Students need to have the ability to construct meaning from their reading materials, think critically, solve problems, make decisions and communicate their ideas to others. The purpose of the Interdisciplinary Assessment section of the CAPT is to evaluate students' ability to apply those skills in an authentic and interdisciplinary context.
Students will demonstrate ability to take a clear position on an issue, support it with accurate and relevant information, organize their ideas logically and express them clearly in a written form.
1. The student will identify the pros and cons on an issue
by highlighting key ideas and using graphic organizers.
2. The student will establish a position and support it with specific data
from the text, charts and graphs, and their own background information.
3. The student will be able to write a well-organized composition mindful
of audience.
Any factual article that defines cloning and gives details, and talks
about issues involved.
"Hartford Courant" article by Carret Condon, "Cloning: The
Exact Details."
"Knight Ridder Newspapers" article by Faye Flam "Body Doubles"
"Time" March 10, 1997. A Special Report on Cloning: "Will
There Ever be Another You?"
"U.S. News & World Report", March 10 1997 "The World
After Cloning"
Additional sources will come from student research in the library and on the internet.
I. Cloning
A. Definition
B. Facts and characteristics of cloning
C. Procedures of cloning
2. Issues
A. Ethical/moral/religious
B. Scientific
C. Legal
D. Social/Economic
E. Other
3. Critical Perspectives
1. Brainstorming. Students will brainstorm on the word "cloning" and give a real or hypothetical example of a cloned subject as a way of accessing prior knowledge. (whole class)
2. Expanding vocabulary. Students will discuss synonyms of cloning and key vocabulary like DNA, ethics, controversy in order to build background knowledge on the facts of cloning and relevant issues.(whole class)*
3. Conducting research. Students will use the Internet as well as the library as research environments.
a. Traditional. Students will research the topic using traditional print resources found in the library and choose two articles. Emphasize to students that information may also come from charts, graphs, photos and video tapes. (individual or paired).
b. Internet. Students will be introduced to the appropriate search engine and directory (e.g. Metacrawler, Yahoo!) to research "cloning" on the internet. They will select two articles that they will bookmark and print out for use. (individual or paired).
After students choose their articles, a class activity can be learning to construct the rubric for evaluating the articles.*
4. Highlighting. Students will read their selected articles and highlight key issues and pertinent information. (individual)*
5. Choosing a position and elaborating supporting arguments. Students will choose a position and list the supporting arguments they want to elaborate on. At this point, they can write down any words, sentences, numbers or even symbols that will help them start organizing their ideas.*
6. Writing a letter using the writing process. Students will review the audience and appropriate letter format before drafting their letter. The writing process involves prewriting, drafting, revising, peer editing and publishing.
8. Sharing forum. Students will share their writing with the whole class and invite feedback utilizing a writing rubric.
9. Project extensions. 1) A multimedia ad on cloning 2) Interviews with experts on cloning, supporters and opponents of cloning. 3) Trip to a biomedical research lab 4) A regular update on cloning via news media and Internet sources.
*2. Vocabulary. For LEP students, Spanish translations of key words by the bilingual team-teacher or just students can help students in improving their comprehension.
*3. Constructing rubric for evaluating articles. In each research activity, the student(s) will select two articles. They will then work in groups of three to justify their choice of the articles and come up with a simple "evaluating rubric" that will help them select the two best articles to be shared with the whole class. Features of this yes/no rubric can be 1) clear language so it's easy to understand 2) well-organized information so one can follow logic of ideas 3) appropriate content. Teacher will then compile those sources so students can choose from this larger pool of appropriate sources to help them in their writing assignment. (groups of three).
*4. Highlighting. For students with reading difficulties, the key articles should be read aloud, discussed and highlighted for relevant information. Modeling is vital to the success of this unit given the complexity of the topic.
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