Introduction: After researching the science and the controversy around stem cell research, students will create brochures to display their knowledge and a point of view.

Estimated Class time: 2 periods block scheduling (one for research, one for product creation.)

Correlation to National Science Standards (from the National Science Education Standards site at http://books.nap.edu/html/nses/html/6e.html)

Lesson Objectives:
Students will:
· Explain what stem cells are, where they are found, and how they may be used.
· Create diagrams and glossaries to illustrate their knowledge of stem cells.
· Evaluate and defend or attack President Bush's ruling on federal spending for stem cell research.

Materials needed:
· Internet access
· Paper and colored markers or pencils, or appropriate software and printing capabilities for brochure or Web site production.

Teaching Strategy
I. Introduce the topic of stem cell research. Pass out a set of headlines from papers across the country. Ask students what they've heard about stem cells. Accept any responses. Then ask what must be done before one can evaluate or make a judgment about controversial issues. Hopefully, the students will respond with "research" or "find out more about it" which is exactly what they will be doing in class.

II. Divide the class into groups of three students each. At this point, you may assign particular viewpoints (it can be beneficial to learn to argue the opposite of what one truly believes) or you may decide to let each group decide which viewpoint they'll choose. Three viewpoints could include:

1.full support of Bush's limited funding of stem cell research, perhaps a government agency like NIH
2. against the strict limits of Bush's plan, perhaps a university research team
3. against any use of embryonic stem cells, perhaps a religious-affiliated or bio-ethics group

Within the cooperative groups, the students should be assigned a particular role. The roles for this assignment could include:
Researcher- responsible for finding and sharing information
Recorder- responsible for writing responses to questions and completing the written parts of the brochure
Designer- responsible for designing the brochure and choosing or creating the diagrams or drawings that will be included in the final product.
Be sure to remind the students that even though they may have specific roles in their groups, that they are all equally responsible for learning the material.

III. Direct students to Newshour's Web site on stem cells at: http://www.pbs.org/newshour/health/stemcells.html . Be sure to point out that the Web site has video and audio elements along with the text. Allow the students to explore the site on their own and collect information for their brochures OR direct them to specific pages with guiding questions to ensure that they collect the desired information. Examples of questionnaires are included at the end of this plan.

IV. For more supporting information for the different viewpoints about Bush's decision, direct students to the Newshour page "Reaction to Bush's Decision" at http://www.pbs.org/newshour/bb/health/july-dec01/ethics_8-10.html
Other sites that provide more insight into the varying viewpoints include:
Yahoo news sites:
"Bush's Stem Cell Decision Gets Mixed Reviews" at http://dailynews.yahoo.com/h/nm/20010810/ts/stemcell_dc_14.html
"Most Americans Support Bush Stem-Cell Decision-Poll at http://dailynews.yahoo.com/h/nm/20010814/ts/stemcell_polls_dc_2.html

V. Provide a scoring guide that will be used to evaluate the completed brochures. It would be helpful to have on hand some pamphlets or brochures on other scientific topics for students to examine for design and layout ideas. The student-created brochures should:
-be graphically pleasing
-consist of several pages (tri-folded paper, perhaps)
-have a clear title
-accurately explain what stem cells are
-explain what stem cells can be used for
-explain how stem cells are obtained
-have supporting drawings or diagrams
-include a glossary of terms involved with stem cell research
-clearly present the assigned or chosen point of view
-justify the point of view with supporting detail
Assessments:
· The final product-the advocacy brochure itself
· Completed questionnaires from Web research
· Active participation in project
· A quiz on the science of stem cells, perhaps (based on the questionnaires.)

Extensions:
Have a formal debate about federal funding of stem cell research.
Prepare editorials on both sides of the issue.
Submit best essays to NewsHour Extra for possible publication.

The questionnaires:

From "For Students: Political Science" at http://www.pbs.org/newshour/extra/features/july-dec01/stem_cells.html

Printout

1. What is the controversy all about?
2. What elements of stem cell research can be funded by federal money and what cannot?
3. What is a stem cell?
4. What does pluripotent mean?
5. Where are stem cells found?
6. What type of stem cells is more useful, according to most scientists?
7. What is an embryo?
8. What is a blastocyst?
9. What happens to the embryo once stem cells are removed?
10. What are some possible potential uses for stem cells?
11. Why are some people opposed to stem cell research?
12. What do the proponents of stem cell research have to say?

From "President Bush to Allow Funding for Limited Stem Cell Research" at http://www.pbs.org/newshour/bb/health/july-dec01/bushspeech_8-9.html

Printout

1. Where would the stem cells for research come from?
2. What is in vitro fertilization?
3. What happens to the left over embryos after a couple has successfully had children?
4. What are the other sources of stem cells?
5. Why do scientists prefer the embryonic stem cells?
6. Why should United States use federal funding for scientific research?
7. What ethical questions did President Bush have to consider before making his decision?
8. What is the connection between stem cell research and cloning?
9. According to President Bush, how many stem cell lines exist?
10. What was Bush's final decision about funding stem cell research?

Correlation to National Science Standards (from the National Science Education Standards site at http://books.nap.edu/html/nses/html/6e.html)

Content Standard E: Understanding Science and Technology
Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research.

Content Standard F: Science in Personal and Social Perspectives
Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge.

Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science- and technology-related challenges. However, understanding science alone will not resolve local, national, or global challenges.
Progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.

Author Viki Babcock taught biology and physical science for 5 years at Hannibal High School in Hannibal, Missouri. She is currently teaching biology, zoology and botany at DeSoto High School in DeSoto, Missouri. Viki has written lesson plans for PBS TeacherSource (To Heal a Heart and The West) and for Frontline (The Lost Children of Rockdale County).

To find out more about opportunities to contribute to this site, contact Leah Clapman at lclapman@newshour.org