Bioethics (TGC Fellow Unit Template *)

Prepared by:​ Christa Calkins Shepard, Julie McLaughlin, and Ann Freeland

School/Location:​ Campbell-Savona Jr./Sr. High School, Campbell, NY

Subject:​ English and Living Environment ​Grade:​ 10 ​Unit Title:​ Bioethics ​Time Needed:​ Four Weeks

Unit Summary:​ After reading excerpts from Rebecca Skloot’s ​The Immortal Life of Henrietta Lacks​, students select a bioethical issue
to research. Through the research process, students deepen their knowledge and understanding of their bioethical issue and craft
an argument addressing a specific problem-based question about their issue. Through an inquiry-based research process, students
gather, assess, read, analyze, annotate, and organize their sources. Students reflect on and fill any gaps in their research throughout
the process. Using a preponderance of evidence, students develop claims and counterclaims about their problem-based question.

From their research, students draft a working thesis statement that includes a position, rationale, and stipulation. Using this thesis
statement, students organize their claims and counterclaims to develop an outline for their argument essays. From their outlines,
students draft complete argument essays, delineating their claims and counterclaims as well as effective introductions and
conclusions. Using a recursive process, students seek out and receive feedback from peers and instructors, revise their drafts, and
repeat the revision cycle. Students proofread their drafts with an emphasis on punctuation and spelling.

Students submit their final drafts for evaluation against the argument rubric. Students select a presentation method and reorganize
their claims, counterclaims, and evidence to communicate effectively with a variety of audiences. Students present their research
findings. (In the past, students have created websites, podcasts, and infographics.)

This unit encourages independence and technology use. Many of the instructional mini lessons are delivered via flipped classroom
videos in EdPuzzle. EdPuzzle incorporates checks for understanding as well as monitors how much of the instructional videos
students have watched. Students will also use Diigo and EasyBib to save and cite their sources. Students will submit their work in
Google Classroom using Google Docs, Sheets, and Forms. Students who choose to create webpages will use Weebly; students who
create podcasts will use GarageBand; and students who create infographics will use Google Slides.

ESTABLISHED GOALS:
RI.9-10.1.a Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn
from the text. a. Develop factual, interpretive,
and evaluative questions for further
exploration of the topic(s).
RI.9-10.8 Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is valid and
the evidence is relevant and sufficient;
identify false statements and fallacious
reasoning.
W.9-10.1.b Write arguments to support claims
in an analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence. Explore and inquire into
areas of interest to formulate an argument. b.
Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing
out the strengths and limitations of both in a
manner that anticipates the audience’s
knowledge level and concerns.
W.9-10.4 Produce clear and coherent writing
in which the development, organization, and
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to research a bioethical issue and
present an argument that addresses that issue.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that… 1. What is ethics?
2. What is ethical responsibility?
1. Scientists and the public have a 3. How should scientists reconcile
responsibility to be informed about ethical responsibility with scientific
ethical issues in regard to scientific progress?
progress. 4. What responsibilities does the the
2. Even if one is not a scientist, a public have in managing ethical
responsible citizen seeks out responsibility with scientific progress?
knowledge and information from a
wide variety of credible sources to
make informed decisions about
ethical issues that directly or
indirectly affect one’s life.
style are appropriate to task, purpose, and
audience.
Students will know… (Content)
W.9-10.7 Conduct short as well as more
sustained research projects to answer a
question (including a self-generated question)
or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject under
investigation.
W.9-10.8 Gather relevant information from
multiple authoritative print and digital
sources, using advanced searches effectively;
assess the usefulness of each source in
answering the research question; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and following a standard format for
citation.
W.9-10.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
SL.9-10.4 Present information, findings, and
supporting evidence clearly, concisely, and
logically such that listeners can follow the line
of reasoning and the organization,
Acquisition
Students will be able to… (Skills)
1. The definitions of ethics and
bioethics.
2. Examples of contemporary bioethical
issues, including informed consent.
3. The criteria for assessing sources.
4. How to conduct a web search using
keywords and filters.
5. Thesis, claim, and counterclaim.
6. Position, rationale, and stipulation.
7. Unity and coherence.
8. Objectivity.
9. Rules for using commas, semicolons,
and colons.
10. MLA citation conventions.
1. Assess sources for credibility,
relevance, and accessibility.
2. Conduct independent web searches
using research processes including
keyword searches, assessing sources,
annotating sources, recording notes,
and evaluating arguments.
3. Develop and refine a problem-based
research question.
4. Collect, cite, and organize evidence
from research to support analysis in
writing and media.
5. Continually identify and fill research
gaps.
6. Craft claims about a problem-based
research question using relevant,
specific textual evidence from
research.
7. Craft a thesis statement with a clear
position, rationale, and stipulation.
8. Create an outline organizing claims,
counterclaims, and evidence in a
logical manner.
9. Draft effective body paragraphs,
introductions, and conclusions.
10. Create unity and cohesion between
and within paragraphs.
development, substance, and style are
appropriate to purpose, audience, and task.
Living Environment Standards:
1. Students will use mathematical analysis,
scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers,
and develop solutions.
11. Adhere to MLA citation conventions
12. Edit for a variety of purposes
including punctuation and spelling.
13. Write in a formal, objective tone.
14. Adhere to the conventions of
standard written English.

7. Human decisions and activities have had a

profound impact on the physical and living
environment.

GLOBAL COMPETENCY:

1. Students investigate the world beyond

their immediate environment.
2. Students recognize their own and others’
perspectives.
3. Students communicate their ideas
effectively with diverse audiences.

Sustainable Development Goals:

2. Zero Hunger
3. Good Health and Well-being
12. Responsible Consumption and Production
13. Climate Action
 Stage 2 - Evidence
Assessment Evaluation Criteria (Learning Target or Student Will Be Able To)

Assessments ​FOR​ Learning: (ex: kwl chart, 1. Bioethics Checklist (Google HyperDoc)
exit ticket, observation, draft, rehearsal) 2. KWL for bioethical issues
3. Works cited
4. Notecards
5. Position post
6. Thesis Padlet
7. Rough draft
8. Peer Revisions
9. Writing Conference
10. EdPuzzle checks for flipped lesson videos
11. Teacher observations
12. Weekly exit tickets (Google Forms)
13. Final project evaluation and reflection

Assessment ​OF​ Learning: (ex: performance 1. Argument Essay (modified argument rubric)
task, project, final paper) 2. Presentation (website, podcast, infographic, etc.)
 Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Week One: ​Teachers introduce ethics and bioethics. Teachers present examples of bioethical issues (in addition to organ and tissue sales).
Students complete KWL for bioethical issues. Teachers introduce Research Checklist. Using KWL, students select a preliminary topic. Teachers
model keyword search and filtering tools. Students begin basic search. Teachers model Diigo. Students begin saving sources to Diigo. Teachers
model and students draft a problem-based research question. Teachers model unique search terms and context terms. Students begin
intermediate search. Students evaluate sources using “Assessing Sources” handout. From their saved sources, students select at least four
credible, relevant, accessible sources to use and save them to EasyBib. Students download their works cited to Google Docs and submit them
through Google Classroom for evaluation. Students closely read and highlight their sources (hard copies or Diigo). Students begin annotations
in Diigo or “Notecards” in Google Docs. Students complete the exit ticket.

Week Two: ​Students finish and submit notecards (Diigo or Docs) for evaluation. Students print notecards and organize them into piles:
background, in favor, and against. Students choose a position based on the preponderance of evidence. Students submit their positions to
Google Classroom. Teachers model thesis statements. Students draft thesis statements and submit them to Padlet. Students organize their
notecards into an informal outline. Students complete the exit ticket.

Week Three: ​Teachers model confirmation paragraphs. Students draft paragraphs. Teachers model refutation paragraph. Students draft
paragraph. Students draft introductions, background paragraphs (optional), and conclusions. Students submit drafts to Google Classroom for
content and meaning evaluation. Teacher provides comments while students revise their drafts for cohesion. Students revise their drafts for
content and meaning using teachers’ comments. Students begin peer revisions (two cycles) using the “Peer Feedback” handout. Students
complete the exit ticket.

Week Four:​ Students participate in writing conferences with teachers. Students revise. Students proofread final drafts using “Proofreading
Checklist” handout. Students check formatting and submit final drafts to Google Classroom. Students select a presentation method: website,
podcast, or infographic. Students draft and complete their presentations. Students complete the project evaluation and reflection.

*adapted from Understanding by Design Model