Tassie Tiger
Scientists believe that introducing Thylacine genes
into a mouse embryo may be the first step in cloning
the animal. Could the Tasmanian Tiger be brought
back to life?
Focus Questions
1] What was the main point of the story?
2] What is the scientific name for the Tasmanian Tiger and what does it
mean?
3] What do experts say caused the Thylacine to become extinct?
4] How is it being brought back to life?
5] What are genes?
6] Explain what scientists did with the DNA from the Thylacine.
7] How did they know the DNA was in the mouse?
8] What do opponents say about these experiments?
9] Do you believe they should be able to conduct experiments such as
these? Explain your answer.
10] What are some other ethical/moral considerations?
The curly cloning question
Students will be exploring the issue of genetic cloning in relation to the
Thylacine. After viewing the BtN story, students will identify key words and
questions about the topic.
Working individually, students think about what questions they have about
cloning the Thylacine. Then, in groups of 3-4 people, students review and
share their questions with the group.
Using a variety of sources including the Internet, print and relevant
organisations, students find information related to their key questions.
Students then research a particular position or viewpoint relating to the cloning
of the Thylacine through one of the following roles:
Environmentalist (Impact on the environment)
Animal rights campaigner (Ethical issues)
Entrepreneur (Economics, marketing)
Scientist (Implications of successful cloning, what will it achieve?)
© ABC 2008
EPISODE 13
TH
27 MAY 2008
Learning Area
Society and Environment
Key learning
Students will develop an
understanding of what
cloning is and the
different viewpoints
The transcript of the BtN
story is available on the story
page of the BtN website
http://abc.net.au/news/btn/
Research needs to take a point of view in regard to cloning or anti-cloning.
Students collate the information to prepare their position on the issue and
present it in a way they think will have the most impact. Hold a class vote on
whether the Thylacine should or should not be cloned. Ask students to reflect
on how their thinking has changed.
Assessment Criteria
Research – key questions addressed, a variety of sources used.
Presentation – engaging, appropriate format, identified and described issues
clearly, presented a powerful case for their point of view.
Further investigations
Create a rap or rhyme about the Thylacine.
Role-play an interview with an animal rights campaigner or research
scientist.
Develop a board game or multimedia game about the Thylacine.
Related Research Links
ABC News – Tasmanian Tiger DNA comes alive in mouse
http://www.abc.net.au/news/stories/2008/05/20/2249778.htm
ABC New in Science – Extinct Thylacine brought back to life
http://www.abc.net.au/science/articles/2008/05/20/2249769.htm?site=science
BBC News – Tasmanian Tiger DNA resurrected
http://news.bbc.co.uk/2/hi/science/nature/7408840.stm
Australia’s Thylacine
http://www.amonline.net.au/thylacine/
The Thylacine Museum
http://www.naturalworlds.org/thylacine/index.htm
Department of Primary Industries and Water – Tasmanian Tiger
http://www.dpiw.tas.gov.au/inter.nsf/WebPages/BHAN-53777B?open
© ABC 2008