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4. Explain that as homework tonight, students will record their initialreactions to the cases (Round 1) on Master 6.3, read the cases againfocusing on the factual descriptions of harms and benefits, anddecide where they would place each case in the matrix on Master 6.4.5. Show the transparency of Master 6.3, and read the directionstogether. Tell students that they will be using this worksheet laterin the module, too.Students should place their initial, gut reactions in the Round 1 column.They should check “yes” if they would recommend proceeding withthe described modification, “no” if they recommend prohibiting themodification, or “maybe” if they are not sure what to recommend. Afterstudents finish Round 1 on Master 6.3, they should complete Master 6.4.6. Show the transparency of Master 6.4, and read the instructionstogether.Master 6.4 is a blank table labeled with the magnitude of benefits tohumans (three columns—small, medium, large) and the magnitude ofharms to animals (four rows—small, medium, large, unknown).The homework assignment is to write the name of each case in the mostappropriate cell of the table. This will create a visual display of how thecases vary in terms of degrees of human benefit and animal harm. It is fineto have more than one case in each cell, or no cases in some of the cells.The master instructs students to make an asterisk (*) next to a case nameif they think there is an alternative that brings the human benefit withoutthe animal modification. Considering less harmful alternatives is animportant part of assessing whether a government should allow peopleto make a modification to an animal. The fact that an alternative is lessharmful to animals may not be a sufficient reason to seek the alternative,however. Other considerations to take into account include the cost of thealternative, how difficult achieving the alternative is, and how beneficial tohumans it is compared with the original case.7. Ask students, “Do you have any questions about the facts of the casethat have not been fully addressed—or addressed at all—whoseanswers might change your mind?”If the class runs out of time, tell students to research their questionsfor homework. Make sure they understand that for some of thesemodifications, scientists do not yet know what the degrees of humanbenefit and animal harm might be. If that is so, the case descriptionstates that these benefits and harms are unknown. Later, when studentsreassess the acceptability of these modifications, they will have to considerhow important this uncertainty is: is it reason enough to forbid such amodification, to proceed with caution, or to go ahead?Module 6 6-9AssessmentYou can use the homework as aninformal assessment.NoteEmphasize that the basic factsstudents need for each case are inthe case descriptions. Somestudents may believe they needmore information. If so, ask them todo further research on their own.Explain that in some cases, the factsare not yet known. In others, factfinding is a way to forestall orpreempt the need for ethicaljudgment. Students willnevertheless have to decidewhether to proceed with amodification even in cases wherethe facts are uncertain.123456
8. Tell students to come to the next class session prepared to explainwhy they responded as they did to Masters 6.3 and 6.4. If there’stime, students can start their homework during class.ClosureReinforce to students that human beings have been modifying thenatural world for thousands of years to their great benefit, and technologicalbreakthroughs now make it possible to modify it in waysnever before imagined. Emphasize that while modifications bring greatbenefits, they also bring risks and uncertainties. To evaluate these modificationsthoughtfully, it is important to examine harms and benefits, theavailability of alternatives, and the nature and extent of respect owed toplants, animals, and other parts of the natural world. These ethical considerationsare the focus of Day 2.HomeworkFor homework, have students complete Round 1 on Master 6.3 andMaster 6.4 as explained above.Extension (Optional)If there is a specific scientific concept that students have not yet studied inany of the cases, such as transgenic organisms, you may wish to give themtime to work on those cases before proceeding to Day 2.6-10Exploring Bioethics
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NIH CurriculumSupplement SeriesGrad
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Education Development Center, Inc.D
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This material is based on work supp
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About the National Institutes of He
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Introduction
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activity of assessing different rea
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teaching strategies that will help
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2. The ability to distinguish an et
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quence of choosing one path over an
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Table 1. Assessing Student Justific
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Challenges in TeachingBioethics and
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How Exploring Bioethics Can HelpFor
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Prompts to encourage students to re
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Table 2d. Students say they already
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Resources forTeaching BioethicsBeau
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Table 3. Ethical Issues and Curricu
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Each module is divided into three d
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Table 4. Alignment with NSES Life S
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About the Web SiteThe Web site for
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1Module 1Bioethics Concepts and Ski
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• apply important ethical conside
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In Advance1Copies, Equipment, and M
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Teaching Sequence1Day 1: What’s i
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new medication, she is able to stay
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6. Read the list of Round 1 questio
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• With respect to performance enh
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LE/LE/LLE/LPoint out that some of t
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Organizer for Day 1: What’s in a
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Day 2: Four Key Questions1PurposeDa
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4. Emphasize that when bioethicists
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15. Ask students to list as many et
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Organizer for Day 2: Four Key Quest
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Encourage students to share example
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Activity 7:Using Ethical Considerat
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4. Ask a representative from each g
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Organizer for Day 3: Core Ethical C
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References and Resources1Informatio
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What Type of Question? ROUND 1—Et
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What Type of Question? ROUND 3: Eth
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Round 4Q9Should embryonic stem cell
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Oscar Pistorius—The Fastest Man w
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Four Key Questions and Statementof
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Carl’s CaseCarl listened to his t
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1Module 2Balancing Individual and C
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adopting vaccination policies that
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In Advance1Copies, Equipment, and M
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Teaching Sequence1Day 1: Exploring
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the key stakeholders, and taken int
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You may wish to highlight the dange
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ClosureAsk students to reflect on t
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Day 2: Community Immunity1PurposeOn
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10. Ask all students in the class t
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• While an unvaccinated person’
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ClosureRecap for students that the
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Tell only the students who were tag
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5. Divide students into pairs, and
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17. Share with students that becaus
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13. Note that the Boston and Dublin
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Teaching StrategiesYou may want to
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Ask each member of the pair to read
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1Centers for Disease Control and Pr
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Get Kids Vaccinated or ElseGet Kids
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Name(s)Station 2—Vaccine RisksDir
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Station 1: Vaccine-Preventable Dise
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MumpsBefore the mumps vaccine was i
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Station 2—Vaccine RisksNote: Like
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Smallpox VaccineThe smallpox vaccin
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Station 4—ExemptionsExemptions vs
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State Exemptions Allowed as of Fall
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Name(s)What are the ethical conside
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Vaccination Status CardsVaccinated
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Opting Out of a Vaccine—Variables
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Measles in DublinIn 2000, an outbre
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What are some of the different pers
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Issues Explored• What is the fair
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Day 3—What Is Your Recommendation
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Teaching SequenceNoteAssign this ho
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Teaching Strategies: Jigsaw Techniq
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Some students might think that the
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11. Explain to students that they w
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Inform students that they will now
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2. Tell them that one liver has bec
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6. If it does not naturally arise,
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Criteria relevant to allocating liv
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Organizer for Day 2: Identifying St
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Day 3: What Is Your Recommendation?
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Activity 9:Understanding Past and C
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ClosureReinforce to students that t
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Ask students whether they think the
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Liver Function and FailureHepatitis
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Name(s)Banting decided that he woul
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Name(s)The COC distributed the peni
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Name(s)The Admissions and Policy Co
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Liver and Liver-Transplant Fact She
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The Liver and Liver Transplants—C
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Patient ProfilesAnitaAnita is a 19-
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Additional Patient InformationAnita
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The United Network for Organ Sharin
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Comparing the Past and Current UNOS
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1Module 4Weighing Benefits and Harm
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An optional extension activity incl
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In Advance1Preparing the Envelopes
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Teaching Sequence1Day 1: Deciding t
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6. Explain that each student should
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Activity 2:Introducing Max’s Thyr
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See Teacher Support MaterialsSupple
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ClosureTo close the class, remind s
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1Activity 2: Introducing Max’s Th
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Activity 5:Who or What Will Be Affe
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Activity 6:Exploring the Relevant E
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11. Give each student a copy of Mas
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1Ask students, “What are some rea
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5. Have students, in pairs, quickly
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ReflectionDisplay the posters from
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1Reflection: Have students view the
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1Retinitis PigmentosaFoundation Fig
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Alzheimer’s Disease and Genetic T
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Name(s)Now, on your own, answer the
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Name(s)Max’s Family Tree on His M
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Genetic Testing—Key Concepts• S
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What Impact Would Max’s Newly Dis
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Your Tentative ThoughtsName(s)1. Do
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Ethical Questions• Who should dec
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Extension (Optional)About Retinitis
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Issues Explored• Why is it import
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Key Science Knowledge*• Nature of
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Page 334 and 335: Dyed FeathersPeople dye bird feathe
Page 336 and 337: Giant Panda BreedingThe giant panda
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