Germline editing debate
Argue a CER position on whether germline gene editing should ever be permitted in humans.
One CER on whether germline gene editing should ever be permitted, plus a reflection naming one counterargument about consent of future generations.
- 1Do thisArgue a CER position on whether germline gene editing should ever be permitted in humans.
- 2Use this resource
- 3Submit thisCER: One CER on whether germline gene editing should ever be permitted, plus a reflection naming one counterargument about consent of future generations.
- 4Submit it here
- 1CMSD website. Go to clevelandmetroschools.org and click the Clever button.
- 2Clever. Clever opens. Sign in if it asks.
- 3Microsoft (district) login. Use your district Microsoft account (the one for school).
- 4Schoology. Open Schoology, then your class, then Assignments, and find the file named below.
The file to submit is named: Genetics of Disease (Medical Interventions) › Gene therapy, viral vectors, somatic vs. germline editing, CRISPR basics, reproductive screening. › CEROpen Schoology
Read to prepare for today
Vetted sources picked for today's question. Skim these before you take a position or start the work, so your argument and evidence are grounded.
- CER:
- Claim, Evidence, Reasoning — make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure — the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities — you open it through Schoology.
Minute-by-minute · 80-minute block
💡 Big idea: When a genetic edit passes to every future generation, who gives consent on behalf of the people not yet born?
- 0-5Hook: He Jiankui summary; frame debate question
- 5-20Silent read of germline editing case brief; draft two contrasting questions
- 20-35CER draft: claim on permissibility, two evidences, reasoning naming consent
- 35-65Structured debate: permit-under-strict-conditions vs. absolute prohibition
- 65-75Written reflection: state one counterargument about future-generation consent
- 75-80Post CER and reflection to course shell
- • Hook: Summarize the He Jiankui case in two sentences and ask: was the scientific community's reaction appropriate?
- • Why it matters: Germline editing could eliminate heritable diseases or open the door to enhancement for those who can afford it.
- • Today's structure: case brief, CER prep, structured debate, reflection.
- • Exit goal: CER and reflection posted to the course shell before the bell.
- 1Read the germline editing case brief in the course shell.
- 2Write two prepared questions contrasting somatic and germline editing risks.
- 3Draft a CER with a claim, two pieces of evidence, and your reasoning about heritable edits.
- 4In the debate, note one counterargument about consent of future generations.
- 5Post your CER and reflection in the course shell.
- • You'll be able to argue a position on germline editing with evidence.
- • You'll be able to address the consent problem in your reasoning.
- • Germline edits affect egg, sperm, or embryo cells and are inherited by all descendant cells and future generations.
- • Somatic gene therapy edits only the patient's non-reproductive cells; the change is not heritable.
- • The 2018 He Jiankui case (CRISPR-edited embryos in China) illustrates real-world consequences of unsanctioned germline editing.
Your PLTW work today
Gene therapy, viral vectors, somatic vs. germline editing, CRISPR basics, reproductive screening. · Germline editing debate
Day 1 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: Open the germline editing debate activity in myPLTW for Lesson 2.2 Our Genetic Future, Activity 2.2.1 Gene Therapy (vectors), and review the CER rubric.
Mark the germline debate activity complete after your CER is posted.
Gene-expression unit should be at 100%; this debate opens the gene-therapy unit.
Germline editing CER and reflection visible in the course discussion board.
All PLTW activities are completed inside the PLTW course environment — this page only gives direction. Submit producibles on Schoology.
Today's PLTW tracker
Check things off as you work, then submit. This tells Mr. Mendoza how you're doing so he can help the class. It does not replace turning in your producible on Schoology.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Gene therapy, viral vectors, somatic vs. germline editing, CRISPR basics, reproductive screening. · Germline editing debate
Open the germline editing debate activity in myPLTW for Lesson 2.2 Our Genetic Future, Activity 2.2.1 Gene Therapy (vectors), and review the CER rubric.
Gene-expression unit should be at 100%; this debate opens the gene-therapy unit.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Argue a CER position on whether germline gene editing should ever be permitted in humans.
- Read the germline editing case brief in the course shell.
- Write two prepared questions contrasting somatic and germline editing risks.
- Draft a CER with a claim, two pieces of evidence, and your reasoning about heritable edits.
- In the debate, note one counterargument about consent of future generations.
- Post your CER and reflection in the course shell.
CER: One CER on whether germline gene editing should ever be permitted, plus a reflection naming one counterargument about consent of future generations.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Read the germline editing case brief in the course shell. | _______ |
| Write two prepared questions contrasting somatic and germline editing risks. | _______ |
| Draft a CER with a claim, two pieces of evidence, and your reasoning about heritable edits. | _______ |
| In the debate, note one counterargument about consent of future generations. | _______ |
| Post your CER and reflection in the course shell. | _______ |
Working solo? Put your own name in "Who" for every row.
- You'll be able to argue a position on germline editing with evidence.
- You'll be able to address the consent problem in your reasoning.
Teacher-posted resources
Classroom documents for this lesson. Ones marked “Open the file” open right here; the rest are posted in Schoology. Use the label on each card to choose the right move.
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched Gene therapy, CRISPR, reproductive ethics by path:Medical-Interventions/Unit-2_How-to-Screen-Your-Genes/2.2_Our-Genetic-Future; keywords:gene therapy, reproductive. Score 138. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched Gene therapy, CRISPR, reproductive ethics by path:Medical-Interventions/Unit-2_How-to-Screen-Your-Genes/2.2_Our-Genetic-Future; keywords:ethics, reproductive. Score 138. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this after the required lesson work when you are ready for a harder application or a deeper connection.
Placement rationale
Matched Gene therapy, CRISPR, reproductive ethics by path:Medical-Interventions/Unit-2_How-to-Screen-Your-Genes/00_Unit-Overview; keywords:gene therapy, crispr. Score 134. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
How to get there: open the CMSD website, click Clever, sign in with your Microsoft (district) account, then open Schoology from Clever.
This unit's vocabulary
Tap the speaker to hear a term. Weekly vocabulary task: add two of these terms to your notebook glossary with a definition and an example in your own words.
WebXam practice
Cumulative WebXam review
A quick mixed-review pulling questions from earlier units plus today, so the WebXam material stays fresh.
Where this leads — careers
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
What to do if you were absent
Missed the live debate? Watch the linked overview and post a written CER on germline editing plus your two questions and a reflection in the PLTW course shell.
Then submit your CER on Schoology.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
MedlinePlus: What is gene therapy?Optional extra credit (async)
You've passed Unit 2, so the optional extra-credit track is open. Complete reserved-unit work from home (virtual labs included) for extra credit, all submitted on Schoology.
Open the extra-credit track- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedTurned in the right way (Schoology for routine work) and confirmed.
Drop your Fri, Oct 30, 2026 · Germline editing debate here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
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