The Bioethics of Gene Editing: Who Decides the Future?

Biology

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Learning Goal(s)

Evaluate the trade-offs between the scientific, social and ethical dimensions.

Learning Goal(s)

Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue.

Potential Misinformation and Exploitable Learner Misconceptions

1. Some learners may view gene editing as precise and controllable like coding, not understanding risks like off target effects or unintended consequences.

2. They might think removing a gene that causes a disease is purely beneficial, ignoring how genes often have multiple functions or unknown interactions.

3. Confusion between somatic (non heritable) and germline (heritable) editing is common, especially in high school.

4. Learners may overemphasize genetics and underestimate environmental, social, and psychological influences on development.

Lesson Plan Details:

Subject-Specific Learning Goals

Learners will be able to explain the biological principles and mechanisms underlying human embryo gene editing and evaluate its potential biological consequences, risks, and limitations. Based on their understanding of genetics and gene-editing technologies, they will be able to critically evaluate different perspectives on the use of these technologies in human embryos.

Required Infrastructure & Teaching Materials

Student computers / notebooksInternet access

Activity 1

Duration45 minutes

Activity 1 (SciLMified)

Duration45 minutesSuggested Social FormGroup work; For teacher:If learners seem to have trouble conducting research, provide the guiding questions below to help them start their brainstorming. Topic 1: Guiding Sub-Questions to Explore: Should editing be limited to conditions that cause death, or is it also ethical to address conditions that make life more painful or difficult? How do we draw the line between saving a life and improving a life? If a genetic condition causes daily pain or physical limitations, is editing justified?What about traits that affect learning, emotions, or social behavior? Should those be editable?Could widespread editing create discrimination against people that are "outside of the norm"?Who should have the authority to decide what traits are ethically acceptable to edit? Parents, governments, scientists?Will genetic editing beyond the level of survival just provide another way for the wealthy to leap ahead? Topic 2 Guiding Sub-Questions to Explore: Why is society more comfortable with modifying food and livestock than humans?Are humans fundamentally different from animals when it comes to ethics?Should shared DNA between species influence our ethical choices? (i.e the higher the percentage of shared DNA with humans, the more regulation should apply to the genetic engineering)If shared genetics means shared rights, should animals also be protected from excessive modification?Do we already modify humans indirectly (e.g., IVF screening, hormone therapy, medications)? Is gene editing just the next step? If we benefit from genetically modified foods, should we deny people the choice to benefit from genetic modification in health?

Activity Instruction

1. Divide into four teams as your teacher directs. Each team will either defend or oppose a debate topic.

2. Analyze your assigned topic. You have 20 minutes to use credible online sources or your textbook to research and gather evidence that supports your team's position.

(Optional: Use the guiding questions provided by your teacher to help you begin.)

3. List your team's strongest arguments in your notebook. Discuss and assign who will develop and present each argument during the debate.

If time allows, predict possible counterarguments from the other team. Evaluate how you might respond to those points during the debate.

Debate Topics

"Genetic editing should only be used to prevent life threatening medical conditions in embryos, not for traits that affect quality of life or appearance."

"If we accept genetic modification in plants and animals, we should also accept it in humans."

In this debate each team will be formed by the teacher regardless of learners' personal opinions about the issue. In this manner, learners will be challenged to understand and articulate perspectives that may differ from their own. This approach encourages empathy, critical thinking, and a deeper grasp of the ethical and scientific dimensions of human genetic engineering. It also helps learners focus on evidence-based reasoning rather than personal bias, which is essential in scientific discourse

Student Output Form

Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)

Sources & Materials

Material Sources

Resource Type

Yes; Yes

App