{"CACHEDAT":"2026-06-05 16:21:01","SLUG":"fiamengo-daria-grjxJKzfAv","MARKDOWN":"# Lesson title: Science is playing god\n\n## Lesson sequence title: Future Baby\n\nLesson no. 2 / 3\n\n### SSI: Should society allow designer babies to improve future generations?\n\n# Subject: ESL\n\n## Subject-specific learning goals / competences / curriculum content\n\nLearning objective: listen and understand a longer authentic recording. Acquire new or complex words. Discuss a controversial topic.\n\nDiscourse competences: using cohesion and coherence effectively. Strategic competence: using paraphrasing where necessary.\n\n## Learner age range: 15-18\n\n## Year of subject learning: 11th year\n\n# Lesson context\n\n## Before HOW activity\n\nElicit from the students cases where science might be playing God in the sense that it can create or intervene in human existence.\n\nListening to a video from The Guardian [**The biggest revolution in gene editing: Crispr-Cas9 explained**](https://www.theguardian.com/science/video/2019/mar/28/the-biggest-revolution-in-gene-editing-crispr-cas9-explained-video?utm_source=chatgpt.com)\n\n* Answer multiple-choice comprehension questions and acquire new vocabulary.\n\n## After HOW activity\n\nStudents use the tables to write a short paragraph (80-100 words) giving their personal position.\n\nThe paragraph must:\n\n* include at least TWO scientific facts from the video,\n* include at least ONE emotional phrase from the video,\n* explain your personal values or interests.\n\n# HOW Activity\n\n## Duration in minutes: 15\n\n## MSL Domain: Make up your mind\n\n### Learning goal: **Take your stand**\n\n### **Form your viewpoint by weighing evidence, values, and trade-offs**\n\n\n### ==Weigh the scientific evidence against your personal needs and interests==\n\n## HOW activity instruction\n\nComplete the table ranking the values from the most important to the least important:\n\n| Value / Personal Interest | Rank |\n|---------------------------|------|\n| Preventing disease        |      |\n| Safety and avoiding risks |      |\n| Scientific progress       |      |\n| Equality and fairness     |      |\n| Freedom for parents to choose |      |\n\nCompare your table with a partner. Are your values the same or different?\n\nComplete the table by comparing the phrases to the personal value they connect to:\n\n| Evidence or Emotional Phrase | Which Personal Value Does It Connect To? | How Strongly Does It Affect Your Opinion?  |\n|------------------------------|------------------------------------------|--------------------------------------------|\n| \"CRISPR may prevent inherited diseases.\" |                                          |                                            |\n| \"mistakes in gene editing can occur\" |                                          |                                            |\n| \"designer babies\"            |                                          |                                            |\n| \"changes could affect future generations\" |                                          |                                            |\n| \"a revolutionary breakthrough\" |                                          |                                            |\n\nExamine how strongly the language from the video affects your opinion by ranking it 1-5.\n\n### Suggested social form\n\nteacher-led, individual, pair work.\n\n### Required infrastructure\n\ninternet access, screen, speakers, worksheet with comprehension questions, worksheet with tables for the HOW activity.","HTML":"<style>.scilmi-outline-content h1,.scilmi-outline-content h2{font-weight:700}.scilmi-outline-content .badge-scilmi{background:#0d6efd;color:#fff;padding:2px 8px;border-radius:99px;}</style><h1>Lesson title: Science is playing god</h1>\n<h2>Lesson sequence title: Future Baby</h2>\n<p>Lesson no. 2 / 3</p>\n<h3>SSI: Should society allow designer babies to improve future generations?</h3>\n<h1>Subject: ESL</h1>\n<h2>Subject-specific learning goals / competences / curriculum content</h2>\n<p>Learning objective: listen and understand a longer authentic recording. Acquire new or complex words. Discuss a controversial topic.</p>\n<p>Discourse competences: using cohesion and coherence effectively. Strategic competence: using paraphrasing where necessary.</p>\n<h2>Learner age range: 15-18</h2>\n<h2>Year of subject learning: 11th year</h2>\n<h1>Lesson context</h1>\n<h2>Before HOW activity</h2>\n<p>Elicit from the students cases where science might be playing God in the sense that it can create or intervene in human existence.</p>\n<p>Listening to a video from The Guardian <a class=\"notranslate\" translate=\"no\" href=\"https://www.theguardian.com/science/video/2019/mar/28/the-biggest-revolution-in-gene-editing-crispr-cas9-explained-video?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>The biggest revolution in gene editing: Crispr-Cas9 explained</strong></a></p>\n<ul>\n<li>Answer multiple-choice comprehension questions and acquire new vocabulary.\n</li>\n</ul>\n<h2>After HOW activity</h2>\n<p>Students use the tables to write a short paragraph (80-100 words) giving their personal position.</p>\n<p>The paragraph must:</p>\n<ul>\n<li>include at least TWO scientific facts from the video,\n</li>\n<li>include at least ONE emotional phrase from the video,\n</li>\n<li>explain your personal values or interests.\n</li>\n</ul>\n<h1>HOW Activity</h1>\n<h2>Duration in minutes: 15</h2>\n<h2>MSL Domain: Make up your mind</h2>\n<h3>Learning goal: <strong>Take your stand</strong></h3>\n<h3><strong>Form your viewpoint by weighing evidence, values, and trade-offs</strong></h3>\n<h3><mark class=\"scilmi-highlight\">Weigh the scientific evidence against your personal needs and interests</mark></h3>\n<h2>HOW activity instruction</h2>\n<p>Complete the table ranking the values from the most important to the least important:</p>\n<table><thead><tr>\n<th>Value / Personal Interest</th>\n<th>Rank</th>\n</tr></thead><tbody>\n<tr>\n<td>Preventing disease</td>\n<td></td>\n</tr>\n<tr>\n<td>Safety and avoiding risks</td>\n<td></td>\n</tr>\n<tr>\n<td>Scientific progress</td>\n<td></td>\n</tr>\n<tr>\n<td>Equality and fairness</td>\n<td></td>\n</tr>\n<tr>\n<td>Freedom for parents to choose</td>\n<td></td>\n</tr>\n</tbody></table>\n<p>Compare your table with a partner. Are your values the same or different?</p>\n<p>Complete the table by comparing the phrases to the personal value they connect to:</p>\n<table><thead><tr>\n<th>Evidence or Emotional Phrase</th>\n<th>Which Personal Value Does It Connect To?</th>\n<th>How Strongly Does It Affect Your Opinion?</th>\n</tr></thead><tbody>\n<tr>\n<td>&quot;CRISPR may prevent inherited diseases.&quot;</td>\n<td></td>\n<td></td>\n</tr>\n<tr>\n<td>&quot;mistakes in gene editing can occur&quot;</td>\n<td></td>\n<td></td>\n</tr>\n<tr>\n<td>&quot;designer babies&quot;</td>\n<td></td>\n<td></td>\n</tr>\n<tr>\n<td>&quot;changes could affect future generations&quot;</td>\n<td></td>\n<td></td>\n</tr>\n<tr>\n<td>&quot;a revolutionary breakthrough&quot;</td>\n<td></td>\n<td></td>\n</tr>\n</tbody></table>\n<p>Examine how strongly the language from the video affects your opinion by ranking it 1-5.</p>\n<h3>Suggested social form</h3>\n<p>teacher-led, individual, pair work.</p>\n<h3>Required infrastructure</h3>\n<p>internet access, screen, speakers, worksheet with comprehension questions, worksheet with tables for the HOW activity.</p>","UPDATEDAT":"2026-05-15T08:51:32.218Z","ID":"9cd275a6-9054-42b9-949a-b45948b9e78f","TITLE":"Fiamengo, Daria"}