E. Wagner High School, Staten Island, NY
are most recent developments in animal and human cloning?
In this lesson, students act as research scientist and investigate the development of animal and human cloning. They then report their findings, both orally and visually, to their ‘colleagues’ at a symposium on cloning research.
Students respond to the following in their notebooks,
written on the board prior to class: “At a recent symposium on cloning, three
scientist vowed that despite the possible risks they are going to attempt to
clone humans”. Fold a piece of
paper in your notebooks in half vertically. Label the left column ‘Benefits’ and the right column
‘Drawbacks.’ Consider what the potential benefits and drawbacks of human
cloning might be, and record your responses in the appropriate columns on your
paper”. After five to ten
minutes, ask students to share their responses and record them on the board.
-copies of "Despite Warnings, 3 Vow to Go Ahead on Human Cloning" (one per student) (http://www.nytimes.com/learning/teachers/featured_articles/20010809thursday.html)
-reference materials with information about genetics and cloning (computers with Internet access, encyclopedias, textbooks, library references)
-scissors, poster board, construction paper, tape or glue, sets of colored pencils (one of each per small group)
Divide students in six groups.
Explain to students that they will be acting as teams of research
scientist preparing for a symposium on developments in human cloning.
Each team will conduct basic research on their topic and prepare a poster
presentation to explain their findings to their “colleagues”.
Assign each group one of the following aspects of cloning-related topics
to research using all available classroom resources.
(A print out of the following topics will be
distributed to each group):
some examples of organisms that reproduce asexually?
“gametes” or “sex cells”?
a fertilized egg cell divide?
some examples of organisms that reproduce sexually?
diagram of the chromosome structures used for both mitosis and meiosis, clearly
explaining how each process works.
#2 Somatic Cell Nuclear
this process, what is removed from an unfertilized egg?
the nucleus of a “somatic cell” contain that is necessary for this process?
the newly constructed cell stimulated?
happens to the new cell after it has been stimulated?
annotated diagram of the SCNT process.
#3 In Vitro Fertilization (IVF)
How is in
vitro fertilization performed?
the egg retrieval procedure involve?
the embryo transfer conducted?
Lutron, and how is it used in an IVF procedure?
“antral follicle counts”?
other tests must be performed during the IVF cycle?
illustrated timeline of the IVF cycle.
What is a
human gene, and what does it do?
some of the diseases hat human gene therapy might cure?
the difference between “pluripotent” and “adult” stem cells?
pluripotent stem cells derived?
stem cells have the same potential as pluripotent stem cells?
illustrated glossary of gene therapy terms and the disease this therapy might
types of animals have been successfully cloned?
the first animal that was cloned?
procedure was used?
have these animals lived?`
some of the unforeseen problems that arose?
illustrated timeline showing the history of animal cloning.
genetic information is required to clone a human or an animal?
proteins are the constructed from?
genes transferred from a sperm to an egg cell?
“reprogramming”, and how does it “condition” the parent DNA in the
genomic imprinting mean?
methyalation, and how long does a cell have to imprint before it methylates?
diagram of how genomic imprinting theoretically works to “turn on” a
cell’s ability to read genes.
This lesson teaches the student to gather and use information for research purposes. Uses a variety of resources materials to gather information for research topics. Determines the appropriateness of an information source for a research topic. Organizes information and ideas from multiple sources in systemic ways. This is how reading, writing, listening, and speaking skills are addressed in this lesson.
their research and poster development. In
a future class, conduct a mock symposium on developments in cloning research.
Arrange desks in a circle, and have each group present their information
in the order of their group numbers. Allow
students to question presenters. Then,
as a class, synthesize how developments in cloning research have made an impact
on science, and speculate on further developments in human cloning.
In what ways is cloning humans similar to and different from past cloning
experiments? What would students
add to their initial “benefits/drawbacks” chart now that they know more
about this issue?
Key Idea 1: Living
things are both similar to and different from each other and nonliving things.
Key Idea 3: Individual
organisms and species change over time.
Key Idea 4: The
continuity of life is sustained through reproduction and development
Key Ideas will be addressed in this lesson, in this way:
will understand the genetic basis for the transfer of biological characteristics
from one generation to the next
will know the chemical and structural properties of DNA and its role in
specifying the characteristics of an organism
will know the ways in which genes may be altered and combined to create genetic
variation within a species
will know that mutations and new gene combinations may have positive, negative,
or no effects on the organism and the features of human genetics
group work, speaking and demonstration skills.
Students’ learning will be assessed based on written notebook response,
participation in class discussion, participation in group brainstorming and
evaluation, and answers to specific set questions. The students will be graphing, collecting, comparing and
evaluating data. Collaborative
group work, speaking and demonstration skills
Numeracy Skills Demonstrated
Survey your home and examine cosmetics, drugs, foods and other products that contain genetically modified foods. Create a graph or series of graphs that illustrate the percentages of products in your home that might contain this type of product.
Other Skills Demonstrated
In this lesson, students are required to use critical thinking skills in cooperative learning groups. Through research and sharing information they are discovering different information while exploring possible benefits and drawbacks of human cloning.
1. Conduct a survey in your school, asking respondents whether or not cloning of humans should be allowed and what concerns they have based on their opinion. Then analyze the results and write a report based on your findings.
2. Research the use of DNA testing in forensic science, and write an article describing how genetics can be used to identify a person who is dead.
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