Teaching Model: Kohlberg

Setting: Biology I
VA SOL connection: BIO.5 The student will investigate and understand common
mechanisms of inheritance and protein synthesis. Key concepts include
i) use, limitations, and misuse of genetic information; and
j) exploration of the impact of DNA technologies.

I. Universal Theme/Concept: Ethics

II. Generalization to be developed: Personal ethics affect the decisions of
individuals.
III. Text/s: Prentice Hall Biology textbook; ethical questions from
https://www.biologycorner.com/worksheets/genetic_science_ethics.html
IV. Procedures are as follows:

1. Quick review of genetic engineering concepts and Human Genome Project

Information from the previous two days (click through attached PowerPoint,
stopping on slide 23—Human Genome Project). (approx. 5 min.)
2. Switch to Ethics slide, and introduce activity. (approx. 2 min.)
3. Work through the first ethical question as a class. (approx. 20 min.)

Question 1: “Your family has a history of Huntington's disease. Huntington's is a

disease that causes its victims to slowly lose their ability to speak, walk, and
function. Most people who have Huntington's disease begin experiencing symptoms
between ages 30 and 50. Ultimately, Huntington's causes death. There is a test that
will tell you whether you have the gene for Huntington's disease. What do you do?”

Listing Facts: Have students list only facts gleaned from the question. I will type
facts on the SmartBoard as they are listed.

Exploring Perspectives: Class discussion: “How do you think you would feel if you
had seen your grandparent or parent suffer from a disease like Huntington’s?” “How
would you feel if you found out you carry the gene for the disease?” “How would
knowing you have the gene would affect how you live your life? What about not
knowing?” Students will write down their answers so that they have a chance to
reflect on their individual opinions before hearing those of their classmates.

Identification of Alternatives: “What are the options you have in this scenario?” I
will type the alternatives the students pick on the SmartBoard.

Exploring Consequences: “What are some positive consequences of taking the test?”
“What are some negative consequences?” “What are some positive consequences of
not taking the test?” “What are some negative consequences?” I will type student
responses on the SmartBoard.

Tentative Decision: “I want you to write down what you would do on a piece of paper
 with your name, and then bring it up to my desk. Don’t consult anyone else or talk
about your decision with your neighbor.”

*If all students have access to issued Google Chromebooks or smart phones, this part
could be done using a survey app.

Small Group Discussion: Reveal results to students. Break students into groups of 3-
5, based on which option they picked. Have students quickly move to be sitting with
their groups. Have students elect a writer (to record the list of reasons) and a
reporter (who will speak on behalf of the group). “I want each group to create a list
of the 3 main reasons you made the decision that you did. Also, give a brief
explanation about why each reason is important to your group. You have until the
timer sounds on the SmartBoard.”

Whole Class Discussion: Have each reporter read the list of reasons, along with
explanations for each reason. Record reasons and explanations briefly on the
SmartBoard as each group presents.

Re-Evaluation: “What patterns do we see in the reasons for the different groups who
were on the same side?” “What reasons did you find most compelling for taking the
test? For not taking the test?” “What did you hear that you hadn’t considered
before?” “After hearing the reasons of both groups, has anyone changed their mind
about their initial decision?”

Connections to the Universal Theme: “How has this changed your understanding of
ethics?” “Based on our group discussion at the end, why do you think I used the
phrase ‘personal ethics’? “How do ethical beliefs affect our society as a whole?”
“How do we decide what is ethical when making laws that affect our country?” “Can
the ethics of a society ever change? If so, why?”

4. Give each student a Kohlberg reasoning worksheet that contains one genetic
ethics question each (there will be 3 different questions that are randomly
distributed). For homework, students will work through each step of the
reasoning process we followed in class today for their specific question
(minus the group discussion). “Tomorrow in class, we will look at your
responses to your questions and see which perspectives we see that are
unique, and which ones you have in common.”

V. Activities preceding lesson: Whole-class discussion and note-taking on genetic

technology—lays the foundation of knowledge about genetic technologies and
how they can be used.
VI. Activities following lesson: Whole-class discussion follow-up of Kohlberg
Reasoning worksheet homework assignment.
VII. Evaluation: Student participation in class discussions, both small group and
whole-class. Student completion of Kohlberg Reasoning worksheet.

VIII. Lesson Plan Checklist

YES All of my questions are OPEN-ENDED
YES My concept is a SINGLE WORD that is BROAD BASED and
GENERAL.
YES My lesson plan CONNECTS to the Virginia Standards of Learning
YES My generalization DESCRIBES, DEFINES, or EXPLAINS something
about the concept.
YES The END of my lesson goes back to the GENERALIZATION I listed at
the BEGINNING of the lesson plan
YES ALL the boxes on the lesson plan are COMPLETE.

Sample screenshot of Genetic Technology PowerPoint.

Sample Kohlberg Reasoning worksheet (attached on following pages).

 Sample Kohlberg Reasoning Worksheet—Ethics of Genetic Technology

Question: You used to have a pet dog named Charlie, but he died a year ago. Now you learn
that you can get a new Charlie by just bringing in a sample of his hair (which you have,
because you kept his favorite blanket). What do you do?

Instructions: Answer the following questions using complete sentences, being as

thorough as possible. You may use separate paper if you need more space. *Make sure
you work through each step in order!*

1. List all the facts you learned from the question above.

2. Think about the following perspectives, and write down your answers.
a) How did you and your family feel when you lost Charlie?

b) How would you feel to get Charlie back again?

c) How do you think your family would feel if you told them Charlie was coming back?

d) Do you think this “Charlie 2.0” would be the same as your old Charlie? Why or why
not?

3. What are the two main options you have?

4. Explore the consequences involved with each option:

a) What positive consequences could there be to cloning Charlie?
b) What negative consequences could there be to cloning Charlie?
c) What positive consequences could there be to not cloning Charlie?
d) What negative consequences could there be to not cloning Charlie?

5. After considering the facts, perspectives, and possible consequences, what decision
do you think you would make?
Write down the 3 strongest reasons you have for making the decision that you chose.
Explain why each reason is important to you.

6. Find a friend or family member and explain the question and the process you went
through to arrive at your decision. Don’t forget to include your reasons for the
decision. Do they agree with the choice you picked? Ask them to explain why or
why not, and write down a brief explanation of their reasoning.
7. How did the opinions of your family member affect the decision you made? Did you
stick with the same decision, or change your mind? Write down a brief explanation.