SCIENCE GRADE 9-12 : The Immortal Life
Performance Task
Grade/Subject / Ninth - Twelfth Grade/Topic / Science/Social Justice/Biotechnology
Task Title / An Immortal Life
Pacing / 3-6 weeks
Task Overview
This task is based on a true story as described in the 2010 book by Rebecca Skloot.
In 1950, Henrietta Lacks was diagnosed with cervical cancer. A biopsy of her tissue was taken without her knowledge or consent. Dr. George Gey had been doing experiments to try to create an immortal line of human cells that could be used in medical research. Using Henrietta’s cells he hoped, would let scientists better understand and find a cure for cancer. Henrietta died at age 31, less than a year after her diagnosis. Her family did not know that her cells were still alive, growing in laboratories—first at Johns Hopkins and now all over the world.
In this task students will be asked to:
- Answer the question “Who owns our cells?” What is the ethical use of cells?
- Perform lab activities that will connect these questions to the biological identification of cells and differentiation of normal vs cancerous cells.
- Develop evidence and be able to defend/communicate a stand on an argument related to this issue.
Essential Question(s)
1. What is mitosis? How does mitosis relate to growth and repair of tissue?
2. What can lead to a mistake during mitosis? What are consequences of mistakes?
3. How do “cancerous cells” differ from normal cells?
4. What are “ethics”?
5. Can cells be ‘owned’? Is it ethical for people to profit from the use of another’s cells for research?
6. Is it ethical for doctors to use patients in public hospital wards as medical research subjects
without their consent or paying them for their participation? Justify and explain your answer.
HS-LS1-4.Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
HS-LS3-1.Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
HS-LS3-2.Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors
Science & Engineering Practices
Planning and carrying out investigations
Analyzing and interpreting data
Developing and using models
Obtaining, evaluating, and communicating information
Constructing explanations and Designing solutions
Engaging in argument from evidence
CCS Core Literacy Standards
CCSS.ELA-Literacy.RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.3
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-Literacy.RST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
CCSS.ELA-Literacy.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.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, development, substance, and style are appropriate to purpose, audience, and task.
ISTE Standards
Creativity
Communication and Collaboration
Research and Information Fluency
Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
Technology Operations and Concepts
K-D-U
KNOW / DO
Illustrate the role of cellular division (mitosis) and differentiation in producing mutated cells (cancer).
Determine the relationships between DNA and chromosomes in coding the instructions for characteristic traits
Make and defend a claim based on evidence
Engage in argument and defend an opinion
Data can predict the viability of a solution design
There is an interdependence of science, engineering and technology.
The influence of the natural world on science, engineering, technology and society. / Research primary source documents to defend an opinion
Interpret models & results based on the investigation
Identify questions that can be answered through scientific investigation
Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.
Design and conduct appropriate types of scientific investigations to answer different questions.
See, draw, describe normal skin cells under a microscope.
Compare normal cells with cancerous cells as seen in virtual lab.
Design a protocol to screen tissue for cancerous cells.
Assess the reliability of the data that was generated in the investigation.
Articulate conclusions and explanations based on research data
Explore movement of molecules through electrophoresis
Communicate about science using relevant science vocabulary and supporting evidence and clear logic.
UNDERSTAND
Students will understand that cells can mutate during the cell cycle.
Students will understand what ethics are.
Students will understand that data can explain and predict changes in systems.
Students will design an experiment to collect data on cell replication
Students will understand that by sharing information they can make valid arguments for a proposed solution. / Students will understand that by reading and analyzing primary source documents on a topic they can formulate a valid argument .
Students will understand how to form an opinion and find evidence to support that opinion.
Molecules move through a gel at different rates based on their molecular size
Directions for Students
Background Information
This task reviews cellular replication and bioethics and is based on a true story as described in the 2010 book by Rebecca Skloot An Immortal Life
In 1950, Henrietta Lacks was diagnosed with cervical cancer. A biopsy of her tissue was taken without her knowledge or consent. Dr. George Gey had been doing experiments to try to create an immortal line of human cells that could be used in medical research. Using Henrietta’s cells he hoped, would let scientists better understand and find a cure for cancer. Henrietta died at age 31, less than a year after her diagnosis. Her family did not know that her cells were still alive, growing in laboratories—first at Johns Hopkins and now all over the world.
How He La Cells work -
A New Chapter In The Story Of Henrietta Lacks -
Task
Part I: Review DNA replication and predict the changes in cells;
What is Heredity?
What is a Chromosome?
Transcribe and Translate at
Activity:
Use pipe cleaners and beads in petri dishes to show the stages of mitosis and the cell cycle
Use The Puzzle of Life activity to introduce translation and review translation concepts.
Activity: REEBOP babies- Use marshmallows & desk supplies demonstrate the process of how genes are passed from parents to offspring, the concept of dominant and recessive traits, and the difference between genotype and phenotype.
Part II: As part of a Team, develop a question for argumentation related to the topic of the use of cells for scientific research. Take a stand and support an argument with scientific evidence. The teams will review all the current research and design an original question that will gather information specific to the use of human cells and present their evidence in a medium of their choice.
Your task is to form a team to investigate one question related to HeLa cells. You and your team will formulate, research and present the research on the question you chose. Your medium of presentation is your choice as well. Below you will find some resources, you are welcome to find more on your own.
Student ResourcesCopy of text by Rebecca Skloot; The Immortal Life of Henrietta Lacks -
Statement from John Hopkins Medicine-
Reflective essay by Genetics Literacy Project ;Henrietta Lacks DNA Bioethics
PubMed Primary source article- Policy Uncertainty, Sequencing, and Cell Lines
What do doctors look for in biopsy and cytology specimens?
Bioethics in the case of Henrietta Lacks:
Genomic Research Ethics (Henrietta Lacks)
Powerpoint of Bioethics from Med School Professor
Intro to Bioethics Lesson Ideas (readings, Ethical vs. Scientific Questions, creating arguments, etc.)
Alzheimer’s organization 2 pages on Genetic testing and Ethics- Common Core Reading
Smithsonian Magazine Common Core reading on Henrietta Lacks
THE GOOD, THE BAD, AND THE HELA by Alexandra del Carpio
CNN Health Henrietta Lacks' family finally gets say in genetic destiny. Can we control our own?
By Stephanie Smith, CNN August 11, 2013
Possible Student-Generated Inquiry ExperiencesStudents will brainstorm topics, collaborate, research, and examine data.In small collaborative groups, students will generate original questions and design a well thought out argument. They will use this information to defend the questions“Who owns our cells?”
Social Justice - Analytic Rubric
Grade/Subject / Grades 9-10
Topic / Henrietta Lacks
Task Title / A Case of Ownership
Content / 4-Exemplary / 3-Proficient / 2-Developing / 1-Basic
Law of Inheritance / Shows thorough and in depth understanding of:
* The concept of the Law of Inheritance
*How inheritance determines the traits that are passed on from parents to offspring.
* Interpret patterns of inheritance within a family using a pedigree chart.
* Identify the probable mode of inheritance of traits (e.g. recessive/ dominant, autosomal/sex-linked) / Shows general understanding of:
* The concept of the Law of Inheritance
* How inheritance determines the traits that are passed on from parents to offspring.
* Interpret patterns of inheritance within a family using a pedigree chart.
* Identify the probable mode of inheritance of traits (e.g. recessive/ dominant, autosomal/sex-linked) / Shows partial understanding of:
* The concept of the Law of Inheritance
* How inheritance determines the traits that are passed on from parents to offspring.
* Interpret patterns of inheritance within a family using a pedigree chart.
* Identify the probable mode of inheritance of traits (e.g. recessive/ dominant, autosomal/sex-linked) / Shows limited understanding of:
* The concept of the Law of Inheritance
* How inheritance determines the traits that are passed on from parents to offspring.
* Interpret patterns of inheritance within a family using a pedigree chart.
* Identify the probable mode of inheritance of traits (e.g. recessive/ dominant, autosomal/sex-linked)
Mutations / Displays a thorough and in depth understanding of:
* Role of DNA and the mechanics of mutations.
* Mutations could include insertion, deletion or substitution of segments of DNA molecules.
* Different types of mutations. / Displays general understanding of:
* Role of DNA and the mechanics of mutations.
* Mutations could include insertion, deletion or substitution of segments of DNA molecules.
* Different types of mutations. / Displays partial understanding of:
* Role of DNA and the mechanics of mutations.
* Mutations could include insertion, deletion or substitution of segments of DNA molecules.
* Different types of mutations. / Displays limited understanding of:
* Role of DNA and the mechanics of mutations.
* Mutations could include insertion, deletion or substitution of segments of DNA molecules.
* Different types of mutations.
Genetic
Condition / Provides a thorough and in depth understanding of:
* Altered genes may result in traits that help, harm, or have little or no effect on the offspring’s success in its environment. / Provides a general understanding of:
* Altered genes may result in traits that help, harm, or have little or no effect on the offspring’s success in its environment. / Provides a partial understanding of:
* Altered genes may result in traits that help, harm, or have little or no effect on the offspring’s success in its environment. / Provides limited understanding of:
* Altered genes may result in traits that help, harm, or have little or no effect on the offspring’s success in its environment.
Research & Information Fluency / * Evaluates and selects credible and relevant resources
* Gathers information from a variety of sources including but not limited to classroom, a variety of media/online, and community
* Cites resources using proper MLA format / * Evaluates and selects mostly credible and relevant resources
* Gathers information from a variety of sources limited to the classroom, media/online and community
* Cites resources using proper MLA format / * Evaluates and selects some credible and/or relevant resources
* Gathers information from two of the following sources including the classroom, media/online and community
* Cites resources using MLA format with some mistakes / * Evaluates and selects few or no credible and relevant resources
* Gathers information from one of the following sources including the classroom, media/online and community
* Does not cite resources or uses improper format
Presentation Skills / * Consistently uses appropriate eye contact, effective volume, clear pronunciation, tone and emotion. / * Mostly uses appropriate eye contact, effective volume, clear pronunciation, tone and emotion. / * Inconsistently uses appropriate eye contact, effective volume, clear pronunciation, tone and emotion. / * Rarely uses appropriate eye contact, effective volume, clear pronunciation, tone and emotion.
Visual Display / * Includes a publication-ready visual display that accurately depicts all required information about the genetic condition. / * Includes a publication- ready visual display that accurately depicts most required information about the genetic condition. / * Includes a visual display that needs some revisions to be publication-ready. / * Includes a visual display needing significant revisions to be publication-ready.