ethics and gene therapy interview lesson plan
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ethics and gene therapy interview lesson plan ethics and gene therapy interview lesson plan Presentation Transcript

  • Course: OCR A2 Human BiologyUnit: F225 Genetic, Control and AgeingDuration: One hourAims: Discuss the ethical implications of genetic engineering in humans, with reference to somatic cell and germ cell therapy HSW 6b. Consider ethical issues in the treatment of humans, other organisms and the environment.Previous Knowledge: Previous lesson in unit/ AS/ GCSE science<br />
    • Learning ObjectivesAll Students will:understand that somatic gene therapy refers to modification of body cellsunderstand that germ line gene therapy refers to modification of gametesBe able to explain that somatic gene therapy will affect only the individual whereas germ line gene therapy could be inheritableMost Students will:Be able to discuss the issue of genetic engineering from a range of different ethical perspectives (utilitarian, care-based, rights-based and self centred)Be able to compare and contrast ethical issues involved in somatic and germ line therapySome Students will:Apply the ethical viewpoints to various case studies discussing the benefits and disadvantages of somatic and germline therapy in each case
    • TimingContent/Skills DevelopmentTeaching and Learning ActivitiesSettler<5 Thinking skills: introducing idea of permanent vs. short termThunk:Question on the IWB: What is the difference between a henna tattoo and one done with ink and needles?Introduction of the idea that some changes are temporary and the affects will wear off with time, but some changes are long term and the effects won’t go awayStarter10 Reviewing the basics of gene therapy and the differences between somatic and germ line therapyLearning objectives 1, 2 & 3Present:Teacher led discussion of what germ line and somatic gene therapy isApply:Students to sort statements into venn diagram to decide if they apply to germ line or somatic. Work in small groups pairs – provides opportunity for discussion and collaborationIf time permits provide blank statement boxes they can write in and give to other group to sort.Review:Go through together on IWB drag and drop into right place and discuss. Make sure students correct any misconceptions and can justify their positionsMain35-40Developing arguments from different ethical perspectives on a general topic and then applying this to a range of specific examples.Developing group discussion and rationale and student presentation skills. Learning objectives 4, 5 & 6PresentTeacher led discussion of ethics and approaches to ethics: using the Simpsons characters (<5mins) Assign character cards to studentsApply: In groups of four students to decide on general points each character would make on a non specific discussion of gene therapy. Five minutes to argue in assigned characters. All swap characters and the lisa in each group would move to the left, the marge in each group would move to the right and homer and bart would swap positions. Five extra minutes to argue in an alternative character. ReviewStudents to fill in a table in their groups on key points from each perspective in the non specific argument – model on board and discuss the importance of seeing things from a range of viewpoints. PresentTeacher to inform students they will be given a specific example in their groups of gene therapy. Using character cards with will format a short debate. Each student is then given blabbermouth cards (x5). If a student has a point to make in an argument they need to use their card. Reason is to make sure everyone is involved and discussion not dominated. Limited card means students have to think hard before making their point so as not to waste it. ApplyStudent small group discussions on specific case study. Prepare to present back to group. What was their example, is it somatic or germ line, what were they key points they raised from this.ReviewStudent presentation and review. Short discussion on somatic vs germ line and gene therapy in specific cases. Plenary10 Application of knowledge and exam style question practiceLO 1, 2, 4 & 5Past paper style questionsBased on question from Jan 2010 F222 paper“Outline the ethical issues related to the UK ban of germ line gene therapy ” (3)Question from OCR Biology A2 textbook (Heinemann)“Explain why gene therapy is potentially most useful in conditions associated with single gene mutations” (2)Individually students given five minutes to answer the exam style questions based on the lesson. Swap papers with neighbour. Mark scheme projected and students to peer mark the exam question and provide feedback using two stars and a wish model (eg. good use of technical language, considered more than one view in your answer, would be even better if you could apply your knowledge synoptically to this given example rather than give vague answers)What would a model answer look like? What framework could we make to apply to any question like this one?Extension/ alternative plenaryIf time allows ~ 7-10Making notesLO; 1, 2, 3, 4 & 5Quia QuizUnder the headingsSomatic Gene TherapyGerm Line Gene TherapyEthical ConsiderationsStudents have three minutes to make as many notes as they can including key words under those headings. Collate answers together on IWB, students to add any they’ve missed until we have a model page of notesOnline genetics challenge board – split the class into two groups and let them choose the categories. Competitive game.
    Independent Study:Create an A-Map with at least four arms representing the different approaches to ethics and gene therapy http://www.amap.org.uk/view/?map_id=5663 email link to completed maps in. Additional Reading: http://www.delicious.com/trebriercliffe/genetherapy <br />