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Differentiated Lesson Plan _ Miranda Tyler Title of Lesson Exploring Ethical Issues in Genetics Date April 13th, 2022 C&A Plan Title Ethics in Genetics Lesson # in unit 17 Subject Biology (SBI 3U) Grade/level 11 Strand D (Genetics) Class length (minutes) 75 min Location South Carleton High School Brief Description In this lesson students will learn different ways that genetics research can be useful and controversial. They will research and discuss different scenarios that present ethical issues in the field of genetics and will develop ideas of how to navigate these kinds of questions. Lesson’s Guiding Question How is genetics research an ethical issue, and how can we navigate these dilemmas? Overall & Specific Expectations for this Lesson A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models) D1.1 analyse, on the basis of research, some of the social and ethical implications of research in genetics and genomics (e.g., genetic screening, gene therapy, in vitro fertilization) [IP, PR, AI, C] D3.5 describe some reproductive technologies (e.g., cloning, artificial insemination, in vitro fertilization, recombinant DNA), and explain how their use can increase the genetic diversity of a species (e.g., farm animals, crops) Prior Knowledge Activation (Prior to this lesson, students will have...) Prior to this lesson students will have learned the basics of genetics and mendilian inheritance. They will have already learned the process of meiosis and its impact on inheritance through crossing over. Learning Intentions: Success criteria: 1. Learning Intentions Today I will: Learn the beneficial applications of genetics and ethical issues surrounding them. 2. Why? Success Criteria for this Lesson: (complete phrases below) * I can explain different ways that genetics can be used to better society. Differentiated Lesson Plan _ Miranda Tyler So that we can have a better understanding of real-world applications of genetics and appreciate different methods of regulating the field. * I can describe different areas where genetics research and application can lead to ethical dilemmas. *I can discuss different methods that can be used to regulate and prevent the unethical use of genetics research. Work Skills and Habits Learning Environment Responsibility Organization Independent Work Collaboration Initiative Self-Regulation Resources and Materials Students will have different portions of the lesson where they will work independently or work collaboratively at their desk in their table groupings (groups of 3-4). Technology Integration YouTube Clip of “Voyager: B’elanna’s baby” Hot topics & ethical Dilemma handouts Chrome books and smartphones for research Considerations for Learners with Exceptionalities (e.g., accommodations, modifications, extension activities) Students who prefer working individually can work individually on the research for their group discussion. Those who have strong leadership skills or require the assistance of another student can work in groups for research but must ensure that they are not in the same group as their research partner when we divide into discussion groups. Students will be provided with chrome books to benefit those who use assistive technology. Written instructions for visual learners as well as auditory explanation for auditory learners. Lesson Execution: Hook, Development and Closure Hook: Timing 10 min Differentiated Lesson Plan _ Miranda Tyler Description of Hook: The hook will be presented at the beginning of the lesson. I will play the YouTube video of “Voyager: B’elanna’s Baby”. Group discussion on the video. Development: 55 min Timing Description of Development: 5 min to explain that students our activity for today and hand out their different genetics hot topics on interactive excel. 20 min of individual or group research on the hot topic they have been assigned. 30 min Group discussion on the different topics. Each student takes a turn sharing. Each group has a member with each of the five hot topics. Groups will then discuss the ethical dilemmas provided to their group when they are ready. Closure: 10 min Timing Description of Closure: Discuss as a class the findings of each group as a class, what did they find that was interesting, what conclusions did they make on the different ethical dilemmas. Have students share any other areas that they think that genetics research could be beneficial or cause an ethical dilemma. Assessment Tool Monitoring students in their discussion groups. Differentiated Lesson Plan _ Miranda Tyler Appendix A: Hot Topics in Genetics Each student will select a genetics topic from the list below to research. Research topics: Genetically Modified Organisms In Vitro Fertilization Prenatal Screening Genetic testing Selective Breeding You will spend the first part of class either researching your topic individually or with a partner that has the same topic as you. You will target your research to answer the questions below. Research Questions: A brief explanation of this area of genetics and how it works. What beneficial purposes does this area of genetics provide? What potentially ethical dilemmas result from this area of genetics? Any other interesting information you found on this topic? Feel free to take notes on your research so that you have your information ready to share with your discussion groups. After the research phase is complete, you will be joining a group where each of the members has a different topic than you (discussion group). You are now the expert on your topic in the group. You and your group members will take turns sharing your findings on your individual topics. Once you are done sharing, you will be provided with some ethical dilemmas that relate to the topics you have researched. Your group will discuss these dilemmas and consider how you would respond to the situation or what sort of legislation should be put in place to prevent these sorts of situations. We will be sharing our group’s findings with the whole class at the end of class. Differentiated Lesson Plan _ Miranda Tyler Appendix B: Ethical Dilemmas in Genetics IVF: A husband and wife decide to freeze some embryos to have their children later in life. However, the man and women get a divorce. The man remarries and decides that he no longer wants to have children. The woman does not re-marry but decides that she wants to have children. She asks her ex-husband to allow her to implant the embryos. The man refuses. The woman takes the case to court to try to obtain the right to implant the embryos. Should she be granted the right to implant her embryos? Genetic Testing: Life insurance companies can require their customers to complete health examinations before determining their insurance rates. Should Insurance companies be allowed to require their clients to undergo genetic testing prior to determining their insurance rates? What if the client is already aware of a genetic disease? Prenatal Screening: Two parents are both heterozygous with a recessive gene that causes blindness. They decided to undergo prenatal screening for their first pregnancy. The screening indicates that the child will not be blind, so they carried the baby to term. They undergo prenatal screening for their second pregnancy and are informed that the child is homozygous recessive for the blindness gene. Is it ethical for these parents to terminate the pregnancy? GMOs: In 2018 a scientist, He Jiankui, used CRISPER (a gene editing technology) to alter the genetic structure of two human embryos. He claims to have disabled a gene that encodes a protein that allows HIV to enter cells. His intent was to protect them from HIV by mimicking a mutation that exists in about 10% of the European population. Was it ethical for the doctor to modify the genetics of these children to prevent them from getting a disease? Selective Breeding Certain breeds of dogs are more susceptible to genetic diseases because of selective breeding. Pugs are more susceptible to elongated soft pallets, knee disorders and larynx collapses. Is it ethical for dog breeders to continue to breed more purebred pugs, knowing that the health of the breed will decrease while doing so? Differentiated Lesson Plan _ Miranda Tyler Rationale This inclusive lesson plan for a grade 11 Biology class was designed to meet the individual needs of the students in the class. This lesson provides an outline of a highly engaging class that that is accessible to each of the students. Recorded below are the specific ways that this lesson meets the various needs of the students in the class. Learning Styles: This lesson plan addresses all the learning styles of the students in the class. The class contains three kinds of learners: auditory, visual, and tactile. The lesson provides engagement for the auditory learners through verbal instruction and discussion groups. Visual learners can use a printed handout with written instructions for the activity to follow along in their preferred method. They will also benefit from using chrome books to read and do research on their given topics. The exploratory nature of the activity will resonate with the tactile learners in the class, allowing them to explore the “hot topic” that most interests them. Learning Preferences: There are a few different learning preferences in the class: Verbal/Linguistic, Logical/Mathematical, Interpersonal, and Intrapersonal. The Verbal linguistic learners will appreciate the group discussion times during the activity, allowing them to benefit from conversing on the topics with their peers. The Logical/Mathematical learners in the class will appreciate the challenge to consider the reason behind each of the different “hot topics” and how they can be used for good. Inquiry into these questions will provide them with engagement and will allow them to resonate with the activity. The option to work independently or in groups for the research portion of the activity allows for both the interpersonal and Intrapersonal learners to choose their preferred learning style. Strengths and Areas of Need: The lesson is used to take advantage of different children’s strengths and cater to the areas of need of each of the students. The activity involves a fair amount of independent reading, a strength of Angela. Keith will be able to enjoy the hands-on aspects of the project and will enjoy thinking creatively during our discussion groups. Sean and Amanda will enjoy their ability to do research for the topic independently on the computer. Troung will be allowed to do research in their own language, reducing their challenge as an ELL. The handout with the instructions and the ethical dilemmas will be provided in their language as well. Haneem will enjoy being able to do research with a partner and the ability to participate in group discussions. Instructional Strategies: Differentiated Lesson Plan _ Miranda Tyler Verbal instruction is paired with written format in the lesson so that Angela can more easily follow along with the class, and as there is no required written component, and so she does not need to worry about requiring extra time. Keith will enjoy the hands-on experience, as mentioned previously, and will enjoy his opportunity for leadership skills during the group discussion. The information for the stages of the project will be written down on the handout, but the teacher will also be interrupting the class and giving guidance during transition periods so that Sean is able follow along and know what task he is currently to be working on. Troung will appreciate that there are both verbal and visual instruction for the activity and that he can do his research with another student in class. Hameen will enjoy the opportunities he has for leadership in the discussion groups. Amanda will have the opportunity to have a written record of her findings during the research portion of class, allowing her to utilize that skill. Improvement in Learning: This lesson is designed to take advantage of previous scenarios of student improvement. It has been observed before that Angela’s learning is improved when real-life context is part of the problem, this is true with our ethical dilemma scenarios. She has also demonstrated improved learning when she can discuss with a partner, which is what she will be doing in our discussion groups, and during research if she chooses. Sean has also shown past improvement with engaging in real-world applications, and so these ethical dilemmas will be of strong interest to him. Troung has shown improvement working with small groups, and so the small discussion groups and option to do research with a partner will greatly benefit them. Adjustments in instruction/Other interventions/use of supports: Chromebooks will be provided for research, and so Angela will be able to use assistive technology. Troung will be able to perform research in their first language and will receive the document in English as well will be allowed to research with a peer. Sean will appreciate the handout that explains the steps that we will be following during this class, to help him keep organized. This lesson plan was designed so that each student would feel comfortable and have success during the class. The students should each be able to thrive at a different point during the activity and be able to use their strongest skills. Students will also be able to work on their areas of weakness during this class.