Introduction

The Skin has the message

Ira Rosenkrantz

DeWitt Clinton High School

Introduction

Watson and I, Crick, quickly walked to the building .We had received a message from our friend, Marilyn to come to her apartment immediately. My friend Watson and I were worried that something was very wrong with our dear friend Marilyn who was 7 months pregnant. The door was open when we arrived. Inside, we found a very bloody scene. Marilyn was on the floor covered in blood with a bullet wound in her chest. Next to her was a man, shot in the head, with a gun in his hand. We took their pulses and there were none. This looked like a clear-cut case of murder. Soon, Marilyn’s husband appeared. He began crying profusely and said that he loved her dearly. He also said that he heard that there was a secret code in her skin; therefore, we should cut off some of her skin put it in ice so that he could get her back .Is this possible? Will there be problems? You are a congressman working with forensic scientists, and you will have to report during a congressional meeting about your findings.

Task

Investigate whether skin can be used to produce new people. What are the current policies about creating new people from body parts, and should we develop new policies to prevent the creation of new people from body parts. You will use the public policy analysis website, and the internet to develop a storyboard presentation. A storyboard is a visual presentation of a concept. The storyboard should include pictures or other visual aids. You will make a 3- 4-minute oral presentation that explains the storyboard using the public policy analysis. The oral presentation should have two questions on each of the public policy steps that will allow you to know that the students understand your presentation. Both the storyboard and the oral presentation will be done by a group of students.

Process

You will be placed in groups of four.

In order to develop your report, use the 6 step public policy analysis format found

on the website http://www.maxwell.syr.edu/plegal/ppa/intro.html

ü 1 Define problem

ü 2. Gather evidence

ü 3. Identify causes

ü 4. Evaluate a policy

ü 5. Develop solutions

ü 6. Select best solution

On day one do the following:

Ø Define the problem based on the introduction

Ø Click on the highlighted blue word above, which is the problem.

Ø Go to the end of the worksheet and click on worksheet 1 defining social problem

Ø Fill out the worksheet, based on the problem from the introduction you read above, which you will find on problem sheet.

Ø After completing the worksheet, join your group of 4 and discuss the problem

Ø Read the “define problem page” to help you in your discussion.

Ø Come up with one problem for the whole group based on the introduction

Ø Your group will do a storyboard, and a 3-4 minute oral presentation.

On day two do the following:

click on the blue word gather
Read the page and do the worksheet
Go to websites to gather evidence to show that there is a problem.
Write two questions to ask the class, during your group oral presentation that will indicate to you that the students understand the reasons that your evidence supports your problem. For example, if you show a picture about cloning, Why is the picture an example of evidence that supports your problem?
Go back to your group and discuss the worksheet and information from the worksheets
As part of your evidence, include pictures or other visual aids such as charts and graphs from the websites.

STORYBOARD HELP

The storyboard could be a:

1. Poster board

2. Power point presentation storyboard

3. Set of pictures taped to the blackboard

4. Series of overhead projections

Storyboard Websites

http://www.perry-lake.k12.oh.us/phs/American Experience Class/American Dream Project/powerpoint_presentation_storyboa.htm

http://www.adamation.com/products/personalStudio/docs/2.0/English/Storyboard_Panel/Storyboard/storyboard.html

http://www.caerphilly.org.uk/general/projects/ict/GPP/Activities/KS2/ComicStrip.htm

In order to use the internet. Use the following search engines:

www.google.com

www.yahoo.com

Visual aids

In order to get visual aids for your storyboard go to

www.google.com - type in “ cloning “click on the word images

Here are some sites that will help you with your report:

1. Websites

gtresearchnews.gatech.edu/newsrelease/DNASODIUM.html - 22k - Cached - Similar pages

Environment and DNA

http://www.globalchange.com/clone_index.htm

Human cloning and genetics

http://www.globalchange.com/letters2.htm

e-mails and cloning

http://www.countdown.org/end/topic.php?series_id=clo

cloning and genetics

http://gslc.genetics.utah.edu/

Understanding genetics

http://www.biologie.uni-hamburg.de/b-online/library/cat/u4aos1p2.html

Understanding genes and DNA

http://www.eurekascience.com/ICanDoThat/dna_structure.htm

DNA structure

http://newton.dep.anl.gov/askasci/bio99/bio99005.htm

DNA and Cloning

http://www.newcastle.edu.au/oldsite/cwis/ra/programs/godfrey/7-3-97.html

Problems about cloning

http://users.rcn.com/tdiann/d_res.htm

Cloning and Dolly

http://www.bellaonline.com/articles/art1293.asp

Twins and Cloning

Follow the same procedure you did for day two, and use the following other steps :

Day 3 3. Identify causes

Day 4 4. Evaluate a policy

Day 5 5. Develop solutions

Day 6 6. Select best solution

In addition, decide which member of your group will write up each part of the paper.

Evaluation

Learning Standard for English

New York Standard 1

Student will read, write, listen or speak for information and understanding.

New York State Learning Standards For the Living

Environment

Students will understand the following:

Major Understandings

2.1a Genes are inherited, but their expression can be modified by interactions with the environment.

2.1b Every organism requires a set of coded instructions for specifying its traits. For offspring to resemble their parents, there must be a reliable way to transfer information from one generation to the next. Heredity is the passage of these instructions from one generation to another.

2.1c Hereditary information is contained in genes, located in the chromosomes of each cell. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes in its nucleus.

2.1d In asexually reproducing organisms, all the genes come from a single parent. Asexually produced offspring are normally genetically identical to the parent.

2.1e In sexually reproducing organisms, the new individual receives half of the genetic information from its mother (via the egg) and half from its father (via the sperm). Sexually produced offspring often resemble, but are not identical to, either of their parents.

2.1F Genes are segments of DNA molecules. Random alteration of mutations can cause mutations. An altered gene may be passed on to every cell that develops from it.

2.1G In all organisms the coded information for specifying the characteristics of the organism is carried by the DNA, a large molecule formed from the subunits of four kinds (A, G,C,T). The chemical and structural properties of DNA are the basis for how the genetics information that underlies heredity is both encoded in genes (as string of molecular” letters”) and replicated by means of a template.

2.1h Cells store and use encoded information. The genetic information stored in DNA is used to direct the synthesis of thousands of proteins that each cell requires.

2.1I The work of the cell is carried out by many different types

of molecules it assembles, mostly proteins. Protein molecules

are long usually folded chains made from 20 different finds of

amino acids in a specific sequence. This sequence influences the

shape of the protein. The shape of the protein, in turn,

determines its function.

Storyboard Presentation Rubric

Point value	3	2	1
Has a picture that shows the problem	Excellent picture of the problem.	Good picture of the problem.	Poor picture of the problem.
Has visual aids that identifies causes	Visual aids which identifies all causes	Visual aids which identifies most causes	Visual aids which identifies some causes
Has visual aids that explains causes	Has visual aids that explains how each cause is related to the problem	Has visual aids that explains how most causes are related to the problem	Has visual aids that explains how some causes are related to the problem
Has visual aids that identifies solutions	Has visual aids that identifies all solutions	Has visual aids that identifies most solutions	Has visual aids that identifies some solutions
Questions	Writes two questions for each of the visual aids so that students understand what is being presented.	Writes two questions for 3 of the visual aids so that students understand what is being presented.	Writes two questions for 2 of the visual aids so that students understand what is being presented.

A-15-14points

B-13-12 points

C-11-10 points

Oral Presentation Rubric

Point value	3	2	1
Heading
Problem	Thoroughly explains why there is a problem.	Good explanation of the problem.	Explains the problem poorly.
Gathering evidence	Gathers evidence from 5 internet sites	Gathers evidence from 3 or 4 internet sites	Gathers evidence from 2 or less internet sites
Explains evidence	Thoroughly explains why the evidence is related to the problem	Good explanation. Understands how most of the evidence is related to the problem .	Poor explanation. Understands why some of the evidence is related to the problem.
Identifies causes	Identifies all causes	Identifies most causes	Identifies some causes
Explains causes	Explains how each cause is related to the problem.	Explains how most causes are related to the problem.	Explains how some causes are related to the problem.
Identifies solutions	Identifies all solutions	Identifies most solutions	Identifies some solutions
Explanation of solutions	Explains how each solution will solve the problem.	Explains how most of the solutions will solve the problem.	Explains how some of the solutions will solve the problem.
Choice of best solution	Thorough explanation of why the choice is the best solution.	Good explanation of why the choice is the best solution.	Poor explanation of why the choice is the best solution.
Presentation Visual aids	Uses four visual aids such as pictures to help in their presentation. Asks at least two questions about the pictures or visual aids to show how they are related to the report.	Uses three visual aids such as pictures to help in their presentation. Asks at least two questions about the pictures or visual aids to show how they are related to the report.	Uses two visual aids such as pictures to help in their presentation. Doesn’t ask at least two questions about the pictures or visual aids to show how they are related to the report.
Discussion of questions related to Public Policy Steps	Discusses two questions for each of the following steps in the public policy analyst format: evidence, causes, evaluation, and solution that will help determine if students understand what is being presented.	Discusses two questions for three of the following steps in the public policy analyst format: evidence, causes, evaluation, and solution that will help determine if students understand what is being presented.	Discusses two questions for one or two of the following steps in the public policy analyst format: evidence, causes, evaluation, and solution, that will help determine if students understand what is being presented.

Explanation of points

A-30 28 points

B-27-24 points

C-23-20 points

Conclusion

By completing this activity, students will learn how to:

Ø Ø Search for websites using the internet

Ø Ø Develop critical thinking skills

Ø Ø Provide questions that will test for students’ understanding

Ø Ø Present an oral presentation

Ø Ø Present a storyboard presentation

Ø Ø Apply scientific concepts, principles, and theories to how

organisms inherit genetic information in a variety of ways that

result in continuity of structure and function between parent and

offspring.

ØØ Be vigilant about reproducing organisms from cells