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

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