Cloning! Do or Dont?

Grade: 9th-12th
Student Learning Objective: Students will be able to understand pros and the cons of cloning and the affects it may have on the
population.
Materials:

The Pros and Cons of Cloning: Is it Worth the Risk? Article.

KWL charts
Paper
Pencils

Preparation for the Activities:

In a prior class, go over the concept of cloning and explain that there are pros and cons to cloning. The students are then to go home and look into some
pros, cons, and facts about cloning.
Text Information: The Pros and Cons of Cloning: Is it Worth the Risk? by Natasha Quinonez
Link to Text: https://blog.udemy.com/pros-and-cons-of-cloning/
Flesh-Kincaid Readability Level: 9.0
Order of the Lesson:
1.

Introduction: The students will discuss Information they have discovered about cloning and brainstorm some uses for cloning.

2.

Before Reading strategy: Students will fill out the Knowledge and the Want to know (at least 5 points) sections of the KWL charts.

3.

During Reading strategy: Students will look for facts they did not know, and wright them on a fact chart (at least 6).

4.

After Reading strategies: After reading, the students will finish the learned section of the KWL chart. After finishing the chart, the class will have a
discussion on the topics of cloning, whether it is good or bad, why we should or should not practice it, other implications, and other factors that may be
affected by cloning. The discussion will go until the end of class.

Introduction: The teacher will begin a discussion about cloning, having the students put forth information that they have come across to share with the rest of
the class.
CONTENT AREA STANDARD:
Discipline:
Biology

SC.7.L.16.4
Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society
and the environment.

ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:

CCSS Anchor
Reading
Writing
Standard
Addressed:
CCSS.ELA-Literacy.RL.9-10.1 (Links
CCSS.ELA-Literacy.RL.9-10.1 (Links to an external site.)
to an external site.)

K-12 CCSS
Anchor

Cite strong and thorough textual

evidence to support analysis of what the

Cite strong and thorough textual evidence to support analysis

of what the text says explicitly as well as inferences drawn

Listening and Speaking

CCSS.ELA-LITERACY.SL.11-12.4 (Lin
ks to an external site.)

Present information, findings, and

supporting evidence, conveying a clear

Standards with
Link and
Standard
Written Out:

text says explicitly as well as inferences

drawn from the text.

from the text.

http://www.corestandards.org/ELA-Literacy/RL/9-10/1/
http://www.corestandards.org/ELALiteracy/RL/9-10/1/

Corresponding
Before, During
and After
Strategies

.During Reading: The students will

write 6 facts they read throughout the
text.

Before Reading: The students will fill out the first two
sections of a KWL chart
After Reading: The students will finish the KWL chart.

Evaluation
Using
Formative
Assessment

.During Reading: The teacher will

walk around and help students that need
help and collect the facts after the
discussion has ended.

Before Reading: The teacher will make sure the students are
fill out the first two sections of a KWL chart correctly.
After Reading: The teacher will make sure the students
remain on task until the class is ready for the discussion and
collect the KWL charts after the discussion.

and distinct perspective, such that

listeners can follow the line of reasoning,
alternative or opposing perspectives are
addressed, and the organization,
development, substance, and style are
appropriate to purpose, audience, and a
range of formal and informal tasks.
http://www.corestandards.org/ELALiteracy/SL/11-12/4/

After Reading: The students will

discussion on the topics of cloning,
whether it is good or bad, why we should
or should not practice it, other
implications, and other factors that may
be affected by cloning
After Reading: The teacher will have
the student form a discussion on the
topics of cloning, whether it is good or
bad, why we should or should not
practice it, other implications, and other
factors that may be affected by cloning.
During the discussion, the teacher will be
sure to encourage involvement from the
students and will make sure the
discussion stays towards the topics.

Estimated Time: This lesson should take one whole class period. (about 50 minutes)
English Learner Strategies: Reading, writing, listening, and speaking.
Hess' Level of Cognitive Rigor Matrix: Evaluate: Apply understanding in a novel way, provide argument or justification for the application

Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will discuss many topics of cloning after reading and will evaluate the article
as they do so by explaining themselves in the discussion.
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
Gradual Release Model for the Strategies in this Lesson

Before Reading:
.
I do it: The teacher will
explain how to fill out a KWL
chart and what the
Knowledge, Want to
know, and Learned sections
are for While answering any
questions that students may
have.
We do it: The teacher will fill
out a KWL chart with the
students, using a different
topic, to further assist student
learning.
You do it: The teacher will
have the students fill out the
first two sections of the KWL
chart before they read and have
the students finish the
Learned section after they
finish.

During Reading:
.
I do it: The teacher will explain
that the students must write
down 6 facts from the article.
The teacher will give an
example of facts from another
article.
We do it: The teacher will ask
the students for more facts from
this article to help the students
better understand.
You do it: The teacher will have
the students write out 6 facts
from the article as they read.

After Reading:
I do it: The teacher will explain
how to have a discussion on a
topic and will start off the
discussion for the class by asking
some open-ended questions.
We do it: The teacher will have
the class join in and help them
think of some topics and questions
to discuss.
You do it: The teacher will have
the students continue to discuss
topics without the need for much
teacher involvement.

Strategies and Links:

Before Reading: KWL
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/BeforeReading.aspx
During Reading: Facts Chart
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/DuringReading.aspx

After Reading: Discussion

http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/AfterReading.aspx

Reflection: This lesson will assist student in understanding the reading through the use of the strategies implemented throughout the lesson. These
strategies include a KWL chart, facts chat, and the lesson ends with a discussion to help understand the text and the concepts of the text. Along with the
strategies, the teacher will assist students by making sure that they know exactly how each assignment is done through the I do We do You do
model.
Objectives Connection: Through this lesson, students will understand multiple pros and cons of cloning. This lesson will help expose them to new facts
about cloning and help them formulate opinions of the materiel they have read about cloning through the use of the KWL chart, facts chart, and
discussion.