Genetics & Bioengineering
Two Weeks
ELA
Lesson Plan
Teacher:
Sixth Grade ELA Teacher
Grade:
Sixth Grade
Lesson Title:
To Clone or Not to Clone?
STRANDS
Informational Text, Argument Writing, Speaking and Listening
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
The focus of the Genetics/Bioengineering unit will be founded on debate skills. Students will be expected to present a debate on the current issues of cloning.
Students have practiced forming arguments, but need to hone the skill of offering rebuttals. Sound evidence will need to be gathered to support their stance and
counterarguments. Several informational texts will be used to draw inferences. Argument texts will be analyzed for word choice and author’s purpose.
Expository texts will add to the students’ knowledge of DNA and cloning. Students will read to learn about genetics, DNA, and the ethics involved in the
manipulation of DNA. While working in small groups, students will create and present an informational poster focused on DNA. Individually, students will create
an argument either for or against cloning, including relative evidence. Using the acquired information, they will write an editorial stating their claim about
cloning.
Throughout the unit, science, math, and social studies will be incorporated within the ELA lessons. Genetics, DNA, and cloning will encompass science standards.
The culture and economics of a cloning will be explored during the reading of the informational texts and through the debate process.
MOTIVATOR
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites,
literature)
Show- “Dolly the Sheep”
Overview of the history of the first cloning of a mammal. Explains how Dolly the sheep was cloned from an adult sheep. Run time 2:22 min.
DAY
Objectives
1
I can visually
represent the
key events of
Gregory
Mendel’s life
with the use of a
mind map.
(I can….)
I can summarize
information
inferred from
text
Materials &
Resources
Instructional Procedures
12 marked
envelopes: 110
Orange 3
Essential Question:
How can you visually display a summary of a biography using a mind
map?
Yellow and
Blue squares
of construction
paper: 10 of
each in every
envelope
How do you determine relative evidence for a summary?
Mendel and Dragon Genetics
Biography.com
Inspiration
App- for
mapping
Table,
Example of
Bubble Map,
& Answers
(See
Resource
Folder)
SetDivide the students into small groups of 3-4.
Tell the students that they will be working with a small group to draw a
dragon, but they will need to follow instructions to be successful. Each
group will choose a piece of paper from each of the twelve envelopes. It is
EXTREMELY important for the students to make a note of which color they
pull out of EACH envelope. (They can number their paper 1-10 and write
yellow or blue for each.) Display the chart below. Instruct the students to
draw the dragon that they have “created”
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Three Heads
Long Neck
Short Tail
4 Legs
Blue Eyes
Spots
No Fangs
Green Body
Small Comb
No Claws
One Head
Short Neck
Long Tail
6 Legs
Yellow Eyes
No Spots
Fangs
Purple Body
Large Comb
Claws
Adapted from NClark.net
Teaching Strategy –
Explain that the dragons’ characteristics can be called traits. Ask the
students to share their prior knowledge of traits and genetics. Record
Differentiated
Instruction
Differentiated
Instruction for
Remediation:
Mind Maps
Peer Tutoring
Abbreviated
Assignment:
Use only 5 dragon
traits
Mind map will include
5 life events
Differentiated
Instruction for
Enrichment:
Encourage the
students to rank
Mendel’s major life
events in the order of
importance.
Assessment
Formative
Assessment:
Students will be
assessed based on
their bubble map.
It should contain
10 detailed major
events.
Thumbs
Up/DownChoosing the
most important
information
their responses using the Inspiration app. with “Genetics” being the
main topic. Do not write the students’ responses in complete
sentences. Write the facts in statement form. Explain that using a mind
map helps you organize your thoughts. It summarizes the information
and you write in statements, not in complete sentences. The purpose
of using mind maps is to organize your PRE-WRITING evidence.
Using Biography.com students will research Mendel’s life. Each group
will read the article and summarize the key events using the Inspiration
app. (http://www.biography.com/people/gregor-mendel39282?page=1 ).
Using a bubble mind map, the students will display the major events
and accomplishments of Gregory Mendel’s life. Emphasis that only
MAJOR LIFE EVENTS should be included; for example, they would
include the date of his birth. The map should contain 10 detailed
events.
Summarizing Strategy –
Allow time for the students to present their findings by displaying the
information. The groups are not to speak during the presentations. They
may only gain information from the mind maps. After each presentation,
give each group an area of strength and an area of improvement. Focus on
whether or not the evidence is relative (major life events).
2
I can cite textual
evidence for
summarization.
Inspiration
app
Essential Question:
How do you determine if evidence is relevant or not?
Differentiated
Instruction for
Remediation:
Formative
Assessment-
iPad
I can analyze a
text and extract
relevant
evidence to
create a Mind
Map summary.
Day Two
answers See
Resource
Folder
“What is
DNA” – See
Resources
Folder
“DNA
Detectives
Get Teeth to
Talk” – See
Resources
Folder
How is DNA Used?
Set
Do a Gallery Walk. Students will display their Mind Map on their iPad.
Like visiting an art gallery, students will peruse the displays and make
observations to their peers. Ask the students to volunteer to share
SOMEONE ELSE’S Mind Map. They are to point out the best maps they
viewed. Allow time for students to give additional responses. Correct
students if needed. Then display the answers to the class (See Resource
Folder).
Teaching Strategy (s) –
Using the 5 min video, “What is DNA by Stated Clearly, students will gain a
beginner foundation of knowledge about DNA. This will help them make
connections to the nonfiction text they will be reading.
Give students a copy of “DNA Detectives Get Teeth to Talk.” Allow time for
the students to read the article and create a Mind Map of 5 pieces of
relevant evidence. Remind students that they are only to write the most
important pieces of evidence.
Once students have completed the Mind Map, they will compose a
paragraph using the five pieces of evidence. Remind students to use
proper grammar and punctuation.
Mind Mapping
Modeling
Leveled Reading TextSee Resources Folder
Students will be
evaluated based
their Mind Map.
The pieces of
evidence must
be the most
relevant.
Paragraphs may
dictated instead of
written
Differentiated
Instruction for
Enrichment:
Leveled Reading Text7th grade level (See
Resources Folder)
Thumbs
Up/Down
Students are to
summarize the text
into 3 pieces of
relevant evidence.
Summarizing Strategy
Allow time for the students to share their writing with at least 3 peers. If a
student comes across a phenomenal paragraph, ask them to share it with
the entire class.
3
I can infer
information
from a factual
website.
I can create
informational
poster about
Internet
Glogster
accounts for
poster
making
Use thumbs up/down to assess the students’ comfort level when
summarizing.
Essential Question:
What techniques do you use to be an effective communicator when the
mode is a poster?
DNA- Digital Poster
Set
Using Think, Pair, Share method, the students will answer the following
Differentiated
Instruction for
Remediation:
Peer Tutoring
Creative poster
writing allows for
differentiated levels of
Summative
AssessmentStudent will be
assessed based
on the
informational
poster and
Nature vs
Nurture
question: What traits are passed through DNA or learned through the
environment?
Students will think about the question, discuss it with a partner, and then
share the collaborative answer with the class.
Teaching Strategy
Using the American Museum of Natural History’s genetic site, students will
explore the topic of Nurture or Nature. Direct students to the “Explore the
Evidence: What Makes You, You and What Makes Me, Me?” This selfguided lesson will solidify exactly what “genes” are to the students.
Next, students will choose the “A Nature and Nurture Walk in Mendel
Park” interactive game. Students will answer riddles and determine if
characteristics are DNA or environmentally created. The game offers
multiple chances to ensure success. Allow time for students to collaborate
with their peers about confusing answers.
complexity.
presentation.
Game simulations
Differentiated
Instruction for
Enrichment:
Creative poster
writing allows for
differentiated levels of
complexity.
Summarizing Strategy:
Students will use Glogster, online poster creator, to design an
informational poster that describes DNA and nature vs. nurture. Along
with graphics, students must provide relevant evidence for at least 5 facts
and 5 relevant graphics.
4
I can give a
presentation
based on an
informational
poster.
I can make eye
contact with my
audience and
use good voice
quality.
Students’
posters
Essential Question:
What techniques should be used when giving a presentation?
Apple Tv for
presentations
What should be included in an informational poster?
DNA- Digital Poster Presentation
DNA
Presentation
Rubric
Set –
Divide the students into groups of 4-5. Challenge each group to brainstorm a
list of “How to create and give a informative poster presentation.” Explain
that they will only have five minutes to complete the task before they are to
share their list with the class. When the time expires, call on groups to Airplay
their lists. Allow the audience to make comments for idea expansion.
Teaching Strategy (s) –
Allow students the opportunity to practice their presentation within small
groups of peers and receive constructive feedback for 10-20 minutes.
Differentiated
Instruction for
Remediation:
Students will be
required to have 3
pieces of relevant
evidence.
Differentiated
Instruction for
Enrichment:
Creative poster
writing allows for
differentiated levels of
complexity.
Formative
Assessment:
Using the DNA
Presentation
rubric, the
students will be
grading on their
presentation and
informational
poster.
Each student will present his or her informational poster to the entire class.
Summarizing Strategy
Reflection- Students need to reflect on their presentation and create a
personal goal for improvement.
Essential Question:
5
Project Day 1 – refer to Unit Plan
Topic – “DNA”- Genetics & Bioengineering
6
I can use the
Internet to
research
information
needed for a
debate on
cloning.
Student notes
from Project
Day 1
Essential Question:
How do you discern relevant or irrelevant evidence?
What’s Cloning?
Internet
Access
Research
Websites:
AMNH
Cloned
Animal
Pictures
University of
Utah
Set
WITHOUT ANY PREPARATION- Encourage students to develop a stance
either for or against cloning and evidence based on prior knowledge. In
groups of 4-6, hold a pre-research debate on cloning. Allow time for all
students to discuss their stance with their peers. Students should share
their opinions and their personal reasoning.
Teaching Strategy
Hold a class discussion based on the pre-research debate. How prepared
did you feel? Did someone have a rebuttal that you weren’t expecting or
didn’t know how to dispute? Did someone offer evidence that you did not
feel was valid? Explain that they had these issues because they were not
fully prepared a debate. Research must be done. Evidence must be
obtained.
Students will begin gathering relevant evidence on cloning. This activity is
strictly individual. Students must have the opportunity to take a stance
after they feel comfortable with the facts. Encourage the students to make
notes based on the research and site the source. They may use the sites
below or sites of their own choosing.
http://www.amnh.org/explore/ology/genetics
Differentiated
Instruction for
Remediation:
Peer Tutoring
Creative writing
allows for
differentiated levels of
complexity.
Differentiated
Instruction for
Enrichment:
Creative writing
allows for
differentiated levels of
complexity.
Summative
Assessment:
Students will be
evaluated based
on participation
in class and
small group
discussions,
presentation of
an argument
based on the
assigned
perspective in
the panel
discussion, and
letters to the
editor.
http://www.theguardian.com/gall/0,8542,627251,00.html
http://learn.genetics.utah.edu/content/cloning/
7
I can create an
argument based
on evidence.
I can use strong
word choices to
strengthen my
argument.
Thesaurusonline or text
Summarizing Strategy
Have the students reflect on their research and share their conclusion with
a partner. Did the evidence cause them to change their stance?
Essential Questions
How can evidence assist in making a valid argument?
How does word choice affect the strength of an argument?
Set
Divide students into four groups: based on their stance:
Cloning of plants should be legal
Cloning of plants and farm animals should be legal
Cloning of any living creature for research should be legal
Cloning should be illegal
Within those small groups, students will choose a partner in which to
collaborate.
Teaching Strategy
The pairs, with their research notes, will complete an outline to aid them
in an informal debate. This activity will assist them in organizing their
thoughts and evidence.
1. Opening Statement (What is your stance?)
a. Evidence
i. Explanation
ii. Explanation
b. Evidence
i. Explanation
ii. Explanation
c. Evidence
i. Explanation
ii. Explanation
2. Conclusion
Once the outlines are complete, students need to proofread for poor word
choices. Students are encouraged to use a thesaurus to improve their
writing.
Differentiated
Instruction for
Remediation:
Peer tutoring
Notes for recall
Differentiated
Instruction for
Enrichment:
Informal debate
allows for
differentiated levels of
complexity.
Formative
Assessment:
Students will be
evaluated based
on participation
in class and
small group
discussions, and
presentation of
an argument.
The pairs will be combined into the original groups. Using the outlines,
the group will collaborate to create one outline to be used in the informal
debate. The groups will need to choose a speaker. The other members
will need to take notes for a rebuttal argument.
8
I can create an
argument based
on evidence in a
letter to the
editor.
I can use strong
word choices to
strengthen my
argument in a
letter to the
editor.
SmartNote
Book
PresentationLetter to the
Editor (See
Resources
Folder)
Letter to the
Editor Rubric
(See
Resources
Folder)
Smart Officeor App for
writing
Summarizing Strategy
Each group will have the opportunity to present their argument/outline to
the entire class. After a group has spoken, allow time for rebuttals and
arguments. (This is an informal debate, but students must have
permission to speak and adhere to a time limit in order to maintain order.)
Essential Questions
What type of writing is used in a letter to the editor?
Set
Display the scenario to the students:
The local medical college announced yesterday that several new cloning
classes would be offered in the fall. It did not specify the exact types of
cloning that would take place. This was publicized in the local papers and
news programs. The public has many mixed emotions on the decision and so
do you. You decide to voice your opinion in a letter to the editor.
Teaching Strategy
Explain the purpose and process of writing a letter to the editor by using
the SmartNotebook Letter to the Editor. The slides will allow students to
get a basic understanding of the process.
Display the Letter to the Editor rubric. Allow time for the students to read
and discuss the requirements with a peer.
Allow time for students to write their letters and peer editing.
Summarizing Strategy
Students will read their letters to at least 2 other students within the class.
Students may nominate a peer to read his or her letter to the entire class
Differentiated
Instruction for
Remediation:
Peer tutoring
Examples of letter to
the editor
Students will be
required to provide 2
forms of evidence
within the letter.
Differentiated
Instruction for
Enrichment:
Creative writing
allows for
differentiated levels of
complexity.
Students will be
expected to use more
complex word
choices.
Summative
Assessment:
Students will be
evaluated based
on their letters to
the editor using
the rubric.
9
Project Day 2 – refer to Unit Plan
Topic – “Operation Simulation”- Genetics & Bioengineering
10
Project Day 3 – refer to Unit Plan
Topic – “Operation Simulation”- Genetics & Bioengineering
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or
judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a
topic or issue.
RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.