MATERIALS:

KWHL chart
 Paul’s Reasoning Web
 Paul’s Situation Reasoning Chart

Research journal

Inserts for research journal outlining steps of The Research Model
ESSENTIAL QUESTIONS:

How do we know if the potential benefits of the unique properties of the nanoscale outweigh the risks?
KEY CONCEPTS:

Scientific Argument

Research

Problem-based learning

Research, Synthesis, & Analysis
OBJECTIVES:
In this lesson, students will:

Understand that the study of unique phenomena at the nanoscale could vastly change our understanding of matter and lead to new questions and answers in many areas, including health care, the environment, and technology.

Evaluate the benefits and risks of a particular nanotechnology application.

Present an argument to support a recommendation.
Goal 1
Scale Concept
X
Goal 2
Curiosity &
Interest
X
Goal 3
Science
Process Skills x
Goal 4
Nanoscience
Content x
Vocabulary:
Stakeholder : a person or group that has an investment, share, or interest in something, as a business or industry.
Inference: the act or process of reaching a conclusion about something from known facts or evidence
Implication: a possible future effect or result Compromise: a way of reaching agreement in which each person or group gives up something that was wanted in order to end an argument or dispute
PROCEDURES: TEACHER NOTES:

Introduction/Hook:
DAY ONE:
Show the video clip Nanotech Risks (2:18), found at http://youtu.be/qc0KLV8CW08.
Refer back to Handout 2.2, the PBL Organizer. Review the organizer to determine if enough information has been learned to now solve the problem.
Introduce Paul’s Elements of Reasoning as a tool to construct a response to the question: Should the school buy antimicrobial athletic wear?
Together, complete issue/problem web.
The eight elements include:
Assumptions
Evidence/Data
Concept/Idea
Point of View
Inferences
Purpose
Implications
Issue
Situation Chart
Step 1: identify the problem, situation, or event.
Step 2: list the stakeholders, the people of groups of people who have an interest or stake in the outcome of a situation.
Step 3:Identify each group or stakeholder’s point of view.
Step 4: Identify assumptions each stakeholder will have of the situation or problem.
Step 5: Identify the implications or possible consequences of each stakeholder’s points of views and assumptions.
Step 6: Discuss to find interactions, conflicts, compromises, possible resolutions, and possible impediments to solutions.
This lesson should be broken into two parts, spanning one to two days per part to allow time to model the use of reasoning model, situation charts, and research model. The culmination of the lesson is the presentation of the recommendation.
DAY ONE:
Teaching and Learning
Models- Reasoning
See Appendix for Paul’s
Elements Web.
This activity may take the whole class period, depending on the structure of the class and grouping. If this is the first time to use
Paul’s Elements of
Reasoning, then completing the web as a whole class would be appropriate.
From this web, other problems may surface. From here, additional webs and research can be slated for exploration.
Situation Chart
Because two or more parties may conflict with the regulations proposed, additional reasoning is required. Classes with more experience with Paul’s reasoning may skip to the situation chart.

DAY TWO:
The Research Model
1. Identify your issue or problem.
What is the issue or problem?
Who are the stakeholders and what are their positions?
What is your position on this issue?
2. Read about your issue and identify points of view or arguments through information sources.
What are my print sources?
What are my media sources?
What are my people sources?
What are my preliminary findings based on a review of existing sources?
3. Form a set of questions that can be answered by a
specific set of data. Examples:
What would be the results of ______ ?
Who would benefit and by how much?
Who would be harmed and by how much?
My research questions:
4. Gather evidence through research techniques such as surveys, interviews, or analysis of primary and secondary source documents.
(A collection of resource material is located at http://nanotechnology.wmwikis.net/Lesson+7)
What survey questions should I ask?
What interview questions should I ask?
What generalizations do secondary sources give?
What data and evidence can I find in primary sources to support different sides of the issue?
5. Manipulate and transform data so that it can be interpreted.
How can I summarize what I found out?
Should I develop charts, diagrams, or graphs to represent my data?
6. Draw conclusions and make inferences.
What do the data mean? How can I interpret what I found out?
How do the data support my original point of view?
How do they support other points of view?
What conclusions can I make about the issue?
These two activities prepare students to
“attack” the problem at hand. Next up:
DAY TWO:
The Research Model!
How the research for recommendation to the schoolboard depends upon the class organization and grouping. Students may be broken up into interest groups such as environmentalists, nanoscientists, parents, school board (specifically the finacial officer), students, and the principal. Following this model will help assure that the students have accurate information to support their arguments.
Research may need two class sessions to complete.
Work with media specialists and IT personnel to provide literature and Internet resources appropriate for students and with parameters that curb information overload or misinformation. A list of places to start is included in this unit as well.
Provide a Research Journal with insert (glued in) of The
Research Model. This will provide one location for

7. Determine implications and consequences.
What are the consequences of following the point of view that I support?
Do I know enough or are there now new questions to be answered?
8. Communicate your findings.
What are my purpose, issue, and point of view, and how will I explain them?
What data will I use to support my point of view?
How will I conclude my presentation?
Present information
Students present findings and recommendations to a mock school board meeting.
Ideas include handouts, video, Power Point
Presentation.
Learning Activities: Brainstorming, Planning, Problem defining,
Grouping: Small groups or whole class, depending on prior experience with PBL methodology. students to record their findings as well as an easy way for tracking progress for assessment and conferencing purposes.
Teachers may want to create inserts for each research step to be glued in at intervals of 2-3 pages.
Allow for choice of product for students to display their findings.
Debriefing: Review the KWHL chart, Paul’s reasoning webs and charts, and research planning to reiterate plan for research.
Homework: Some outside work may be required to complete research and presentation materials in a timely manner.
Differentiation for:
ELL – handout with vocabulary and questions.
Twice-Exceptional
Highly Gifted

Differentiation:
Choice:
Resources:
Products:
Tiered questions/assignments:
Problem-based learning is a form of lesson differentiation that places students in an active role of solving problems similar to the problems adults solve in their jobs. Learning is student-directed. Students seek resources, make decisions, find solutions, communicate that solution to others, and evaluate the effectiveness of solutions.