ENGAGE animal testing
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ENGAGE - European Project on Responsible Research and Innovation in Science Education SITE FOR DOWNLOADING: engagingscience.eu
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ENGAGE animal testing
- 1. For more, visit EngagingScience.eu Animal Testing (1 of 2) Equipping the Next Generation for Active Engagement in Science
- 2. 2 What is the issue? 2 Engage Review Consider
- 3. 3 New medicines (drugs) need to be tested to make sure they are safe and that they work before they can be used. Why do scientists use animal testing? 3 Engage Review Consider
- 4. 4 1Human cells to see if it has an effect. 3Humans to find out if it helps the illness. 4 A new drug is tested on: Engage Review Consider 2Animals to check if it safe and works in a whole organism.
- 5. 5 Animals are also used in other areas of research. They can be used to test cosmetics. This in now banned in Europe. For example, animals were used to test if space travel was safe for humans. 5 NOT TESTED ONANIMALS SHAMPOO Engage Review Consider
- 6. 6 1.2 million votes for a ban – join us! Will you sign the petition for a ban on all animal testing? Take a stand for what’s right: Sign the petition Engage Review Consider
- 7. 7 show how asthma affects the structure of the gas exchange system learn 3 kinds of ethical thinking to make decisions: – utilitarianism, – rights and duties, – virtues Working ScientificallyBig Idea Breathing Lesson 1 Useethics Lesson 2 In these lessons you will :
- 8. 8 Will you sign the petition? How are you going to make a decision? Engage Review Consider Is animal testing right or wrong? Lesson 2 Use ethical thinking to answer Is animal testing essential to drug development? Lesson 1 Use scientific evidence to answer Explain why.
- 9. 9 Find out how asthma affects the body and how the drugs work. Thousands of children have asthma. Drugs help but are not always effective. Scientists need to create more. Is animal testing essential to asthma drug development? SS1 Engage Review Consider 9
- 10. 10 Look through the evidence cards and discuss: Some people argue that animal testing is not essential Engage Review Consider How essential is animal testing to develop drugs? What are the alternatives? SS2–3 What does scientific evidence tell us? 10
- 11. For more, visit EngagingScience.eu Animal testing Student sheets Sheet no. Title Notes SS1 All about asthma Reusable, one per pair SS2 Animal testing evidence Reusable, cut into cards, one set per group SS3 How important is animal testing for drug development? Reusable, enlarge to A3, one per group
- 12. Student sheets Asthma attacks kill three people every day in the UK. Inflamed bronchial tube of an asthmatic Normal bronchial tube Relaxed smooth muscles Tightened smooth muscles Alveoli Mucus Swelling SS1 All about Asthma Treating asthma There is no cure for asthma but there are treatments that control it. Asthma drugs are usually given by inhalers. The drugs are very effective and have few side effects. However, they are not good at helping all symptoms in all people. New ones need to be developed. In the UK around 1 in every 11 children has asthma. What is asthma? Asthma affects the gas exchange system. When an asthmatic comes into contact with something that irritates their lungs, such as smoke, the muscles around their bronchi tighten and become narrower. More sticky mucus is made. We are not sure what causes asthma. An inhaler relieves asthma symptoms quickly to allow breathing to become easier and prevent an asthma attack. Inhalers have saved millions of lives. Check your understanding 1 Describe how the gas exchange of people with asthma is different to healthy people 2 Explain why asthma can make breathing difficult 3 Suggest how the drug in an inhaler helps relieve asthma symptoms 4 Explain why asthma attacks can kill if not treated effectively.
- 13. Student sheets SS2a Animal testing evidence Organs-on-chips have been developed for some organs. They can be used to check that drugs work without using an animal. Inhalers, and nearly every other medical breakthrough in the last 100 years, has resulted directly from research using animals. Lung cells Every species of animal is different. A drug that works in an animal may not work in a human. Computer models and human cells are also used to test new drugs.
- 14. Student sheets SS2b Animal testing evidence Without the use of animal testing we risk testing unsafe drugs on humans. Alternatives to animal testing like computers and cells in dishes are not enough. They don’t have a gas exchange system so we don’t know what the effect will be on asthma. Animal tests miss possible drugs. Substances which were toxic to some animal species, and so discarded, could be safe and effective in humans. In 2015 researchers used testing on mice to find a substance which causes swelling in human airways. This could lead to new asthma drugs.
- 15. Student sheets SS3 How essential is animal testing for drug development? Very essentialNot essential 1 Read each evidence card. 2 Decide what it tells you about animal testing being essential or not. 3 Place the card along the line below 4 After placing all the cards discuss the question above
- 16. For more, visit EngagingScience.eu Get students talking and thinking
- 17. For more, visit EngagingScience.eu Animal Testing (2 of 2) Equipping the Next Generation for Active Engagement in Science
- 18. 18 1.2 million votes for a ban – join us! Will you sign the petition for a ban on all animal testing? Take a stand for what’s right: Sign the petition Engage Play Decide
- 19. 19 Will you sign the petition? How are you going to make a decision? Engage Review Consider Is animal testing right or wrong? Lesson 2 Use ethical thinking to answer Is animal testing essential to drug development? Lesson 1 Use scientific evidence to answer Explain why.
- 20. 20 show how asthma affects the structure of the gas exchange system learn 3 kinds of ethical thinking to make decisions: – utilitarianism, – rights and duties, – virtues Working ScientificallyBig Idea Breathing Lesson 1 Useethics Lesson 2 In these lessons you will :
- 21. 21 One by one, they will vote each other off until one castaway wins the grand prize. Two teams of strangers battle for survival on a tropical island. CASTAWAYS Ethical thinking game 21 Engage Play Decide
- 22. 22 There are 3 kinds of ethical thinking about what’s right or wrong . 1.Utilitarianism 2. Rights and duties 3. Virtues SS1 Choose 1, 2, or 3 to make your decisions on the island. Read about it on SS1. See the outcome of each decision. Discuss: How do you feel? Did you make the right decision? Talk in pairs Engage Play Decide
- 23. 23 You are competing against a member of the other team in a blindfolded challenge. The winner receives extra food for their team. Do you close your eyes? Day 5 on the Castaways island... Your blindfold slips so you are able to see. YES NO Engage Play Decide
- 24. 2424 You lose the challenge. Your hungry teammates are so angry that they vote you off the island. Engage Play Decide
- 25. 25 You win the challenge. You have a party with your teammates and get no votes that week. 25 Engage Play Decide
- 26. 26 Day 12 on the Castaways island... You promised a friend that you will never vote each other for elimination. However, they are being lazy and not helping around the camp. Do you vote them off? 26 YES NO Engage Play Decide
- 27. 27 The rest of your team find out you broke a promise. They no longer trust you and vote you off the island. 27 Engage Play Decide
- 28. 28 Your friend apologises and starts helping out more. Their extra effort means you win the next team challenge ... a phone call home! 28 Engage Play Decide
- 29. 29 Debate the question: Is animal testing right or wrong? Record the viewpoints in SS3. Present them to the rest of the class. Read through the viewpoints on SS2. Decide what type of ethical thinking is being used (there may be more than one) and if it is for or against a ban. Discuss if you agree with the viewpoint or not. SS1-4 Engage Play Decide
- 30. 30 Will you sign? Explain why Petition for a ban on animal testing Name Signature Address SS4 Engage Play Decide
- 31. 31 Would you make the same decision about animal testing using: Engage Play Decide fruit flies? chimps?
- 32. For more, visit EngagingScience.eu Animal testing Student sheets Sheet no. Title Notes SS1 3 kinds of ethical thinking Reusable, one per pair SS2 Animal testing viewpoints Reusable, one per group SS3 Looking at the evidence Consumable, enlarge to A3, one per group
- 33. Student sheets SS1 3 kinds of Ethical thinking Utilitarianism Rights and duties Virtues Base your decisions on rules which you believe should always be followed, like: Do not worry about the outcome. • It is wrong to cause harm • It is wrong to steal • It is wrong to lie or cheat • It is right to keep promises For each option, think about the consequences (what will happen) and how this will affect everyone. Choose the option that provides the greatest happiness for the most people. ‘It looks great’ You decided that if you tell them the truth it would put them in a bad mood and ruin the evening for everyone. ‘It looks terrible’ You decided that you should never lie, whatever the consequences. ‘I wouldn’t have chosen it’ You say this with a great smile and hugging your friend. You are sincere while caring about your friend’s feelings. Make your decisions by taking into account other’s feelings. Choose an outcome that is helpful for others. ‘Best consequence’ ‘Follow rules’ ‘’Be caring” Example: You are out with a group of friends. Your best friend turns up with a new haircut which you think looks terrible. They ask you if you like it. What do you say?
- 34. Student sheets SS2 Animal testing viewpoints The good done to humans outweighs the harm done to animals Banning animal testing may cause harm to humans because they won't benefit from a cure for their disease Animals and humans have equal rights Many of the experiments cause pain to the animals involved. We should never harm another animal If we don’t use animals to test if a drug is safe then we will have to use humans. This could cause humans pain and suffering Animals deserve the freedom to run and jump and play, not be confined to laboratory cages
- 35. Student sheets Using ethical thinking SS4 We should ban animal testing We should not ban animal testing Viewpoint: Ethical thinking: Viewpoint: Ethical thinking: Viewpoint: Ethical thinking: Viewpoint: Ethical thinking: Viewpoint: Ethical thinking: Viewpoint: Ethical thinking:
- 36. For more, visit EngagingScience.eu Equipping the Next Generation for Active Engagement in Science
Editor's Notes
- Ask students to discuss in pairs what they think the issue is.
- Reveal the answer and further information . For a KS4 class you may wish to spend longer discussing the process of drug testing at this point.
- The decision they will be making in the activity. Ask students for a show of hands to show who would sign the petition.
- The objectives for this lesson
- A breakdown of how the students will use scientific evidence in lesson 1 and ethical thinking in lesson 2 to help them to make a decision.
- Introduce the need to develop more asthma drugs. Students work alone to apply their knowledge of the gas exchange system to explain how asthma affects it and how asthma drugs work (SS1). This task is used to activate their background knowledge so they are able to use it when looking at evidence in the next stage of the lesson.
- Ask students to work in small groups and give each evidence cards (SS2) and an A3 copy of the continuum line (SS3). Students read each evidence card and then discuss as a group what it tells them about how essential animal testing is for drug development. They decide where to place each card on the line. When all cards have been placed, they discuss how essential they think animal testing is. Ask groups for feedback and compare their thoughts. For any opinions presented, ask groups to use evidence and explain their reasoning.
- UK version
- Review the dilemma. Ask students for a show of hands on how they would vote and ask if anyone has changed their mind after looking at the scientific evidence.
- Show the breakdown of how the students will use lesson 1 and 2 to help them to make a decision.
- The objectives for this lesson.
- Students are introduced to a new reality show that they are taking part in.
- In the show, as in life, they will need to make difficult decisions but can use three kinds of thinking to help make them. Ask students to work in pairs. Each will need information on the three kinds of ethical thinking (SS1).
- Assign each pair one type of thinking to use and show the slides which contains the decisions. Pairs should make their decision based on what type of thinking they are assigned. The outcomes from each decision are shown. Compare the decisions made using different principles. Ask students if they feel happy with their choice now?
- Discuss as a class that when making a decision it is not usually a case of just using one principle.
- Ask students to work in pairs or small groups. They read through the viewpoints on animal testing (SS2) and decide if it is for or against a ban on animal testing and what ethical thinking it is demonstrating. They record this information (SS3). These viewpoints can now be used as a basis for a teacher-led class discussion or a specific format like a ‘Fishbowl’. If you use a class discussion, we recommend getting students to present and justify their viewpoints by following this structure: State your opinion Present your evidence (science, ethics) Explain your reasoning (how the evidence supports your opinion)
- Students now consider the scientific evidence from lesson 1 and ethical thinking to come to a personal decision on whether they think animal testing should be banned. They should write down their decision with reasons. You may wish to provide sentence starters to support students. Finish with another show of hands - has anyone changed their opinion? If so, what has made you think differently?
- In order to extend learning, ask students if they would make the same decision for animal testing on different species. They can discuss in their groups using the three kinds of ethical thinking to help them make a decision.