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

More documents

Recommendations

Info

1Module 6Modifying the Natural World:Human Responsibilities toward Animals2Four Key Questionsto AlwaysAsk Yourself• What is the ethical question?• What are the relevant facts?• Who or what could be affected by the way thequestion gets resolved?• What are the relevant ethical considerations?Ethical Considerations Relevant to This Module*Respect**Harms and Benefits• Do animals deserve respect? If so, whattype of respect do they deserve?• Are there certain types of changes ormodifications that we should not make toanimals? Why?• Should human benefits always outweighanimal harms?• Is there a less harmful alternative?See theIntroductionFor more information about thefour key questions, see theIntroduction, page 5.See Module 1Students are introduced to thefour key questions and ethicalconsiderations in Module 1.Modules 2–6 assume this priorknowledge. We strongly recommendthat you complete Module 1first with your students, beforestarting any of the other modules.34FairnessIntrinsic Value• Can companies or individuals patent modificationsto life forms and limit the ability of others to usethem (by charging fees or requiring permission)?• Do animals have value in their own right, orare they valuable only as they are useful tohuman beings?5Responsibility(Stewardship)• What should our responsibilities be towardanimals?• What are some responsible policy approachesfor handling the harms and uncertaintyinherent in modifying animals?*Bold items are emphasized in this module.** The ethical consideration respect for persons is expanded in this module to include respect for the natural world.6-16
Issues Explored• Should there be limits on the extent to which humans modify the natural world?• Is the natural world important only because it is useful to human beings?At a GlancePurpose and RationaleOver thousands of years, human beings have been developing technologies thatmodify the natural world. Today, people can alter plants and animals in more profoundways than ever before. Current and future modifications will undoubtedlybring enormous benefits, but they will also carry risks and uncertainties. Citizenswill need to make decisions about the use of these modifying technologies. Suchdecisions should be grounded in an examination of humans’ place in the naturalworld and their responsibility to other life forms (also known as stewardship).This module, which focuses on human modifications to animals, could be usedin conjunction with units on DNA structure and function, biotechnology, evolution,genetics, ecology, food webs, and biodiversity. If used with another unit, therabbit case study from Day 1 could introduce that unit.OverviewIn this module, students address ethical questions related to modifying thenatural world. Although humans have been modifying their environment forthousands of years, modern technology has allowed people to modify animalsin new ways that help them meet their needs. Which, if any, of thesemodifications are ethically acceptable, and under what circumstances? Studentsconsider whether animals deserve respect, how to balance the harmsto the animal and the benefits to human beings, and the relevance of lessharmful alternatives to making the modifications.Students first examine the case of Alba, a rabbit that was genetically modifiedto be fluorescent, and, using the ethical consideration of minimizingharms while maximizing benefits, decide whether the modification is justifiable.Students then apply their understandings from the Alba case to othercases of genetic modification of animals, weigh the harms and benefits,and consider the nature and extent of respect animals deserve. In a finalassessment, students return to the Alba case and develop and justify policyrecommendations based on the relevant scientific information and on thetwo ethical considerations, respect and harms and benefits.6-2 Exploring Bioethics
Page 1 and 2:
NIH CurriculumSupplement SeriesGrad
Page 3 and 4:
Education Development Center, Inc.D
Page 5 and 6:
This material is based on work supp
Page 7 and 8:
About the National Institutes of He
Page 10:
Introduction
Page 13 and 14:
activity of assessing different rea
Page 15 and 16:
teaching strategies that will help
Page 17 and 18:
2. The ability to distinguish an et
Page 19 and 20:
quence of choosing one path over an
Page 21 and 22:
Table 1. Assessing Student Justific
Page 23 and 24:
Challenges in TeachingBioethics and
Page 25 and 26:
How Exploring Bioethics Can HelpFor
Page 27 and 28:
Prompts to encourage students to re
Page 29 and 30:
Table 2d. Students say they already
Page 31 and 32:
Resources forTeaching BioethicsBeau
Page 33 and 34:
Table 3. Ethical Issues and Curricu
Page 35 and 36:
Each module is divided into three d
Page 37 and 38:
Table 4. Alignment with NSES Life S
Page 39 and 40:
About the Web SiteThe Web site for
Page 42 and 43:
1Module 1Bioethics Concepts and Ski
Page 44 and 45:
• apply important ethical conside
Page 46 and 47:
In Advance1Copies, Equipment, and M
Page 48 and 49:
Teaching Sequence1Day 1: What’s i
Page 50 and 51:
new medication, she is able to stay
Page 52 and 53:
6. Read the list of Round 1 questio
Page 54 and 55:
• With respect to performance enh
Page 56 and 57:
LE/LE/LLE/LPoint out that some of t
Page 58 and 59:
Organizer for Day 1: What’s in a
Page 60 and 61:
Day 2: Four Key Questions1PurposeDa
Page 62 and 63:
4. Emphasize that when bioethicists
Page 64 and 65:
15. Ask students to list as many et
Page 66 and 67:
Organizer for Day 2: Four Key Quest
Page 68 and 69:
Encourage students to share example
Page 70 and 71:
Activity 7:Using Ethical Considerat
Page 72 and 73:
4. Ask a representative from each g
Page 74 and 75:
Organizer for Day 3: Core Ethical C
Page 76 and 77:
References and Resources1Informatio
Page 78 and 79:
What Type of Question? ROUND 1—Et
Page 80 and 81:
What Type of Question? ROUND 3: Eth
Page 82 and 83:
Round 4Q9Should embryonic stem cell
Page 84 and 85:
Oscar Pistorius—The Fastest Man w
Page 86 and 87:
Four Key Questions and Statementof
Page 88 and 89:
Carl’s CaseCarl listened to his t
Page 90 and 91:
1Module 2Balancing Individual and C
Page 92 and 93:
adopting vaccination policies that
Page 94 and 95:
In Advance1Copies, Equipment, and M
Page 96 and 97:
Teaching Sequence1Day 1: Exploring
Page 98 and 99:
the key stakeholders, and taken int
Page 100 and 101:
You may wish to highlight the dange
Page 102 and 103:
ClosureAsk students to reflect on t
Page 104 and 105:
Day 2: Community Immunity1PurposeOn
Page 106 and 107:
10. Ask all students in the class t
Page 108 and 109:
• While an unvaccinated person’
Page 110 and 111:
ClosureRecap for students that the
Page 112 and 113:
Tell only the students who were tag
Page 114 and 115:
5. Divide students into pairs, and
Page 116 and 117:
17. Share with students that becaus
Page 118 and 119:
13. Note that the Boston and Dublin
Page 120 and 121:
Teaching StrategiesYou may want to
Page 122 and 123:
Ask each member of the pair to read
Page 124 and 125:
1Centers for Disease Control and Pr
Page 126 and 127:
Get Kids Vaccinated or ElseGet Kids
Page 128 and 129:
Name(s)Station 2—Vaccine RisksDir
Page 130 and 131:
Station 1: Vaccine-Preventable Dise
Page 132 and 133:
MumpsBefore the mumps vaccine was i
Page 134 and 135:
Station 2—Vaccine RisksNote: Like
Page 136 and 137:
Smallpox VaccineThe smallpox vaccin
Page 138 and 139:
Station 4—ExemptionsExemptions vs
Page 140 and 141:
State Exemptions Allowed as of Fall
Page 142 and 143:
Name(s)What are the ethical conside
Page 144 and 145:
Vaccination Status CardsVaccinated
Page 146 and 147:
Opting Out of a Vaccine—Variables
Page 148 and 149:
Measles in DublinIn 2000, an outbre
Page 150:
What are some of the different pers
Page 153 and 154:
Issues Explored• What is the fair
Page 155 and 156:
Day 3—What Is Your Recommendation
Page 157 and 158:
Teaching SequenceNoteAssign this ho
Page 159 and 160:
Teaching Strategies: Jigsaw Techniq
Page 161 and 162:
Some students might think that the
Page 163 and 164:
11. Explain to students that they w
Page 165 and 166:
Inform students that they will now
Page 167 and 168:
2. Tell them that one liver has bec
Page 169 and 170:
6. If it does not naturally arise,
Page 171 and 172:
Criteria relevant to allocating liv
Page 173 and 174:
Organizer for Day 2: Identifying St
Page 175 and 176:
Day 3: What Is Your Recommendation?
Page 177 and 178:
Activity 9:Understanding Past and C
Page 179 and 180:
ClosureReinforce to students that t
Page 181 and 182:
Ask students whether they think the
Page 183 and 184:
Liver Function and FailureHepatitis
Page 185 and 186:
Name(s)Banting decided that he woul
Page 187 and 188:
Name(s)The COC distributed the peni
Page 189 and 190:
Name(s)The Admissions and Policy Co
Page 191 and 192:
Liver and Liver-Transplant Fact She
Page 193 and 194:
The Liver and Liver Transplants—C
Page 195 and 196:
Patient ProfilesAnitaAnita is a 19-
Page 197 and 198:
Additional Patient InformationAnita
Page 199 and 200:
The United Network for Organ Sharin
Page 201 and 202:
Comparing the Past and Current UNOS
Page 204 and 205:
1Module 4Weighing Benefits and Harm
Page 206 and 207:
An optional extension activity incl
Page 208 and 209:
In Advance1Preparing the Envelopes
Page 210 and 211:
Teaching Sequence1Day 1: Deciding t
Page 212 and 213:
6. Explain that each student should
Page 214 and 215:
Activity 2:Introducing Max’s Thyr
Page 216 and 217:
See Teacher Support MaterialsSupple
Page 218 and 219:
ClosureTo close the class, remind s
Page 220 and 221:
1Activity 2: Introducing Max’s Th
Page 222 and 223:
Activity 5:Who or What Will Be Affe
Page 224 and 225:
Activity 6:Exploring the Relevant E
Page 226 and 227:
11. Give each student a copy of Mas
Page 228 and 229:
1Ask students, “What are some rea
Page 230 and 231:
5. Have students, in pairs, quickly
Page 232 and 233:
ReflectionDisplay the posters from
Page 234 and 235:
1Reflection: Have students view the
Page 236:
1Retinitis PigmentosaFoundation Fig
Page 239 and 240:
Alzheimer’s Disease and Genetic T
Page 241 and 242:
Name(s)Now, on your own, answer the
Page 243 and 244:
Name(s)Max’s Family Tree on His M
Page 245 and 246:
Genetic Testing—Key Concepts• S
Page 247 and 248:
What Impact Would Max’s Newly Dis
Page 249 and 250:
Your Tentative ThoughtsName(s)1. Do
Page 251 and 252: Ethical Questions• Who should dec
Page 253 and 254: Extension (Optional)About Retinitis
Page 255 and 256: Issues Explored• Why is it import
Page 257 and 258: Key Science Knowledge*• Nature of
Page 259 and 260: Teaching SequenceDay 1: Research wi
Page 261 and 262: 13. Ask students, “Should I just
Page 263 and 264: Some students in the treatment grou
Page 265 and 266: it is ethically acceptable. For exa
Page 267 and 268: Students should recognize that rese
Page 269 and 270: ClosureAsk the class whether they t
Page 271 and 272: Organizer for Day 1: Research with
Page 273 and 274: Activity 4: Returning to Your Decis
Page 275 and 276: 5. Discuss the results with the who
Page 277 and 278: 5. Summarize two key points about r
Page 279 and 280: • The Belmont Report has served a
Page 281 and 282: Organizer for Day 2:Harms and Benef
Page 283 and 284: Day 3: Analyzing the Willowbrook Ca
Page 285 and 286: Deciding on and Recording Main Poin
Page 287 and 288: Organizer for Day 3: Analyzing the
Page 289 and 290: Willowbrook StudyCenters for Diseas
Page 291 and 292: Asthma Simulation OutcomesYou were
Page 293 and 294: Name(s)Reflection Questions1. Aside
Page 295 and 296: Letter to ParentsThis is the letter
Page 297 and 298: What Are the Relevant Ethical Consi
Page 299 and 300: Name(s)(Fill out with your partner.
Page 301: Name(s)(Fill out individually.)Your
Page 305 and 306: Key Science Knowledge*• DNA, RNA,
Page 309 and 310: 4. Ask students for their prelimina
Page 311 and 312: 8. Tell students to come to the nex
Page 313 and 314: Day 2: Deepening Your Thinking—So
Page 316 and 317: You may wish to note that• Cases
Page 318 and 319: 2. Direct students to turn to their
Page 320 and 321: Organizer for Day 2: Deepening Your
Page 322 and 323: Day 3: Making a Recommendation—Se
Page 324 and 325: Those cases where students do not t
Page 326 and 327: 3. Ask a representative from each g
Page 328 and 329: Activity 9: Returning to Alba’s C
Page 330 and 331: 1Ear MiceBBC News. 2002. Artificial
Page 332 and 333: Alba’s CaseSince the early 1990s,
Page 334 and 335: Dyed FeathersPeople dye bird feathe
Page 336 and 337: Giant Panda BreedingThe giant panda
Page 338 and 339: Mad-Cow-Disease CowsMad cow disease
Page 340 and 341: Purebred DogsHumans have geneticall
Page 342 and 343: Spider-Silk GoatsSpider silk is str
Page 344 and 345: VealVeal is meat from calves that i
Page 346 and 347: Assessing Harms, Benefits, and Pote
Page 348 and 349: Final Assessment of Alba’s CaseRe
Page 350: This curriculum supplementwas devel
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?