Gale Schools - Lesson Plans - Secondary - English

Technology

Title: Biotechnology

Grade Level: 9-12

Subject/Content: English/Science Fiction/"Jurassic Park" by Michael Crichton

Summary of Lesson: Students are introduced to the genre of science fiction and the theme of biotechnology within that genre.

Focus Question: How does the theme of biotechnology in science fiction apply and impact your world and future?

Databases(s): Student Resource Center Gold, Infotrac Student Edition, Opposing Viewpoints Resource Center

Procedures :

Teacher Preparation Planning:

This lesson may be taught in conjunction with a science course studying biotechnology and DNA or independently in an English course studying science fiction
Access the Infotrac Student Edition K-12 Graphic Interface database
Select "All Sources" and enter "science fiction" in the subject box. Click search
Select view "Science Fiction: Periodical references."
Select and print the following five articles: "Novel Inspiration: Otherworldly Fantasies Can Evoke Solutions to Real Problems", "Is Science Fiction About To Go Blind?", "A Century of Science Fiction", "The Challenges of Science Fiction", and "Biology in Science Fiction"
Arrange class into five groups and make enough copies of each article so every student will be reading one of the five.

Day of Lesson:

Steps/Activities by teacher: Deliver content information on the origins, intentions, and history of the science fiction genre.
Focus on common themes: concern with the impact of change on people-consequences for the human race, current social trends by showing how they may effect the future, emphasis on human struggle with technology, and the problems that can arise when humans play god
Cover common subjects of science fiction: the future, travel through space and time, life on other planets, and the crisis created by technology
Group students and give each member of each group a copy of their article.
Instruct students to individually read, highlight and note places in the article that discuss how science fiction addresses real world issues and problems
Instruct students to share their notes with their group members
Instruct students to choose one spokesperson from their group to share important information and passages with the class
Introduce biotechnology as a pertinent field of study and employment
Discuss some of the controversy surrounding biotechnology in such areas as cloning, stem cell research, and genetically altered foods
Connect discussion to the main themes of science fiction
Have students access Opposing Viewpoints Resource Center, search for, read and take notes on one article supporting cloning and one article opposing cloning.
Instruct students to generate a list of five points supporting cloning and five points opposing cloning.

Steps/Activities by student(s):

Read and take notes on teacher selected article from Infotrac Student Edition K-12 Graphic Interface.
Discuss important information with small and large group peers
Access the Opposing Viewpoints Resource Center.
Select "Bioethics" or enter "cloning."
Choose one article in support of cloning and one article that express opposition towards cloning
Read selection and take notes for five key points from each selection
Use these points to fuel discussion and debate while reading "Jurassic Park" by Michael Crichton

Outcome: Students will be introduced to the genre of science fiction and the theme of biotechnology. They will use this information to guide them while reading "Jurassic Park" by Michael Crichton.

Related Activities: Homework: Students access Student Resource Center Gold and search for "Jurassic Park" and Michael Crichton. Students should read an author's biography of Michael Crichton and plot summary of "Jurassic Park."

Standard Date: Approved 1996

Content Standard(s):

Students read a wide variety of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary.
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g. philosophical, ethical, aesthetic) of human experience.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and other texts, their word identification strategies, and their understanding of textual features
Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Performance Indicators:

At Level 1, the student is able to:
Define biotechnology and the literary genre science fiction
At Level 2, the student is able to: Apply the meaning and significance of biotechnology to their present and future lives while studying real world connections to science fiction writing
At Level 3, the student is able to: Identify the theme of biotechnology within the book "Jurassic Park" by Michael Crichton and demonstrate an understanding of its many aspects and implications through writing and discussion. Students will also be able to identify real-world implications of the themes in the book and demonstrate their insights using written and verbal skills

Computer Literacy and Usage Standards 9-12:

The student will analyze the social impact and explore the ethical issues of technology use

ISTE NETS for Students

Students are proficient in the use of technology
Students understand the ethical, cultural, and societal issues related to technology
Students employ technology in the development of strategies for solving problems in the real world.

Information Power; Information Literacy Standards:

Standard 1: The student who is information literate accesses information efficiently and effectively
Standard 2: The student who is information literate evaluates information critically and competently
Standard 3: The student who is information literate uses information accurately and creatively
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.