ICP Overview

In this four-week unit we would like our sophomore students to explore the benefits and
drawbacks of genetic engineering. We plan to do this through the integration of biology and
English. In biology, the students will be learning about the science behind genetic engineering
and what it entails from a biological perspective. Simultaneously, they will read A Brave New
World and practice researching and debating for the culminating assessment at the end of the
unit. This unit connects the disciplines in order to help students make stronger connections to
the material presented.
In English, the students will begin by assessing their personal perceptions about genetic
engineering. This will allow us to gauge how much they know and what biases they bring into
this controversial topic. Next, we will delve into various ethical issues related to science as the
students begin reading A Brave New World. The students will read approximately two chapters
every night until it is finished. As the first week continues, we will be discussing the text by
reviewing the plot and the students views about what occurred. The students will work in
literature circles in order to discuss key points within the text and share their opinions with
peers. We hope that this will provide the students with thought-provoking discussions which
may challenge their current or prior views on the subject. During the second week, literature
circles will continue, in addition to whole-group discussions on the other days. During wholegroup class discussions, the students will be asked to make connections between the biology they
are learning in science and the content in A Brave New World. At the end of the second week, the
students will be assessed on the content in A Brave New World and asked to reexamine their
views on genetic engineering to determine what has changed and what has remained

constant. (They are welcome to incorporate their knowledge from biology as well in this
reflection.)
During the third week, the students will no longer be focused on A Brave New
World. Instead, they will be learning about the skills required to debate. They will practice
debating and learn the etiquette and strategies to effectively construct and critically analyze
various perspectives. Once they have practiced debating for a few days, we will put the students
into debating groups of four to five. At the end of the third week, the groups will begin their
research in order to take an official stance for or against genetic engineering. The fourth and
final week will entail students continuing their research and practicing their debate with group
members taking on the counter argument to find flaws in their assertions. They will have one
last day to prepare, then the debate will take place on the final Thursday. On Friday, we will
wrap up the unit by reviewing the debate and asking the students to reflect upon their final
thoughts about the unit.
In Biology, the students will be diving into topics such as: personal genetics, genetics and
reproduction, technology and genetics, eugenics, genetic complexity, as well as the ethical, legal
and social issues surrounding personal genetics. We will go through approximately two topics
per week, allowing for small group work, independent practice, as well as reflection and
assessment for each topic. During the first week, we will do a light activity called the animal
mashup which will be an engaging way to get the students thinking about choosing the best
qualities of two animals and putting them together to create a new species. This activity will also
be the jumping off point for our ethics discussion, which will be later connected into the debate
they will be prepping for our culminating lesson for both English and Biology.

During the second week, we will discuss preimplementation genetic diagnoses as well as
the technology behind it. Again, this will fuel the ethics and legality conversations, which can
easily be transferred into their discussions during their small group work in English. We will
conclude the second week with a reflective writing piece regarding their beliefs, and how they
may or may not have changed with the information we have been discussing.
The third week will center on the history of genetics and eugenics to assist the students
knowledge base. Their prior knowledge from the first two weeks of this unit will significantly
increase their ability to connect to the information. Debate groups will have been started during
their English period, therefore we will allow small group time in Biology as well, taking into
account the newly acquired information. Research and debate prep will be the focus during classtime, as we realize that it may be difficult for students to get together outside of class. Our
culminating debate event will take place at the end of the fourth week, with a day after to reflect,
analyze, debrief and celebrate their achievements.