Lesson Title: Human Cloning: Seeing the Big Picture Course: Common Core 7 SP

Lesson Title: Human Cloning: Seeing the Big Picture Course: Common Core 7 SP Date: ______Teacher(s): ______Start/end times: ______

Lesson Objective(s): What mathematical skill(s) and understanding(s) will be developed?

7.SP.1 The students will be able to gain and predict information about a population by examining a sample of the population, and determine if the sample is a valid representation of the whole.

Lesson Launch Notes: Exactly how will you use Lesson Closure Notes: Exactly what the first five minutes of the lesson? summary activity, questions, and discussion will close the lesson and provide a Brainstorm prior knowledge about human cloning. foreshadowing of tomorrow? List the Think, pair, share and make a list on the board of questions. what students already know about cloning. Have students complete journal writing activity. Students will imagine they are running for governor of Maryland and decide whether or not they would tell their voters they support cloning based on the class survey results. Students must also discuss the validity of the sample by deciding if they would base their public opinion on the class survey alone.

Lesson Tasks, Problems, and Activities (attach resource sheets): What specific activities, investigations, problems, questions, or tasks will students be working on during the lesson?

*Note: Depending on the prior knowledge and work pace of students, this lesson may take two days.

1. Lesson Launch – Brainstorm, think, pair, and share prior knowledge about human cloning. [UDL I and III: 2, 3, 7] 2. Engage – Watch cloning videos from Discovery United Streaming: [UDL I and II: 1, 2, 4, 5] Human Cloning: Fact or Science Fiction Could Cloning Create a Superhuman Race? Medical Implications of Cloning *Alternative to watching videos: Read articles or scientific journals that present both the pros and cons of cloning or give students time to do an Internet search for pros and cons. Refer to Resources for links to online articles. Give each student a post-it note and have students write either a pro or a con about cloning learned from the videos. Create a class PROS/CONS chart on board and have students place their post-it note in the proper column. Discuss as a class. [UDL I, II, and III: 1, 2, 3, 4, 8] 3. Predict – Introduce the question (tell students and write on board): How many people in our class do you think would support human cloning? How many people in the United States do you think would support human cloning? Emphasize that the question is about human cloning, not animal cloning. Have each student make a prediction for both questions on an index card. Students should explain how they made their predictions. Answers may be a ratio, percentage, specific number, etc. Collect index cards. [UDL II and III: 4, 7, 9] Lesson Title: Human Cloning: Seeing the Big Picture Course: Common Core 7 SP Date: ______Teacher(s): ______Start/end times: ______4. Take a survey of the class. Designate one side of the room as “YES” and the other side as “NO” with regards to supporting human cloning. Students should move to the side of their opinion. Make a class tally/chart on the board. [UDL I, II and III: 3, 4, 7] 5. Explore – Have students work with a partner or a group to answer questions based on the class data. Questions are focused on using the class data to predict the information of a larger population, as well as questioning the validity of our sample. Inform students that they may choose to make predictions in any way – making a table or chart of values, graphing, equivalent fractions, setting up a proportion or ratio, etc., using any of their prior knowledge. They must show the work they did to come up with their predictions. The teacher should provide all necessary tools including graph paper, pattern tables, calculator, and blank paper. [UDL I, II and III: 1, 3, 4, 5, 6, 8] 6. Discussion – Bring class together to discuss the survey questions. Hand out the index cards carrying their predictions from earlier. Focus discussion on what makes a sample valid, and in which scenarios it would be appropriate to use sample data to make generalizations and inferences about a larger population. [UDL I, II, and III: 3, 6, 8] Additional discussion questions: What was surprising about the survey results? Explain. Compare your prediction from the beginning of class to our actual survey results. Do you think your personal opinion influenced your prediction? Do you believe the survey and results show a true accurate account? How is STEM (science, technology, engineering, math) related to the topic of cloning? What roles do each of these areas play into the future of cloning? How might student opinions compare to the entire population in Maryland (adults and students)? 7. Elaborate – Close with a journal writing activity reflecting on the class activity and applying the objective to a real world situation of forming opinions to win votes in an election. [UDL I, II and III: 2, 3, 5, 7, 8, 9]

Evidence of Success: What exactly do I expect students to be able to do by the end of the lesson, and how will I measure student mastery? That is, deliberate consideration of what performances will convince you (and any outside observer) that your students have developed a deepened (and conceptual) understanding.

Students need to be able to make predictions about a larger population given a sampling of data. They may do this in any way (making a table/chart, graphing, or the more common method of setting up a proportion). They also need to be able to determine if a sample is a valid representation of the larger population. Evidence of success will be measured through completion of the survey questions with a partner, participation in class discussion, and the independent journal writing reflection. The homework will also give students a chance to show mastery of the material by presenting different types of scenarios for the same objective.

Notes and Nuances: Vocabulary, connections, common mistakes, typical misconceptions, etc.

 Vocabulary – representative sample, probability, proportion, prediction, validity  Typical misconceptions – Students often confuse the terms “predict” and “estimate” to making a random guess. With regards to probability, students need to understand that these words suggest making a mathematical prediction, based on a given set of data. Lesson Title: Human Cloning: Seeing the Big Picture Course: Common Core 7 SP Date: ______Teacher(s): ______Start/end times: ______ Connections – topic of cloning is related to STEM (Science, Technology, Engineering, and Math) and allows students to see math being used in a real world and current context; journal activity requires argumentative writing as students support their claim with data; journal activity connects math to a social studies topic of voting and campaigns Resources: What materials or resources are essential for students to Homework: successfully complete the lesson tasks or activities? Exactly what follow-up Computer – Discovery United Streaming videos homework tasks, (Optional: computers for students) problems, and/or (Optional: articles on cloning) exercises will be Index cards assigned upon the Survey questions completion of the Graph paper lesson? Calculator Pattern tables Students will Post-its complete a Chart paper (or chalkboard) worksheet that Blank paper presents a variety Journal Writing activity of scenarios in Homework worksheet which they must draw inferences For articles related to cloning: about a population  http://www.time.com/time/magazine/article/0,9171,137377,00.html given a random  http://www.nytimes.com/2007/11/20/science/20tier.html?pagewanted=all sampling, and then  http://www.time.com/time/health/article/0,8599,195081,00.html determine if the  http://www.time.com/time/magazine/article/0,9171,1220538,00.html sample is valid.  http://www.time.com/time/magazine/article/0,9171,1874840,00.html One question will  http://www.time.com/time/magazine/article/0,9171,999233,00.html also ask students to design a survey For more ideas or to expand this lesson, refer to: with a valid http://www.learnnc.org/lp/pages/3280?ref=search sample. Interdisciplinary Integrated Unit on DNA/Genetics Part B: Math UNC School of Education

Census data for survey questions: http://quickfacts.census.gov/qfd/states/24/24027.html

Lesson Reflections: What questions, connected to the lesson objectives and evidence of success, will you use to reflect on the effectiveness of this lesson?

 Can students make appropriate predictions or draw inferences from a random sampling, either by setting up a proportion, using a table, or graphing?  Can students differentiate when a random sampling is a valid representation of the larger population and when it is not? Lesson Title: Human Cloning: Seeing the Big Picture Course: Common Core 7 SP Date: ______Teacher(s): ______Start/end times: ______ Can students apply their understanding of drawing inferences to various situations (as seen in their journal writing activity and homework)?  What concepts about drawing inferences or valid samples do students need additional support or reinforcement?