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K–12 teaching and learning · from the UNC School of Education

Interdisciplinary Integrated Unit on DNA/Genetics Part C: Language Arts

This lesson is part of an interdisciplinary integrated unit on DNA and genetics. The idea is that students will complete a week's worth of activities in science, math, and language arts related to this topic. This lesson is Part C: Language Arts. Students will apply information retrieval skills as they investigate controversial issues on human genetic cloning. Students then will develop a point-of-view essay stating their personal opinion on whether human cloning should or should not be allowed.

A lesson plan for grade 7 English Language Arts and Information Skills

By Jane Lentz, Jimmy White, Marlene Smith, and Tori Goldrick

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Learning outcomes

Goals:

  • Students will learn and apply Internet research skills.
  • Students will use basic word processing to complete their final papers.
  • Students will use editing and proofreading skills.
  • Students will plan and write a point-of-view essay using a teacher-made prompt similar to the N.C. Writing Test.

Objectives:

  • Students will research human cloning and complete a T-chart graph of the pros and cons of human cloning.
  • Students will form an opinion and complete a plan sheet for their pre-writing activities.
  • Students will write a point-of-view essay on whether they believe human cloning should or should not be allowed.
  • Students will complete editing and proofreading skills before typing the final paper.
  • Students will use basic word processing skills to complete their final paper.

Teacher planning

Time required for lesson

4-5 days

Materials/resources

Teachers can see attachments below for the following:

Technology resources

  • Computer lab with Internet access
  • Word processing software

Pre-activities

The teacher will take 10-15 minutes to discuss human cloning and some of the controversial issues associated with cloning, and relate these issues to how they can have positive and negative effects on humans. The teacher will explain to students they will research these issues and form an opinion on what they believe.

Activities

Day 1: Research and Collecting Information

  1. The teacher will introduce the lesson - 10 minutes.
  2. In the computer lab, the media specialist will review strategies for accessing print and electronic information and provide instruction on Internet searching (see attachment) - 30 minutes.
  3. Students will use this time to research their topic and write information found on their T-Charts (see attachment) - 50 minutes.

Day 2: Cooperative Group/Teacher led Discussion and Planning Writing

  1. Teacher will explain what groups are to do and which groups students report to - 5 Minutes.
  2. Groups will meet and share information learned from day one - 25 minutes.
  3. Students regroup to desks and teacher leads discussion and completes an overhead transparency of T-Chart (see attachment) to compile all the information they collected - 15 minutes.
  4. Students complete the planning writing activity. Teacher may want to use an overhead of this to model what to do for students - 45 minutes.

Day 3: Beginning Rough Draft Writing of Paper

  1. Teacher will hand out elaborating and word lists sheets to students to help with writing (see attachments). Using the SmartTV the teacher will show a powerpoint presentation on how to elaborate using the McDougal Littell Power Presentations Language Network CD on Elaborating information - 20 minutes.
  2. Students begin drafting their writing papers: “Should or Should Not Human Cloning Be Allowed” - 70 minutes.

Day 4: Proofreading and Typing Final Copy

  1. Students proofread at least two students’ papers using the editing and proofreading techniques activity sheets (see attachments) - 30 minutes.
  2. After completing proofreading exercise, students will go back to the computer lab and type up their papers using a word processing program - 60 minutes.

Assessment

The teacher will score final point-of-view essays using Rubric for Grading Writing and staple a copy of the Holistic Scoring Rubric (see attachments) to assist students in interpretating final essay grade.

Supplemental information

Because students may not have time to thoroughly read and research cloning issues, I printed copies of some of the information from the sites on cloning so students could have a hard copy to work from in the classroom in writing their essays. Also, I encouraged students to use the back of their T-Charts to write actual examples of pros and cons of cloning to be used as elaboration and examples for their writing essays.

Related websites

Sites for cloning information:
I Can Do That!
http://eurekascience.com/ICanDoThat/cloning.htm

Conceiving a Clone
http://library.thinkquest.org

Comments

This is a great lesson! The students really enjoy debating the issues of cloning. Usually I try to integrate math, science, and social studies into language arts. The students read articles and researched issues and government laws or rules, debated, and presented their findings. Then they formed their own personal opinions by writing an essay on what they believe and supported it using details and examples from their study. This assignment correlates with the NC Writing and Reading Curriculum objectives and goals. Sometimes instead of writing, these students create multimedia presentations on their findings. One thing I would suggest for this project is to explain DNA and genetic cloning. It is helpful to talk about the history of cloning before starting the project. Teachers may want to pair less proficient students to work with other students. Also, I have printed hard copies of some of the informaiton from the cloning sites to be used in the classroom for whole group
discussions.

North Carolina Curriculum Alignment

Information Skills (2000)

Grade 7

  • Goal 2: The learner will IDENTIFY and USE criteria for excellence to evaluate information and formats.
    • Objective 2.01: Identify published criteria of excellence for resources.
    • Objective 2.02: Apply identified criteria to select resources.
    • Objective 2.03: Recognize the diversity of ideas and thoughts by exploring a variety of resources (print, non-print, electronic) and formats (print, graphical, audio, video, multimedia, web-based).
    • Objective 2.04: Develop and articulate personal criteria for selecting resources for information needs and enjoyment.
    • Objective 2.05: Determine accuracy, relevance, and comprehensiveness of information resources.
    • Objective 2.06: Recognize the power of media to influence.
  • Goal 4: The learner will EXPLORE and USE research processes to meet information needs.
    • Objective 4.01: Identify information needs and formulate questions about those needs.
    • Objective 4.02: Describe several research models.
    • Objective 4.03: Develop a search strategy which includes the continuous evaluation of the research process and the information gathered.
    • Objective 4.04: Follow acceptable use guidelines (AUP/IUP) in accessing information.
    • Objective 4.05: Gather information from the most effective resources.
    • Objective 4.06: Comply with the Copyright Law (P. L. 94-553).
    • Objective 4.07: Organize and use information.
    • Objective 4.08: Credit sources of information.
    • Objective 4.09: Produce and present findings in various formats (print, graphical, audio, video, multimedia).
    • Objective 4.10: Evaluate the product.

Computer Technology Skills (2005)

Grade 7

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.04: Recognize and discuss how Copyright Laws protect ownership of intellectual property and identify and discuss consequences of misuse. Strand - Societal/Ethical Issues
    • Objective 1.12: Demonstrate knowledge of the advantages/disadvantages of using word processing to develop, publish, and present information to a variety of audiences. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 1.13: Demonstrate knowledge and use of WP/DTP terms/concepts (e.g., columns, tables, using multiple files and/or applications) to create and publish assignments/projects. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 1.14: Demonstrate appropriate use of copyrighted materials in word processing documents used for content projects/assignments. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 1.15: Demonstrate knowledge of multimedia tools/concepts used by media (e.g., games, video, radio/TV broadcasts, websites) to entertain, sell, and influence ideas and opinions. Strand - Multimedia/Presentation
    • Objective 1.16: Demonstrate knowledge of multimedia by using terms/concepts to describe and explain content projects/products. Strand - Multimedia/Presentation
    • Objective 1.21: Demonstrate knowledge of Copyright and Fair Use Guidelines by explaining selection and use of Internet resources in content projects/assignments. Strand - Telecommunications/Internet
  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.03: Use proper keyboarding techniques to improve accuracy, speed, and general efficiency in computer operation. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 2.04: Demonstrate knowledge and use of WP/DTP features (e.g., columns, tables, headers/footers) to format and publish content projects/products. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 2.05: Use a variety of collaborative tools to survey, collect, communicate information for content area assignments. Strand - Telecommunications/Internet
  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.01: Select and use appropriate technology tools to solve problems and make decisions in content areas. Strand - Societal/Ethical Issues
    • Objective 3.07: Demonstrate use of WP/DTP features/functions to design, format, layout, and publish assignments. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 3.09: Create/modify and use rubrics to evaluate multimedia presentations for elements (e.g., organization, content, design, appropriateness for target audience, effectiveness, ethical use of resources). Strand - Multimedia/Presentation
    • Objective 3.11: Use evaluation tools to select Internet resources and information for content and usefulness in content area assignments. Strand - Telecommunications/Internet

English Language Arts (2004)

Grade 7

  • Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
    • Objective 1.01: Narrate an account such as a news story or historical episode which:
      • creates a coherent organizing structure appropriate to purpose, audience, and context.
      • orients the reader/listener to the scene, the people, and the events.
      • engages the reader/listener by establishing a context and creating a point of view.
      • establishes the signficance of events.
  • Goal 2: The learner will synthesize and use information from a variety of sources.
    • Objective 2.01: Respond to informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • analyzing the characteristics of informational works.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences and/or conclusions.
      • generating questions.
    • Objective 2.02: Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters and informercials) through:
      • identifying and using appropriate primary and secondary sources.
      • comparing, contrasting, and evaluating information from different sources about the same topic.
      • evaluating information for extraneous details, inconsistencies, relevant facts, and organization.
  • Goal 3: The learner will refine the understanding and use of argument.
    • Objective 3.01: Analyze a variety of public documents that establish a position or point of view by:
      • monitoring comprehension for understanding of what is read, heard and /or viewed.
      • identifying the arguments and positions stated or implied and the evidence used to support them.
      • recognizing bias, emotional factors, and/or semantic slanting.
      • examining the effectiveness of style, tone, and use of language.
      • summarizing the author's purpose and stance.
      • examining the importance and impact of establishing a position or point-of-view.
      • making connections between works, self and related topics.
      • drawing inferences.
      • responding to public documents (such as but not limited to editorials, reviews, local/state/national policies/issues).
    • Objective 3.02: Use the problem-solution process by:
      • studying problems and solutions within various texts and situations.
      • utilizing the problem-solution process within various contexts/situations.
      • constructing essays/presentations that respond to a given problem by proposing a solution that includes relevant details.
      • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
    • Objective 3.03: Create arguments that evaluate by:
      • understand the importance of establishing a firm judgment.
      • justifying the judgment with logical, relevant reasons, clear examples, and supporting details.
      • creating an organizing structure appropriate to purpose, audience, and context.
  • Goal 4: The learner will refine critical thinking skills and create criteria to evaluate text and multimedia.
    • Objective 4.03: Develop the stance of a critic by:
      • considering and presenting alternative points of view or reasons.
      • remaining fair-minded and open to other interpretations.
      • creating a critical response/review of a work/topic.
  • Goal 6: The learner will apply conventions of application of grammar and language usage.
    • Objective 6.02: Continue to identify and edit errors in spoken and written English by:
      • using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.
      • mastering proofreading symbols for editing.
      • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
      • listening to and monitoring self to correct errors.