This lesson is focused around a case study created by julia omarzu with the Department of Psychology at loras College in dubuque, iowa.  The case study addresses the moral, ethical and medical issues surrounding the treatment for a young girl suffering from a rare genetic disorder called fanconi anemia.  The case study is written as a scripted discussion between medical and biotech professionals in regards to the processes, risks and ethical concerns surrounding the use of  genetic diagnosis, stem cells and in-vitro fertilization. Students will be asked to respond to the ethical issues from the perspective of one of the seven characters from the case study as well as given an opportunity to share their personal opinions..

This lesson introduces students to the ethics and morals of biotechnology by introducing students to the idea of invitormeat, meat grown in the lab.  Students evaluate the pros and cons of this technology, debate the topic, and then determine their stance on this technology.

This lesson will utilize an AVID WICR (Writing, Inquiry, Collaboration, Reading) strategy called Socratic Seminar, to discuss the bioethical issues involved with the transplantation of fetal tissue for various uses in the biotechnology field.

This lesson allows for students to explore the cultural and alternative medicine practices from around the globe - divided into five areas. In this activity, students will evaluate and examine the disconnect between Western biotechnological advancement with scientific data and the strength and persistence of cultural belief in traditional healing practices.

This is an excellent lesson in Bioethics that has students engaged the whole time.  Students are given an envelope with some important information about their DNA.  They need to decide if they want to open it or not and the consequences associated with their decision. 

In this thought provoking lesson students discuss and debate whether or not a company should be able to own the DNA contained in plant seeds. Discussion begins with the notion of owning physical property (an ipod for example) and then to owning intangible property (such as a song). Finally students decide if intellectual property rights should be extended to something as essential as food. 

The topics for discussion on GE are numerous. You may choose to have this lesson embedded in a series about GE. This lesson focuses primarily on bioethics and intellectual property, not on techniques