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****** *** *** * Thursday, June 10, 1993
* * * * * *
* * * * * *
* * * * * *
********** *** *** ANCHOR DESK _____________________________
********************************************************************
* Educators may not know what they're missing on the last Friday *
* of every month at 3:00 a.m. on the Cartoon Network. *
* !ES INCREIBLE! So "toon" in and record this COPYRIGHT FREE *
* program. To enroll and receive free guides call 1-800-344-6219. *
********************************************************************
DAILY NEWS BRIEFING
--------------------------------------------------------------------
Title # Program Rundown Time
--------------------------------------------------------------------
OPENING 1 1:00
AT ISSUE 2 Kids and guns create a violent, often 4:40
deadly, combination.
LOOK AHEAD 3 NEXT WEEK: VIOLENT SCREENS :20
THE 4 CNN NEWSROOM introduces you to the man 4:10
ECOLOGY who gave "life" to "Smokey the Bear."
OUR WORLD 5 The U.S. Government is appealing to private :30
business to help provide summer jobs for
America's youth.
SCIENCE 6 Is the concept of dinosaur cloning science 3:50
DESK "fiction" or science "eventuality"?
CLOSE 7 :50
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
gun control NRA Second Amendment metal detectors conservation
--------------------------------------------------------------------
COPYRIGHT (C) 1993 CABLE NEWS NETWORK, INC. ALL RIGHTS RESERVED.
COPYRIGHT (C) 1993 TURNER EDUCATIONAL SERVICES, INC.
ALL RIGHTS RESERVED.
May be reproduced for class- Curriculum materials by
room use with CNN NEWSROOM Teachable Tech, Inc.
ANCHOR DESK June 10, 1993 (2)
AT ISSUE: KIDS AND VIOLENCE
1. How do many European countries deal with the issue of gun
ownership? Compare this with gun ownership in the United
States. What constitutional vehicle is the basis for gun
ownership in the U.S.? Do you think tougher gun control laws
would help reduce the number of guns in the U.S.? Explain.
2. Why do you think many young people carry guns? How are some
schools attempting to deal with the problem of guns in school?
Is this an effective solution? Why/Why not? What would you
propose to insure that schools are safe for all students?
3. What is the NRA? Have students research the NRA's philosophy
and position on gun legislation and share their findings.
Discuss: Is the NRA's support of Senator Kohl's bill
consistent or inconsistent with the organization's philosophy?
Have students cite information they have gathered to support
their rationale.
4. Working in small groups, have students collect national and
local statistics on different crimes committed by juveniles and
the percentage of those crimes that involved guns. Have groups
share their data with the class. Then challenge groups to
propose effective solutions to the national youth and guns
epidemic. For example, groups may choose to draft federal gun
control legislation or design an educational approach to the
problem. Have groups present their proposals, as well as the
rationale for their approaches. Have the class select the two
most effective ways of dealing with the problem and outline
them in a letter to your local Congressional Representative.
THE ECOLOGY: HARRY ROSSOLL
5. Who is Harry Rossoll? For what caricature is he best known?
What other contributions has Mr. Rossoll made to the cause of
conservation?
6. Divide the class into groups. Have each group locate or draw a
picture of a well-known character or symbol that conveys a
public service message. Groups may consider famous characters,
like "Smokey the Bear," "McGruff the Crime Dog," or lesser-
known local characters or symbols in your area. Have each
group present its character's picture and slogan to the class.
Generate a class discussion about why such characters are often
used in public relations and what they convey to the public
that a real person often cannot.
7. When Mr. Rossoll is asked to give advice to young artists, he
tells them this: "What you have to do is have a passion for
what you do. In spite of everything, you've got to keep on
doing that no matter what happens." Ask each student to
interpret this quote in any creative form (art, original music,
poetry, etc.) to display his/her "passion." Use the
opportunity to focus students on the diversity of talents and
interests within your classroom.
***** ***** ***** ***** * * ***** ***** June 10, 1993 (3)
** * * * * * * * *
*** * * *** * * * * ***
** * * * * * * * *
***** ***** ***** ***** * * ***** ***** DESK: JURASSIC PARK
1. PREVIEWING: What are fossils? What traces of the original
animal do they contain? What information can we discover
through studying fossils? What can we not determine?
2. AFTER VIEWING: What is DNA? What does DNA do? Do you think
it is possible to recreate an extinct life form from DNA? How?
3. What might be the repercussions of recreating an extinct
species? What might we learn? What kinds of species might be
the first to be "cloned"? Why? Group students to discuss the
potential ramifications of an ability to bring a species "back
from the dead." Gather groups to share ideas. How do you
think this future technology would best be monitored? By whom?
What limits, if any, should be placed on dinosaur DNA research?
4. How complex is a DNA molecule? Distribute the STUDENT HANDOUT
(pg 4), scissors and colored markers. Have students read the
directions carefully and cut out and complete the DNA segments.
You may choose to agree upon a uniform color-coding of the four
nitrogen bases for consistency of appearance. Have students:
a. Compare their designs.
b. Attach segments together in two chains to form a double
strand. How do these chains model part of a DNA molecule?
A complete DNA molecule may have as many as 3 billion base
pairs. How much longer than your model would that molecule be?
How difficult would it be for scientists to identify, repair or
replicate part of this molecule if they managed to recover
Dinosaur DNA? Have students speculate on possible techniques.
EXTENSION: How could you alter the class DNA model to demonstrate
DNA replication? Discuss.
5. How might replicated dinosaurs behave? Group students to
prepare "character studies" of a specific dinosaur species.
Include information about the habits or behavior of the species
and substantiated speculation, based on the behavior of a known
species with comparable characteristics: how this dinosaur
would adapt to the modern world, food chain, environment, etc.
Share studies. What difficulties would the introduction of
each species present to existing life forms? Discuss.
------------------ CNN NEWSROOM: RELIABLE SOURCES ------------------
Crichton, Michael. Jurassic Park. NY: Ballantine Books. 1990
Wright, Cobel, et al. Life Science. MA: Prentice Hall. 1991
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
extraction fossil DNA amber extinction clone Jurassic era
***** ** ** * June 10, 1993 (4)
* * * * * *
* * * * * * JURASSIC PARK -- HOW COMPLEX
******** ** ** STUDENT HANDOUT: IS A DNA MOLECULE?
DIRECTIONS: You are going to design a genetic code. The diagram
below represents 2 small sections of a DNA strand. The DNA strand
is like a ladder, twisted to form a double spiral. Basically, it is
composed of 2 pairs of substances called nitrogen bases: Adamine (A)
always pairs with Thymine (T); Guanine (G) always pairs with
Cytosine (C). However these bases may pair in any order (e.g., A-T;
T-A) and may occur in any frequency throughout the strand. Genetic
code is the order of these bases on the DNA molecule.
A. Carefully cut out the sections into 2 strips and either color-
code or label (C,G,T,A) each pair randomly (see example below).
B. Compare your design to your classmates'. How many different
variations do you think can be made?
C. Attach each strip to those of your classmates to form 2 longer
chains. Intertwine these chains to form a double spiral model
of a DNA segment. How long is your class model? How many base
pairs does it have? A complete DNA molecule may have as many
as 3 billion base pairs. Estimate how much longer than your
model that molecule would be.
!---------------\---------------! !---------------\---------------!
! C ! G ! ! ! !
!---------------/---------------! !---------------/---------------!
! ! ! ! ! !
!---------------\---------------! !---------------\---------------!
! ! ! ! ! !
!---------------/---------------! !---------------/---------------!
! ! ! ! ! !
!---------------\---------------! !---------------\---------------!
! ! ! ! ! !
!---------------/---------------! !---------------/---------------!
! ! ! ! ! !
!---------------\---------------! !---------------\---------------!
! ! ! ! ! !
!---------------/---------------! !---------------/---------------!
! ! ! ! ! !
!---------------\---------------! !---------------\---------------!
! ! ! ! ! !
!---------------/---------------! !---------------/---------------!
! ! ! ! ! !
!---------------\---------------! !---------------\---------------!
EXTENSION: What is replication? Use your text books and resources
to uncover information about how DNA duplicates. How could you cut
and recombine your model to demonstrate replicating DNA? Discuss.
*** END OF FILE *** Close Buffer *** Press [ENTER] to Continue.
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