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|Create a Stem Cell Line Game Information|
Recommended Grade Levels: 10-12+ (ages 16-18+)
Run Time: 15-20 minutes
Story Line: Help Stem Cell Biologist Paul Barillas create a new stem cell line! He's going to harvest stem cells, select and culture them and then do some testing to determine what type of stem cell it is and what it will do. Learn what stem cells are and what they can and can't do along the way. Also use critical thinking to determine the type of stem cell the student has chosen to work with. Worksheets and a quiz are included in the teacher's guide.
Technical: This is a Flash game, so you will need the Puffin Academy Browser if you are going to play this game on a mobile device. We also recommend having ear buds to play the activity in class or in public areas. Speakers are fine for home use.
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-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
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.
RST.9-10.4 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 texts and topics.
RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
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.
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
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 11–12 texts and topics.
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
27. Describe advances in life sciences that have important long-lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology and discovering germs).
28. Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research and cloning).
1. Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems.
2. Describe examples of scientific advances and emerging technologies and how they may impact society.
Doing Scientific Inquiry
1. Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g. OSHA, MSDS, eyewash, goggles and ventilation).
2. Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology.
4. Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations.
7. Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.
1. Describe how the maintenance of a relatively stable internal environment is required for the continuation of life, and explain how stability is challenged by changing physical, chemical and environmental conditions as well as the presence of pathogens.
2. Evaluate assumptions that have been used in reaching scientific conclusions.
3. Design and carry out scientific inquiry (investigation), communicate and critique results through peer review.
5. Summarize data and construct a reasonable argument based on those data and other known information.
8. Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations.
11. Research the role of science and technology in careers that students plan to pursue.
· Abilities necessary to do scientific inquiry
· Understandings about scientific inquiry
· The cell
· Understandings about science and technology
· Science and technology in local, national, and global challenges
· Science as a human endeavor
· Nature of scientific knowledge