Stefanie Welty

Cloning PBL

EDTECH 542

Begin with the End in Mind

Summarize the theme for this project. Why do this project? This project will occur in Language Arts and Science classes while 8
th

grade students

are reading a class novel, House of the Scorpion. The main character of the novel is a human clone of another character and as a result, many discussions arise on this subject of cloning. In order to give students a chance to further explore the topic of cloning, they will investigate the effects of cloning, particularly the ramifications of human cloning in the future. After researching what cloning is, why it occurs, and the effects of cloning, students will decide how cloning affects social interactions and whether or not this is a positive or negative thing. This project shares a cross-curricular connection with science because of the topic of cloning. Should a Science teacher be interested, he/she can aid in the project by looking at the science and genetics behind cloning, particularly how cloning. A study of societal implications of cloning, particularly how individuals treat those who are different from themselves can be done in the language arts classroom while reading/ discussing the class novel. Students will present their research findings in multiple ways that include a formal persuasive essay, the use multi-media, and a public debate.

Identify the content standards that students will learn in this project (two to three per subject). The main curricular standards are as follows. Please see a complete list of all project standards below. PA Reading, Writing, Speaking, & Listening

1.8.8.B: Conduct inquiry and research on self-selected or assigned topics,

issues, or problems using a variety of appropriate media sources and strategies.

1.9.8.A: Use media and technology resources to support personal productivity,

group collaboration, and learning throughout the curriculum. PA Biological Sciences

3.1.12.B4: Evaluate the societal impact of genetic engineering techniques and

applications. National Technology

 3: Research and Information Fluency - Students apply digital tools to gather,

evaluate, and use information. 5: Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Identify key skills students will learn in this project. Students will be able to:

conduct inquiry and research on a given topic (cloning) focus a research topic based upon findings choose a position and use research to support that decision collaborate with peers use multimedia to effectively present and share their findings with the class/ global audience

defend research and opinion in a public debate

Identify the habits of mind that students will practice in this project Questioning and Posing Problems fill in the gaps and look elsewhere for information Thinking Interdependently getting help from others rather than thinking that one person has all of the answers

Complete List of Project Standards ContentArea SubCatagory Type Standard Success number Description

LanguageArts Reading LanguageArts Reading

State State

R8.A.2.1.2 1.2.8.D

Identify and/or apply meaning of content-specific words used in text. Draw inferences and conclusions based on a variety of information sources, citing evidence from multiple texts to support answers Differentiate fact from opinion utilizing resources that go beyond traditional texts (e.g., newspapers, periodicals, consumer & public documents, electronic media.) Write persuasive pieces Write with a clear focus, identifying topic, task, and audience and establishing a single point of view.

LanguageArts Reading

State

1.2.8.B

LanguageArts Writing LanguageArts Writing

State State

1.4.8.C 1.5.8.A

LanguageArts Listening

State

1.6.8.A

Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions. Develop an inquiry-based process in seeking knowledge. Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a variety of appropriate media sources and strategies. Produce an organized product that presents and reflects on findings, draws sound conclusions, and gives proper credit to sources. Use media and technology resources to support personal productivity, group collaboration, and learning throughout the curriculum. Explain gene inheritance and expression at the molecular level. Evaluate the societal impact of genetic engineering techniques and applications. Explain how societal and cultural priorities and values are reflected in technological devices. Analyze what technologies are used in genetic engineering and predict how it may change the future of medicine. Create original works as a means of personal or group expression Use models and simulations to explore complex systems and issues Identify trends and forecast possibilities Communicate information and ideas effectively to multiple audiences using a variety of media and formats plan strategies to guide inquiry

LanguageArts Writing LanguageArts Writing

State State

1.8.8.A 1.8.8.B

LanguageArts Writing

State

1.8.8.C

LanguageArts Communication State

1.9.8.A

Science Science Science Science

State State State State

3.1.12.B1 3.1.12.B4 3.4.8.B4 3.4.8.E1

Technology Technology Technology Technology

Creativity & Innovation Creativity & Innovation Creativity & Innovation

National1.B National1.C National1.D

Communication National2.B & Collaboration Research & Information Fluency Research & Information Fluency National3.A

Technology

Technology

National3.B

Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

Technology

Research & Information Fluency Digital Citizenship Digital Citizenship Technology Operations & Concepts Technology Operations & Concepts Technology Operations & Concepts Technology Operations & Concepts

National3.C

Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity Demonstrate personal responsibility for lifelong learning. Understand and use technology systems

Technology

National5.B

Technology Technology

National5.C National6.A

Technology

National6.B

Select and use applications effectively and productively. Troubleshoot systems and applications.

Technology

National6.C

Technology

National6.D

Transfer current knowledge to learning of new technologies

Craft the Driving Question

State the essential question or problem statement for the project. Big Idea: Human cloning has the potential to impact the way in which humans think about and interact with one another in the future. Driving Question: What effect could successful human cloning have on the ways in which humans interact with one another? How is this different from current social norms and expectations of how we treat one another, particularly those who are different? Sub-Questions: What is cloning? What is human cloning? How/when did cloning begin? Who/what is currently being cloned? How does cloning tie into genetics? What implications can cloning have on DNA of future generations? Why do scientists clone? What scientific progress can come from cloning?

What benefits/drawbacks come from human cloning? What are current acceptable social customs? How does the average person treat someone who is different from him/ How can current social practices be changed?

herself?

Plan the Assessment

Step 1: Define the products for the project. What will you assess? Early in the Project: Students will be required to complete: KWL to assess prior knowledge of cloning before reading the novel, House of the Scorpion The KWL will not be formally assessed, but will be used as a starting point for a class discussion on what students already know about cloning and their initial thoughts on the subject. Cloning in Focus Webquest to provide a common base for all students before beginning reading and research The Webquest handout will serve as an artifact for this assignment as it will be collected so the teacher can determine whether or not the students understand the basic content knowledge of what cloning is. The Webquest will also provide enough information about cloning so that students can make an informed decision as to whether or not they are for or against cloning, which is the premise of the research portion of the unit. During the Project: Students will be required to complete: Research Paper Brainstorming In their assigned groups of 2-3, students will use www.mywebspiration.com to complete the brainstorming for their research paper. They will have to pick a position - for or against cloning - and map out where they want their research to take them in order to argue their case in an end-of-project debate (does cloning have positive or negative effects on our social interactions). Each group will become collaborators with the teacher in order for the brainstorming to serve as an artifact for this stage of the project. Reflective Blog Post every third day of the 5-week project that answer the following: What new information have you learned about cloning? What is your current position on cloning: for or against? Has this changed from the last reflection? Why or why not? What struggles are you having with your research?

 How well are you and your partners collaborating? Is there anything else I can help with to aid in your research and multimedia project development? End of the Project: Students will complete: Individual Research Paper Each student must submit an individual persuasive research paper that focuses on one side of the argument. Group Multi-Media Presentation Each teacher-assigned group of 2-3 students will collaborate to produce one multi-media presentation using a platform of their choice (PowerPoint, Glogster, Wiki, Webpage, etc.) that conveys the key points of their argument. Class Debate The class will come together as a final project and debate the cloning issue in front of a panel that includes teachers, administrators, and community members. The goal will be to persuade the panel to believe in your side of the cloning argument which is whether human cloning has positive or negative effects on our social interactions and whether or not human cloning should occur. Each group will be responsible for sharing their multi-media presentation as well as coordinating with the other groups on their side of the argument prior to the debate so that a wide variety of original thoughts are shared with each group's turn to debate. Step 2: State the criteria for exemplary performance for each product:

Early in the Project Product: KWL Chart Criteria: Students will not be assessed on right or wrong answers, but will be assessed according to their effort at completing the chart - they must attempt the "K" column and must have a minimum of four new things they want to learn about cloning. Each student must also contribute at least once to the class discussion whether it is something they already know about cloning, something they want to learn about the topic, or a question that helps drive the discussion. Product: Cloning in Focus Webquest Criteria: The Website for this activity can be found by clicking the above link. Students will turn in the worksheet that goes along with this webquest and will be assessed on accuracy. This activity serves as one of the artifacts for this unit. You can access the lesson plan and worksheet for this activity by clicking here. During the Project Product: Research Brainstorming Criteria: The format (web, outline, 4-Square, etc.) of the brainstorming does not matter, but the content does as students will be assessed on the content of their brainstorming. Each brainstorm must have at a minimum: the thesis for the paper a minimum of three persuasive points that support the thesis a minimum of three supporting details/examples for each persuasive point Students will also be assessed on correctly giving the teacher access to the online brainstorm. This product will serve as an artifact for this portion of the project. Product: Reflective Blog Criteria: Students will not be given a formal grade for the blog, rather they will be given a completion grade. A complete reflective blog posting meets the following criteria: posted on time - every 3 days (specific dates will be assigned once the school calendar has been determined) answers the following questions: What new information have you learned about cloning? What is your current position on cloning: for or against? Has this changed from the last reflection? Why or why not? What struggles are you having with your research? How well are you and your partners collaborating? Is there anything else I can help with to aid in your research and multimedia project development?

End of the Project Product: Individual Research Paper Criteria: The research paper will be assessed using the PA State Scoring Guidelines for Persuasive Writing with an additional area for sources used in the research paper. The rubric can be found at the following website: Persuasive Essay Product: Multi-Media Presentation Criteria: The rubric can be found at the following website: Multi-Media Presentation Product: Class Debate Criteria: The rubric for this public speaking opportunity can be found at the following website: Class Debate

Map the Project

1. Entry Scenario: Students will participate in the following activity and discussion in order to introduce them to the novel, House of the Scorpion, as well as the topic of investigation for the unit cloning.

Share with students two objects (or images of objects). The objects should be of
the same type, but have a different physical appearance. One object should hold a positive connotation while the other holds a negative or not as pleasing connotation. For example: an old floor tv and a new flatscreen tv, a green tomato and a cherry tomato, a top of the line sports car and a rickshaw. Allow students 5 minutes to write down their feelings and descriptions of each object in two separate columns. Give students 8 minutes to share their answers in partners before bringing the class together to make a master description for each object. This can be done on chart paper, the chalkboard, an interactive white board, etc. Discuss why students chose specific adjectives to describe the objects, why one object was more favorable than the other, eventually leading to the fact that the objects are really the same thing, but society tells us that we should favor one over the other. Introduce the novel and discuss the relation between the novel and upcoming unit to this activity.

2. Introductory Letter: The introductory letter for this unit can be found at here.

3. Project Plan: What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. Product: Multi-Media Presentation KNOWLEDGE AND SKILLS NEEDED ALREADY HAVE LEARNED X X X X X TAUGHT BEFORE THE PROJECT TAUGHT DURING THE PROJECT

1. Effectively researching a topic using the Internet 2. Choosing reliable sources for research 3. Citing all information and multimedia sources correctly using MLA format 4. Work cooperatively with an assigned group 5. Awareness of the capabilities of multimedia software (PowerPoint, iMovie, Glogster, Wiki, etc.) 6. Navigate multimedia software (PowerPoint, iMovie, Glogster, Wiki, etc.) 7. How to put research into your own words for a presentation, not an essay 8. Effectively use images, video, sound, effects, etc. to enhance a presentation 9. How to self-reflect at various points throughout the project 10. How to trouble shoot technical issues with presentation software Project Tools: The class novel, Internet, and Library Reference materials are needed for gathering the information students need for their presentation

X X X X X

Access to the following: computer lab, Internet, video camera, directions for various multimedia formats (PP, iMovie, Wiki, Glogster, etc.) Project assignment sheet with daily tasks/checklist

4. Internet Activities:

 One of the Internet based activities for this unit will be the Cloning in Focus
Webquest. Students will complete this activity individually in order to discover what cloning is and how it works before beginning the novel. Students will be graded on the worksheet and activities that go along with the Webquest. Other Websites that may be used in this project include the following: www.mywebspiration.com (for brainstorming) edublogs.com (for reflective blog posts) edu.glogster.com (for multi-media project) www.wikispaces.com (for multi-media project) www.webs.com (for multi-media project) notestar.4teachers.org (for organization of research)

5. Project Timeline/Storyboard: This 25 day project should take approximately 5-6 weeks depending on the school calendar. Day 1 Entry Activity KWL on Cloning Class Discussion Cloning in Focus Webquest Hand Out Novels - begin reading Assigned Reading/Discussion Begin Reflective Blog Post #1 Continue Assigned Reading Assign Research Groups and begin discussing/brainstorming what to research Teach lesson on media/society and how we view "the other" Assigned Reading/Discussion Group Research Brainstorming in mywebspiration Due Reflective Blog Post #2 Assigned Reading Quiz #1 Continue Group Research Complete Group Research - Check information with teacher Begin Individual Research Paper Reflective Blog Post #3 Assigned Reading/Discussion Event

2 3 4

5 6

8 9

11

12

Individual Research Paper Due (Draft #1) Research Paper Peer Edit Reflective Blog Post #4 Assigned Reading/Discussion Edit/Revise Individual Research Paper (Draft #2 Due) Assigned Reading Quiz #2 Introductions to various multimedia software available for student projects Begin Group Multimedia Presentation Assigned Reading/Discussion Reflective Blog Post #5 Assigned Reading Quiz #3 Reflective Blog Post #6 Multimedia Presentation Due Teach Public Speaking/Debate Skills Brainstorm Debate/Oral Presentation Reflective Blog Post #7 Brainstorm Debate/Oral Presentation Reflective Blog Post #8 Public Debate with Panel of Judges Final Reflective Journal Blog Post

13 14

15 18 20 21

22 24 25

Manage the Process

List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles.

Differentiated instruction will occur throughout this unit in several different

ways. First and foremost, instruction and the products of this unit will take form in a variety of ways in order to meet the diverse learning styles that occur in the classroom. The final grade will not come from one paper or presentation, rather students will have the opportunity to showcase their knowledge through writing, speaking, and multimedia design. Instruction will be delivered through whole group class discussions, small group and/or one-on-one teacher instruction, as well as interactive online tools. Using a variety of methods for delivery will help all students receive the content they need in order to be successful throughout their project. ESL students will have the opportunity to work in small groups as well as receive additional support from the ESL teacher if needed.

 Finally, detailed step-by-step instructions with to-do lists will be utilized daily
to help students remain organized and on top of the task at hand which is to answer the driving question of the unit. How will you and your students reflect on and evaluate the project?

Class discussion Individual Reflective Blogs which will comments similar to those in a individual
learning log, research log, and group learning log

Project Milestones End of Project Self-Assessment

Project Checklists Printable Checklists for the following activities can be found by clicking on the links below Persuasive Essay: Human Cloning in the 21st Century Multimedia: Human Cloning in the 21st Century Oral Presentation: Human Cloning in the 21st Century