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Embryonic Stem Cells: Where do they come from, what are they used for and why are they controversial?

A WebQuest for 12^th Grade Honors Biology II

John Hellrung, Mukaia Lockett, and Candi Wiley

jhellru@siue.edu, mlocket@siue.edu, cwiley@siue.edu

Stem Cell Image

Photo credit: http://knol.google.com/k/krishan-maggon/stem-cell-therapy-market/3fy5eowy8suq3/134#

Introduction

This lesson is designed to help students understand the issues surrounding embryonic stem cell research and to be able to present the scientific issues in a professional and unemotional manner. It has a secondary purpose of helping students learn to discuss controversial issues without bias and without political agendas distorting the argument.

Learners

This lesson is directed at 11^th or 12^th grade advanced Biology students. It has some interdisciplinary application in social sciences and oral and written communication. Prior to this lesson, students will need to have an understanding of the stages of early cell growth in humans (i.e. Zygotes, embryos, blastocysts).

Curriculum Standards

ISBE Science standards addressed:

11.A.5e Report, display and defend the results of investigations to audiences that may include professionals and technical experts.

13.B.5b Analyze and describe the processes and effects of scientific and technological breakthroughs.

13.B.5d Analyze the costs, benefits and effects of scientific and technological policies at the local, state, national and global levels (e.g., genetic research, Internet access).

Additionally, the students will learn to work effectively in teams, think critically about an issue, develop an oral presentation, and present information of a controversial nature in a professional and unbiased manner.

Introduction

Embryonic stem cell research has been in the news frequently in recent years. Several states, including California, Missouri, Michigan, North Dakota and others have had ballot issues regarding banning and/or funding of embryonic stem cell research. President Obama overturned President Bush’s ban on federal funding on research on new strains of embryonic stem cells, but that ban has been held up in the courts until very recently, and the case has not been completely settled yet. It is a very "hot-button" issue for many people, but do they really understand the issues? Are they forming their opinions based on facts? Your job as scientists, as outlined in the task below, is to help inform the public of the facts involved in this issue.

The Task

The Voting Information Project has asked a panel of experts to present findings on stem cell research to inform the public before an upcoming ballot issue banning state funding for embryonic stem cell research. You will work with your assigned team of three. One of you will assume the role of Neurologist, one of a Medical Ethicist and one of a Geneticist. You will gather facts from each of these perspectives and develop and present your findings at a public forum. You are not to argue pro or con, but to present facts that will shed light on the issue and help people make an informed vote on election day.

Process

First, the students will be assigned to a team of 3 students and they will decide amongst the group who will play each role.
All team members will review the background information section as necessary to familiarize themselves with embryonic stem cell research and the terms and questions involved in the issue.
Once the team members have decided their roles, they will research that section of the webquest to gather the necessary information to present.
They are to work with their team to develop a PowerPoint presentation for the public.
Remember, they are not advocating a viewpoint, but presenting scientific information to the public so that they can make an informed decision when they vote on this issue.

This lesson will take a week or two to complete. It is advised to spend the first week solely on this lesson, periodically giving them time in class during the second week, and have their final presentations due at the end of the second week.

It has some interdisciplinary application in social sciences and literacy application in speaking and writing.

The students should be divided into groups of three, each students taking one of the three roles. Depending on your class, and judgment you can assign groups or allow them to choose their own.

It may be difficult for the students to present unbiased data, but this can be prevented by emphasizing what they are expected to present by directing them to the rubric.

This lesson is one that teachers of all abilities can teach. Just keep in mind this is not a debate, it is a presentation of facts to the public.

Variations

As an extension of this webquest the students can also be assigned a paper to write. This paper will use the information they have gathered and the information presented by their classmates to form an opinion on the issue. They will write a paper about their stance on the issue after all of the webquests have been presented. This will allow the students to apply the unbiased information they have received and make an informed stance based on scientific facts.

Resources Needed

Computer access for students to access webquest and PowerPoint.
Only one teacher is needed to aid the students during their research.

Evaluation

The following rubric should be used for grading the final product of this webquest. Students have access to this as well and should be made aware of this to insure the correct areas are addressed.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Subject Knowledge	Students fail to demonstrate basic understanding of the science behind embryonic stem cell research	Students demonstrate limited understanding of the science behind embryonic stem cell research	Students demonstrate adequate understanding of the science behind embryonic stem cell research	Students demonstrate complete understanding of the science behind embryonic stem cell research
Analysis of Issue	Students fail to demonstrate adequate understanding of the potential benefits and concerns regarding embryonic stem cell research or their presentation demonstrates major bias	Students demonstrate adequate understanding of the potential benefits and concerns regarding embryonic stem cell research and present them without bias	Students demonstrate deep understanding of the potential benefits and concerns regarding embryonic stem cell research and present them with minor bias	Students demonstrate deep understanding of the potential benefits and concerns regarding embryonic stem cell research and present them without bias	X 2
Visual Presentation	The PowerPoint students develop is ineffective in communicating their findings	The PowerPoint students develop has errors or is incompletely developed to the point that it detracts from effectively communicating their findings	The PowerPoint students develop has only minor errors that do not detract from effectively communicating their findings	The PowerPoint students develop is professional, error-free and effective in communicating their findings
Oral Presentation	The oral presentation is ineffective in communicating their findings	The oral presentation has errors or is incompletely developed to the point that it detracts from effectively communicating their findings	The oral presentation has only minor errors that do not detract from effectively communicating their findings	The oral presentation is professional, error-free and effective in communicating their findings

Conclusion

This lesson will teach students how to discuss important current issues in a civilized and effective manner. This type of discourse has been lost in many areas today. By teaching our students this skill, we are aiding in the effectiveness of important scientific discussions in the future.