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

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In Advance1Copies, Equipment, and MaterialsActivity Photocopies and Transparencies Equipment and MaterialsDay 11 — 1 overhead projector (optional) forteacher use2 • 1 copy for each pair of students, copied onto different colorsof cardstock and cut:- Master 1.1- Master 1.2- Master 1.3- Master 1.4 (optional)• 1 copy for each pair of students:- Master 1.5 (optional)- Master 1.6Day 23 — 1 overhead projector (optional) forteacher use4 • 2 copies of Master 1.7 for each student• 1 copy of Master 1.8 for each student1 overhead projector (optional) forteacher use5 — Scratch paper for studentsDay 36 — Large sheet of butcher paper (or4 sheets of paper taped together)and 4 colored markers for eachgroup of four students7 — —2345Module 1 1-56
MastersMaster 1.1: What Type of Question? Round 1—Ethical vs. ScientificMaster 1.2: What Type of Question? Round 2—Ethical vs. LegalMaster 1.3: What Type of Question? Round 3—Ethical Questions vs.Personal Preferences, Customs, or HabitsMaster 1.4: What Type of Question? Round 4—Multiple TypesMaster 1.5: What Type of Question? Round 4—Student Answer SheetMaster 1.6: Oscar Pistorius—The Fastest Man with No LegsMaster 1.7: Four Key Questions and Statement of Position and JustificationMaster 1.8: Carl’s CaseMore on the WebBe sure to check out Tips, Updates,and Corrections, available onlineat http://science.education.nih.gov/supplements/bioethics/guide.Teacher Support Materials*Master 1.7 Answer Key for Oscar Pistorius’s CaseMaster 1.7 Answer Key for Carl’s CaseEnhancement Cases and Background Information: Caffeine andModafinil, Myostatin, Erythropoietin (EPO), Growth Hormone,and Beta-BlockersActivity 6 Prompts: Understanding the Ethical ConsiderationsActivity 7 Questions: Applying the Ethical Considerations to Carl’s CaseFacilitating a Good Ethical Discussion of Carl’s Case:Sample Student-Teacher DialoguePoint-Counterpoint: Should Performance-Enhancing DrugsBe Banned in Sport?Sample Completed Point-Counterpoint Summary*Available only online athttp://science.education.nih.gov/supplements/bioethics/teacher.1-6 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 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
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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
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Assessing Harms, Benefits, and Pote
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Final Assessment of Alba’s CaseRe
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This curriculum supplementwas devel
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