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Thematic Unit

Thematic Unit. Cell Differentiation and Stem Cells Emphasis on Stem Cell Research Debate Brooke Friederichs. Main Areas. Standards. Comprehension Strategies. List of resources. Vocabulary. Assessment. Assessment. Standards. Comprehension Strategies.

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Thematic Unit

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  1. Thematic Unit Cell Differentiation and Stem Cells Emphasis on Stem Cell Research Debate Brooke Friederichs

  2. Main Areas Standards Comprehension Strategies List of resources Vocabulary Assessment Assessment

  3. Standards

  4. Comprehension Strategies Making Connections/ Background Knowledge Main Idea Summarizing Inferences- Predicting Questioning Monitoring Comprehension Vocabulary

  5. List of Resources Websites Webquest Video/ Media Sources Textbook Journal Articles/Books

  6. Vocabulary

  7. Assessment

  8. Main Idea Summarizing • Name: Brooke FriederichsStrategy: Summarizing Training CampComprehension Area: Main Idea/SummarizingLiterature Source:Stem Cells Grow Up by Kevin Kelleher, Popular Science MagazineObjective: Students will be able to identify main ideas and supporting ideas from an isolated paragraph from an article using context clues alone.Overview: A paragraph from the article Stem Cells Grow Up, plus the title, will be placed on an overhead and read aloud. They will be reminded that the author included this paragraph for a reason, and that it's important to identify that reason. Students will read the paragraph, and then break off into discussion to determine what the main points and supporting details are. They will then as a class underline details/phrases that are important to the main topic in one color, and supporting details in another color. They will finally come up with a main idea for the paragraph, which will be written on top. • Name: Brooke Friederichs • Strategy: Web page Creation • Comprehension area: Main Idea/ Summarizing • Stem Cells and the Future of Regenerative Medicine by: US Committee on the Application of Stem Cell Research • Objective: Students will create a web page that summarizes the content of a somewhat difficult book. Creating the webpage will help them to comprehend the hierarchical, non-linear organization of difficult text. Also, it will help them to understand and deal with the non-linear nature of the internet. • Overview: Students will first learn about stem cells and the research debate in class, and do their own research using internet and library sources to build their background knowledge. After they have a good knowledge base, they will read the book Stem Cells and the Future of Regenerative Medicine, published by the US Committee on the Application of Stem Cell Research. This book was published specifically for high school students, but is still a rather difficult read. Students will then get into teams of three and discuss the organization of the book, and come up with an outline. Then, the groups will use a simple program such as Frontpage to create a website with multiple pages that summarizes what they read about in the book. Some time may need to be spent explaining the website-making software, although it is a relatively simple program. Students will use the website to show their knowledge of the hierarchy of the book by creating a homepage with multiple sub-pages.

  9. Making Connections-Background Knowledge • Name: Brooke FriederichsStrategy: Make ConnectionsComprehension Area: Making Connections/ Background KnowledgeLiterature Source:America Debates Stem Cell Research by Jeri FreedmanObjective: Students will relate passages of the non-fiction book to elements of their own lives, information from the lesson on cell differentiation, and societal implications of stem-cell research.Overview: Students will first learn about the three types of connections (text to self/world/text). They will then read the book, and after reading, will make a three part journal entry: first, making a connection between the book and classroom discussion of cell differentiation; second, making a connection between the book and how stem cell research would affect them (ex. if they had a relative with rheumatoid arthritis); and third, connecting the book to society (politics, religion, etc) After the journals are complete, students will share some of their connections and post them on a class poster. • Name: Brooke Friederichs • Strategy: Background Knowledge Backpack • Comprehension Area: Making connections/ background knowledge • Literature source: • Objective: Students will use the backpack chart to relate background knowledge from their previous studies, their own experiences, and media sources. They use this knowledge to explain how that knowledge helped them understand a specific passage in the text, which they will list. • Overview: Students will read How Life Begins: The Science of Life in the Womb by Christopher Vaughan, which outlines the earliest part of cell differentiation, which occurs in the womb. After reading, they will fill out the backpack chart. On the left, they will fill in three boxes: one regarding their previous facts and knowledge (from class), one about their own experiences, and a third about their knowledge from media sources such as books, the internet, or tv. On the right, they will relate this knowledge to a passage from the book of their choice. They will write down the passage, and then talk about how their prior knowledge from the lefthand side helped them to “survive”, or understand, that passage. As an added option, students can pair up and share their backpack charts with others.

  10. Inferences/ Predicting • Name: Brooke FriederichsStrategy: Cartoon InferencesComprehension Area: Making inferencesLiterature source: Political Cartoons about stem cells from The New Yorker and assorted NewspapersObjective: Students will use inferencing to determine the cartoon authors' message and viewpoints, and will be able to discuss what prior knowledge they needed to understand the cartoon and make the inference.Overview: The teacher will place a political cartoon on the overhead and have students read and look at it, and then have them discuss it with a small group. Students will be brought back together and will share what they think the cartoon is about. First, they will infer whether the author had a certain viewpoint, i.e., which side of the debate they were on, or if the cartoon was completely objective. Then, they will discuss what prior knowledge they would have needed to make this decision. For example, they would talk about who the characters are (i.e. political figures) and the political issues that are being portrayed in the picture. This will be repeated with a few more cartoons from different viewpoints. If students didn't understand the reference, they will realize that without background knowledge, it's much more difficult to make an inference. A difficult cartoon (such as one from the New Yorker) will be thrown in there to illustrate this point.

  11. Questioning • Name: Brooke Friederichs • Strategy: Fishbowl • Comprehension area: questioning • Literature source: Stem cell article from Mayo Clinic www.mayoclinic.com/health/stem_cells/CA00081 • Objective: Using the fishbowl setup, students will debate the ethics of stem cell research by talking out questions given to them by the teacher about the article and the ethics information that it presents. • Overview: Students will first read the article, which introduces many aspects of stem cell research and the ethics debate from the view of a research hospital. Students will sit in two concentrics circles, and the inner circle will be given an open ended question about stem cell research to debate. The outer circle will watch them, and will monitor their debating strategies and look for flaws in logic and arguments based on non-factual information (or personal beliefs) Then, the groups will switch, so both halves get to debate and watch.

  12. Vocabulary • Name: Brooke FriederichsStrategy: Vocabulary CatchphraseComprehension Area: VocabularyLiterature Source: Biology by Stephen Nowicki, pp. 152-155Objective: Students will become well-versed in their vocabulary by being given the opportunity to formulate their own definitions and communicate these to others.Overview: Students will read a passage from the textbook, and will be given a list of vocabulary terms to think about and mentally define on their own. Later, students will play catchphrase with these. Students are grouped into 2 teams. One at a time, they are given cards with the vocabulary words on them, and have to define them in their own words in a way that their teammates will understand. Once a teammate has given the correct word, a card is given to the next person. A timer is displayed on the overhead, and whoever is defining a word when the timer runs out loses, and the other team receives a point.

  13. Monitoring Comprehension

  14. Websites http://www.dwm.ks.edu.tw/bio/activelearner/16/ch16intro.html This website covers vocabulary and processes associated with cell differentiation (germ layers, stem cells, differentiation, totipotency) in a slide show format. Each process has a different slide. All of the slides contain pictures or diagrams, so I think this would be a good website to show to visual learners who are trying to establish relationships between the different vocabulary concepts. Http://www.luc.edu/faculty/wwasser/dev/layer.htm This is a very simple website, basically it’s just a graphic organizer that organizes all the germ layers and which parts of the body they eventually differentiate into. It’s very simple, and not much can be done with it, but it relates key terms and gives extra information in a branching chart format. http://learn.genetics.utah.edu/content/tech/stemcells This website contains two interactive activities where students can learn about how stem cells work and differentiate, and also about the different types of stem cells. The activities include fun animations, plenty of information, and quizzes. I was pretty impressed by this website. http://stemcells.nih.gov/info/basics/ This website gives information in question and answer format about the basics of embryonic stem cells and their potential uses. It’s written by a government agency, so the information is presented at approximately a high-school reading level. http://www.sciencedaily.com/releases/2008/10/081017164917.htm This is a very recent news article (yesterday) about researchers who found a way to coax regular adult cells to turn back into pluripotent stem cells. This article contains a few difficult words, but would be ideal to read together in class and discuss, so everyone could be on the same page. It would be a good way to discuss how science is ever changing. www.mayoclinic.com/health/stem_cells/CA00081 This website contains information about stem cells and stem cell research. It’s very similar to the government website listed above. However, it included information that the other one didn’t cover, including where embryonic stem cells used in research come from, and what a stem cell line is. http://www.dnalc.org/stemcells.html This is a slideshow animation based website, where students can learn how a stem cell line is made in a lab and how scientists turn them into other types of cells. It covers some higher level information, but is still presented in simple enough terms that high school students would easily understand.

  15. Webquest • Webquest • http://www.milforded.org/technology/jwislocki/mywebquest/ • This webquest asks students to form opinions about stem cell research by doing their own research. Students get into groups of three, and each group member chooses a role- scientist, politician, or ethicist, and research articles that relate to their role. Later, the group members discuss their findings and have to come up with a consensus on ethics and write a recommendation to a “government board” based on this consensus. Lastly, the group does a power point presentation with their findings and group opinion.

  16. Video/Media Sources • Videos • http://www.teachersdomain.org/resource/tdc02.sci.life.stru.different/ • This is a video of an egg cell on a culture dish going through early embryonic development. Students can visually see a real-life zygote and a blastula, and the processes the cells go through to become them. The video is short and to the point. • http://www.pbs.org/wgbh/nova/sciencenow/3209/04.html • This is a 15 minute Nova episode about what stem cells are and the ethics behind them. The content is appropriate for high school, however, it may be a bit long for the purpose it serves and the amount of information it conveys.

  17. Textbook

  18. Journal Articles/ Books

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