unit3scienceversusnature(briefteachingplan)
welcometotheunit
teachingobjectives:
1.toarousestudents’interestintheunittopic
2.tohelpstudentskwonmoreaboutcloningtechnology
3.toencouragestudentstoparticipateinthediscussionrelevanttocloning
teachingfocusanddifficulties:
1.makesurethatstudentscanhavethebasicknowledgeaboutcloning.
2.makesurethateachstudentcanholdtheirownopinionstowardscloning.
teachingaids:
themultimedia
briefteachingprocedures:
step1brainstorming
1.askstudentstoreadthetitleoftheunitscienceversusnature.drawstudents’attentiontotheword‘versus’.tellthemthat‘versus’isusuallyusedwhendiscussingsportscompetitionsorthelaw,whichmeansthattwoteamsorsidesareagainsteachother.
encouragestudentstothinkwhy‘versus’isusedhere.askstudentsthefollowingquestions:
doyouthinkthereisconflictbetweenscienceandnature?
whatmighttheconflictbe?
2.showapictureofthefirstclonedmammal,dolly.givesomeintroductionaboutthecreationofdolly.tellstudentsthisnewtechnologyiscalled‘cloning’,whichproducesanexactcopyofananimaloraplantfromitsowncells.
3.leadstudentstolearntheunitwhilethinkingabouttherelationshipbetweenthetitleoftheunitscienceversusnatureandcloningtechnology.
step2sharinginformation
1.showthefollowingfivepicturesonebyone,eachofwhichshowsasuccessfullyclonedanimal.astothefivepictures,weconductthefollowingactivities.
(picture2)tellstudentsthatthemuleinthepictureistheworld’sfirstclonedmule.itwasbornon4mayXX.hisnameisidahogemandhisbrother,taz,wasaracingmulethathaswonmanycompetitions.
(picture3)tellstudentsthatthekitteninthepictureiscalledcc.itsnameisfrom‘copycat’.scientistsintheusacreateditwithacelltakenfromitsmother,rainbow.itwasbornindecemberXX.
(picture4)thefivelittlepigs’namesarenoel,angel,star,joyandmary.
(picture5)thepairofcalveswerebornon5july1998inishikawa,japan.theyweretwoyearsyoungerthandolly,beingthesecondadultanimalclonesintheworld.
(picture6)thenameoftheclonedmonkeyisandi.itisfrom‘inserteddna’speltbackwards.itisthefirstgeneticallymodifiedmonkey.thetechnologyisdifferentfromthatusedfordolly.共
2.getstudentstoformgroupsoffourorsixtodiscussthefurtherquestions:
fromjustthesepictures,canyouidentifythedifferencesbetweentheclonedanimalsandnormalones?
inyouropinion,whatmightbethedifferencesbetweentheseclonedanimalsandnormalones?cantheseanimalsleadanormallifeasnormalanimals?
askseveralgroupstoreporttheiranswerstotheclass.allowdifferentopinionsandencouragefurtherdiscussion.
3.havestudentsholdadebateaboutwhetheritwouldbeagoodideatoclonehumanssomeday.dividestudentsintotwogroups.onegrouprepresentsanti-cloningviewswhiletheotherrepresentspro-cloningviews.encouragestudentstoprovideasmanyreasonsastheycantosupporttheirideas.
step3homework
assignstudentstosurftheinternetorrefertoothersourcesforfurtherinformationrelevanttocloningtechnology,soastofinishthefirsttwoquestionsbelowthepictures.askstudentstomakeasmanynotesaspossible.
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