Stem+Cell+Perspectives

= Title: Stem Cell Perspectives =

**Authors:** Stephanie Weaver and Roberta Palmiotto **Grade Level:** 9th Grade Living Environment **Time:** 2 weeks

//For additional free online lessons integrating media literacy and critical thinking into the curriculum, go to www.projectlooksharp.org.//

**Summary:** During this two-week project students learn to analyze urban legends, film clips, website credibility, and political cartoons related to stem cells. They practice using document-based questions and evidence as they examine controversies around the use of stem cells for research. Finally students create presentations (using Prezi) to articulate their own opinions about the merits of various perspectives in the debate.

**Objectives:**
 * To familiarize students with the use of stem cells.
 * To investigate the benefits and controversies of embryonic, adult, and induced pluripotent stem cells.
 * To evaluate the credibility of information from different sources.
 * To appreciate multiple perspectives of a controversial topic.
 * To create a Prezi presentation based on their understanding of stem cell research.

**Materials:**
 * Several documents are needed, which are linked to throughout the lesson plan.
 * The movie “My Sister’s Keeper”
 * This movie can be rented from your school or local library.
 * The documentary “Independent Lens: Mapping Stem Cell Research: Terra Incognita”
 * The whole documentary is available for free on YouTube [|here]. Alternatively, it can also be found through your school or local library.
 * Prezi, a free online presentation tool

**Lesson Steps:**


 * Lesson 1: Fact or Fiction** **(2 class periods)**
 * Begin with the Project Look Sharp lesson: [[file:Fact or Fiction with images.doc]][[file:Fact or Fiction Teacher Guide.doc]]
 * Discuss how sources of information such as the media may influence us.
 * Discuss how to evaluate the credibility of media by critical thinking and research
 * Have students fill out and discuss the [[file:Stem Cell Research Fact or Fiction.doc]] checklist.
 * Students are assigned one item from the checklist to research in the library using the [[file:Background Research on Stem Cells.doc]] worksheet.


 * Lesson 2: Ethical Perspectives (3-4 class periods)**
 * Students will investigate and decode the information and potential bias found in 1 of the following websites. Groups will present their findings to the rest of the class.
 * Students will use the [[file:Stem Cell Research Fact or Fiction.doc]]worksheet to:
 * Individually investigate 2 stem cell research websites from this list:
 * 1. [|http://stemcells.nih.gov]
 * 2. [|http://stemcellresearch.org]
 * 3. [|http://www.religioustolerance.org]
 * As well as investigate 2 religious/ethical perspectives listed on [|this website].


 * Lesson 3: Political Cartoons (30 minutes)**
 * Students will be given a political cartoon concerning stem cells to analyze and decode using the [[file:Decoding Political Cartoons.doc]] worksheet.
 * Class discussion on the messages given in the cartoons and how different people may interpret them.


 * Lesson 4: Movie Clips (3-4 class periods)**
 * Watch video clips from the film, **“My Sister’s Keeper”**, ([|www.][|**mysisterskeeper**][|movie.com]) and discuss the perspective and/or bias of the movie as a class. We showed scene three (3) from “My Sisters Keeper” in which the main character, Anna, goes and meets a lawyer to see if he will represent her in a case. She would like to sue for medical emancipation from her parents. She proceeds to explain how she was a 'designer baby,' conceived to be "spare parts" for her older sister who has Leukemia. We also used scene (5). This is a flashback to when Anna's parents first find out that their older daughter has Leukemia. Their oncologist suggests that they might want to conceive another child who could donate stem cells and bone morrow for their sick daughter. We used these scenes to show the viewpoint of a stakeholder in the stem cell debate.
 * Watch “[|Independent Lens: Mapping Stem Cell Research: Terra Incognita].” [|The entire documentary is free on YouTube]. Students complete the [[file:Terra Incognita Worksheet.doc]] worksheet after watching the film. Discuss the perspective/bias of the movie as a class.
 * Consider using Project Look Sharp’s [[file:Key Questions When Analyzing Media.doc]] in leading the discussions on the films**.**


 * Lesson 5: Prezi Presentations (3-4 class periods)**
 * Students will be placed into 1 of the following stakeholder groups:
 * spinal cord injury patient
 * stem cell researcher
 * religious organization
 * a couple with leftover embryos from in vitro fertilization
 * Each group will build a Prezi together that defines what a stem cell is, their stakeholder’s stand on the use of stem cells, and both the scientific and ethical issues of stem cells (see the **[[file:Prezi Flowchart.doc]].**)
 * Prezis will be shown in class while other members write down what good points were made, what they disagree with, and what they would like to know more about.

**Additional Resources/Background Information:**

1. This website lists websites on stem cell research and the religious/ethical perspective. [] 2. Discussion guide that introduces the Independent Lens video and provides additional websites for research. [] 3. This website contains many political cartoons on stem cell research. []

//This lesson was produced during 2010-2011// //as part of a collaboration between Project Look Sharp at Ithaca College and four NY State BOCES School Library Systems. The initiative brought together pairs of secondary science teachers and school librarians to develop models for integrating critical thinking and media literacy into secondary science content. The project was supported by federal LSTA funds awarded to the NY State Library by the Federal Institute of Museum and Library Services.// //To view additional lessons from this series go to: www.projectlooksharp.org.//