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the Biology Teachers Association of NJ and the National Association of Biology Teachers

For Teachers - Stem Cell Curriculum



Northwest Association for Biomedical Research (NWABR)
'High School Level Unit' explores the scientific and ethical issues involved in stem cell research. Use Planaria in the lab, model human embryonic development to define the characteristics of the different types of stem cells. Learn the tools and techniques for obtaining stem cells along with policies and regulations. Use powerpoints, handouts, essential background pedagogical information with access to an Ethics Primer to facilitate productive discussion with your classes.
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NWABR Stem Cell Curriculum
   (Secondary Level - Draft 03/08)

Individual Lessons Available for Download


Overview:
  Overall Unit Plan
  Correlation to National Science Standards

Planaria Laboratory Activity
Students use Planaria as a model organism for understanding stem cell concepts, including stem cell potency.
Teacher Overview
Student Research Project

Lesson One - Stem Cell Development
Students model early embryonic development using Play-dough. In addition, they observe prepared slides of early sea star/sea urchin development. Students associate cells from different embryonic stages with their potency.

Lesson Two - Techniques for Obtaining Stem Cells
Students learn about IVF, SCNT, Cord blood, and bone marrow transplantation. Short articles about the technique and background descriptions are provided. Students consider the implications of using cells from various sources. Creating iPS stem cells is also covered.

Lesson Three - One Family's Dilemma
A Case Study example is used to introduce bioethical principles: A family must decide what to do with excess IVF fertilized eggs. Students identify the bioethical principle given priority in their own solution to the dilemma posed.

Lesson Four - Shades of Gray
Students develop an awareness of the many 'shades of gray' that exist among the stakeholders in the embryonic stem cell debate. Students take the perspective of an assigned stakeholder, predicting their position based on a biography. Later, the actual perspective of the stakeholder is revealed.

Lesson Five - Ethics and Policy
This lesson provides students with the opportunity to consider how underlying ethical considerations influence the direction of public policy. Students become familiar with the policies and regulations for stem cell research in the US, issues regarding public/private funding, and the implications for treatment of disease/advancing scientific knowledge. Using a 'Socratic Seminar' approach to examine primary source documents related to the embryonic stem cell debate, students develop an understanding of the social contexts in which research occurs.

Assessments
Students complete a Decison-Making Framework to consider the larger moral and ethical issues behind the use of in vitro fertilized embryos in developing stem cell lines. The framework serves as a basis for the final assessments. Option 1 is an Individual Assessment where students write A Letter to the President's Bioethics Commission. Option 2 is a Group Assessment where students prepare A Grant Application for NIH funding to research treatment for a disease using either 'adult' or embryonic stem cells.

Appendix
* Classroom Discussion of Ethics
* Ethics Discussion Evaluation Rubric
* Additional Teacher Background
* Selected Stem Cell Resources

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