Ethics Lesson Plans

Students research and discuss the ethical aspects of Nazi racial ideology, including sterilization, marriage prohibitions, and euthanasia. They develop codes of ethics regarding reproductive rights, euthanasia, and the death penalty.

Tenth graders read about, observe case study videos, and participate in live interactive broadcasts, and maintain a log book on all of the activities pertaining to the Human Genome Project.

Students receive notes on DNA information. They form discussion groups and discuss applications of technology and ethics. Students make a transgenic organism using construction paper and pencils. They share their organism with the class.

Pupils read a story about a girl who grows up in a family affected by Huntington's Disease. They discuss terms and answer questions about issues related to genetic testing for Huntington's Disease.

Fifth graders receive an overview of the process of creating genetically modified organisms (GMOs), then examine their own beliefs regarding the ethics of genetic manipulation through a rotating discussion activity.

Eleventh graders examine the way emerging medical technologies contribute to desirable and undesirable outcomes. They read and discuss news articles and editorials, and conduct Internet research. Students contribute to a Web Log, and participate in class discussions.

Students research the various aspects of transgenic salmon. In stakeholder groups, they create posters intended to sway voters for or against the creation of transgenic salmon. They also write an individual position paper on the subject.

Students describe the economic relationship between farmers, consumers, and food companies. They examine the issues regarding the reactions of consumers in this country and other countries to the use of gene-altered crops in food products by reading and discussing "New Trade Threat for U.S. Farmers." Students then write a personal essay expressing their own views on the issues raised in various articles.

Learners explore, through discussion, research, dramatic skits, and writing, the debate over genetic ownership of biological products and evaluate the economic viewpoints of the countries and companies involved.

Students write in their journals where they believe food comes from. After reading an article, they examine the proceses of cultivation and sale of genetically modified foods. Using the internet, they research specific countries and present their findings to the class.