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Catchy Title: New Tech, New Choices
Theme/Topic of Lesson: Ethical and Personal Decisions
Time Commitment: Two 85-minute periods/blocks
Subject Area(s):
Science - Biology
Social Studies
Grade Level(s): 9,10,11,12
Standards Alignment:
Class Challenge Question: Is it possible to invent new standards for new ethical dilemmas?
Where would you look for guidance?
Overview:
Sometimes new technologies bring new dilemmas. The last century has seen the development of
many wonderful, life-saving inventions and discoveries. But some of these force us to make
decisions for which we have no ethical standards. For example, if we need only one kidney to
live, shouldn't we be willing to give away our spare to someone in need? Who is the furthest
relation or friend for whom you would consider doing this? Our hunter-gatherer ancestors didn't
need to sweat over such decisions. Difficult ethical/moral choices were guided by relatively
simple religious and/or personal examples: "How would you feel if...?" We are in most urgent
need of guidance in the area of genetics. Cloning and stem cell research receive wide attention
in this regard; less well known are the choices involved with cancer screening using
sophisticated new genetic probes and other high tech tests. One day it will be possible to know
one's risk of acquiring a whole range of conditions - including cancer. This lesson is devoted to
both understanding the nature of the tests themselves and the decisions they prompt. Perhaps
one can never know how they would respond to certain test results. However, society (including
students) must begin to address these questions, and students can begin to learn about the very
adult subject of ethical standards.
In this lesson, students will learn about the current technology of genetic testing within the
framework of the biology curriculum through a lesson-produced PowerPoint presentation:
"Genetic Testing" at: http://jbois.tripod.com/index.html. A discussion of "carrier testing" will
reinforce the previously learned topics of meiosis and punnett squares. Students will act out
role-plays about several dilemmas of current testing and gene technology dilemmas, and they
will be asked to make decisions about questions brought up by those scenarios.
The teacher should visit the Project Excellence Web site at:
http://www.accessexcellence.org/AE/AEPC/NIH/index.html for background and a succinct
review of genetic testing and the various issues associated with this practice. There are six small
role-plays that students will do performance planning and act out in randomly selected small
groups. Students must also produce a policy paper based on one of the six scenarios (see
"Editorial Guidelines" worksheet). Finally, the students and teacher engage in a discussion -
framed by a lesson-created PowerPoint presentation, "Ethics, Where Art Thou?" at:
http://jbois.tripod.com/index.html, on the nature of ethics, which addresses the question: Where
do ethics come from? Do they have an existence outside our minds? Is there a biological basis
for ethics in the human animal? If there is, can it be applied to in order to help us with our
decision-making?
The following technologies will be used: video, a single computer, PowerPoint presentation
software, and Inspiration software. This lesson exists at the interface between social studies and
biology. Therefore, students will be treated to a new idea - they will be challenged to do an
Inspiration activity to create a structure for organizing a reality-based discipline structure.
By having several activities done in pairs, teachers can accommodate special needs students or
those who read at low levels. Teachers may also have these students visit fewer sites than
required of other students.
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Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.9
interpret and communicate findings through speaking, writing, and drawing in a form suited to the purpose and audience, in a form suited to the purpose and audience, using developmentally appropriate methods including technology tools and telecommunications. (SFS 3.1.) (SFS 4.1.)
The student will demonstrate the ability to summarize data measurements/observations). (CLG 1.5.1.)
The student will explain scientific concepts and processes through drawing, writing, and/or oral communication. (CLG 1.5.2.)
The student will use tables, charts, and graphs to display data in making arguments and claims in both oral and written presentations. (CLG 2.8.3.), (CLG 5.6.4.)
The student will use computers and/or graphing calculators to produce the visual materials (tables, graphs, and spreadsheets) that will be used for communicating results. (CLG 1.5.3.)
The student will communicate conclusions derived through a synthesis of ideas. (CLG 1.5.9.) | Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.26
explain that science and technology have strongly influenced the course of history and cite how human inventiveness has brought new risks as well as improvements to human existence.
The student will identify and evaluate the impact of scientific ideas and/or advancements in technology on society. (CLG 1.7.2.) | Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.21
The student will recognize that real problems have more than one solution and decisions to accept one solution over another are made on the basis on many issues.
(CLG 1.1.1.), (CLG 2.8.5.), (CLG 5.6.3.), (SFS 2.3)
The student will explain why curiosity, honesty, openness, and skepticism are highly regarded in science. (CLG 2.8.4.) | Life Science
(K-12) | Maryland Content Standards Indicators
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | | Life Science
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | Maryland State Indicators
3.12.12
analyze the interdependence of diverse living organisms and their interactions with the components of the biosphere.
The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stability of the ecosystem (diversity, succession, niche).
(CLG 3.5.2.)
The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations (depletion of food, destruction of habitats, disease, natural disasters, pollution, population increase, urbanization). (CLG 3.5.3.)
The student will illustrate how all organisms are part of and depend on two major global food webs (oceanic food web, terrestrial food web).
(CLG 3.5.4.)
The student will analyze the consequences and/or trade-offs between technological changes and their effect on the individual, society and the environment. They may select topics such as bioethics, genetic engineering, endangered species, and food supply. (CLG 3.6.1.) | Life Science
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | Maryland State Indicators
3.12.4
explain how traits are inherited and passed from one generation to the next (i.e., from parental DNA, RNA to gross anatomical traits of offspring).
The student will demonstrate that the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization). (CLG 3.3.1.)
The student will illustrate and explain how expressed traits are passed from parent to offspring (phenotypes, dominant and recessive traits, sex-linked traits, genotypes, punnett square). (CLG 3.3.2.)
The student will explain how a genetic trait is determined by the code in a DNA molecule (definition of gene, structure of DNA, sequence of bases directing protein formation, proteins). (CLG 3.3.3.)
The student will describe the effect of gene alteration on an organism and/or a population (mutations, chromosome number, cloning, genetic recombination). (CLG 3.3.4.) | Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Select and apply technolo
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
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Assessment
* "Role-Play Rubric" - see worksheet. Students will be graded by group.
* "Editorial Rubric" - see worksheet. Students will be graded individually.
* "Disciplining Academic Disciplines" Inspiration Activity. In-class activity handed in for
credit
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Resources
Materials
Per class- Computer with Internet access, Inspiration and PowerPoint software
- VCR and monitor or Compact Disk player
- Computer projection device
Per Student- Academic Discipline Concept Map (View)
- Editorial Guidlines Worksheet (View)
- Reading & Questions - Wilson (View)
- Role Play with Rubric (View)
- MdBio worksheet supplied with the video, available from MdBio: www.mdbio.org
Not Specified
Vocabulary
- Gene Markers - landmarks for a target gene, either detectable traits that are inherited
along with the gene, or distinctive segments of DNA
- Gene Mapping - determining the relative positions of genes on a chromosome and
the distance between them
- Gene Testing - examining a sample of blood or other body fluid or tissue for
biochemical, chromosomal, or genetic markers that indicate the presence or absence
of genetic disease
- Ethics - good or acceptable behaviors or actions
- Gene Probe - a radioactive or fluorescent tagged strand of DNA that is
complementary (and therefore hybridizes or binds) to a known gene
Procedures
This lesson weaves ethics, technology and personal struggle into one experience. Molecular
genetics can be dry. However, with the inclusion of the human dimension - specifically, the
dilemmas surrounding genetic testing - students are enabled to see the relevance of this material
as well as engage in the study of ethics. Students are especially invested when performing their
own role-plays. In short, when learning becomes fun, students are more willing to embrace
new information, incorporate it and refine their perception of the world. Technology,
particularly the ability to harvest rich images from the Internet, can bring an additional attraction.
In this lesson, students will learn in groups and demonstrate individual mastery. They will also
engage in a concept-mapping Inspiration activity. This lesson may be conducted with a single
computer and a projection device. No special accommodations are necessary, as the high interest
value of the lesson itself will capture the attention of all learners. During student performances,
a space must be made near the front of the class. The teacher should have already covered the
topics of genetics, meiosis, and the nature of cancer. This lesson could be used as review of
these subjects as well as an extension of the High School Assessment biology curriculum.
1: Decisions, Decisions: New Questions Brought By New Technology
Daily Challenge Question: Is it possible to have too much information about your future, or
your body's likelihood of getting a particular cancer?
85 minutes
Set-up Directions:
Teacher should have photocopies of "Six Role-play Scenarios" and rubric for each student. A
computer and presentation device should be set up for a PowerPoint presentation. Teacher
should be ready to move desks to one side in order to make a quick stage for the role-plays.
Download "Genetic Testing" PowerPoint presentation from: http://jbois.tripod.com/index.html.
Teacher Presentation & Motivation:
The teacher introduces the topic of genetic testing by posing a problem to the class. Teacher
says: "Imagine you have a brother who has come down with Huntington's disease. This is a
condition that appears in a person's forties or fifties. The genetic inheritance of Huntington's
means you have a fifty/fifty chance of getting it as well. But you are still young. There is a test
that can tell for certain whether or not you will get this terrible disease. What goes through your
mind as you consider whether or not to get tested?" Teacher talks to the class about the different
options and fields opinions about the issue from class members
Activity 1 - "Genetic Testing" PowerPoint Activity
Teacher steps through PowerPoint slideshow (http://jbois.tripod.com/index.html) of images on
genetics testing and ethical dilemmas. Students are engaged in back and forth discussion with
the teacher
Activity 2 - What Are the Chances? The Answer is in Meiosis
By doing an activity on meiosis, students discover how geneticists arrive at probabilities of
contracting hereditary diseases, i.e., carrier testing. Students will act as if they are chromosomes.
There are five homologous pairs in each of two cells: a sperm and an egg precursor cell. Each
student has a card stating their chromosome number (1-5) and whether they are parental or
maternal. Students assort independently at metaphase of meiosis I. They separate and walk into
either two sperm or two eggs (sperm are given a tail of tissue paper). Students are asked how
many chromosomes are in each sperm and egg. Each sperm swims over to an egg and create a
zygote. Next, we look at one trait, cystic fibrosis. Two chromosomes are in precursor cells.
Students are given cards to indicate one chromosome in each parent cell is the lethal recessive
allele. Teacher draws chalk (or masking tape) punnett square on the floor. After meiosis,
student sperm and egg line up on the square and fertilize each other. What are the chances of
having a sick (homozygous recessive) baby?
Activity 3 - Six Role-Play Activites
Students are divided into six groups. Each group is assigned one of the role-plays. They may
have ten minutes to prepare their play and rehearse it. Teacher calls on each group to come out
and perform their sketch. After each, the teacher solicits the class for their response. Together
the teacher and the class grade the play on the provided rubric
Wrap Up:
Teacher says: "Brava, brava! You have revealed a new dimension to me today. Tomorrow, first
thing, we're going to look at some of the issues portrayed so well today."
2: Oh Principles, Where Art Thou? A search for ethical guidelines for questions of genetic cancer testing
Daily Challenge Question: Where can you look to find ethical guidance on these tough
decisions?
85 minutes
Set-up Directions:
Teacher should copy "Disciplining Academic Disciplines Inspiration Concept Map", "Wilson
Reading", and "Policy Paper Guidelines". Technology configuration is the same as day one.
Download "Ethics, where art thou?" PowerPoint presentation from:
http://jbois.tripod.com/index.html
Teacher Presentation & Motivation:
Teacher reprises the ethical dilemmas prompted by the previous day's activities. Teacher uses
MdBio worksheet, supplied with video and available from MdBio: www.mdbio.org., to delve
into the egalitarian method of decision-making. The example is of Huck Finn's reluctance to
turn Jim in as a runaway slave
Activity 1 - "Ethics, Where Art Thou?" PowerPoint Presentation
Teacher and students utilize the PowerPoint presentation to discuss the source of our principles.
Teacher makes a brief descent into the discipline of sociobiology in the quest for the Holy
Grail - absolute ethical principles. In this context, the Adam and Eve story will be discussed for
its relevance to right and wrong behavior, and notions of good and bad. In what sense do the
concepts of good and bad exist in the animal world - or is this strictly a human invention? Other
sources are sought - the Bible, Koran, Aesop's Fables, Hammurabi. So, how do we seek an
answer for genetic testing and other biological issues? Do we have to reinvent the ethical wheel?
Or, are their guiding principles for some of this? Close slide show with the concept of ethics as
having either a transcendental or empirical existence, i.e., natural law vs. principals from our
nature as biological organisms
Activity 2 - Reading: E.O. Wilson's "Consilience"
Students are engaged in reading activity from chapter called Ethics and Religion - see "Wilson
Reading" worksheet, from: Wilson, E. O. 1998. Consilience. Pages 188-196 Vintage Books,
New York, New York
Activity 3 - Disciplining Academic Disciplines
So that students can more easily organize their thinking, an Inspiration concept map is provided.
The map challenges students to fill in contextual clues leading to a more reality-based academic
discipline structure. Now that they recognize social studies as a sub-discipline of biology, ethical
decisions will make more sense
Activity 4 - Editorial Paper
Students work in pairs to compose a policy paper on one of the ethical issues raised in the role-
plays. (see "Editorial Guidelines" worksheet)
Wrap Up:
There are no simple answers to these very complex questions. This lesson attempts to enable
students to delve deeper into the issues. Many philosophers and ethicists are currently looking
for guiding principles for the decisions of doctors and their patients. Perhaps, in the end, that is
where any choices must be made
Enrichment Options
Parent-Home Connection
As a class, the students ask their parents about the dilemmas played out in the sketches.
They compare their parent's responses with their own. Class compiles comparative data
and discusses the differences between the generations (if any).
Cross-Curricular Extensions
* Language Arts
Students read a selection of ethical/moral dramas and apply their new-found skills in
discussing them.
* Science
In biology, students can study ethical behavior in animals. For example, bees sacrifice their
lives for the good of the hive, wolves respect social structure, elephants observe ritual upon
death.
* Social Studies
* The great milestones of ethical development in human history can be used to frame the
following discussion: does power influence the development of social standards, e.g., the
power of the nobles relative to the monarchy in developing individual rights, or the
power of city dwellers in providing the impetus for the Code of Hammurabi.
* Students could study the social dilemmas of different countries in order to answer the
question: are their universal quarrels?
* Fine Arts
Many of the genetic tests are done with colorful fluorescent probes. A collage of these
would make a beautiful poster.
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As a reflective practitioner, note how this lesson could be adjusted after its initial
implementation. How successful were the students? What did the assessment demonstrate about
the students' learning? What skills do the students need to revisit? What instructional strategies
worked and what made them successful? What will you change the next time you use this
lesson? Why? '
Author: John Bois
Modified by: Stacy Dimmick
Author's School System: Prince George's County Public Schools
Author's School: Northwestern High
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