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

6. Create a three-column table on chart paper or the board withthese column heads (left to right): “Question,” “Predicted %,”and “Actual %.”1Your chart should resemble the following example:QuestionOver the next 12 months, what percent ofyou will receive a liver—10%, 35%,or 55%?Over the next 12 months, what percent ofyou will die while waiting for a liver—10%,35%, or 55%?At the end of the next 12 months, whatpercent of you will still be alive but will nothave received a liver—10%, 35%,or 55%?Predicted % Actual %27. Give students a minute to silently jot down their predictions(10%, 35%, or 55%) for the answer to each question.8. Bring the class back together. Read each question aloud and askstudents for a quick show of hands: “How many of you picked10%? How many picked 35%? How many picked 55%?” Write theiranswers in the Predicted % column.39. Tell students to turn their cards over to find out their status. Asthey do this, write the correct percentages in the Actual % column.The following is an example of what a completed chart for a class of 20might look like. Again, the numbers will be different based upon thesize of your class.QuestionOver the next 12 months, what percent of you will receive a liver—10%, 35%, or 55%?Over the next 12 months, what percent ofyou will die while waiting for a liver—10%,35%, or 55%?At the end of the next 12 months, what percent of you will still be alive but will not have received a liver—10%, 35%, or 55%?Predicted % Actual %5 say 10% 35%6 say 35%9 say 55%7 say 10% 10%7 say 35%6 say 55%8 say 10% 55%7 say 35%5 say 55%4510. Engage students in a brief discussion of their reactions to theirstatus, the actual percentages, and the current scarcity of livers.Module 3 3-11Tip from the FieldWatch your time on this activity. Youneed only spend a few minutes on it.6