Teacher: Ms.

Thomson Date: Tuesday, November 12th 2019

School: Fort Collins High School Content Area/grade: 9th grade Pre AP Biology
Title: Stem Cells and Do Your Cells Belong to You? Lesson #: 1 of 1

Lesson Idea/Topic and Connecting themes from Henrietta Lacks to other real world examples.
Rational/Relevance: Unpacking stems cells, their relevance in science and ethical controversy

Student Profile: About 96 high school freshman (37males and 59 females) advanced learners preparing for AP Biology. The class for observation
is about 32 students, 10 males and 22 females.

Content Standard(s) addressed by this lesson:

2009 High School Life Science Standard # 8: Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not
the entire genome.
Understandings:
Stem cells are undifferentiated cells that can develop into many types of cells in the body. In medicine and research, there is a debate regarding the ownership of
cells and the balance of advancing scientific research and medical treatments with patient rights and privacy.

Inquiry Questions:
What are stem cells and why are they controversial?
Why are stem cells important for scientific research and medical treatments?
What are moral and ethical considerations for doctors and scientists regarding ownership of cells?

Evidence Outcomes:
Students will be able to define stem cells and explain their importance and why they are controversial.
I can describe the definition of a stem cell and explain why they are controversial and important to science and medicine.
Students will be able to apply the concept of cell ownership presented in the Henrietta Lacks book to other examples presented in the reading article.
I can connect the controversy over cell ownership to the example patient presented in the article.
Students will be able to consider and debate both sides of the cell ownership discussion.
I can consider and debate the patient’s perspective and the doctor/scientists perspective of the cell ownership controversy.

List of Assessments:
All three evidence outcomes will be addressed through discussion and the 4C’s activity.
Planned Lesson Activities

Name and Purpose of Stem Cells and Do Your Cells Belong to You?
Lesson Purpose: Explain stem cell definition, what they are used for and why they are controversial, connect stem cell use to cell ownership and
apply this concept from the book to real world applications.
Co-Teaching NA
Yes ___ No _x__
Approx. Time and Time: About 45 minutes
Materials Materials: Article handout, article questions, video link and questions, Henrietta Lacks book, Lab notebooks, writing utensil
Anticipatory Set The strategy I intend to use is: showing a video: https://www.youtube.com/watch?v=2-3J6JGN-
_Y&amp=&amp=&safety_mode=true&persist_safety_mode=1
I am using this strategy because I want to introduce students to the idea of stem cells and make sure that all students have the necessary
definition and foundational knowledge to be able to participant in the subsequent activities.
I will present guiding questions for the video. What are stem cells? Where do they come from? What are they used for?
Procedures The strategy I intend to use is to answer questions about the basic definition of stem cells and show an informational video to ensure
foundational knowledge for subsequent discussion.
I am using this strategy here because: I want students to have the foundational knowledge to apply to the activity. I also want to address
all areas of language and learning: listening, speaking, reading and writing.
Teacher Actions Student Actions Data Collected
Write definition of stem cells in lab Write definition and answer questions How easily students follow and student
notebook. in lab notebook. responses
Introduce video and questions to consider
during the video: what are stem cells used Student understanding based on questions and
for? Why are they controversial? ideas presented in discussion
Show video Listen to/watch the video
After video, answer questions in lab Responses to 4C’s
notebook.
Introduce article, give instructions Read article
Explain 4C’s activity Complete 4 C’s activity
Group students to discuss 4C’s responses Split into groups
Facilitate questions for the discussion. Engage in discussion
Closure The strategy I intend to use is: The 4 C’s – Connections, Challenge, Concepts, Changes
I am using this strategy here because I want to students to consider the multiple perspectives that exist about this topic, make
connections to the real world examples and formulate and articulate opinions. I also want students to be able to write and articulate
their ideas regarding a controversial topic.
Student will discuss in groups based on when they finish.

Differentiation Modifications: Content Process Product Environment

 Answer content questions Pacing: students may read and Students may work on
about the article reading answer 4C’s at slower pace. reading and 4C’s in the
instead of completing the 4 hallway.
C’s activity.
Extensions: Find another example for the Pacing: student may move on to
cell ownership debate. 4C’s when done with reading
How would you feel if you article
were Henrietta’s family?
Would you donate your cells
for science?
Assessment Answers to questions asked by teacher
Questions asked by students
Student ideas presented in discussion
Responses to 4 C’s.