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Next Generation Science
Standards (NGSS) + CommonCore-ELA
(CCSS-ELA):
Argumentation from Evidence andThe Hunger Games (Bioethics)
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• Understand the interconnectedness of the
Common Core State Standards (EnglishLanguage Arts) for Literacy in Science and Technical Subjects with the e!t"eneration Science Standards (#ractices$Engage in argument from e%idence)
• A&&ly the Literacy in Science and TechnicalSubjects in both an ELA and a scienceclassroom setting
• 'btain some &ractical crosscurricularlesson ideas that can be im&lemented intoyour own classroom and district
• ow to assist students to go &ast their own
o&inion on a contro%ersial to&ic and use a%ariety of research sources to assist them
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• +,-. 'regon Science Standards ("SS)
Ado&tion U&date• CCSSELA (/eading0 1riting0
S&ea2ing*Listening and /esearch)
• +,-. 'regon Science Standards ("SS)
#ractices• Commonalities Among the #ractices in
Science0 3athematics0 English LanguageArts
• Element of Argument from E%idence (ELA%s4 SocioScienti5c)
• Smarter 6alanced ELA #erformance Tas2s
• Sam&le Science*ELA (CurriculumEmbedded) Tas2
• 7uestions
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Criteria
-4 Clear #ur&ose Why am I assessing?
+4 Clear Learning Target(s)
What am I assessing?
84 7uality Assessment How can I assess it well?
.4 #ro&er TestAdministration
How will I ensure testconditions do not interferewith a student’s ability toperform well on a test?
94 E:ecti%eCommunication of /esults
How will I share results formaximum impact?
htt&$**www4ode4state4or4us*go* LocalAssessment"uidance
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• S6E ado&ted the +,-. 'regon Science Standards on3arch ;0 +,-.
• Ado&tion includes the grade le%el middle schoolscience standards se)
• E
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•The NGSS are written aserformance!xpectations
•NGSS re"uire contextualapplication of the threedimensions by students#
•$ocus is on how and whyas well as what
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% &s'ing "uestions and defining problems
% (e)eloping and using models
% lanning and carrying out in)estigations
% &naly*ing and interpreting data
% +sing mathematics and computational thin'ing
%(e)eloping explanations and designing solutions
% !ngaging in argument
% ,btaining- e)aluating- and communicating information
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! "egu#ar $ractice %ith com$#ex textsand their academic #anguage
&! "eading' %riting' and s$eaing
grounded in evidence from texts'oth #iterar* and informationa#!
! Bui#ding no%#edge through content-rich non,ction!
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Te!t com&le!ity is de5ned by$
Q u a l i t a t i v e2. Qualitative measures . le)els of meaning-
structure- language con)entionality and
clarity- and 'nowledge demands often best
measured by an attenti)e human reader#
Q u a n
t i t a t i v e
1. Quantitative measures . readability and
other scores of text complexity often best
measured by computer software#
Reader and Task
3. Reader and Task considerations .
bac'ground 'nowledge of reader- moti)ation-
interests- and complexity generated by tas's
assigned often best made by educators
employing their professional /udgment#
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riting Standards•.ext .*$es and /ur$oses (1rite arguments to su&&ortclaims using e%idenceD write informati%e*e!&lanatoryte!ts)
•/roduction and 0istriution of riting (#roduceclear and coherent writingD &lan0 re%ise0 edit0 rewrite)
•"esearch to Bui#d and /resent 1no%#edge (Shortand sustained research &rojectsD synthesie multi&lesourcesD gather information and assess its
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6ased on
wor2by TinaChue2
2ath Science
ELA
2: 3a2e sense of &roblemsand &erse%ere in sol%ing them
2&: /eason abstractly F
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ey Elements$•Hntroduces a &recise claim(s)0 distinguishes the claim(s)from alternate or opposing claims
•Ge%elo&s the claim(s) and counterclaims fairly0
supplying data and evidence for each in a mannerthat antici&ates the audienceIs 2nowledge le%el andconcerns4
•Establishes and maintains a formal style andobjective tone while attending to the con%entions of
writing4
•#ro%ides a conclusion that follows from or su&&orts theargument &resented4
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J6eyond 3y '&inion Kersus oursM The Science Teacher0
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J6eyond 3y '&inion Kersus oursM The Science
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J#ersonaliing Science$ Strategies for EngagingGi%erse Students with SocioScienti5c HssuesM0 The
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J6eyond 3y '&inion Kersus oursM The Science Teacher0
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Session : C#assroom Activit*
•#ur&ose is to Jle%el the &laying 5eldM orJgroundM students in the to&ic
•Hntroduce a stimulus or stimuli (article0 5lm
cli&0 recording0 gra&hic0 etc4)
•Allow time to %iew*read and reOectinde&endently
•Gi%ide into small grou&s for scri&ted small
grou& acti%ity
•/e&ort out small grou& 5ndings to full grou&
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Session &: Consu#ting "esources andSca9o#ding
•/ead*re%iew*reOect u&on 8 to 9 resources related
to the central to&icD sources should re&resent a%ariety of &ers&ecti%es and %iew&oints
•/es&ond to se%eral (suggested + or 8) sca:olding
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Session : ina# Essa* or ;u## rite<
•Students should ha%e continued access to thesource materials through the writing &rocess aswell as to their res&onses to the sca:olding
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1e* E#ements:
•Strong main idea or claim0 and focus is maintaineda&&ro&riate to audience and &ur&ose
•Kariety of transitions used to clarify relationshi&sbetween and among ideas
•Hntroduction and conclusion are &resent
•Logical &rogression with strong connectionsDJsyntactic %arietyM
•Por argumentati%e mode0 o&&osing arguments areac2nowledged or addressed
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1e* E#ements:
•E:ecti%e use of sources0 facts and details assu&&ort for ideas or claims
•E:ecti%e elaboration of ideas using &reciselanguage (elaboration may include the use of&ersonal e!&eriences rele%ant to the main idea)
•/eferences to sources are rele%ant and s&eci5c ande:ecti%ely integrated into the essay
•Kocabulary is a&&ro&riate for the audience and&ur&ose
•Style enhances content
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Argumentative:
.he =unger Games: "e>uired"eading?
•Pour Articles
Q unger "ames$ Ethics -,-
Q Ethical Gilemma for the /eader*Kiewer of Theunger "ames
Q The 3oral and Ethical Hssues of The unger "ames
Q JThe unger "amesM$ A "lim&se of the PutureB
% Three Sca:olding 7uestions
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Informational/Explanatory:
.he =unger Games and "ea#it*
.e#evision
•Pour ArticlesQ The Hunger Games and /eality Tele%ision
Q 1hy America Lo%es /eality TK
Q TK Contestants$ Tired0 Ti&sy and #ushed to the6rin2
Q 1hy /eality TK is the ew Pamily TK
% Three Sca:olding 7uestions
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E!&lanatory*Hnformational Tas2 for TheHunger Games
-4Gi%ide into grou&s
+4Kiew %ideo cli&
84Com&lete chart
.4/e&ort out94Pull grou& discussion
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Survivor • #oca#e is usua##* outdoors' exotic#ocations
• cameras catch ;$rivate<conversations
• com$etitors are e#iminated' one *
one• to avoid e#imination' a##iances are
formed• often the %inner is the one %ho $#a*s
the game est@* #*ing' cheating'mani$u#ating
Big Brother • cameras ca$ture the com$etitionavai#a#e for vie%ing &6 hours
• com$etitors are e#iminated one *one
• $roducers insert e#ements to ;s$iceu$< the com$etition
• to avoid e#imination' a##iances areformed
• care $acages are sent * ;$atrons<
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BE.=CS N .=E =DNGE"GA2ES: Eva#uating the e9ects
of genetic engineering
through $o$u#ar ,ction
SCENCE SA2/LE
LESSNS
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0a* : "ead Excer$t from The HungerGames aout mocinga*s! /rior
1no%#edge Assignment (Fuestions)Sma## Grou$ 0iscussionLarge Grou$ 0iscussion
0a*s &-: Students conduct internet
research to address a suset of >uestionsre#ated to ioethics and geneticengineering!
0a*s 6-7: Students $resent their ,na#arguments in a roundta#e formataddressing the fo##o%ing $rom$ts: Consider ho% res$onsi#e /anem %as ingenetica##* engineering the aera*s andtracer acers! 0efend and argue *our$osition on genetic engineering %ith regard
to ioethics!
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?1hat is genetic engineering ("E)B
?ow does the biology in The Hunger Gamesrelate to our li%es in AmericaB
?1hy did the leaders in #anem create onlymale jabberjaysB ow did this &lan bac25reBGo you see any &arallels with actualgenetically modi5ed organismsB
?Hn what 5elds and for what &ur&oses do youthin2 "E is used todayB
?Gescribe the &ros*cons of genetic engineering
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Hn the 5nal &hase of the &roject (estimatedtwo days)0 students &resent their 5nalarguments in a roundtable formataddressing the following &rom&ts$
%Consider how res&onsible #anem was ingenetically engineering the jabberjays andtrac2er jac2ers4 Gefend and argue your&osition on genetic engineering with regard
to bioethics4
%Pormulate a &lan the United States shouldha%e in &lace to ma2e sure the geneticengineering done here is ethical4
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3ale Nabberjay("eneticallyEngineered)
Pemale 3oc2ingbird (1ild Ty&e)
3oc2ingjay(ybrid)
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•Classroom Com&onent$
• Two Kideos
• 7*A Session
•Source R-$ G4H446iology0 on the 1ingsof the 3oc2ingjay
•Source R+$
Contro%ersial Geadly6ird Plu /esearchPinally #ublished
•Source R8$Amateurs Are ewPear in Creating3utant Kirus
•Source R.$ "eneticEngineering Today$
The #romise andthe Ethics
•
8 7uestions#ertaining to theSources
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Educators0 &arents0 business leaders0 and otherinterested &arties are in%ited to &artici&ate online4
#artici&ants will ta2e selected English or 3athtests and recommend achie%ement le%el scores4
/egister at
htt&$**www4smarterbalanced4org*online&anel bySe&tember -@th0 +,-. to &artici&ate4
Kisit the Smarter 6alanced website atwww4smarterbalanced4org to learn more aboutthe online &anel4
#lease s&read the word 1e want as many'regonians in%ol%ed as &ossible
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Por +,,@*+,-. 'regon Science
Standards("SS) related