1. The Science and Ethics of Stem Cell Research Presented by Jeanne Ting Chowning, MS Northwest Association for Biomedical Research LIVE INTERACTIVE LEARNING @ YOUR DESKTOP Thursday, May 26, 2011

2. The Science and Ethics of Stem Cell Research Grades 9 -12 Northwest Association for Biomedical Research www.nwabr.org

3. Today’s Web Seminar Background Lessons and Activities Sample Activities Assessment Q and A

4. 1 Lab Investigation 5 Lessons 2 Assessment Options The Curriculum

5. Background Overview –National Science Ed Standards –Essential Questions/Enduring Understandings –Unit Objectives Lesson Materials –Teaching sequence for each day –Masters Appendix –Teacher support materials

6. “Good ethics begins with good science and good facts.” -Ken Ryan

7. Stem Cells - Defining Properties 1. Stem cells are unspecialized 2. They have the ability to self- renew 3. They can change into mature cell types.

8. Plenty of Planaria Laboratory Investigation

9. Fresh water Flatworms Free living Carnivores Avoid Light Sexual or Asexual

10. Regenerative Ability Morgan: 1/279 of a planaria can regenerate a whole organism Recent studies show that one neoblast cell is enough!

11. Neoblasts Planarian Stem Cell ~30% of cells in worm are neoblasts

12. Planaria are complex Nervous System Excretory/ Osmoregulatory System

13. Lab Activity Student groups receive 3 planaria Whole class studies one horizontal cut (pooled data) Each group determines its own cuts Each group has a control Many inquiry opportunities

14. http://planaria.neuro.utah.edu/movies/stemcellmovie.html http://www.hhmi.org/biointeractive/stemcells/planarian_regen.html

15. Let’s pause for questions. Does anyone have a question about using planaria?

16. Lesson 1 Stem Cell Development

17. Human Embryonic Stem Cells Where on this chart you think hESC come from ? Blastocyst embryo at day 5 ~ 0.2mm in size ~ 8wks embryonic development

18. Zygote

19. Morula

20. Morula 16 cells Source: Florida Institute for Reproductive Science and Technologies

21. Blastula/Blastocyst

22. Blastula Pre-Implantation (3-14 days) Courtesy: RWJMS IVF Program

24. http://www.nationalgeographic.com/ngm/ Early Embryonic Development

25. Gastrula

26. Fate Decisions Fertilized egg Totipotent stem cells Totipotent : Can become any cell in body or placenta Fate Decision Pluripotent stem cells (3-5 days old) Blastocyst Pluripotent: Can become any cell in body Implantation Gastrulation (day 14) leads to Primary Germ Cells Endoderm (inner)  digestive tract, resp. track Mesoderm (middle)  bones, blood cells, heart Ectoderm (outer)  skin, CNS Multipotent: Can become any cell within a specific germ layer or cell lineage Embryonic stem cells come from inner cell mass of blastocyst. Implantation Fate Decision Gastrulation (day 14) leads to Primary Germ Cells Endoderm (inner)  digestive tract, resp. track Mesoderm (middle)  bones, blood cells, heart Ectoderm (outer)  skin, CNS Multipotent: Can become any cell within a specific germ layer or cell lineage Multipotent

27. http://en.wikipedia.org/wiki/File:Hematopoiesis_simple.svg Blood Cell Lineages

28. Let’s pause for questions. Does anyone have a question about the embryonic development activity?

29. Lesson 2 Techniques for Obtaining Stem Cells

30. Techniques to obtain stem cells: Which is the source of human embryonic stem cell lines? A.In vitro Fertilization B.Therapeutic Cloning (Somatic Cell Nuclear Transfer) C.Umbilical Cord Blood and Bone Marrow D.Induced Pluripotent (iPS) cells

31. Techniques Graphic + Description + Story

32. http://en.wikipedia.org/wiki/File:Human_embryonic_stem_cell_colony_phase.jpg

33. iPS cells

34. Potential Uses

36. http://en.wikipedia.org/wiki/File:Stem_cell_treatments.svg

37. Stem Cell Resources http://learn.genetics.utah.edu/content/tech /stemcells/ http://www.stemcellresources.org/index.ht ml http://stemcells.nih.gov/

38. Lesson 3 Case Study: One Family’s Dilemma

39. Ethics definition Ethics seeks to determine what a person should do, or the best course of action, and provides reasons why. It also helps people decide how to behave and treat one another, and what kind of communities would be good to live in.

40. Introducing Bioethical Principles through Student Skits

41. Parent respecting child’s career choice Parent NOT respecting child’s career choice Parent helping child with homework Parent NOT helping child with homework Parent being fair between siblings Parent NOT being fair between siblings

42. Respect for Persons Recognizing that all humans have moral standing and acting in a way that honors that moral standing Supporting, and not interfering with, people’s ability to make choices for themselves.

43. Harms and Benefits. Minimizing harms while maximizing benefits : Acting to lesson negative outcomes and promote positive ones.

44. Fairness Sharing benefits, resources, risks, and costs equitably.

45. Case Study: One Family’s Dilemma Couple from religious background Trouble conceiving naturally Had 2 children by IVF Had 6 blastocysts remaining, which were frozen in storage Insurance no longer covers storage Researchers would like to use Cook, Gareth, “After 2 Children Via IVF, Pair Faced Stem Cell Issue” The Boston Globe, April 4, 2004.

46. What are some possible options? Option 1 Raise your hand to volunteer! Option 2 Option 3

47. Case Study: One Family’s Dilemma A.Continue to pay B.Donate embryos to research C.Donate embryos to other infertile couples D.Discard the embryos E.Use embryos to have more children

48. What are the relevant ethical considerations? Value diverse positions but also guide students towards shared ethical considerations: Respect for persons Minimizing Harms and Maximizing Benefits Fairness Others

49. Respect for Persons Minimize Harms/Maximize Benefits Justice Which ethical principle is given priority if they donate the embryos to research? Raise your hand to volunteer!

50. Respect for Persons Minimize Harms/Maximize Benefits Justice Which ethical principle is given priority if they decide to discard the embryos? Raise your hand to volunteer!

51. “Science cannot resolve moral conflicts, but it can help to more accurately frame the debates about those conflicts.” Heinz Pagels

52. Let’s pause two minutes for questions…

53. Lesson 4 Shades of Gray

54. Who or what will be affected by the outcome? “Stakeholders” have a stake in how the question is resolved Can be individuals, groups, institutions Provides students with the opportunity to “be in someone else’s’ shoes”

55. Everyone Raise Your Hand (Leave your hand up to determine order!) Read the stakeholder biography according to the following chart. If you are number 1-5 read stakeholder 1 If you are number 6-10 read stakeholder 2 If you are number 11-15 read stakeholder 3 If you are number 16-20 read stakeholder 4 If you are number 21-25 read stakeholder 5 If you are number 26-30 read stakeholder 6 If greater than 30, join according to your ones place number – 31 = group stakehold 1

56. “It is ethically acceptable to conduct research using human embryonic stem cells.” Does your stakeholder agree? Strongly Agree Agree Strongly Disagree Disagree

57. Small Group Breakout 1.Introduce the stakeholder you represent. 2.State why you placed your stakeholder where you did.

58. Actual Positions Were you surprised by your stakeholder’s position? √ YES X NO

59. Let’s pause two minutes for questions…

60. Lesson 5 Ethics and Policy

61. Socratic Seminar

62. Final Assessment Option 1 – Individual A Letter to the President’s Commission for the Study of Bioethical Issues Option 2 – Group A Grant Application

63. Science + Ethical Principles + Stakeholders + Decision-Making Model Better-reasoned Arguments

64. Thank You! Funding provided by Collaborations to Understand Research and Ethics, (CURE) Science Education Partnership Award, National Institutes of Health

65. Photo credits Istockphoto Cell Imaging Core, Center for Reproductive Sciences Northwest Association for Biomedical Research RWJMS IVF Program SciencePhotoLibrary Wellcome Trust Image Library Wikimedia Commons

66. How can you receive a copy of this free curriculum? Review and request from NWABR www.nwabr.org Other curricular materials include Bioethics 101, Animals in Research, HIV Research, Ethics Primer, Bioinformatics/Genetic Testing, Bioinformatics/Genetic Research

67. Thank you to the sponsor of tonight's Web Seminar: This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.

68. http://learningcenter.nsta.org

69. http://www.elluminate.com

70. National Science Teachers Association Dr. Francis Q. Eberle, Executive Director Zipporah Miller, Associate Executive Director Conferences and Programs Al Byers, Assistant Executive Director e-Learning LIVE INTERACTIVE LEARNING @ YOUR DESKTOP NSTA Web Seminars Paul Tingler, Director Jeff Layman, Technical Coordinator