Dangerous Knowledge
Ms. Llanos
Semester Two
7th Grade Math/Science
Background:
“Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow.” - Victor Frankenstein
As you are reading Frankenstein in Ms. Deluca’s class, you will see how far humanity will go in the pursuit of knowledge. As Victor begins to unlock the secrets of life and surpass human limits through scientific exploration, you begin to question how far will science go before it becomes a danger to its own society. Science is supposed to be used for the good of mankind. Who decides what is morally ethical to explore in the name of science? How is this decided?
In this project, you will be learning about different advances in science and technology that expand knowledge and present us with new freedoms. With these freedoms come the need for responsible and thoughtful decision making when faced with a problem. Bioethics addresses these issues as they occur as a result of new technology.
Learning Goals:
Students will be exposed to current advancements in life sciences and the issues surrounding them. Students will research and compile information on issues, debate on these issues, and come to conclusions based on their studies.
Students will understand the debate process, follow the rules and procedures of a good debate, and judge their own and their peers' debate performances.
Overview:
Over the next five weeks, you will:
1. Identify an ethical problem related to: ecology, molecular biology, biochemistry, health, and medicine.
2. Learn how to differentiate between problem, issue, and dilemma.
3. Identify the rules and principle of ethics.
4. Utilize ethical reasoning to solve bioethical problems.
5. Compile print and nonprint research on regarding current bioethical issues.
6. Examine and evaluate factual information on the appropriateness of this information in debate preparation.
7. Investigate and list the steps in creating a law.
8. Construct an argument for and against an issue.
9. Investigate issues.
10. Predict future of investigated issues based on outcomes/conclusions/patterns from debates in the classroom.
Concepts Covered:
Within the group product, there will be two focus areas:
Product:
*Due to the flexible nature of project based learning; benchmarks may change.
Ms. Llanos
Semester Two
7th Grade Math/Science
Background:
“Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow.” - Victor Frankenstein
As you are reading Frankenstein in Ms. Deluca’s class, you will see how far humanity will go in the pursuit of knowledge. As Victor begins to unlock the secrets of life and surpass human limits through scientific exploration, you begin to question how far will science go before it becomes a danger to its own society. Science is supposed to be used for the good of mankind. Who decides what is morally ethical to explore in the name of science? How is this decided?
In this project, you will be learning about different advances in science and technology that expand knowledge and present us with new freedoms. With these freedoms come the need for responsible and thoughtful decision making when faced with a problem. Bioethics addresses these issues as they occur as a result of new technology.
Learning Goals:
Students will be exposed to current advancements in life sciences and the issues surrounding them. Students will research and compile information on issues, debate on these issues, and come to conclusions based on their studies.
Students will understand the debate process, follow the rules and procedures of a good debate, and judge their own and their peers' debate performances.
Overview:
Over the next five weeks, you will:
1. Identify an ethical problem related to: ecology, molecular biology, biochemistry, health, and medicine.
2. Learn how to differentiate between problem, issue, and dilemma.
3. Identify the rules and principle of ethics.
4. Utilize ethical reasoning to solve bioethical problems.
5. Compile print and nonprint research on regarding current bioethical issues.
6. Examine and evaluate factual information on the appropriateness of this information in debate preparation.
7. Investigate and list the steps in creating a law.
8. Construct an argument for and against an issue.
9. Investigate issues.
10. Predict future of investigated issues based on outcomes/conclusions/patterns from debates in the classroom.
Concepts Covered:
- Ecology: Oil Spills, deforestation, global warming, ozone depletion, solar energy, renewable v. nonrenewable
- Molecular Biology: Genetic Screening and rights to privacy, Patenting Life, Perfect Human
- Biochemistry: Food irradiation, animal testing, chemically enhanced agriculture
- Health and Medicine: Availability of treatments, experimental drugs, medical insurance
Within the group product, there will be two focus areas:
- Research on pros and cons of a specific issue.
- Learning about the steps in creating a law.
- Creating an argument with facts and research during the debate in pairs.
Product:
- Portfolio
- Debate
*Due to the flexible nature of project based learning; benchmarks may change.