Exploring Bioethics - NIH Office of Science Education - National ...

Tell only the students who were tagged on Day 2 and who were susceptible thatthey are now infectious and may tag two more students.Page 2-17, Step 22Ask students to hold up their cards. Record the number infected under Day 3. Page 2-18, Step 23Continue until the disease stops spreading. Page 2-18, Step 24Ask students to record the class data on their copies of Master 2.8. Page 2-18, Step 25In a whole-class discussion, ask students to describe their observations about howthe spread of disease in Round 2 compares with Round 1. Briefly discuss whathappens when enough students are immune to prevent the spread of the diseasethroughout the population (many susceptible people will be protected).Discuss why some students were susceptible. Ask students who were susceptiblebut didn’t get the disease to read their Master 2.9 cards aloud.Activity 4: Discussing the SimulationEstimated Time: 30 minutesPage 2-18, Step 26Page 2-18, Step 27Ask students how the course of the disease differed in the different rounds. Page 2-18, Step 1Develop a working definition of the concept of community immunity. Page 2-18, Step 2Ask students what happened to susceptible people in each round. Page 2-19, Step 3Remind students that even though unvaccinated individuals are more susceptible to Page 2-19, Step 4the risks of getting the disease, this activity highlighted an important fairness considerationin sharing the benefits and risks of vaccines across a wider community.Ask students additional questions to deepen and extend the discussion ofPage 2-19,Steps 5-6the simulation, including, How might characteristics of the vaccine and thedisease affect community immunity?Ask students to take out Master 2.7. Have them add a sentence about communityimmunity in their “relevant facts” section.Ask students who the potential stakeholders are when considering the ethicalquestion, Under what circumstances, if any, should a state grant exemptions to itsschool vaccination policy? Have students record potential stakeholders on Master 2.7.Closure: Recap for students that the simulation highlighted how choosingwhether to be vaccinated affects a larger group. Raise one of the most importantethical considerations in closing: How fair is it for people to benefit from theprotective effect of community immunity if they have chosen not to assume anyrisks of vaccination?FairnessHomework: Distribute Master 2.10, review the questions on it, and ask studentsto complete it for homework. They will need to refer to their data from Master 2.8.Page 2-20, Step 7Page 2-20,Steps 8–9Page 2-21Page 2-21Extension (optional): Students can use an online community immunity simulator. Page 2-2112345Involves copying a masterModule 2 2-23Involves making a transparency6