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The Morals and Ethics of Human Science

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Tiffany Travis

on 22 June 2014

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Transcript of The Morals and Ethics of Human Science

The Morals and Ethics of Human Science
Paula Grillo, Dan Jacobson, & Tiffany Travis
How can modern science uphold the ethical standards that we have as humans?
Driving Question:
Project IDEA
Overall Problem: Today's adolescents are uniformed about controversial scientific advances and lack scientific literacy skills.

Student centered problem: Students will weigh the pros and cons to determine if funding for modern, controversial scientific research should or should not persist.
Methodology
Interdisciplinary, Thematic Unit
Collaboration between English ANd science teachers
Two Part Focus
Science: Group Project
English: Individual Assignment
English Focus
1. Read Frankenstein by Mary Shelley








2. Assessment answering the following question:

Aside from his thirst for accomplishment and recognition, Victor's initial intentions for creating life are largely noble. He wished to create the perfect human in order to "banish disease from the human frame and render man invulnerable to any but a violent death." Imagine that scientists figured out a way of creating life similar to the way that Victor did. What could they do differently from Victor in order to uphold the sense of moral responsibility that he lost sight of?

Student choice in terms of format/media
essay
screenplay
video
board game
poem
Science focus
1. Choose Modern Science Technology/research topic
2. Take on role of "Science journalists" and write a news article
3. Conduct authentic Research in groups :
interviews
visits to labs in the boston area
surveys of student body & community
4. Write Letters to local politicians
5. Create a web blog for community and student body viewing/commenting
includes short podcasts summarizing findings
6. Attempt publication on SciJourner.org

Entry Event
1. Viewings/readings of videos and Articles on modern, controversial science practices (samples below)



2. Focus Group Discussions on ethical/moral implications
3. Brainstorming Session of Additional topics
3. Introduction of Frankenstein by Mary Shelley
4. Introduction of Essential questions:
What is the relationship between technological advances and humanity?
How do we determine what science should or should not do?
When does science go to far?
In what ways can Frankenstein help us understand current scientific issues?
21st Century Skills
Collaboration
communication
Critical Thinking
Analytical thinking
information, media, & technology skills
scientific literacy
research
Formative Assessments
Focus Groups
preliminary plans/outlines
rough drafts
checklists
concept maps
class discussions
quality of research
summative assessments
written products (rubrics provided): news articles and letters to politicians
oral presentation (rubric provided): podcast embedded in blog
Frankenstein centered Product (Rubric provided)
Peer evaluation
self evaluation
Resources
student body for interviews/surveys
laptops
smart boards
copies of the novel, frankenstein
graphic organizers
Local scientists and research facilities

Standards
common core anchor standards
common core science & Technical Subjects standards (grades 9-10)
MA Frameworks Scientific inquiry skills standards
Reflection
-learning log
-Fishbowl Discussion
What did you learn by doing this Project?
What were your Strengths/weaknesses?
What questions do you still have?
What concerns do you have?
How does this project prepare you for life?
Rubric criteria
multidisciplinary and technology skills
Collaboration
Understanding of informational texts & critical literacy
audience consideration
exploration of core essential question
Full transcript