“PROJECT CRITICAL”
STEM CELL RESEARCH
A SOCIAL DILEMNA
Presented by: Ms. A. DeJesus
Mirabal Sisters IS 090
HIGH DEATH RATE
FROM INCURABLE DISEASES---- STEM CELL
RESEARCH CURTAILED
Over the past decade, there have
been tremendous advances in medical research. Despite these advances there are
still millions of people throughout the world that suffer from incurable
diseases. Research involving human stem cells promises new treatment and
possible cures for many debilitating diseases and injuries including
Parkinson’s disease, diabetes, heart diseases, multiple sclerosis, Alzheimer’s,
burns and spinal cord injuries. When
President Regan died, stem cell research was brought into the spotlight. It
became more prominent when Nancy Regan announced her support for this type of
research. Imagine for a moment that you live with your mom and your dad left
you both. You were only age five. Over the years you have grown extremely close
to your mom. You came to realize that she goes out of her way to provide you
with everything that you need, including food, clothing, doctors visits, family
vacations, and even help with your homework at times. You suddenly noticed that
your mom is having problems remembering things and during her last doctor’s
visit she was told that she is suffering from Alzheimer’s disease. Within the
next twelve months, your mom will hardly be able to recognize you as her
daughter. You want to learn more about diseases of the elderly. You feel that
there is a social problem that needs addressing. Not enough is being done by
our government and by society to explore possible cures or to alleviate the
suffering of these helpless Americans. You wonder, are the aged being
discriminated against because they are old and feeble?
Now is your chance to help! In this web quest you will
investigate the social dilemma of stem cell research. You will us the Public
Policy Analyst to evaluate and find solutions to the social problem. Maybe, you
can bring help to millions by finding policies that will enable scientists to
find cures for deadly diseases. Good Luck !!
Out of concern for your mom’s health, your wellbeing, and also that of
millions who suffer from incurable diseases, you were asked by your student
council to analyze the controversy created by stem cell research. You have been
asked to explore a major social problem: “Why there is a lack of in-depth
research for diseases that affect the elderly.” You are also asked to stimulate
public interest in this problem. Your findings will be published in your
school’s news letter and will also be presented to an editor of the
1: Your group will develop a
power point presentation that will focus on the ethics of stem cell research
and use in curing diseases. Your power point will include charts, graphs, text
and illustrations gathered from the resource section & the Internet.
2: Presentation should
contain 15-20 slides
3: A 10-minute presentation
to your peers and later to the president’s cabinet
You will use information gained from the PPA worksheets to present your
oral report and power point. Your slide show should include the six steps of
the PPA
Presidential Cabinet
4: Each member of the group will be required to write
a three page minimum essay
explaining the finings using the six-steps of the Public Policy Analyst format
1: The class will be divided into
groups of FOUR.
Each member of the group must
fulfill his given responsibilities. The group will decide the roles for each
member using the outline below. Each group member will be responsible for the written
report but there will be a group grade for the power point and presentation.
2: Individual responsibilities for group members
Student # 1: Recorder &
Writer-This student will take notes on information gathered by group members
and write an outline for the power point slides. These notes will also be used
by each member to write the paper. This student will be responsible for
completing the Public Policy Analyst Worksheets for STEM CELL RESEARCH.
Student # 2: Researcher-This
student will do the research, with help of other members. He/she will search
the Internet and gather information that will be used to complete the
worksheets. The information gathered will be focused on ethics and stem cell
research.
Student # 3: Time keeper of organizer-Will keep the group on track. He/she will
assist in the research, lead & coordinate group meetings and be aware of
teacher made deadlines and schedules
Student # 4: Presenter- This
student will be responsible to convey the group findings to the class. He/she
will be the main speaker in the Oral Presentation and will assign others their
subordinate roles for the oral presentation. The
Power point should be used as part of this presentation.
The
presenter will coordinate the oral report but all members will take part in
some form.
ALSO NOTE: Each member of the group will submit a
research paper.
II: Each group
member should do individual research whenever possible. As a group, you will
complete the worksheets (steps) in the Public Policy
Analyst.
The SIX-STEP PUBLIC POLICY ANALYST
Each group will complete
Six Public Policy Analyst worksheets for the
social problem
#1- Defining the
Social Problem
Define the problem that you plan to address
#2- Gather evidence
of the problem
How do we know that this is a problem?
#3- Identify the
causes of the problem
What causes this problem that you plan on addressing?
#4-
Identify and
evaluate the existing public policies
What policies already exist on your problem?
#5- Developing public
policy solutions
What new public policy do you want to create?
#6- Selecting the
best policy solution
Decide with your
group the best policy to use for the problem.
Your group will use these
worksheets from the PPA as resource material for completing the task assignments.
GENERAL WEB SITES FOR RESEARCH
SPECIFIC WEB SITES
ARTICLES
FOR STEM CELL RESERCH
STEM
CELL RESEARCH FACTS AND PUBLIC POLICY
|
|
CATEGORY |
4 EXCELLENT
|
3 SATISFACATORY
|
2 NEEDS IMPROVEMENT
|
1 UNSATISFACTORY
|
|
Organization
|
Information
is very organized with well-constructed paragraphs and subheadings. |
Information
is organized with well-constructed paragraphs. |
Information
is organized, but paragraphs are not well-constructed. |
The
information appears to be disorganized. 8) |
|
Amount
of Information |
All topics
are addressed and all questions answered with at least 2 sentences about
each. |
All topics
are addressed and most questions answered with at least 2 sentences about
each. |
All topics
are addressed, and most questions answered with 1 sentence about each. |
One or
more topics were not addressed. |
|
Sources
worksheets |
All
sources (information and graphics) are accurately documented in the desired
format. Uses
all worksheets |
All
sources (information and graphics) are accurately documented, but a few are
not in the desired format. Uses 3 worksheets |
All
sources (information and graphics) are accurately documented, but many are
not in the desired format. Uses 4 worksheets |
Some
sources are not accurately documented and worksheets
are missing |
|
Paragraph
Construction |
All
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Most
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Paragraphs
included related information but were typically not constructed well. |
Paragraphing
structure was not clear and sentences were not typically related within the
paragraphs. |
|
Internet
Use |
Successfully
uses suggested internet links to find information and navigates within these
sites easily without assistance. |
Usually
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Occasionally
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Needs
assistance or supervision to use suggested internet links and/or to navigate
within these sites. |
|
Diagrams
& Illustrations |
Diagrams
and illustrations are neat, accurate and add to the reader's understanding of
the topic. |
Diagrams
and illustrations are accurate and add to the reader's understanding of the
topic. |
Diagrams
and illustrations are neat and accurate and sometimes add to the reader's
understanding of the topic. |
Diagrams
and illustrations are not accurate OR do not add to the reader's
understanding of the topic. |
GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS
“F”=BELOW 11 POINTS
|
|
CATEGORY |
4 EXCELLENT
|
3 VERY GOOD
|
2 SATISFACTORY
|
1 UNSATISFACTORY
|
|
Enthusiasm
|
Facial
expressions and body language generate a strong interest and enthusiasm about
the topic in others. |
Facial
expressions and body language sometimes generate a strong interest and
enthusiasm about the topic in others. |
Facial
expressions and body language are used to try to generate enthusiasm, but
seem somewhat faked. |
Very
little use of facial expressions or body language. Did not generate much
interest in topic being presented. |
|
Preparedness
|
Student is
completely prepared and has obviously rehearsed. |
Student
seems pretty prepared but might have needed a couple more rehearsals. |
The
student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student
does not seem at all prepared to present. |
|
Speaks
Clearly |
Speaks
clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks
clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks
clearly and distinctly most of the time. Mispronounces no more than one word.
|
Often
mumbles or can not be understood OR mispronounces more than one word. |
|
Props |
Student
uses several props (could include costume) that show considerable work/creativity
and which make the presentation better. |
Student
uses 1 prop that shows considerable work/creativity and which make the
presentation better. |
Student
uses 1 prop which makes the presentation better. |
The
student uses no props OR the props chosen detract from the presentation. |
|
Stays
on Topic |
Stays on
topic all (100%) of the time. |
Stays on
topic most (99-90%) of the time. |
Stays on
topic some (89%-75%) of the time. |
It was
hard to tell what the topic was. |
|
Content
|
Shows a
full understanding of the topic. |
Shows a
good understanding of the topic. |
Shows a
good understanding of parts of the topic. |
Does not
seem to understand the topic very well. |
GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS “F”=BELOW 11 POINTS
|
|
CATEGORY
|
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNACCEPTABLE |
|
Graphics Sources |
Graphics are hand-drawn. The illustrator(s) are
given credit somewhere in the presentation. |
A combination of hand-drawn graphics is used. Sources
are documented in the presentation for all images. |
Some graphics are from sources that clearly state
that non-commercial use is allowed without written permission. Sources are
documented in the presentation for all "borrowed" images. |
Some graphics are borrowed from sites that do not
have copyright statements or do not state that non-commercial use is allowed,
OR sources are not documented for all images. |
|
Originality |
Presentation shows considerable originality and
inventiveness. The content and ideas are presented in a unique and
interesting way. |
Presentation shows some originality and
inventiveness. The content and ideas are presented in an interesting way. |
Presentation shows an attempt at originality and
inventiveness on 1-2 cards. |
Presentation is a rehash of other people's ideas
and/or graphics and shows very little attempt at original thought. |
|
Content - Accuracy |
All content throughout the presentation is accurate.
There are no factual errors. |
Most of the content is accurate but there is one
piece of information that might be inaccurate. |
The content is generally accurate, but one piece of
information is clearly flawed or inaccurate. |
Content is typically confusing or contains more than
one factual error. |
|
Use of Graphics |
All graphics are attractive (size and colors) and
support the theme/content of the presentation. |
A few graphics are not attractive but all support
the theme/content of the presentation. |
All graphics are attractive but a few do not seem to
support the theme/content of the presentation. |
Several graphics are unattractive AND detract from
the content of the presentation. |
|
Cooperation |
Group delegates tasks and shares responsibility
effectively all of the time. |
Group delegates tasks and shares responsibility
effectively most of the time. |
Group delegates tasks and shares responsibility
effectively some of the time. |
Group often is not effective in delegating tasks
and/or sharing responsibility. |
|
Effectiveness |
Project includes all PPA material needed to gain a
comfortable understanding of the topic. It is a highly effective study guide.
|
Project includes most material needed PPA to gain a
comfortable understanding of the material but is lacking one or two key
elements. It is an adequate study guide. |
Project is missing more than two PPA key elements.
It would make an incomplete study guide. |
Project is lacking several PPA key elements and has
inaccuracies that make it a poor |
GRADES:
A=21-24 B=17-20 C=12-16
F=BELOW 11
Having completed this Web Quest
you are now an expert in the field of biotechnology, especially stem cell
research. Not only do you understand the
science involved, but you also are aware of the social controversy this subject
generates. You have critiqued the public
policy already in place as well as the many proposals put forth, and you have
come up with your own solution to the problem. You now understand the
importance of the public policy analyst in the American democratic system. This
social scientist must analyze critical issues and find solutions to keep our
unique society functioning equitably. As you see, stem cell research involves
many different viewpoints. These include scientific, religious, ethical and
emotional. Let’s hope you made a difference. Thanks for your participation!
SCIENCE STANDARDS ADDRESSED
S8: Scientific Investigation
c. Demonstrates scientific competence by completing a
design.
d. Demonstrates scientific competence by completing
secondary research
S7: Scientific Communication
d. Explains a scientific concept or procedure to other
students.
e. Communicates in a form suited to the purpose and
the audience
S5 Scientific Thinking
c. Uses evidence from reliable sources to develop
descriptions, explanations, and
Models
e.
Identifies problems; proposes and implements solutions; and evaluates
the
accuracy, design, and outcomes of investigations.
English Language Arts
Standards Addressed
Standard 1: Language for Information and Understanding
Standard 2: Language for Literary Response and Expression
Standard 3: Language for Critical Analysis and
Evaluation