5 Posterboards, one per of Life Fetus Model Sets, sized from the earliest point of conception possible to full-term baby size, about 9 pounds A PowerPoint presentation with slides showing: Syvester Stallone’s story (read it here: ) A picture of Colonel Sanders, who became a fried chicken mogul at age 65 A work of art by Grandma Moses, who started painting at age 76 Justin Bieber’s story (read it here: ) Anticipatory Set – The teacher will assign students to one of seven groups. Groups are given 5 minutes to fill out their posterboard, answering the question they are given: 1 rights should a person have inherently?” “What Group 2 decisions should be made for a person who does not have the ability to make decisions for themselves?” “What Group 3 should rights be taken away from a person?” “When Group 3 personal rights should a government be involved in?”/“What rights should they be able to take away without cause?” “What Group 4 choices can you make for yourself (think long term)?” “What Group 5 qualifies as a “Who ‘person’?” Group 6 contributions should a person make to society to be considered “What ‘valuable’?” Group 7 what age does a person become valuable to society?” “At Each will then be given 1 minute to read their results to the class. Step-by-Step Procedures:
5 Posterboards, one per of Life Fetus Model Sets, sized from the earliest point of conception possible to full-term baby size, about 9 pounds A PowerPoint presentation with slides showing: Syvester Stallone’s story (read it here: ) A picture of Colonel Sanders, who became a fried chicken mogul at age 65 A work of art by Grandma Moses, who started painting at age 76 Justin Bieber’s story (read it here: ) Anticipatory Set – The teacher will assign students to one of seven groups. Groups are given 5 minutes to fill out their posterboard, answering the question they are given: 1 “What rights should a person have inherently?” Group 2 “What decisions should be made for a person who does not have the ability to make decisions for themselves?” Group 3 “When should rights be taken away from a person?” Group 3 “What personal rights should a government be involved in?”/“What rights should they be able to take away without cause?” Group 4 “What choices can you make for yourself (think long term)?” Group 5 “Who qualifies as a ‘person’?” Group 6 “What contributions should a person make to society to be considered ‘valuable’?” Group 7 “At what age does a person become valuable to society?” Each will then be given 1 minute to read their results to the class. Step-by-Step Procedures:
sample_m3_ubd_plan.docx