1. Lesson Plan Template Name ____________Ms. Russo__________
Level ________7__________
Lesson Title _____Organs_____ Subject ______Life Science__ Grade
Date _________________
I. SETTING THE STAGE
HCPS III STANDARDS
Benchmark SC.7.4.3 Describe the levels of organization in an organism
INSTRUCTIONAL OBJECTIVES
Condition
Performance
(begin w/action verb)
Criterion
In order to understand the impact of scientific advances on the levels of organization of an organism, SWBAT identify the ethical implications of
harvesting stem cells and manipulating their function to produce desired cells, tissues, and organs
ANTICIPATORY SET (Warm-Up or Bell Work)
(Time ______5 mins _________)
Students will answer following journal prompt - > Remember the inner
cell mass in our demonstration? Scientists can extract the inner cell mass
in a growing embryo for Scientific advances in medicine. The inner cell
mass represents one step in the process towards becoming a living person.
Do you think that this is a good or bad idea and why?
II. ACQUISITION
1. SAY (Explanation) (Time ______15 mins______)
AGENDA ITEMS POSTED ON FRONT BOARD
1. Ready, Set, Go!
2. Guess What!
3. View Video
4. Partner up
5. Present arguments
6. Journal Close
SEE (Modeling)
DO (Structured Practice)
SEE (Modeling)
DO (Structured Practice)
Guess What:
Today’s activity requires that we consider two sides of an ethical
dilemma. As we consider the ethical implications of this topic, I would
like you to record arguments for and against stem cell research in a T
Chart. We will talk about what Stem Cell Research is and about the
similarities and differences between embryonic and adult stem cells as
related to research. Finally, we will talk about the ethical dilemma of
Stem Cell Research.
2. SAY (Explanation) (Time ______20 mins______)
2. View Video:
Record arguments from the individuals in the video on either side of the
Remind students of note taking
debate (in your T Chart). You will need to take careful notes because after tips and of expected behavior
the video, you will be assigned to argue either for Stem Cell Research or
during video viewing.
against Stem Cell Research. You need to enough information written
down to reflect on so you can develop a strong argument.
3. SAY (Explanation) (Time ______35 mins______)
Partner Up and Debate
Teacher will number students off from 1-4 to form groups of 4. When
everyone is divided into groups, teacher will assign 2 students to argue in
favor of Stem Cell Research and to students to argue against Stem Cell
Research. Partners will split off to develop their debate strategy. Return to
your group and take turns presenting your argument to other team. Here
are some rules for a successful debate:
1. Practice active listening when it is not your turn
2. Challenge ideas, not persons
3. Try your best to understand the other position
4. Share the floor: each person in a pair MUST have an opportunity
to speak
Each team will take turns presenting argument. Then, each team will take
turns seeing the other side of the issue.
Observe students.
SEE (Modeling)
DO (Structured Practice)
Show students an example of an
effective argument and active
listening as well as seeing the
other side of an issue.
Observe students
III. CONSOLIDATION
GUIDED PRACTICE if applicable (Time _____________)
Instructor helps students with argument development and debate techniques.
FORMATIVE ASSESSMENT (Assessment of Learning) if applicable (Time _____________)
T-Chart, debate, journal close
SUMMATIVE ASSESSMENT (Assessment of Learning) if applicable (Time _____________)
3. N/A
CLOSURE if applicable (Time ______5_______)
Student will answer journal close questions which is their entrance slip for following class.
Students must at least write questions down so they can answer for homework. If time
permits, students can work on at end of class and/or class can discuss.
1. After experiencing both sides of the Stem Cell Research debate, do you still agree
with your initial response regarding Stem Cell Research being a good/bad idea? How
had your position on the issue been strengthened or changed?
MATERIALS: Article 1, Video, PPT
INDEPENDENT PRACTICE if applicable
