderstanding Studentcausesandeffectswillservetodemonstrateunderstandingofrelationship.Conclusionsandgeneralizationswill
beaclearpictureofunderstandingwithrespecttorelationshippresented.Throughoutactivityteacherwillwalk
throughouttheroomtocheckstudentprogress.

StudentCollaborationand Nogrouping
grouping

TimeAllotment 50min

Author'sComments& Attheendofthelessonstudentsshouldbeabletoexplainhowatomicradiusaffectthereactivityofthealkalimetals.
Reflections Throughthiscriticalthinkingprocessstudentswillmakeconnectionswiththeirpriorknowledgeofperiodicityandnot
onlyknowthe"what"butbeabletoengageinaconversationansweringthe"why".Althoughthislessoncallsforhigher
orderthinkingitisappropriateforalllearnersbecausetheyareabletomakeconnectionsnomattertheirlevel.Cause
andeffectmodelpromotescriticalthinkingandallowsforstudentstoanalyzeasituationandapplyknowledge
efficiently.

MATERIALSANDRESOURCES
InstructionalMaterialsand Computer,Projector,Powerpointpresentation,graphicorganizer,chemicalsandlabequipmentfordemonstrations.
Resources

Summary Inthisactivitystudentswillengageinacriticalprocesstodeterminetherelationshipbetweenatomicradiiandreactivity.
Thelessonwillbelimitedtoobservingthebehaviorinthealkalimetalgroup.Activitywillbesupplementedwithvideo
andlivedemonstrations.Bytheendofthelessonstudentsshouldbeabletoexplaintherelationshipbyusing
knowledgeofperiodictrends.

STANDARDS&ASSESSMENT
CCSSStandards/State CACaliforniaCommonCoreStateStandards(2012)
Frameworks
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects

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 Grade:Grades910students:
ContentArea:LiteracyinScienceandTechnicalSubjects
Strand:ReadingStandards
Domain:KeyIdeasandDetails
Standard:
1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtotheprecise
detailsofexplanationsordescriptions.

CANextGenerationScienceStandards(2014)
Grade:Grades912
Standard:HSPS11.Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedonthepatterns
ofelectronsintheoutermostenergylevelofatoms.

Standard:HSPS12.Constructandreviseanexplanationfortheoutcomeofasimplechemicalreactionbasedonthe
outermostelectronstatesofatoms,trendsintheperiodictable,andknowledgeofthepatternsofchemicalproperties.

Assessment/Rubrics

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CRISPR
Author:SalvadorTorres
Datecreated:12/18/20165:28PMPSTDatemodified:12/18/20167:22PMPST

VITALINFORMATION
Subject(s) Biochemistry,Science

Topic/unitofStudy&time CRISPRGeneEditing/Biochemistryandtheworld60min
allotment

Grade/Level Grade11,Grade12

CorrespondingEssential WhatimplicationscomewithGeneediting?
Questions
HowwillCRISPRrevolutionizethescientificcommunity?

IstheuseofCRISPRacceptableorshoulditbebanned?

CorrespondingBigIdeas GeneeditingtechnologylikeCRISPRarearealityofthenearfuturethatcouldbeasolutiontomanydiseasesyetitcould
havealargenumberindividualsagainstitsuse

IMPLEMENTATION
LearningContext Studentsbeingexposetothistopicwillhavealreadyexploredmacromolecules,DNAprocessesandGenetics.When
presentedwiththeideaofusingCRISPRtechnologytoedithumanDNAstudentwillbepreparedtodiscusspossible
complicationsthatmightariseaswellaspointoutthebenefitsofhavingthistechnologyreadilyavailable.

LearningObjectives StudentswillbeabletoprovideanargumentabouttheuseofCRISPRinhumans

StudentswillbeabletodescribetheprocessofCRISPRandexplainhowitfunctions

StudentswillbeabletoanalyzehowtheuseofCRISPRagreesorgoesagainsttheirvalues

InstructionalInput ForthislessonteacherwillprovidestudentswithvariouspiecesofliteraturedescribingtheCRISPRtechnology.Along
withthisstudentswillbeprovidedalinktoa16minutevideooutliningtheprocessofCRISPRanditsmultiple
applications.VideowillbeanimatedandwillprovidegreatsupportforELLstudents.Linktothevideoisprovidedbelow

https://www.youtube.com/watch?v=jAhjPd4uNFY

LiteratureResourcesarelistedbelow

http://www.yourgenome.org/facts/whatiscrisprcas9

http://www.reuters.com/article/usageneeditingidUSL1N13P16Q20151130

http://www.ibtimes.co.uk/ethicsgeneeditingwhatcrisprshouldwebeusingitchangeembryos1546062

http://www.sciencemag.org/news/2016/05/geneeditorcrisprwontfullyfixsickpeopleanytimesoonhereswhy

ThevideowillbeplayedforstudentspriortobeginningtheSocraticseminar.thedayof.Otherresourcelinkswillalsobe
providedadaypriorsothatstudentsmayreviewthemandbegintoprepareforaSocraticseminarthefollowingday.

Seeprocedurebelowfordetailedexplanationregardinglessonexecution.

ProcedureswithSubject
SpecificRationale
WhenstudentsarrivetoclassthedayoftheSocraticseminarallseatswillbearrangedinacircle.Thiswillbedoneso
thatstudentsmayallhavesightofeachotherfacilitatingdiscussion.Beforebeginningstudentswillberemindedthat
duringtheSocraticseminartheyarespeakingtoeachotherandnottheteacher.

Step1ChoosingTopic

Atthebeginningofclassstudentswillbepresentedwithabroadessentialquestion.Studentswillnotbegintoengage
withthisquestionuntilthemodelispresentedtothem.Howeveritwillbeclearlydisplayedastheywalkinsothatthey
maybegintoformulatethoughtssincetheyhadexposuretoliteraturethenightprior.

WhatdoesthedevelopmentofatechnologylikeCRISPRmeantothegeneralpublic?

Step2Questions

Clusteredquestions

Clarification

WhatdoyoumeanbyCRISPRwillchangethefuture?

HowisitthatCRISPRisrevolutionary?

WhatisthemajorargumentagainsttheuseofCRISPR?

DoyouseeanyproblemswiththeuseofatechnologywithCRISPR?

DoestheuseofCRISPRgoagainstethicalprinciples?

Page 1 of 3

DifferentiatedInstruction
StudentProductsthatwillbe Studentswillturninreflectionsummaryofseminar.
collected
Assumption
WhataretheassumptionsbeingmadebythosethatopposetheuseofCRISPR?
Isyourargumentdataorvaluedriven?
Areyouassumingthistechnologycouldbeusedwrongly?
Wouldyousaythereisanassumptioninthepublicthatpeoplecannotbetrustedwithatechnologylikethisone?
ReasonandEvidence
WhatevidencesupportsoropposestheargumentpresentedaboutCRISPR?
WhywouldpeoplewanttoemployCRISPR?Isthatethical?
IsthereanyreasonwhyweshouldnotmoveforwardwithCRISPR?
Viewpoint
AreyouimplyingthatCRISPRisthesolutiontomanyproblems?
Doesthistechnologycomparetocloning?Ifsodoesthatmakeitunethical?
WhatwouldtheoppositionstateCRISPRistryingtodo?
ImplicationandConsequences
WhatkindsofcomplicationscouldtheworldrunintobecauseofCRISPR?
HowlikelyisitthatCRISPRtechnologywouldreachtheextremesmentioned?
IfcomplicationsarosefromtheuseofCRISPRinhumanswhatwouldthatmeaninthefuture?
Isthistechnologycarryingtheburdenofepigenetics?
ThefollowingquestionspresentedaremeanttodrivediscussionsamongthestudentsregardingCRISPRtechnology.
Step3Process
Atthispointstudentswillbeseatedinacircleandhavebeenexposedtotheopeningquestion.Studentswillbegiven
anexplanationoftheexpectationssetinplacefortheSocraticseminar.Studentdiscussionprocesswillbeaddressed
andstudentswillinstructedtotakenotesthroughthediscussiontofacilitateparticipation.Notonlywillstudentsbe
expectedtodiscussbuttheywillalsobeencouragedtolisten.Listeningaspectisvaluablebecauseitallowsstudentsto
gaininsightonother'sperspectives.
Onceallprocessquestionshavebeenclearedstudentswillwatcha16minutevideodescribingCRISPRtechnology.
Duringthistimestudentswilltakenotesregardingtheinformationbeingpresented.Theywillalsogatheranythoughts
thatwillhelpthemwithengagingwiththeopeningquestion.Whenthevideoisoverthenstudentswillbeginthe
dialogue.
Step4Dialogue
Duringthedialogueallstudentparticipationwillbesolicited.Beforebeginningappropriatewaittimewillbeprovidedso
thatstudentshaveenoughtimetoprocessthoughts.Studentswillhaveaccesstoliteratureresourcesthroughoutthe
dialogueforreference.Asstudentsshareperspectivesteacherwillaskquestionsthatwilldrivetheseminar.The
purposeoftheseminaristohavestudentsthinkabouttheimplicationsandchangesthatCRISPRtechnologywillbring
intotheirnearfuture.Questionsofdifferentthinkingorderwillbeaskedtopromotecriticalthinkingthroughoutthe
seminar.ThisprocesswillcontinueuntilallmajorpointsregardingCRISPRtechnologyhavebeenaddressed.Referto
providedclusteredquestionsforguidanceofdiscussion.
Step5Summary
Mainpointsofthediscussionwillberepeatedandimportantinformationthatwasnotmentionedwillbeaddressedby
teacher.Studentswillsummarizetheseminaranditsmajorpointsindividuallybeforeteacherreinstatesthem.
Step6Evaluate
Afterseminarhasbeensummarizedstudentswilladdressunderstandingoftopicbycompletingashortreflectionjournal
regardingthetopic.
Inordertodifferentiateinstructiontopicispresentedinavisuallyappealingvideowithsubtitles.Alsoliterature
resourcesareprovidedadaybeforetheseminartogivestudentsextratimetoreviewthematerial.EarlyELstudents
willbegiventheopportunitytobeobservers.Althoughtheywillnotparticipateorallytheywillbeabletolistentothe
argumentpresentedandstillprovideasummarybasedontheirlearning.Placingthesestudentsinaseminar
environmentwouldbeofhighstressandwouldnotpromotelearning.Studentwillinsteadobserveanddiscusswith
teacherinamodifiedpairshareactivity.
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CheckingforUnderstanding Understandingwillbeassessedbasedonresponsesthroughoutthesocraticseminar.Teacherwilltakeanecdotal
recordsofstudentresponsesandusethemtoevaluateunderstanding.Theywillalsoservetodrivediscussiontoa
deeperlevelofdiscussion.Finallysummaryprovidedbyeachstudentwillalsogiveinsightintostudentunderstandingin
regardstotopic.

StudentCollaborationand ClassSocraticSeminar
grouping

TimeAllotment 60min

Author'sComments& ItisimportanttousemodelsliketheSocraticseminarbecauseitallowsstudentstothinkcriticallyaboutatopic.More
Reflections importantlySocraticseminarsallowstudentstogobeyondtheliteratureandinteractwithmaterialonadeeperlevel
thatismorepersonaltothemthansimplybeingpresentedwithmaterial.InregardstothetopicofCRISPRtechnologyI
founditappropriateforaSocraticseminarbecausestudentswouldallhaveadifferentperspectiveonwhatthiscould
meanforthefuture.Evenifsciencewasnotthetopicofpreferencetothestudentthematerialisrelevantenoughthat
eventhosestudentswouldbeengagedinanissuethatishappeninginrealtime.

MATERIALSANDRESOURCES
InstructionalMaterialsand OnlineArticles.Video,Projector,Laptop
Resources

Summary InthislessonstudentswillbeabletoengageinadeepdiscussiononwhatCRISPRtechnologycouldbecomeinthenear
futureandhowthatwouldaffecttheworldtheylivein.Alongwiththisstudentswillapplytheirvaluestoformulate
argumentsinsupportoroppositionofthetechnologybeingused.Bytheendofthelessonstudentsshouldbeableto
reflectonvariousperspectivesregardingthetopictoformulateanopinionabouttheuseofCRISPRtechnology.

STANDARDS&ASSESSMENT
CCSSStandards/State
Frameworks
CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grades1112students:
ContentArea:LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Strand:WritingStandards
Domain:ResearchtoBuildandPresentKnowledge
Standard:
9.Drawevidencefrominformationaltextstosupportanalysis,reflection,andresearch.

CANextGenerationScienceStandards(2014)
Grade:Grades912
Standard:HSETS11.Analyzeamajorglobalchallengetospecifyqualitativeandquantitativecriteriaandconstraintsfor
solutionsthataccountforsocietalneedsandwants.

Assessment/Rubrics

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