The Pivotal Players

of

Stem Cell Research 

A WebQuest for 7-12 Grade Science Students

Designed by

Rebecca McLelland-Crawley, NBCT
rebemclelland@paps.net



Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits |


 


Introduction

This lesson seeks to answer the following essential questions:

 

1.  How has the scientific process helped us understand stem cells?

2. Who are the historical figures that have shaped our understanding of  stem cells?

3. What technologies have advanced our knowledge of stem cells?

 

BUNNY, et. al ---> introduction for teachers as to why they should want to use this in their classrooms


Learners

This lesson is anchored in middle and high school biology and involves language arts and technology use to a lesser extent.

Students should have a fundamental understanding of the scientific method, scientific research and stem cells prior to beginning this activity. They should also be able to use Microsoft Word, Microsoft Publisher, or any other desktop publishing tool to construct their newspapers. Students with limited English proficiency should be paired with more competent English-speaking students. 

Curriculum Standards

Correlation to National Science Standards (from the National Science Education Standards site at http://books.nap.edu/html/nses/html/6e.html)

Content Standard E: Understanding Science and Technology
Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research.

Content Standard F: Science in Personal and Social Perspectives
Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge.

Correlation to the NJCCCS for Science (from the NJ DOE site http://education.state.nj.us/njsdb/index.php?rm=20;ci=5)
5.1 Scientific Processes All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.
5.2 Science and Society All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology.
5.4 Nature and Process of Technology All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology.


Process and Variations

The process for students can be found on their page, however there are variations that can be utilized by teachers depending on class size, age level, student abilities, or teacher preference.

Teachers can elect to have students work on this project independently, in pairs, or in a group. Heterogeneous teams of various multiple intelligences would be ideal for grouping students together. The students could also be assigned only a few of the scientists to research and then work as a class to create one large newspaper. Teachers could also have the students design a board game or generate an oral report.

This is an interdisciplinary lesson that requires research on the part of the teacher regarding the various scientists as well as the components of a newspaper. If a school has a literacy coach or if classes are taught by teams, Language Arts teachers could also play a role in assisting the students as they create their newspaper. Teachers could request that the papers be proofread by their Language Arts teachers in advance to ensure proper grammar.

This process is demanding on student time and ideally requires library and computer lab access during the science class and lab period. Students will require at least two weeks to complete their newspapers, but this does not have to take place during all class periods.

Novice and experienced teachers can integrate this lesson into their classes provided the necessary resources are available.


Resources Needed

Describe what's needed to implement this lesson. Some of the possibilities:

  • Computer access for all students
  • Middle/High School Literacy Coaches or Language Arts Teachers
  • Bunny ... names of books?


Evaluation

Follow the rubric for evaluating the student newspapers. The annotated bibliography is worth 25% of the total project grade and prepares students for future research on any topic.


Conclusion

Bunny and Executive Board ... summary statement here about the worthiness of this lesson and the importance of what it will teach. This should be similar to the student conclusion on importance of scientific research, etc.


Credits

This lesson was made possible in large part by the Stem Cell Institute of New Jersey, the Graduate School of Biomedical Sciences at UMDNJ, and (names). Special thanks to all members of the BTANJ Stem Cell Writing Team for their dedication to the advancement of student knowledge of science and professional development for teachers like this.

Last updated on September 13, 2006. Based on a template from The WebQuest Page