HD
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
Students will:
30–C2.1sts explain that decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations (SEC4b) [ICT F2–4.2, F3–4.1]
• evaluate the needs and interests of society and the role of genetic counselling and technology in the identification and treatment of potentially disabling genetic disorders (phenylketonuria, cystic fibrosis, germ-cell modification)
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
Students will:
30–C3.1sts explain that science and technology have both intended and unintended consequences for humans and the environment (SEC3) [ICT F3–4.1]
• discuss the implications for society of corporations being able to patent genes, such as the gene for herbicide resistnace in canola
• assess the concerns and benefits of genetically modified organisms, such as transgenic food organisms or tree cloning for reforestation
Specific Outcomes
Day 1:
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During the last twenty minutes of class introduce the assignment by going over the scenario and introduction with the students.
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Show students the YouTube link about PGD.
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Direct students to the web link on the introduction page and explain that it is there in case they need more information about PGD and saviour siblings.
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Explain to students that for homework they are to think about the scenario that was presented and that they need to decide whether they agree with the mother or the father.
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Note: at this point only the Scenario and Information tabs will be made available for students to view so that they do not work ahead.
Day 2:
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At the start of class divide the students up into two groups - one that supports the mother and one that supports the father. (The split should be relatively even, if not then even out the groups or split the class up yourself.)
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Explain to the class the debate portion, pint them to the web links provided - they are allowed to use other sources of information as well, these web links are just a way to start them off.
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Give the students the rest of the class time to form their debates.
Day 3:
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Today is the day of the debate.
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Have students sit in their groups on either side of the classroom.
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The teacher will act as the mediator, ensuring that each side has equal opportunities to present their points.
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When a student has a point or comment to make, they are to raise their hand and the teacher will call on the student to speak; this will allow for the most fair debate.
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Ten minutes before the end of class, the teacher will end the debate and explain the reflection portion of the assignment. The reflection is to be handed in next class.
Teacher Instructions
Running a Debate
If you need more information about how to run a high school debate, http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml is a great resource.
A more comprehensive understanding of Saviour Siblings can be found in the following articles:
More than 10 Years After the First‘Savior Siblings’: Parental Experiences Surrounding Preimplantation Genetic Diagnosis