Project Based Learning Bioethics Debate PBL Genetics Evolution Ecology

Project Based Learning Bioethics Debate PBL Genetics Evolution Ecology
Project Based Learning Bioethics Debate PBL Genetics Evolution Ecology
Project Based Learning Bioethics Debate PBL Genetics Evolution Ecology
Project Based Learning Bioethics Debate PBL Genetics Evolution Ecology
Project Based Learning Bioethics Debate PBL Genetics Evolution Ecology
Project Based Learning Bioethics Debate PBL Genetics Evolution Ecology
Project Based Learning Bioethics Debate PBL Genetics Evolution Ecology
Project Based Learning Bioethics Debate PBL Genetics Evolution Ecology
Grade Levels
Common Core Standards
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Product Description

UPDATE (08/06/18): New topics related to current events with the Golden State Killer and Wooly Mammoth cloning were added with relevant news articles.

Project-based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge” from BIE . The Bioethics Debate allows students to choose a side from an extensive list of bioethical topics and work with a partner to research and present both sides of the ethical problem. The project can be introduced by showing the movie Gattaca. After viewing the movie, students will choose a partner and topic from the list provided (or come up with their own relevant topic). Each partner is responsible for presenting their argument in a debate-style presentation with their partner. The debate consists of each partner presenting an opening statement, an audience Q&A, and finally, a rebuttal or closing argument. Audience members are responsible for completing a debate observation sheet for two of the debates and audience participation is part of the rubric.

This listing includes: PDF and/or Word versions of all the documents listed below

Included in this post: Teacher Notes with Lesson Plan, Bioethics Debate handout, Debate outline, Debate organizer, Rubric and Requirements, Debate Observation Sheet

This project aligns with the following NGSS standards:

Engineering Design

HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering

HS-ETS1-3: Evaluate a solution a complex real-world problem based on prioritizing criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

Earth and Human Activity

HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity

HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems

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Total Pages
12 pages
Answer Key
Rubric only
Teaching Duration
2 Weeks
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