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

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Table 5. Alignment with Other NSES Content StandardsOther Content StandardsScience as InquiryStandard A: As a result of activities in grades 9–12, all students should developCorrelationto Exploring BioethicsAbilities necessary to do scientific inquiry Modules 1–6Understandings about scientific inquiry Modules 1–6Science as TechnologyStandard E: As a result of activities in grades 9–12, all students should developAbilities of technological design Modules 3–6Understandings about science and technology Modules 1–6Science in Social and Personal PerspectivesStandard F: As a result of activities in grades 9–12, all students should developunderstanding ofPersonal and community health Modules 1–6Population growth Module 6Natural and human-induced hazards Modules 2–6Science and technology in local, national, and global challenges Modules 1–6History and Nature of ScienceStandard G: As a result of activities in grades 9–12, all students should developunderstanding ofScience as a human endeavor Modules 1–6Nature of scientific knowledge Modules 1–6Historical perspectives Modules 1–6Introduction27
About the Web SiteThe Web site for Exploring Bioethics includes PDF andHTML versions of the entire supplement, updates, andcorrections, as well as a PowerPoint presentation andextension activities. To access the site, go to http://science.education.nih.gov/supplements/bioethics.Hardware and Software RequirementsThe site can be accessed from Apple Macintosh andIBM-compatible personal computers. The recommendedhardware and software requirements for using the siteare listed below.PC• Pentium III 600 MHz IBM compatible with Windows2000 or higher, with 256 MB RAM• Browser compatibility: Mozilla Firefox 2.0 or higher,Internet Explorer 6.0 or higherMAC• G4 Macintosh with Mac OS 9 or newer, with 256 MB RAM• Browser compatibility: Mozilla Firefox 2.0 or higher,Safari 3.0 or higherGeneral• Screen resolution of 1024 by 768 pixels• 56 kbps modem or high-speed Internet connection• Free hard drive space: 10 MB• Browser settings: JavaScript enabled• Adobe Reader, downloadable for free fromhttp://www.adobe.comState Standards AlignmentTo find out how this supplement’s content aligns withyour state’s science, English language arts, and matheducation standards, go to http://science.education.nih.gov/StateStandards.Web Materials for People withDisabilitiesThe Office of Science Education (OSE) provides accessto the Curriculum Supplements Series for people withdisabilities. The online versions of this series complywith Section 508 of the Rehabilitation Act. If you useassistive technology (such as a Braille reader or a screenreader) and have trouble accessing any materials on ourWeb site, please let us know. We’ll need a descriptionof the problem, the format in which you would like toreceive the material, the Web address of the requestedmaterial, and your contact information.Contact us atCurriculum Supplements SeriesOffice of Science EducationNational Institutes of Health6100 Executive BoulevardSuite 3E01 MSC7520Bethesda, MD 20892-7520supplements@science.education.nih.gov28 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: Table 4. Alignment with NSES Life S
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
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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
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• The Belmont Report has served a
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Organizer for Day 2:Harms and Benef
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Day 3: Analyzing the Willowbrook Ca
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Deciding on and Recording Main Poin
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Organizer for Day 3: Analyzing the
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Willowbrook StudyCenters for Diseas
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Asthma Simulation OutcomesYou were
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Name(s)Reflection Questions1. Aside
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Letter to ParentsThis is the letter
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What Are the Relevant Ethical Consi
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Name(s)(Fill out with your partner.
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Name(s)(Fill out individually.)Your
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Issues Explored• Should there be
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Key Science Knowledge*• DNA, RNA,
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4. Ask students for their prelimina
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8. Tell students to come to the nex
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Day 2: Deepening Your Thinking—So
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You may wish to note that• Cases
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2. Direct students to turn to their
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Organizer for Day 2: Deepening Your
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Day 3: Making a Recommendation—Se
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Those cases where students do not t
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3. Ask a representative from each g
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Activity 9: Returning to Alba’s C
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1Ear MiceBBC News. 2002. Artificial
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Alba’s CaseSince the early 1990s,
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Dyed FeathersPeople dye bird feathe
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Giant Panda BreedingThe giant panda
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Mad-Cow-Disease CowsMad cow disease
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Purebred DogsHumans have geneticall
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Spider-Silk GoatsSpider silk is str
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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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