1. Bioethics WebQuest A WebQuest for 9 th Grade Biology Designed by Ms. Valdes jvaldes@graniteschools.org IntroductionIntroduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page TaskProcessEvaluationConclusionCreditsTeacher Page IntroductionTaskProcessEvaluationConclusionCreditsTeacher Page

2. Introduction Imagine the following scenarios: Imagine the following scenarios: 1. You are one of the last "natural" babies born into a sterile, genetically- enhanced world, where life expectancy and disease likelihood are known at birth. Society analyzes your DNA and determines where you belong in life. You are born with a heart condition and therefore have no chance of a career in a society that now discriminates against your genes, instead of your gender, race or religion 2. You are born into a genetically-enhanced world, where life expectancy is infinite and diseases have been completely wiped out. Society analyzes where you belong in life based on your superior skills and talents (that your parents selected before creating you) instead of any other factors. You are born with a heart condition that is immediately treated and cured before you leave the hospital with your parents. You live in a society in which all people have benefited from genetic engineering of some kind. Are these plots for a new movies? Is truth stranger than fiction? Are these scenarios possible? How would you feel about a world like this? In this WebQuest you will decide for yourself if these scenarios are possible given what we know about genetics today. Are these plots for a new movies? Is truth stranger than fiction? Are these scenarios possible? How would you feel about a world like this? In this WebQuest you will decide for yourself if these scenarios are possible given what we know about genetics today.

3. Task Your task to complete for this WebQuest consists of 3 parts. On your own: Study background information on On your own: Study background information on a specific area of bioethics assigned to you. As a Team: Put together a presentation highlighting the characteristics of each area of bioethics. As a Team: Put together a presentation highlighting the characteristics of each area of bioethics. Independent Assessment: Assume 1 of 5 roles and answer the essential question; What bioethical issues might affect your life and future? Independent Assessment: Assume 1 of 5 roles and answer the essential question; What bioethical issues might affect your life and future? How? How?

4. Process Part One: Become a Bioethics Expert Part One: Become a Bioethics Expert Visit the website addressing the area of expertise assigned to you and review the material describing the bioethical issue. Complete the worksheet as you go. Stem Cells: (Worksheet) http://learn.genetics.utah.edu/units/stemcells/index.cfm Stem Cells: (Worksheet) http://learn.genetics.utah.edu/units/stemcells/index.cfm(Worksheet) http://learn.genetics.utah.edu/units/stemcells/index.cfm(Worksheet) http://learn.genetics.utah.edu/units/stemcells/index.cfm Cloning: (Worksheet) http://learn.genetics.utah.edu/units/cloning/index.cfm Cloning: (Worksheet) http://learn.genetics.utah.edu/units/cloning/index.cfm(Worksheet) http://learn.genetics.utah.edu/units/cloning/index.cfm(Worksheet) http://learn.genetics.utah.edu/units/cloning/index.cfm Gene Therapy: (Worksheet) http://learn.genetics.utah.edu/units/genetherapy/index.c fm Gene Therapy: (Worksheet) http://learn.genetics.utah.edu/units/genetherapy/index.c fm(Worksheet) http://learn.genetics.utah.edu/units/genetherapy/index.c fm(Worksheet) http://learn.genetics.utah.edu/units/genetherapy/index.c fm Designer Drugs: (Worksheet) http://learn.genetics.utah.edu/units/pharma/index.cfm Designer Drugs: (Worksheet) http://learn.genetics.utah.edu/units/pharma/index.cfm(Worksheet) http://learn.genetics.utah.edu/units/pharma/index.cfm(Worksheet) http://learn.genetics.utah.edu/units/pharma/index.cfm

5. Process Part Two: Work as a Group Part Two: Work as a Group In your group of 4 use the worksheets to create a power point presentation highlighting the characteristics of each bioethical issue you researched. This is a place for facts only, no opinions. In your group of 4 use the worksheets to create a power point presentation highlighting the characteristics of each bioethical issue you researched. This is a place for facts only, no opinions.worksheets

6. Process Part Three: Assume One of the Following Roles and Complete the Evaluation Task Part Three: Assume One of the Following Roles and Complete the Evaluation Task Role 1 : You have a medical condition that might benefit from (Choose one: stem cells, cloning, gene therapy, or designer drugs). Write a letter to your legislator explaining why this issue is important to you and how they can help. This site might help- http://www.utah.gov/government/contactgov.html Role 1 : You have a medical condition that might benefit from (Choose one: stem cells, cloning, gene therapy, or designer drugs). Write a letter to your legislator explaining why this issue is important to you and how they can help. This site might help- http://www.utah.gov/government/contactgov.html http://www.utah.gov/government/contactgov.html

7. Process Part Three: Assume One of the Following Roles and Complete the Evaluation Task Part Three: Assume One of the Following Roles and Complete the Evaluation Task Role 2 : You have a family member or good friend with a medical condition that might benefit from (Choose one: stem cells, cloning, gene therapy, or designer drugs). Write a letter to your legislator explaining why this issue is important to you and how they can help. This site might help- http://www.utah.gov/government/contactgov.html Role 2 : You have a family member or good friend with a medical condition that might benefit from (Choose one: stem cells, cloning, gene therapy, or designer drugs). Write a letter to your legislator explaining why this issue is important to you and how they can help. This site might help- http://www.utah.gov/government/contactgov.html http://www.utah.gov/government/contactgov.html

8. Process Part Three: Assume One of the Following Roles and Complete the Evaluation Task Part Three: Assume One of the Following Roles and Complete the Evaluation Task Role 3 : You are a research scientist studying one of the following issues. (Choose one: stem cells, cloning, gene therapy, or designer drugs).Write a lecture you would give to fellow scientists describing the importance of your research. Role 3 : You are a research scientist studying one of the following issues. (Choose one: stem cells, cloning, gene therapy, or designer drugs).Write a lecture you would give to fellow scientists describing the importance of your research.

9. Process Part Three: Assume One of the Following Roles and Complete the Evaluation Task Part Three: Assume One of the Following Roles and Complete the Evaluation Task Role 4 : You are a religious leader in your community. Write a sermon that you would give to your congregation describing your view on (Choose one: stem cells, cloning, gene therapy, or designer drugs). Role 4 : You are a religious leader in your community. Write a sermon that you would give to your congregation describing your view on (Choose one: stem cells, cloning, gene therapy, or designer drugs).

10. Process Part Three: Assume One of the Following Roles and Complete the Evaluation Task Part Three: Assume One of the Following Roles and Complete the Evaluation Task Role 5 : You are a legislator (law maker). Propose a bill with your suggestions on what a new law should be focusing on (Choose one: stem cells, cloning, gene therapy, or designer drugs). This site might help- http://www.utah.gov/capitolbuilding/utahlaw2.html Role 5 : You are a legislator (law maker). Propose a bill with your suggestions on what a new law should be focusing on (Choose one: stem cells, cloning, gene therapy, or designer drugs). This site might help- http://www.utah.gov/capitolbuilding/utahlaw2.html http://www.utah.gov/capitolbuilding/utahlaw2.html

11. Evaluation4 Exceeds Standards 3 Meets Standards 2 Approaching Standards 1 Below Standards Bioethics Expert Learning has gone beyond a basic understanding by showing that you have connected it to previous knowledge. Your completion of the worksheet shows evidence of a sound understanding of the topic. Clear learning on the topic has taken place. Your completion of the worksheet demonstrates an ability to discuss the topic using examples or evidence. The worksheet was completed, but little effort was made to internalize the information and digest how it relates to you. Some online research was conducted, but not sufficient to complete the worksheet. Group Presentation This group's information is soundly reasoned and goes beyond a basic understanding by addressing key issues that make the topic a challenge to come to terms with. Uses facts to back up this reasoning. The group presentation is based on a clear understanding of the information and works to express it in a clear and factual way. No weak spots exist. The group’s presentation is based on a clear understanding of the information and works to express it in a factual way. Several weak spots and opinions may still exist. Your group's presentation is incomplete. Ideas are thrown together, not thought through. Several content errors and opinions present. Evaluation Task Your online research and completion of this task proves that not only have you discovered new information, but you have firmly connected it to previous related knowledge and shows evidence of a sound understanding of the topic. Your own personal feelings on the subject are clear and well stated. Creativity and effort are evident, but more effort could have been taken to contribute deep, original thought to this task. The final product does not reflect adequately your own personal feelings on the subject. A few grammatical errors are present but easily revised. Your finished product has some content and grammatical errors that are easily fixed with minimal revision. The final draft seems rushed or incomplete. The message is not clearly expressed. Several content and gramtical errors.

12. Conclusion Genetic engineering (the term for the 4 areas of bioethics in this WebQuest) has been around for 20-30 years. Recently there has been an explosion of discoveries in the field of genetics leading to bioethical issues. These discoveries could help or harm our current world. Hopefully you are one step closer to being an informed citizen on these issues. It is up to you to decide which side of the fence you stand on in this area. Genetic engineering (the term for the 4 areas of bioethics in this WebQuest) has been around for 20-30 years. Recently there has been an explosion of discoveries in the field of genetics leading to bioethical issues. These discoveries could help or harm our current world. Hopefully you are one step closer to being an informed citizen on these issues. It is up to you to decide which side of the fence you stand on in this area.

13. Credits www.CartoonStock.com www.CartoonStock.com www.CartoonStock.com www.photobucket.com www.photobucket.com www.photobucket.com http://office.microsoft.com/en- us/clipart/default.aspx http://office.microsoft.com/en- us/clipart/default.aspx http://office.microsoft.com/en- us/clipart/default.aspx http://office.microsoft.com/en- us/clipart/default.aspx http://learn.genetics.utah.edu/ http://learn.genetics.utah.edu/ http://learn.genetics.utah.edu/ Uen rubric creator Uen rubric creator GATTACA plot GATTACA plot Wikipedia Wikipedia

14. Teacher Page Learners: 9-12 grade Biology students Learners: 9-12 grade Biology students Prior Knowledge: Students should have had instruction in reproduction, genetics, DNA and cell functions. Prior Knowledge: Students should have had instruction in reproduction, genetics, DNA and cell functions. Utah State Standard IV: Students will understand that genetic information coded in DNA is passes from parents to offspring by sexual and asexual reproduction. Te basic structure of DNA is the same in all living things. Changes in DNA may alter gene expression. Utah State Standard IV: Students will understand that genetic information coded in DNA is passes from parents to offspring by sexual and asexual reproduction. Te basic structure of DNA is the same in all living things. Changes in DNA may alter gene expression. Objecive 2: Predict and interpret patterns of inheritance in sexually reproductuctive organisms. Objecive 2: Predict and interpret patterns of inheritance in sexually reproductuctive organisms. d. Analyze bioethical issues and consider the role of science in determining public policy. Implementation: -Computers with Internet access Implementation: -Computers with Internet access -Word processing program -Rubric for assessing the final project.