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Organizer for Day 1: What’s in a Question?Activity 1: Introducing BioethicsEstimated Time: 15 minutesProvide a brief introduction to bioethics. Page 1-7, Step 1Give examples of ethical choices raised by advances in biology. Page 1-7, Step 2Ask the class for other bioethical examples. Display students’ responses. Page 1-7, Step 3Tell students that bioethics offers ways to think about, analyze, and make decisionsabout diffcult issues related to biology and its applications. Define ethics.Add that bioethics is the application of ethics to the field of biology. Brieflydescribe some other bioethical issues.Introduce enhancement as a bioethical issue. Read the case about collegestudents, enhancement, and alertness.Write this for students to see: Should Lisa give her friends her medication? Givestudents two to three minutes to discuss the question with a partner.Ask three to five students to share some of their initial reactions with the class.Record their reasons on the board or a transparency under “Reasons.”Page 1-8, Steps 4−5Page 1-8, Steps 6−7Page 1-8, Steps 8−9Page 1-9,Steps 10−11Page 1-9,Steps 12−13Ask students why they think reasoning and ethics are important.Note that ethics helps people discuss issues that need to be decided by individualsas well as by members of communities, and that identifying the ethical questionis the first step in analyzing an issue.Ask students whether they have any questions about the case. Page 1-10,Steps 18−19Activity 2: : Identifying Types of QuestionsEstimated Time: 30 minutes (40 minutes if Round 4 is completed)Round 1: Explain that students will practice identifying types of questions. Page 1-10, Step 1Ask students to form into pairs, and give each pair a set of cards made fromPage 1-10, Step 2Master 1.1. Tell them there are two main types of questions on the cards, butdon’t tell them what the types are.Ask students to sort the questions into two piles and then to identify the twotypes of questions. Then, ask them to share the types with the class.Read aloud the list of Round 1 questions from the answer key (on page 1-11), andask students whether they thought each question was ethical or scientific.Page 1-9, Steps 14−15Page 1-9 Steps 16−17Page 1-10, Steps 3−5Page 1-11, Step 6Engage students in a discussion of Round 1. Page 1-11, Step 7Round 2: Ask students to put aside the two piles of Round 1 cards for now. Page 1-12, Step 1Give pairs of students a set of cards made from Master 1.2. Ask them to sortthese cards into two piles.Module 1 1-17Page 1-12, Steps 2−3123456
Ask students within each pair to identify, together, what two types of questions theythink they have been sorting. Call on students to share their two types of questions.Read aloud the list of Round 2 questions from the answer key (on page 1-12), andask students whether they thought each question was ethical or legal.Engage students in a discussion of Round 2.Round 3: Ask students to put aside the two piles of Round 2 cards for now.Give pairs of students the cards made from Master 1.3. Ask them to sort thecards into two piles.Ask students within each pair to identify, together, what two types of questionsthey think they have been sorting. Call on students to share their two types.Read aloud the list of Round 3 questions from the answer key (on page 1-13),and ask students whether they thought each question was ethical or a matter ofpersonal preference, custom, or habit.Ask students to leave the cards from this round in two piles.Engage students in a discussion of Round 3.Ask students to identify the characteristics of an ethical question.Round 4: Ask students to set aside the six piles of cards.Give pairs of students the cards made from Master 1.4. Ask them to sort the cards into four piles, for the four types of questions.Ask students to fill out Master 1.5.Page 1-12, Steps 4−5Page 1-12, Step 6Page 1-12, Step 7Page 1-13, Step 1Page 1-13, Steps 2−3Page 1-13, Steps 4−5Page 1-13, Step 6Page 1-14, Step 7Page 1-14, Step 8Page 1-14, Step 9Page 1-14, Step 1Page 1-14, Steps 2−3Page 1-14, Step 4Review with students the Round 4 answers from the answer key (on page 1-15).Closure: Ask students to reflect on why it is important to consider the ethicaldimensions of new developments in biology. Remind them that the first step inthinking about a case is clarifying the ethical questions within it.Homework: Ask students to read Master 1.6 and write down five questions thecase raises and what type of question they think each one is.Extensions (optional):1. Ask students to write their own one-paragraph reflection about a time whenthey just weren’t sure what the right thing to do was, and to sum up theproblem with a question.2. Give students—or have them create—concept maps for the module.Page 1-14, Step 5Page 1-15Page 1-15Page 1-16Involves copying a master1-18 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
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 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
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Page 102 and 103: ClosureAsk students to reflect on t
Page 104 and 105: Day 2: Community Immunity1PurposeOn
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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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