Lesson Plan | Active Learning | Science and Bioethics

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is crucial to direct the focus of the class and ensure that students clearly understand what is expected of them. By establishing clear and specific objectives, students can better direct their prior study and participation in class, focusing on the key competencies that will be assessed and applied. This approach also helps align the teacher's expectations with those of the students, ensuring greater effectiveness in the teaching-learning process.

Main Objectives:

1. Develop the capacity to discuss and apply ethical concepts in practical situations of science, identifying the moral implications of scientific decisions.

2. Enhance the skill of argumentation based on ethical principles in the evaluation of ethical dilemmas in scientific contexts.

Side Objectives:

1. Encourage critical thinking and personal reflection on the topics addressed.
2. Promote collaboration and debate among students to enrich the collective understanding of ethical dilemmas.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students with the theme of the lesson, using problem situations they may have studied previously and that stimulate critical reflection on the application of ethics in science. In addition, the contextualization with real and historical examples aims to demonstrate the relevance of studying Bioethics in today's world, which can increase students' interest and motivation. This stage is crucial to prepare the ground for the practical activities that will follow.

Problem-Based Situations

1. Imagine a scientist discovers a way to genetically modify human embryos to eliminate genetic diseases. What would be the ethical and moral implications of implementing this technology?

2. Consider a scenario where a new drug is developed to treat a rare disease, but the pharmaceutical company decides to sell it at a very high price, making it inaccessible to most patients. How could science and ethics address this situation?

Contextualization

Bioethics is a discipline that not only impacts science and medicine but also directly influences public policies and global decisions. For example, the Human Genome Project, completed in 2003, raised ethical questions about the ownership and use of genetic data. Additionally, dilemmas such as the use of animals in laboratory tests and cloning have been recurring themes in ethical and moral debates that directly affect society. These real situations help illustrate the importance of ethical discussion alongside scientific advancements.

Development

Duration: (65 - 75 minutes)

The development stage is designed for students to practically and interactively apply the bioethical concepts they studied previously. Through the proposed activities, they will develop research skills, critical analysis, decision-making, and debate, essential for a deep understanding of the ethical implications in science. Each activity has been planned to be engaging and educational, allowing students to explore ethical dilemmas in various contexts and consolidate their learning in a collaborative and dynamic way.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Future Scientists: The Ethical Challenge in Genetics

> Duration: (60 - 70 minutes)

- Objective: Develop research, critical analysis, and ethical decision-making skills in a scientific context.

- Description: In this activity, students will participate in a simulation game where they assume the role of a team of scientists who have discovered a revolutionary genetic editing technique that can cure several genetic diseases. They will face ethical dilemmas when deciding which diseases to focus on, how to ensure that the technology is accessible to all, and what the ethical and legal limits of their research are.

- Instructions:

• Form groups of up to 5 students.

• Each group chooses a genetic disease to focus on in their research.

• The groups should research the ethical, legal, and social implications of their discovery and how these factors would influence the practical application of the cure.

• Prepare a 15-minute presentation for the class, explaining your research, the ethical decisions made, and how they affect society.

Activity 2 - The Ethical Judgment: Real Cases in Science

> Duration: (60 - 70 minutes)

- Objective: Foster critical debate and understanding of different ethical perspectives in real situations of science.

- Description: Students will analyze and debate real cases of ethical dilemmas in science, such as the use of animal testing, cloning, and the commercialization of medical technologies. Each group will receive a different case to analyze and present their conclusions to the class.

- Instructions:

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

• Distribute a different ethical case to each group.

• The groups should analyze the case, considering different ethical perspectives, and prepare a 20-minute presentation for the class.

• After all presentations, promote a debate among the groups about the ethical decisions made in each case.

Activity 3 - Genetic Labeling: An Ethical Card Game

> Duration: (60 - 70 minutes)

- Objective: Develop negotiation and decision-making skills in an ethical and scientific context.

- Description: In this card game, students will use cards that represent different scientific advancements in genetics and bioethics. They will need to negotiate and decide which projects to invest in, considering the ethical, social, and legal impact of each decision.

- Instructions:

• Organize students into groups of up to 5 people.

• Distribute a set of cards to each group, each representing a different genetic advancement.

• The groups must discuss and decide how to use their cards, trying to achieve ethical and scientific goals.

• At the end of the game, each group presents its strategy and discusses the decisions made.

Feedback

Duration: (15 - 20 minutes)

The purpose of this feedback stage is to allow students to collectively reflect on what they have learned and how they applied the concepts of bioethics in practical contexts. This discussion helps consolidate the knowledge acquired, promotes argumentative skills and critical thinking, and allows students to see different perspectives and solutions to the same ethical dilemmas. This moment also serves for the teacher to assess the students' understanding and depth in the topic.

Group Discussion

To initiate the group discussion, the teacher should gather all students and facilitate an open debate. It is suggested that the teacher begin with a brief recap of the activities carried out, highlighting the main points discussed in each presentation and how each group approached the proposed ethical dilemmas. Then, the teacher can encourage students to share their experiences, insights, and challenges faced during the resolution of the cases and games. It is important for the teacher to ensure that all students have the opportunity to participate and express their opinions.

Key Questions

1. What were the main ethical challenges your group faced and how did you overcome them?

2. How could the decisions made in your research and games impact society and future scientific research?

3. Was there a moment when you had to reconsider your opinions on an ethical dilemma? Why?

Conclusion

Duration: (10 - 15 minutes)

The conclusion stage is essential to synthesize learning and reinforce students' understanding. In addition to helping with the retention of content, it allows students to see the practical and everyday relevance of bioethics. This section helps students internalize the knowledge acquired and see how it can be applied in their lives and future careers, promoting a critical and responsible view of the role of science in society.

Summary

To conclude the lesson, the teacher should summarize the main points discussed, recapping the concepts of bioethics and the ethical implications in scientific decisions. It is essential to reinforce discussions on ethical dilemmas in genetics, medicine, and technology, which were explored through practical and theoretical activities.

Theory Connection

During the lesson, the connection between theory and practice was established through activities that simulated real situations and allowed students to apply ethical concepts in scientific contexts. Additionally, discussing real cases and contextualizing with historical examples reinforced the relevance of bioethics and how it shapes scientific practices.

Closing

Finally, the teacher should emphasize the importance of bioethics in everyday life and in decisions that globally affect society. They should highlight how ethical thinking is crucial not only for scientists but for all citizens, as technology advances and new ethical issues emerge.