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1Ear MiceBBC News. 2002. Artificial Liver “Could Be Grown.” April 25. Retrieved August 18, 2008, fromhttp://news.bbc.co.uk/2/hi/health/1949073.stm.Kruszelnicki, K. 2006. Mouse with human ear. Great Moments in Science. Retrieved August 18,2008, from http://www.abc.net.au/science/k2/moments/s1644154.htm.Giant Panda BreedingAssociated Press. 2007. 30 panda cubs born in China in 2006. January 3. Retrieved August 18,2008, from http://www.msnbc.msn.com/id/16451635/.Smithsonian National Zoo. No date. Giant panda. Retrieved August 18, 2008, from http://nationalzoo.si.edu/Animals/GiantPandas/PandaFacts/default.cfm.Immunoglobulin CowsAssociated Press. 2002. Milking cows for all they’re worth. Retrieved August 18, 2008, fromhttp://www.cbsnews.com/stories/2002/08/13/tech/main518504.shtml.WebMD. 2006. Immunoglobulins. Retrieved August 18, 2008, from http://www.webmd.com/a-to-z-guides/immunoglobulins.Mad-Cow-Disease CowsU.S. Department of Agriculture. 2005. Fact Sheets, Production & Inspection: Bovinespongiform encephalopathy—mad cow disease. Retrieved August 18, 2008, from http://www.fsis.usda.gov/FactSheets/Bovine_Spongiform_Encephalopathy_Mad_Cow_Disease/index.asp.U.S. Food and Drug Administration. No date. Bovine spongiform encephalopathy. RetrievedMay 29, 2009 from http://www.fda.gov/AnimalVeterinary/GuidanceComplianceEnforcement/BovineSpongiformEncephalopathy/.Weiss, R. 2006. FDA is set to approve milk, meat from clones. Washington Post, October 17,page A01.Malaria MosquitoesCenters for Disease Control and Prevention. 2007. Malaria facts. Retrieved August 18, 2008,from http://www.cdc.gov/malaria/facts.htm.NothingButNets. No date. Retrieved August 18, 2008, from http://nothingbutnets.net.Paddock, C. 2007. Glow in the dark GM mosquitoes prevent spread of malaria. MedicalNews Today, March 20. Retrieved August 18, 2008, from http://www.medicalnewstoday.com/articles/65601.php.2345Module 66-296
Purebred DogsAnimal Planet. 2008. Dog breed directory. Retrieved August 18, 2008, from http://animal.discovery.com/breedselector/dogselectorindex.do.Dog-answers.com. No date. The answers to all your dog questions. Retrieved August 18, 2008,from http://www.dog-answers.com.Spider-Silk GoatsBBC News. 2000. GM Goat Spins Web Based Future. August 21. Retrieved August 18, 2008, fromhttp://news.bbc.co.uk/2/hi/science/nature/889951.stm.Harris, B., and Springer, F. November 1992, reviewed June 2003. Dairy goat production guide.Animal Science Department, Florida Cooperative Extension Service, Institute of Food andAgricultural Sciences, University of Florida. Retrieved August 18, 2008, from http://edis.ifas.ufl.edu/ds134.Osborne, L. 2002. Got silk. New York Times Magazine, June 16.Super-Sized SalmonEuropean Initiative for Biotechnology Education. 1998. Transgenic Animals—Unit 11. RetrievedAugust 18, 2008, from http://www.ipn.uni-kiel.de/eibe/UNIT11EN.PDF.Lang, S. 2005. Stick to wild salmon unless heart disease is a risk factor, risk/benefit analysisof farmed and wild fish shows. Chronicle Online, December 22. Cornell University. RetrievedAugust 18, 2008, from http://www.news.cornell.edu/stories/Dec05/salmon.ssl.html.World Resources Institute. No date. Farming fish: The aquaculture boom. Retrieved May 29,2009, from http://www.wri.org/publication/content/8382.VealAmerican’s Beef and Veal Producers. The veal farm. Retrieved August 18, 2008, http://www.vealfarm.com/.U.S. Department of Agriculture. 2006. Fact Sheets, Meat Preparation: Veal from farm to table.Retrieved August 18, 2008, http://www.fsis.usda.gov/Fact_sheets/Veal_from_Farm_to_Table/index.asp.Wilson, L., Stull, C., and Terosky, T. 1995. Scientific Advancements and Legislation Addressing VealCalves in North America. Proceedings of the International Symposium. Retrieved August 18, 2008,from http://www.vetmed.ucdavis.edu/vetext/INF-AN/INF-AN_VEAL95FRANCE.HTML.Wooly SheepAmerican Sheep Industry. 2003. Wool information. Retrieved August 18, 2008, from http://www.sheepusa.org/index.phtml?page=site/text&nav_id=7c5d4c669762cf579b480708f052a529.Schoenian, S. 2006. How much wool does a sheep produce? Retrieved August 18, 2008, fromhttp://www.sheep101.info/wool.html.Schoenian, S. 2008. How long does it take to shear a sheep? Retrieved August 18, 2008, fromhttp://www.sheep101.info/shearing.html.6-30 Exploring 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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Teaching SequenceDay 1: Research wi
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13. Ask students, “Should I just
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Some students in the treatment grou
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it is ethically acceptable. For exa
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Students should recognize that rese
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ClosureAsk the class whether they t
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Organizer for Day 1: Research with
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Activity 4: Returning to Your Decis
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5. Discuss the results with the who
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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 and 302: Name(s)(Fill out individually.)Your
Page 303 and 304: Issues Explored• Should there be
Page 305 and 306: Key Science Knowledge*• DNA, RNA,
Page 309 and 310: 4. Ask students for their prelimina
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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 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
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