Unit Title: Welcome to the Freak Show: The Narrative, Ethical, and Biological Implications of Altering Essence Unit Objectives: Stdents will have an nderstanding of the !enefits and conse"ences of the hman drive to maniplate the environment, other organisms, and even themselves to flfill their needs to improve their lives# Stdents will !e a!le to e$plain the !enefits and conse"ences of these alterations sing e$amples taken from art, literatre, television and movies, scientific maga%ines and e$periments, as well as e$amples from their own lives# Content Standards Addressed Language Arts 9 th Grade W#&'()#(Write argments to spport claims in an anal*sis of s!stantive topics or te$ts, sing valid reasoning and relevant and sfficient evidence# W#&'()#+ ,se technolog*, inclding the Internet, to prodce, p!lish, and pdate individal or shared writing prodcts, taking advantage of technolog*-s capacit* to link to other information and to displa* information fle$i!l* and d*namicall*# ./#&'()#0 1etermine a theme or central idea of a te$t and anal*%e in detail its development over the corse of the te$t, inclding how it emerges and is shaped and refined !* specific details2 provide an o!3ective smmar* of the te$t# ./#&'()#4 Anal*%e the representation of a s!3ect or a ke* scene in two different artistic medims, inclding what is emphasi%ed or a!sent in each treatment# S/#&'()#+ 5ake strategic se of digital media in presentations to enhance nderstanding of findings, reasoning, and evidence and to add interest# Biology 6enetics 7c: Stdents know how mtations in the 1NA se"ence of a gene ma* or ma* not affect the e$pression of the gene or the se"ence of amino acids in an encoded# 6enetics 8c: Stdents know how genetic engineering 9!iotechnolog*: is sed to prodce novel !iomedical and agricltral prodcts# Visual and Performing Arts (#) Stdents perceive and respond to works of art, events, and the environment# (#; .esearch and anal*%e the work of an artist# ;#7 1iscss the prposes of art in selected contemporar* cltres# 7#( Articlate how personal !eliefs, crrent social, economic, and political conte$ts inflence the interpretation of the meaning in a work of art# Technology Standards Addressed (# Stdents demonstrate creative thinking, constrct knowledge, and develop innovative prodcts and processes sing technolog*# 0# Stdents se digital media and environments to commnicate and work colla!orativel*, inclding at a distance, to spport individal learning and contri!te to the learning of others# ;# Stdents appl* digital tools to gather, evalate, and se information# 7# Stdents se critical thinking skills to plan and condct research, manage pro3ects, solve pro!lems, and make informed decisions sing appropriate digital tools and resorces# +# Stdents demonstrate a sond nderstanding of technolog* concepts, s*stems, and operations# h! this s"bject# <man !eings !* natre seem to want things to !e other than the* are, either for financial, personal or other gain# We maniplate or own appearance, the environment and other organisms to flfill or needs# <owever, there are conse"ences to maniplating the essence of things# We allow others to determine or vale and !* doing so, we lose or individal worth# Also, we remove orselves from the natral world giving orselves the power to rle all, while creating a false perception of !eing naffected !* natre# I want stdents to evalate the relative perception of what "alities are desira!le or ndesira!le, and wh*# Unit S"mmar!: This nit will introdce stdent to the vision of the school while addressing elements of !eing a Stdent=>iti%en=Artist# Throgh this lesson stdents will learn inheritance of traits, 1NA strctre and fnction, and the a!ilit* to alter the genetic strctre of organisms# ?isal art sch as paintings and illstrations will !e anal*%ed to learn how artists sed the principals and elements of art and design to e$press their political or social view# ,sing novels, movies, and other media to learn anal*sis of the narrative and how to develop a persasive argment# Stdents will learn the ethical implications !oth positive and negative of genetic maniplation and come to a personal conclsion a!ot the things the* vale most a!ot themselves and how the* will nrtre these things dring their time at ArTES# The nit encorages stdents to developing their athentic voice, academicall* and artisticall*, while facilitating and developing a self'awareness and vale of individalit* in themselves and others# Section II: $eetings %ith e&perts ' people *o know who displa* traits of each 5I# @lease se this ta!le to docment reflections from *or meetings with people *o have chosen to help *o in completing each 5I row of the grid !elow# @lease note: *o will need to create a list of "estions to ask each person# E$amples inclde 9a: what do *o en3o* doingA, 9!: how do *o learn !estA, 9c: where do *o like to std*A, 9c: if *o cold learn something new this month, what wold it !e and how wold *o learn itA 9d: other giding "estions to get to know *or intervieweeB# Name of e$pert .eflection C wh* I chose this person What I learned a!ot this Strength ?er!al= /ingistic Anthon* Anthon* is m* nephew# <e is going to college now and never seems to std*# <e seems to remem!er ever*thing said to him in lectres !ecase he will talk a!ot all of this stff the professor said withot looking at notes# <e nearl* repeats things ver!atim# <e seems to learn things from his class withot ever opening the !ook p# <e learned how to pla* the klele last smmer !* listening to someone e$plain it on the Internet# @eople with this strength of intelligence can learn throgh lectre and ver!al commnication# Anthon* stated that he learns throgh lectres and commnicating with the teacher# <e likes to std* while watching T? or listening to msic# <e states that he needs to listen to something while he stdies so he doesn-t get overwhelmed with the information# <e wants to learn how to clean the engine of his car and wold like to learn this throgh lectre# Some strategies to teach these stdents in the classroom wold !e to ver!all* tell them information# The* don-t necessaril* need to take notes on the lectre and sall* engage with the teacher ver!all*# Dther strategies wold !e to have these stdents give oral presentations, work in grops, and interact with peers a!ot the assignment# Another strateg* wold !e to give them apps and we!sites where some!od* is talking in a video or e$plaining something throgh a podcast# Interpersonal Sarah I chose Sarah !ecase she is a stdent in m* Special 1a* @rogram who is ver* social, likes to talk, likes to help others, discsses things with me, and seems to en3o* the people arond her# Sarah told me that she likes to sing and dance# She learns !est when something is descri!ed to her in a step'!*'step process# She thrives on working on pro3ects and is constantl* asking if she can work on the pro3ect with someone else# She seldom sits alone# She has to have someone ne$t to her when she works# When I work one'on' one with her, or in a small grop, it-s hard to keep her focsed !ecase she wants to talk a!ot ever*thing# I-ve learned that this is a ver* social, active, talkative intelligence, where the person needs interaction with others to learn !est and sta* focsed# Dne of the strategies I se for Sarah is to incorporate a lot of grop work or partner work# I also ask her to help other stdents when she has finished her work# Sarah likes to talk throgh her soltions and pro!lems, so another thing I do is allow her to talk a!ot her work and discss her work with m* aide, a partner, or me# Bodil*' Einesthetic Steve I chose m* dad !ecase he has alwa*s fascinated me with his desire to learn# <e has never wanted a 3o! where he has to F3st sit there#G <e !ecame a fireman, had to retire earl* !ecase of in3ries, !ecame a pool man, and now is a high school foot!all coach# 5* dad learns !est from doing things hands'on# <e needs to !e active while learning# <e likes to std* with msic, !t sometimes is fine when it is "iet# <e loves all activities, !eing otside, and likes to learn things that have a lot of motion involved# If he cold learn something new he wold want to learn a foreign langage, !t want to learn it from !eing immersed in the cltre and commnicating with people# Dne strateg* I wold se for kinesthetic learners is to allow them to move arond the classroom# I sall* allow stdents to move a!ot the room and sometimes, if the* are ver* kinesthetic, let them stand and do their work# I give them hands'on activities, and make sre that the activities are !roken apart so that the* are not stck in one place doing an assignment# Intrapersonal Hose Hose is a stdent in m* classroom who is ver* "iet# <e does all of his work, works on homework from other classes when he-s not doing m* work, and cares a!ot his grades# It is ver* difficlt for me to get him involved with the class discssions Hose stated that he learns !est !* practicing or doing things more than once# <e likes to std* in his room while listening to msic# <e wants to learn graphic design !ecase this is an area he wants to std* now and in the ftre# Some strategies that cold !e sed for an intrapersonal intelligence is to give the stdent time to reflect on what is !eing taght# Dnce a lesson is taght, this t*pe of stdent will want to take the work home and look at it on his own time and tr* to figre it ot !* him or herself first# Another strateg* wold !e to let this stdent work !* themselves at times# The* might !e the ones who work on the take'home part of the pro3ect, so that the* can reflect what was !eing said when the* were with the grop# Natralist Hosh Hosh is a co'worker who is ver* in tne with natre and figring ot the soltion to a lot of isses and pro!lems at work# <e is a great idea man, who comes p with soltions that are sall* otside of the !o$# When we are !rainstorming as a team, he will !e the one with the most possi!le soltions, and sall* can see soltions from man* different angles# A natralist is one who seems to !e a!le to pro!lem solve and think in wa*s that se all of the resorces# Hosh will sall* take a pro!lem and see ever* avene that cold !e taken to solve it, pt those soltions together to create a novel soltion that is !e*ond what most people wold come p with# <e is ver* resorcefl with his ideas# A natralist seems to see the !ig pictre and knows the steps to getting to the !ig pictre# In the classroom some strategies that wold work for this t*pe of intelligence wold !e to allow this person to !e the one who knows how to figre something ot that seems impossi!le for the rest of the class# It is important to allow this t*pe of thinker to approach pro!lems in wa*s that are not traditional# <ands'on activities that are done otside or with the natral environment wold !e good t*pes of lessons for the natralist# ,sing the environment otside of the classroom and showing them how ever*thing taght connects to the Ireal world- is another strateg* I wold se# ?isal' Spatial >hristine I chose >hristine !ecase whenever I tr* to e$plain something to her, she asks if she can see it# She wants to see a diagram or have me draw it ot# She likes to see something while it-s !eing e$plained and it needs to !e ver* organi%ed# >hristine learns !* seeing someone do something, step'!*' step, e$plaining each step, and then doing it herself immediatel* after seeing it done# She likes to std* in a clean and tid* place, with a lot of !right light# Dne of the new things she wants to learn is how to !ild a we! page# She definitel* needs to visali%e things when she is told a stor* or is given a description of something# Some strategies I wold se for the visal learner wold !e to make sre the* alwa*s have a visal representation of whatever assignment the* are working on# E$amples of the final prodct, a chart otlining the steps of the assignment, pictres to look at dring the assignment, and a final prodct that allows them to se visals to show their nderstanding# I wold allow these stdents to do video or @ower@oint presentations for their work# I wold also allow them to draw pictres, diagrams or charts to represent their answers rather than writing things down in paragraph form# For writing assignments, I wold make sre the* were given graphic organi%er for prewriting# 5sical .h*thmic >ind* I chose m* mom !ecase she has alwa*s !een good with math and nm!ers# She-s also good at remem!ering songs and poems, especiall* nrser* rh*mes# She loves to sing sentences to m* !a!* and toddler# She will make a song p for getting them into the !ath, or ptting their shoes on# She is a teacher and math is her favorite s!3ect to teach# She likes to sit down and work ot finances and !dgeting# @eople with this strength seem to !e ver* task'oriented, who like to stick with a method# This strength almost seems to have a difficlt time changing their patterns of doing things# She likes things neat and tid* and arranged in certain wa*s# She-s ver* good at designing rooms and arranging frnitre so that it is aestheticall* pleasing and fits perfectl*# She states that she learns !est !* doing and seeing things# She has alwa*s !een interested in .eal Estate and selling hoses, mainl* !ecase she likes the different patterns and st*les of hoses# This t*pe of intelligence needs a lot of patterns, !eats, and rh*thm when learning something new# In the classroom, I wold pt something to a song, or repeat something over and over in a rh*thmic method# If it were a s!3ect like histor*, I wold have them research varios t*pes of msic dring that time period# /ogical 5athematical Emil* Emil* is a stdent in m* Special 1a* class# I chose her !ecase she has ver* technical, s*stematic wa*s a!ot her# She is ver* organi%ed and calclated in her movements and needs all of her materials in order# She also catches on to math prett* fast# Emil* likes !asket!all and karate# When I interviewed Emil* she wanted to make sre she had the correct answer, or what seemed to !e the correct answer# Even thogh the "estions were personal and didn-t reall* have a right or a wrong answer, she seemed to tr* to see if I reacted in a wa* that wold make her want to change the answer to the Icorrect- one# Emil* wants to learn how to speak Spanish# The logical intelligence seems to want things to !e perfect when developing pro3ects or solving pro!lems# Emil* is constantl* asking if her work is correct# When she works on pro3ects on the compter, she follows the e$act format that is given to her and doesn-t reall* take the li!ert* to !e creative# Dne strateg* for logical intelligences wold !e to give them information and r!rics that otline e$actl* what the assignment is asking for# Another strateg* wold !e to give them otlined ta!les, graphs, and organi%ers that allow them to see their progress, and check off what the* have completed# Emil* loves to keep a chart of all of her assignments and have me check them off as she does them# Finall*, logical intelligences like a step'!*'step approach, and like to follow this approach when solving Section III: (loom ) *ardner *rid: add activities +or di++erent $Is along the (loom,s contin""m- Incorporate technolog! in %a!s that enhance learning- Please color'code this grid- P"t (loom,s ta&onom! terms in green. technolog! terms in red. and $Is in p"rple- (loom *ardn er .emem!er ,nderstand Appl* Anal*%e Evalate >reate ?er!al= /ingis tic @retend *o are a movie critic and write a !log on Blog 1ocs smmari%ing and writing a criti"e of the movie F6attacaG Write in Notes on i@ad# Think, pair, share a list of what *o think makes a stdent, citi%en and artist Stdents will interview other stdents arond the school with a video camera interviewing them a!ot how the* feel a!ot genetic maniplation# Stdents will e$amine the interviews and develop a short newsreel from their interviews sing i5ovie and report to the class their findings# Stdents will evalate who the* are in the world and their individal worth, discss it with a partner and write a !log together on how it is to !e a teenager and what "alities are desira!le and ndesira!le# Stdents will create a @odcast for their piece of art, discssing how the piece of art shows genetic maniplation and the effect on the environment !ecase of genetic engineering# Interper sonal In grops, stdents will se DneSearch 1ictionar* search and develop a voca!lar* pictre @owerpoint, sing definitions and pictres of the voca!lar* words in each slide# Form 7'8 grops in the class# As a grop, go to the we!site http:==learn#genetic s#tah#ed=content= !egin=traits= and view the slideshow, FWhat is <eredit*AG Identif* the main points, choose a Stdents will form grops and take on the role of the prodcer, director, actor=actress, and writer of the movie, 6attaca# The* will pick one person for each role, create "estions as a grop, and interview the person# The* will In grops, stdents e$amine wh* transgenic species are created !* researching on the Internet and de!ate the pros and cons of creating sch a species# In pairs, stdents will se the Internet to research and select two different e$amples of genetic engineering !eing sed toda* and Stdents will design a srve* sing 6oogle docs with "estions that cover the reasons wh* there is a hman drive to maniplate the environment# speaker from *or grop, and each grop will share one thing the* saw from the slideshow with the class 9each thing has to !e different from the other grops#: create a !ehind the scenes interview session and record it with a video camera to !e sed as an Ie$tras- for the 1?1# determine what genes might have !een maniplated in order to create the new t*pe of plant, animal, or hman difference# Bodil*' Einesth etic Stdents will walk arond the class and find two different stdents that the* want to !e Iparents,- and take a digital pictre of them# The* will identif* their different traits 9hair color, e*e color, etc#: and create a @nnett S"are to determine with traits the offspring will have# The* will se the app FaceFsion to !ring together the two people# Stdents will create a model template strand of 1NA and se !ase pairing rles and the process of replication to create a complimentar* model strand# The* will film this process, e$plain what is happening throgh voiceover, and edit the film to create an animated version of the process# Stdents create a model of a 1NA strctre, take digital pictres of it and displa* them on the class we!site# In grops, stdents will create a model template strand of 1NA to show the processes of transcription and translation, reslting in an m.NA and amino acid se"ence# The* will take a pictre with a digital camera of their process and models and displa* them# Stdents will do a 6aller* Walk to see the other grops models# Stdents will do a 6aller* Walk and evalate the art pieces for each artist sing SpeechHorn al# Stdents will create an interpretive dance or dramati%ation e$plaining or showing how genes from organisms can !e e$tracted from one organism and inserted into the genetic code of another organism# This activit* will !e filmed and displa*ed for comment on the we!site# Intraper sonal Stdents will se the app 6ene Screen and retrieve information throgh comprehension "estions and write the answers given throgh Edmodo# Stdents will identif* artists that se the concepts of 6enetic Engineering in their art pieces to show their political view on the Internet and e$plain what the* think the political view is of the artist in a adio podcast,with the pictre on the screen# .ead e'!ook F1o!le <eli$G and constrct a dialectic 3ornal in Word, responding to how *o feel a!ot the passage *o chose# Stdents will listen to the podcasts of the stdents descri!ing the artists- political view and make a chart comparing the different political views# Stdents will 3stif* the reasoning !ehind political posters, and evalate the importance of creating them, and write a newspaper editorial of their opinion of the importance of political posters sing a word docment# Stdents will design a political poster sing Word 1ocment templates or @hotoshop, e$pressing their views on 6enetic Engineering# Natral ist Stdents will research sing the Internet and create a list the effects of genetic engineering in the environment 9food, people, science research, etc#: Watch the movie FFed ,pG and smmari%e the movie on a graphic organi%er on Inspiration 5aps /ite App on the i@ad >onstrct a list sing Evernote, of different plant and animal species that have !een geneticall* engineered to accommodate for or world, specificall* in the prodction of food# >ategori%e the srvival techni"es sed !* the characters in the movie 6attaca and the novel F1o!le <eli$#G 1ispla* *or findings on an electronic spreadsheet# Stdents will compile a log of () different t*pes of genetic engineering and=or maniplation and determine what the effects will !e on the world in the ftre Stdents will create a h*pothetical world where genetic engineering of plants=animals=people are allowed and develop a movie trailer for a movie that portra*s this t*pe of world, inclding the positives and negatives of this world# creating a ta!le in word processing software ?isal' Spatial 6o on the Internet and choose a work of art from the artist Ale$is .ockman, send pic of art and e$planation wh* *o chose it throgh Edmodo# Stdents will develop a @ower@oint which incldes images, descri!ing the histor* !ehind political posters# Stdents will develop stor* !oards, condct interviews, implement videos=images and create mini video docmentaries on the theme of genetic engineering and genetic maniplation# Stdents will draw, sing a graphic design program, a geneticall* engineered sper hman, e$amining the needs and wants hman !eing have toda* 9!eat*, strength, intelligence, etc#: Stdents will watch the mini' docmentari es and video' tape two different stdents opinions=criti "es=smmar ies of the docmentari es# Take pictres of the environment arond the school with a digital camera and se @hotoshop to create *or own piece of art that is similar to Ale$is .ockman-s art# 5sical .h*thm ic Stdents will descri!e the process of genetic maniplation !* writing a rh*ming poem in a word docment# Stdents will listen to different songs that discss changing the !od*, changing *or image, etc# and create a discssion and participate in a discssion comparing the l*rics in Edmodo >ontrct l*rics to a song on Word a!ot how *o feel a!ot genetic engineering, or what the world wold !e if ever* person were geneticall* maniplated Stdents will anal*%e a variet* of 9appropriate: msic videos pro3ected onto the screen, that relate to !od* image, and evalate how images in msic videos might affect or overall image of what traits are desira!le or ndesira!le# Stdents create a msic video sing i5ovie of single words and images that e$press their opinion a!ot genetic engineering, !od* image, and the hman drive to maniplate the environment# >ompose a song on 6arage!and with l*rics that portra*s the attitdes of or societ* on image and the effects of or desire to maniplate orselves to !e the I!est#- /ogical 5athe matical Stdents will se the app 6ene Screen and recogni%e the applica!le variet* prodced in a @nnett S"are# # Stdents will map the process of transcription and translation sing diagrams from Inspiration ot 5ind5eister# Stdents will evalate the srve*s given from 6oogle 1ocs and se E$cel to create data, graphs and charts representing the answers to the interview "estions# Stdents will develop a mind map from Inspiration Software to compare works 9short stories, novels, art pieces, and msic: that e$presses the niversal theme of 6enetic Engineering Stdents will h*pothesi%e what t*pes of genetic engineering will happen 8) *ears from now de to poplation growth, climate, and the want to live longer and !e stronger, and show these changes with a !ar graph or line graph on a electronic spreadsheet# Stdents will show and displa* the process of genetic maniplation as it pertains to the creation of a sper hman# The* will show their process throgh charts, graphs, @nnett s"ares, 1NA strands, etc# sing a variet* of compter software 9electronic spreadsheets, word processing software, etc#: of how the* created their sperhman# The* will create a @ower@oint showing how their sperhman was geneticall* engineered#