Three-Parent Child?
Link: https://www.scientificamerican.com/article/genetic-details-of-controversial-3-parent-baby-revealed/
The article my partner and I chose for this assignment is about a genetically engineered three-parent baby. I found this article by following the process that Text Savvy (Guilford et al., 2017) described about finding a text: look at various magazines and online resources. Since I had never heard of Scientific American before, I decided to start there. I scanned a few articles but this particular article really stood out to me. After checking to make sure it fit the standards, Rebecca and I decided that this was definitely the article we wanted to use. This article fits the literary standard RST.9-10.4/RST.11-12.4, “Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades [9-10 and 11-12 respectively] texts and topics,” and the biology standard 3.3, “The student will analyze how traits are inherited and passed on from one generation to another.” (MSDE, 2012).
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When I read the text for the first time, I was really intrigued that there was a baby created with the DNA of three parents (Reardon, 2017). After all these years of watching sci-fi movies such as Gattaca (Niccol, 1997) about how humans’ DNA was redesigned, this seemingly impossible scientific feat is actually happening! With my background in biology, I understood all of the language and procedures described and I thought it wouldn’t be too far-fetched for high school students to also understand it to with the right reading strategy.
Reardon
(2017) wrote this article in a straight-forward, informative way for
the genre of scientific writing. She speaks very bluntly and does not
use literary techniques such as simile, humor, or irony. There are two
subheadings in the text: ‘Genetic Legacy’ and ‘Advise and Consent.’
First, the author describes the process of creating the egg and why the
egg was created. Then, in the ‘Genetic Legacy’ subheading, she
highlights certain complications that could have occurred and discusses
the possibility of follow-up research on the baby. Finally, the author
discusses the lack of consent that the baby gave and future
possibilities of expanding on this research in the subheading 'Advise
and Consent.'
The information that’s most important in this text is the description of how and why the altered egg was created. Before reading this text, students should have an understanding of DNA, reproduction, and the functions of mitochondria. When reading this article, students should think critically about the morality and safety precautions behind this scientific procedure.
The information that’s most important in this text is the description of how and why the altered egg was created. Before reading this text, students should have an understanding of DNA, reproduction, and the functions of mitochondria. When reading this article, students should think critically about the morality and safety precautions behind this scientific procedure.
With the right engagement strategy, students will comprehend this text. The engagement strategy my partner and I decided to use is the PreReading Plan (McLaughlin, 2015). With this strategy, we will go over key concepts and words with students before reading the text for deeper understanding. I believe this strategy will work because technically I went over the key concepts and words over my years as a Biology major and I understood the article with no problem. If we help students acquire a foundation of knowledge on this topic, I believe they will understand the meaning of this text as well. To carry out the PreReading Plan (McLaughlin, 2015), we can go over key concepts and vocabulary with students before delving into the reading. We can also assign this reading right after a lesson about genetics so students can use the things they learned from the lesson to comprehend the article.
References
Guilford, J., Bustamante, A., Mackura, K., Hirsch, S., Lyon, E., & Estrada, K. (2017). Text Savvy. The Science Teacher, 84 (1), 49-56. Retrieved from https://blackboard.stevenson.edu/bbcswebdav/pid-1349981-dt-content-rid-7100950_1/courses/17S8W2_ED_620_OL1/ED%20620_Science%20Journal.pdf
Maryland State Department of Education. (2012). Maryland state STEM standards of practice. Retrieved from http://mdk12.msde.maryland.gov/instruction/clg/biology/goal3.html
Maryland State Department of Education. (2012). Reading Standards for Literacy in Science and Technical Subjects - Grades 9-12. Retrieved from https://blackboard.stevenson.edu/bbcswebdav/pid-1349975-dt-content-rid-5225317_1/courses/15S8W2_ED_620_OL1/CCSC_Science_gr9-12r.pdf
McLaughlin, M. (2015). Content Area Reading: Teaching and Learning for College and Career Readiness. Boston, MA: Pearson.
Niccol, A. (Director). (1997). Gattaca. [Motion Picture]. United States: Columbia Pictures Corporation.
Reardon, S. (2017, April 3). Genetic details of controversial "3-parent baby" revealed. Scientific American. Retrieved April 5, 2017 from https://www.scientificamerican.com/article/genetic-details-of-controversial-3-parent-baby-revealed/
Hey, Mary!
ReplyDeleteI must say the title of your blog really piqued my interest. After learning that the article is about a baby created with the DNA of three parents, I can see why you choose this item to introduce to students. As you mentioned, this is something that we usually hear about in sci-fi movies, so it is fascinating to see that this phenomenon is actually taking place in the real world. I also think it was a good idea that the author did not use any literary technique such as simile, humor, or irony in the article. Formative articles need to be clear to students so any added literacy method could potentially make it harder for students to understand the main ideas of this article.
Furthermore, the engagement strategy that you and Rebecca choose is a good one. Using a strategy that will help students go over key concepts and words, will help students gain a better understanding of the text. After completing this assignment and the discussions for module 3, I realize that preparing students before they read the text is critical because it increases students' understanding and prepares the students for any difficulty that they might encounter while reading the text.
Hi Mary,
ReplyDeleteLike Yetunde, I was intrigued by your article. I think the engagement strategy that you chose would be good for this text. What I liked most though about this article is that it could open the door for some really great discussion.
I love the idea of using debate, as a learning tool. Teaching our students the idea of civil discourse is critical, especially in today's society. A really great way to do this is to get students to write on note card, their thoughts on eugenics/stem cell research whatever the topic happens to be. After you read them all, you assign students to a "side", opposite of their opinion. Forming intelligent arguments about a topic that you don't necessarily agree with, is a powerful way to understand where someone else is coming from.
Thanks for your post and an interesting article,
Jul