Project Overview

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page 1

To clone or not to clone?

Biology
Technology Class

Teacher(s): Ms. Liou

Duration:
Grade

2 Weeks
9th grade

Project
Idea/Scenario
Summary of the
issue, challenge,
investigation,
scenario, or
problem:

Cloning a human has always been a controversial topic among the scientists and todays society. Many people
argue whether it is ethical and where to draw the lines for cloning human. This project is a group project (three to
four students per group) that has two main parts: 1. The mechanics part about DNA, genetics, and method of
cloning 2. Students are presented with this issue and they will present their point of view by producing a public
service announcement video. Students will submit their videos to a PSA contest and present video and data
findings to their fellow classmates and other science teachers.

Driving
Question

Should we clone humans?

Content
(1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field
Standards to be investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:
taught and
(A) demonstrate safe practices during laboratory and field investigations;
assessed:
(2) Scientific processes. The student uses scientific methods and equipment during laboratory and field
investigations. The student is expected to:
(E) plan and implement descriptive, comparative, and experimental investigations, including asking questions,
formulating testable hypotheses, and selecting equipment and technology;
(H) communicate valid conclusions supported by the data through methods such as lab reports, labeled
drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.
(6) Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the
principles of Mendelian Genetics. The student is expected to:
(B) recognize that components that make up the genetic code are common to all organisms;
(C) explain the purpose and process of transcription and translation using models of DNA and RNA;
(H) describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are
used to study the genomes of organisms.

Major Products -A public service announcement video (3-4 minutes): contain their ethical view point toward human cloning
&
-An informal lab report that explains central dogma and cloning method.
Performances -A presentation (~5-7 minutes including the time showing the video)
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P R O J E C T
Project: Basic Structure of DNA and Central Dogma
MON D AY

C A L E N D A R

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Time Frame: 50 Minutes/class

TU E S D AY
W E DN ES D AY
TH U R SD AY
P R O J E C T W E E K O N E

FR ID AY

Notes

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Roles:
1.
2.
3.
4.

Show students the anchor

video (~5 min): this video
give them an general idea
of cloning
Divide students into
groups of 3 or 4 by their
opinion of supporting or
not supporting human
cloning: ask them to raise
their hands (~5 min)
Present Entry Document
and 3 rubrics to students
(~5 min)
Students do their K/NTK
list (~10 min)
Students do their social
contract (~10 min)
DNA structure expert
Central dogma expert
Genetics expert
Technique expert
Group Project time:
students get into their
groups and decide on a
schedule of working on
the project (~5min)
Quick review on what is
DNA and how it is related
to genetics on Kahoot
(~10min)

Revise on K/NTK list (~5

min)

Review as class discussion

Revise on the K/NTK list(~5 ~Group Project Work Day~

min)

Review as class discussion

(~5 min)
-What is on the NTK list?
-What should you include in
your lab report?
-Which one nucleotide pair
with Guanine?

4 workshops: students
rotate with their group:
(total: ~30min, 5min/ws)
1. Lab Report Workshop:
shows student how to write
a report and provide them
samples
2.Public Service
Announcement video
workshop: provide samples
of PSA videos and how to
use windows media maker
3. DNA structure
workshops: complete a
matching activity A=T and
C=G. And draw the DNA
structure
4. DIY workshops: if
students need extra help,
this is the station where
they can ask me questions,
otherwise, work on their
group project

min)

(~5min)
-What is on the NTK list?

Revise on the K/NTK list (~5

Review as class
discussion(~5 min)
-What is on the NTK list?
-How do DNA replicate?
-What is transcription?

3 Workshops: students rotate

with their group (total:
~15min, 5 min/ws)
1.DNA Replication Workshop:
students will complete a
worksheet about DNA
sequencing
2.Translation Workshop:
students will watch a video on
basic idea of translation
3. Gaming workshop:
students will play an online
game about transcription and
translation.
(http://learn.genetics.utah.ed
u/content/molecules/transcrib
e/ )

2 workshops: this will give

students a general idea.
Work together as a whole
class (~10min)
1.DNA Replication Workshop:
we will watch a video as a
class together on the general
concept of transcription
2. Transcription Workshop:
we will watch a video as a
class together on the general
concept of transcription

Group project time (~25min)

-Students need to complete
the section for DNA structure
in lab report
-Students need to draft the
sections for DNA replication
and transcription
-If students have time, they
will continue research on
evidence of whether they
support or against cloning
human

Group project time (~10min)

- Students research on
evidence of support or
against cloning human

Group project time(~20min)

W E E K

Formative Assessment
(~10 min): a paper quiz
with 6 questions on DNA
structure and central
dogma
** Special Ed students will
have longer time to take the
quiz and also have fewer
choices on his or her multiple
choice (instead of 4, only has
3). Short answers change to
multiple choice.

Group project time

(~40min)
-students wrap up on lab
report with sections DNA
structure, central dogma.
(Turn in the lab report with
those sections completed)
-students work on their
videos

-Students need to complete

the section for DNA
replication and transcription
section in the lab report
--Story board for the PSA
video

Group Discussion(~5 min)

-What is the purpose of
central dogma?

Group Discussion(~5 min)

P R O J E C T

T W O

Project: Genetics and Techniques

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Give students back their

lab report with
feedback(~5 min)
3 Workshops: students
rotate with their group
(total ~21min, ~7min/ws)
1.Lab Report Feedback
Workshop: this is where I
go over their feedback on
their lab report
2. Intro Genetic
Workshop: Students
watch video to explore the
relationship of genetics
and DNA
3. Punnett Square
Workshop: examples of
how to do Punnett square
http://vital.cs.ohiou.edu/st
eamwebsite/downloads/F
urryFamily.swf
Group project
time(~24min)
-students work on their
videos
Homework: students need
to finish some practice
Punnett square problems

~Cloning Day~
~Wrap Up Day~
Revise on the K/NTK

Review cloning technique

Revise on the K/NTK
list(~5 min)
and safety with
list(~5 min)
Review as class
students(~5min)

Show students their

discussion(~5min)

Formative Assessment
-What is on your NTK
cloning/ transfection
list?
(~15min): paper quiz on
results and ask them to
-How do we fix genetic
Punnett Square and
take pictures to
defect?
cloning techniques
incorporate it into their lab
-Are there any food we
** Special Ed students will
report (~10min)
eat genetically mutated?
have longer time to take the

Group project
quiz and also have fewer
Student trade the
time(~35min)
choices on his or her multiple
homework they did last
-students work on
choice (instead of 4, only has
night and grade each
finishing their videos and
3). Short answers change to
others (~10min).
lab report
multiple choice.
Group project time

3 Workshops: Students
(~15min)
are required to do all three
- (Optional) students who
workshops
did not get all the
1. Cloning Video
questions right will need
Workshop 1(~10min):
to correct the problems
students watch
that they did wrong. This
cloning of bacteria
time also allow students to
step by step
ask me question if they
https://www.youtube.c
need extra help.
om/watch?
-Other students work on
v=sjwNtQYLKeU
their group videos
2.
Cloning Video
One workshop: we will go
Workshop 2
through this workshop
(~10min): Bill Nye the
together as a class on
science guy
smart board (~15min)
https://www.youtube.c
1. Cloning Technique
om/watch?
Workshop: take
v=W4vOPaonZng
students through
3.
Performing
cloning technique
Transformation
step by
Technique (15 min)
step(mammals)+

Last minutes wrap up and

prepare to present(~5
min)
Turn in lab reports and
video online
Presentation time
(~30min)
Students who are not
presenting should help
providing
input/suggestions for the
presentation (peer review)
Class discussion(~5min)
Revise on the K/NTK(~5
min)
Roses and thorns(~5 min)

transfection
http://learn.genetics.u
tah.edu/content/cloni

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