EDU643+Katie+Szczepaniak

Teacher: Ms. Szczepaniak Subject/Grade: Science Gr. 7 Date: 7/14/14 Time: 45 minutes Duration: 1 week

Lesson Topic: Introduction to biotechnology uses and checking sources

**OBJECTIVES** (Cognitive knowledge and/or psychomotor skills and/or affective attitudes): Students can…. ** MATERIALS NEEDED FOR INSTRUCTION ** 1. Text pages: Manual pages: 2. Resources Teacher: Rubric for students, articles, and power point presentation Student: copy of articles, science claim summary sheet, and pencils Visuals used along with articles Working in groups 1. Review 4. Developing the New Lesson 2. Developing Background and Vocabulary 5. Conclusion or summary 3. Transitional Statement 6. Assignment/Assessment 1. In what way(s) was the lesson effective? 2. How would you change this lesson if teaching it again? 3. What students may need extra help? What type of help may be needed? Previously we had discussed genetics identifying some different phenotypes and how DNA is passed from parent to offspring. Today and the rest of this week we will be exploring the exciting world of biotechnology and the advances scientist have made in the last two decades with it. The students of this class have been asked to help weed out the truth about biotechnology for a prestigious Internet company named “Truth Sleuths”. This site needs the students to search and see if the strange sounding stories they are being presented with are truth or a work of fiction. Each team will be presented with same articles and fact checking sheets. 1. “Fresh water white bull shark” a. Students will read through the article b. As a group we will pick through the facts and lies c. As a group we will decide if the article is true or not. 2. Discussion of learning objectives a. Present power point from TruthSlueths.com b. Split students into teams c. Discuss and list ways to check the facts of the articles and the importance of being thorough This activity will be an effective one in introducing students to Biotechnology and the affects it is having in our modern society along with how to spot credible articles. Article 1 //Taken from Nature magazine July, 2012// A Step Forward in Saving Sharks : The Great White Bull Shark. Written by: Steve Irwin In honor of the upcoming shark week I would like to turn your attention to a genetic break through for sharks. Scientist in Australia has successfully created the first trangenetic shark, being called the Great White Bull shark. This shark is the answer to saving a declining great white population. As the name suggests this shark is a cross between a great white shark and a bull shark. You may ask “Why would scientist want to cross two of the top predators in the ocean together?” The answer comes from realizing that shark numbers have been drastically decreasing since 2005 when shark finning became a popular and lucrative enterprise. Sharks are being killed by the thousands in a horrible manner just for their fins, which compose about 3% of their total body weight. Fisherman are dragging all sorts of sharks on board their ships, removing their fins and throwing the shark back into the ocean to drown on the ocean floor. Marine biologist Dr. Kent Baring commented “When first considering to cross these predators I did so with the intent of giving them a fighting chance against the worst predator, man!” Dr. Baring has always had a love for sharks especially the Great White shark. Dr. Baring and colleagues have been working on crossing the great white and bull shark for seven years. They encountered troubles in finding and isolating the genetic expression they were looking for and keeping the sharks viable to the embryonic stage. “While bull sharks and great whites share a lot of similarities from being in the same phylum and class they also share a large number of differences. The key difference we were looking for was ability to be born in fresh water.” Says Dr. Baring. Bull sharks possess this key difference from Great Whites to deliver their pups in fresh water river estuaries. This habitat allows the pup sharks to grow in a relatively safe and calm environment before entering the sea. Not only does this environment seem safer for the Great White Bull shark, but also it would increase the frequency in which these pups are delivered. While many things are still unknown about the Great Whites reproduction two things are clear due to their steep decline and that is their gestation takes longer and female sharks take longer to become sexually mature. Marine biologist hope that by implanting several female bull sharks with these new pups Great Whites will make a steady come back. Marine biologists also continue to push for a block on all fining on sharks. Like most genetic issues in science this latest breakthrough is being met with backlash. Several environmental groups who have heard of this break through feel that Dr. Baring and his colleagues are endangering humans and bull sharks alike. Bull sharks have been known to swim into fresh water rivers and attack people. The movie Jaws is loosely based on the attacks in Matawan Creek in 1916 * and other attacks along the east coast by a rogue shark. Olivia Ludacris an activist for conservation claims “Dr. Baring and his friends have now created the first real Jaws and we will all pay the price.” “While great whites will have access now to fresh water ways it does not mean that they or any other shark have changed their prey list to include humans,” replied Dr. Baring who added “It is this type of ignorance of shark behavior and fanatical ranting’s that landed sharks in their decline.” Dr. Baring is hoping to gain permission to implant twelve mature bull sharks with Great White shark embryos by October. // * information retrieved from Smithsonian Magazine. The Shark attacks that were the inspiration for Jaws. August 2011 by: Megan Gambino // Article 2: Glo Fish [] Article 3: The beginning of Jurassic Park [] Article 4: Golden Rice [] Article 5 : Cloning Cattle [] Science Claim Summary Sheet Name: ________________ TruthSleuth!com Story: _____________________________________ Is this article the real deal or work of fiction? ____________________________________________________________________________________
 * 1) 1. Compare and contrast various articles to discern which biotechnology events are fact and which are fictitious
 * 2) 2. List and define vocabulary associated with biotechnology such as : Transgenetic, genome, cloning, and restriction enzymes
 * DIFFERENTIATED INSTRUCTIONAL STRATEGIES **
 * INSTRUCTIONAL PROCEDURES ** – Make provisions for the following:
 * LESSON REFLECTION ** (Completed by the student teacher after the lesson has been taught):
 * 1) **I.** **Review:**
 * 1) **II.** **Transition:**
 * 1) **III.** **Introduction:**
 * 1) **IV.** **Developing new lesson:**
 * 2) 1. Day 1: Introduction to fact checking
 * 3) a. Whole group
 * 1) 2. Day 2-4 four articles to review
 * 2) a. Groups
 * 3) 1. Glow in the dark fish
 * 4) a. Students read through the article
 * 5) b. Fill in science claim summary sheet
 * 6) 2. Bringing back dinosaurs
 * 7) a. Students read through the article
 * 8) b. Fill in science claim summary sheet
 * 9) c. Compare it to the previously read article
 * 10) 3. Golden Rice
 * 11) a. Students read through the article
 * 12) b. Fill in science claim summary sheet
 * 13) c. Compare it to the previously read articles
 * 14) 4. Cloning cattle
 * 15) a. Students read through the article
 * 16) b. Fill in science claim summary sheet
 * 17) c. Compare it to the previously read articles
 * 18) 3. Day 5: Article reveal of accuracy
 * 19) a. Groups
 * 20) 1. Each group will tell their decision on the articles and a brief explanation on what they thought
 * 21) b. Whole group
 * 22) 1. Teacher will tell students whether the article was real or not
 * 23) 2. As a whole group we will discuss any surprises.
 * 24) **V.** **Conclusion:**
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