Lesson Plan | Active Methodology | Science and Bioethics

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objective

Duration: (5 - 10 minutes)

Setting clear objectives is pivotal in guiding the lesson's focus and ensuring students grasp what is expected of them. When well-defined goals are in place, students can better direct their preparation and engagement in class, honing in on the crucial skills that will be assessed. This clarity helps align teaching expectations with student understanding, enhancing the overall effectiveness of the teaching-learning process.

Objective Utama:

1. Cultivate the ability to discuss and apply ethical concepts in real-world scientific scenarios, recognising the moral ramifications of scientific choices.

2. Refine argumentation skills rooted in ethical principles for evaluating ethical dilemmas in scientific contexts.

Objective Tambahan:

1. Foster critical thinking and personal reflection on discussed topics.
2. Encourage collaboration and classroom debate to deepen collective insight on ethical challenges.

Introduction

Duration: (15 - 20 minutes)

The introduction aims to engage students with the lesson’s theme by presenting problem scenarios they may have previously explored, which encourages critical thought regarding ethical applications in science. By utilizing real and historical examples, we aim to highlight the relevance of studying Bioethics today, fostering students' interest and motivation. This groundwork is essential in preparing for the practical activities that will follow.

Problem-Based Situation

1. Imagine a scientist finds a method to genetically modify human embryos to eradicate genetic disorders. What are the ethical and moral consequences of implementing this technology?

2. Consider a scenario where a new medication is developed for a rare condition, yet the pharmaceutical company sets an exorbitant price, making it unattainable for most patients. How can science and ethics collectively tackle this issue?

Contextualization

Bioethics is not only influential in science and medicine; it also has significant implications for public policy and global decision-making. For instance, the Human Genome Project, completed in 2003, sparked ethical discussions around the ownership and use of genetic data. Moreover, ongoing debates around animal testing and cloning remain key themes in ethical discourse that affect society directly. These tangible situations underscore the necessity of ethical conversations alongside scientific progress.

Development

Duration: (65 - 75 minutes)

This development stage allows students to actively and interactively implement the bioethical concepts they've previously studied. Through these engaging activities, they will cultivate research skills, critical thinking, decision-making, and debate, all essential for grasping ethical implications in science. Each task is designed to be both engaging and educational, allowing students to investigate ethical dilemmas in varied contexts while reinforcing their learning collaboratively.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - Scientists of the Future: The Challenge of Ethics in Genetics

> Duration: (60 - 70 minutes)

- Objective: Enhance research, critical analysis, and ethical decision-making skills within a scientific framework.

- Description: In this engaging simulation, students will take on the role of a team of scientists who discover a cutting-edge gene-editing technique capable of curing various genetic disorders. They will confront ethical dilemmas when deciding which diseases to prioritise, how to make the technology widely accessible, and what the ethical and legal boundaries of their research entail.

- Instructions:

• Form groups of no more than 5 students.

• Each group selects a genetic condition to centre their research around.

• Groups must investigate the ethical, legal, and social implications of their findings and how these factors would shape the practical application of the cure.

• Present a 15-minute explanation to the class, detailing your research, ethical decisions made, and their societal impact.

Activity 2 - The Ethical Judgment: Real Cases in Science

> Duration: (60 - 70 minutes)

- Objective: Encourage robust debate and comprehension of different ethical perspectives in real scientific scenarios.

- Description: Students will analyse and debate real-life ethical dilemmas encountered in science, including topics like animal testing, cloning, and the commercialisation of medical technologies. Each group will receive a unique case to investigate and share their conclusions with the class.

- Instructions:

• Divide the class into groups of up to 5 students.

• Assign each group a different ethical case to evaluate.

• Groups must analyse the case, exploring various ethical viewpoints, and prepare a 20-minute presentation.

• Once all presentations are delivered, facilitate a debate among the groups regarding the ethical choices made.

Activity 3 - Genetic Labelling: An Ethical Card Game

> Duration: (60 - 70 minutes)

- Objective: Build negotiation and decision-making skills within an ethical and scientific framework.

- Description: In this interactive card game, students will utilise cards that depict various scientific advancements in genetics and bioethics. They will need to negotiate and choose which projects to fund, weighing the ethical, social, and legal implications of each decision.

- Instructions:

• Organise students into groups of up to 5 individuals.

• Give each group a set of cards, each representing a different genetic innovation.

• Groups must deliberate and decide how to utilise their cards, aiming to fulfil ethical and scientific goals.

• At the conclusion of the game, each group will present their strategy and rationalise their chosen decisions.

Feedback

Duration: (15 - 20 minutes)

This feedback stage is crucial for students to collectively reflect on their learning journey and how they applied bioethical concepts in practice. This discussion not only consolidates knowledge but also enhances their argumentative and critical thinking capabilities, allowing them to appreciate diverse perspectives and solutions to ethical dilemmas. This moment also serves as an opportunity for the teacher to gauge students’ understanding and engagement with the topic.

Group Discussion

To kick off the group discussion, the teacher should gather all students and facilitate an open debate. It is recommended that the teacher starts with a brief recap of the activities completed, emphasising the key points from each presentation and how each group tackled the ethical dilemmas presented. Encourage students to share their experiences, insights, and challenges faced while resolving the cases and games. It is vital for the teacher to create an inclusive environment, ensuring that all students have a platform to contribute and voice their opinions.

Key Questions

1. What were the main ethical challenges your group encountered, and how did you navigate them?

2. How might the decisions made in your research and games affect society and future scientific advances?

3. Was there a moment when you needed to reassess your views on an ethical issue? What prompted that reflection?

Conclusion

Duration: (10 - 15 minutes)

The conclusion is essential for synthesising learning and reinforcing students' comprehension. This stage helps solidify the material covered and allows students to see the practical and everyday significance of bioethics. This final part encourages students to internalise the knowledge gained and recognise its applicability in their lives and future professions, nurturing a critical and responsible perspective on the role of science in society.

Summary

As the lesson wraps up, the teacher should summarise the essential points covered, revisiting the concepts of bioethics and of the ethical implications in scientific decisions. It’s important to reinforce discussions about genetic, medical, and technological ethical dilemmas explored through both practical and theoretical exercises.

Theory Connection

Throughout the lesson, connections between theory and practice were established through activities simulating real-world scenarios, allowing students to engage with ethical concepts in scientific contexts. Discussing real examples and contextualising with historical cases further underscored the relevance of bioethics and its integral role in shaping scientific practices.

Closing

In closing, the teacher should stress the significance of bioethics in daily life and in decisions that have a global impact on society. It's important to highlight that ethical reasoning is not just vital for scientists but for all citizens, especially as technology continues to evolve and new ethical questions are posed.