Introduction
   This lesson was developed for the Learning Through Cyber Apprenticeship Program and the San Diego State course Ed Tec 470 -Teaching with Technologies. Specifically, this web quest has been designed for Annette Bennett's high school biology class.

   This lesson introduces some of the ethical issues surrounding DNA research to high school students. Students will use the Internet to explore these issues. (This is a guided search, and web sites are already provided to the student.) In addition, student will process what they learn and formulate their own opinion. Using examples they find on the Web, students will support and defend their position in writing.

Learners
   This lesson is specifically designed for the high school biology class. The lesson also involves English and Writing to a lesser extent. 

   To complete the lesson students should have a basic understanding of genes and the mechanisms of heredity. They should be familiar with the basic vocabulary of genetics and fertilization (i.e. genes, replication, chromosome, zygote, nucleus, pedigree). This will facilitate better understanding of the web sites provided. Knowledge of a web browser is also helpful, although students may be able to learn to use the browser as they are completing the assignment.

Curriculum Standards
   This lesson teaches students that scientific progress often raises ethical questions. Students will find that science is not simply memorizing laws and formulas. Scientific advance has implications for society as a whole.

Biological Standard Addressed:

       Investigation and Experimentation

1 m.  Investigate a science based societal issue by researching literature, analyzing data, and communicating the findings. (eg. cloning)

Process
   Directions given to the student are as follows:

1) Read over all the web sites listed for all the topics. Yes, this will take you some time, so plan ahead. Get a general idea about each topic. You do not need to follow and read every link each site provides. Explore the sites well enough to decide if you support or do not support research in that area.

2) Decide if you agree or disagree with the King's "zero gene policy". 

3) Choose three topics to use to support your position.  Delve deeper into these topics using the sites provided and educate yourself on the topic more thoroughly. Follow links and explore as necessary. 

4) Write a letter (2-3 pages) to King Timothy Flugeltoast. Explain to the new King how you feel. Tell him you support/do not support the new "zero gene policy", and explain why you feel this way. Use the three topics you chose to support your argument. Your letter should be well organized, clearly written and persuasive. Include examples and explanations wherever necessary to get your point across.
 
 

   This project can be given to students during class and can be completed either at school or at home. Investigating the sites should take up the bulk of the student's time. Writing the letter is the final culmination of what he/she has learned. 

   Teacher's should be aware that some students have access to the Internet at home while their classmates do not. This gives the student with Internet access at home more time to read and understand the sites. The teacher should make sure all students have time to access these sites and keep this computer inequality in mind when grading.

   This lesson is easy enough for the novice biology teacher. The teacher should be able to navigate using a browser and be able to help students as necessary with computer use. It is highly recommended that the teacher read over the web sites listed so that he/she is familiar with the content of each site.
 

Resources Needed
   The only resource needed for this lesson is a computer and Internet access for the students. If the teacher requires the final project to be type-written, a word processing program must be available to the students.

   One teacher can implement this lesson easily. A computer aide may be helpful to the students as well, but it may not be necessary.

Evaluation
   Letters that the students generate should be thoughtful and clear. It should be obvious that the student learned about the issues surrounding the topics they chose. In addition, the student should be able to choose and clearly define their position. By defending the position, the student will demonstrate the extent to which he/she understood the issue and its implications. When evaluating the student's work, refer to the rubric on the student site.

Conclusion
   DNA technology is still in its infancy and already the societal implications of this technology are numerous. Today's biology student should not only be aware of these implications but should also be able to formulate and defend a position on each issue. It is this generation that will shape where DNA technology will go into the future, whether as scientists behind each advance or as voters influencing policy. When learning the principles of genetics, students should also be exposed to the ethical questions raised by scientific advance in this area. 

Credits & References

Student Site
Pictures:

Discovery Clip Art Gallery
Yee Hun's Graphic Collection
Science Clip Art

Animation by:

J. Downey