Genetics

Title: Genetics

Author: Sarah White

Grade Level: 9-12

Subject/Content: Social Studies / Current Events / World History / Legal Studies / Government

Summary of Lesson:  Students will examine current issues in government regulation of genetic research and develop their own opinions and policy ideas in this area.

Focus Question: What are current laws governing genetic research in the United States?  What opinions are prominent in this topic and what arguments does each side use to support their beliefs?

Databases(s): Gale Virtual Reference Library, InfoTrac: Student Edition K-12

Procedures:
This lesson may be directly integrated with a Biology class studying genetics or can be incorporated into a Social Studies unit on current events or government policy in the regulation of science.

Steps/Activities by the teacher:

• Provide students with access to Gale databases listed above.  Prepare questions to lead a class discussion on current issues of government regulation of scientific research on genetic issues

Steps/Activities by student(s):

• Read the article "Fetal Tissue Research" found in the Gale Virtual Reference Library. 
• Use the article to begin completing the Guided Decision Making Sheet
• Use the Gale Virtual Reference Library to conduct further research and complete Guided Decision Making Sheet
• Write a paragraph stating your own opinion on stem cell research with 3 specific research facts supporting your opinion

Outcome:  Students will be informed of public policy regarding genetic research and will have formed an educated opinion on what they believe the government role should be.

Related Activities: Students can write letters or send emails to their Congressional representatives discussing their opinion on government regulation of scientific research to help influence legislation.  Students should propose specific changes to government policy they believe should be made in the future.

Standard Date: Approved

Content Standard(s):

• Identify and describe both current and historical examples of the interaction and interdependence of science, technology and society in a variety of cultural settings.
• Analyze how science and technology influence the core values, beliefs and attitudes of society, and how core values, beliefs and attitudes of society shape scientific and technological change.
• Evaluate various policies that have been proposed as ways of dealing with social changes resulting from new technologies, such as genetically engineered plants and animals.
• Recognize and interpret varied perspectives about human societies and the physical world using scientific knowledge, ethical standards and technologies from diverse world cultures
• Formulate strategies and develop policies for influencing public discussions associated with technology-society issues, such as the greenhouse effect.
• Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view.
• Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.

Performance Indicators:

• At Level 1, the student is able to:
  • Identify current controversies in government regarding genetic research including stem cell laws
• At Level 2, the student is able to:
  • Discuss both sides of issues related to government regulation of genetic research including stem cell laws
• At Level 3, the student is able to:
  • Take and defend a position on government regulation of genetic research

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.
• The student will use technology resources to improve problem solving and decision making skills and apply these skills to real world situations.
• The student will analyze the social impact and explore the ethical issues of technology usage.

ISTE NETS for Students

• Demonstrate and advocate for legal and ethical behaviors among peers, family and community regarding the use of technology and information.
• Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication and productivity.
• Select and apply technology tools for research, information analysis, problem solving and decision making in content learning.  

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 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society