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technology & ethics: activity ideas
Activity Ideas | Related Resources
- What Are Ethics?
Grade Level: 4-8; 9-12
Subjects: Social Studies; Reading & Language Arts; The ArtsBrainstorm with students about the meaning of "ethics" and "morals." What words come to mind? How are they different or similar? How do people apply ethics and morals to their everyday lives?
Especially, make sure they understand that the word ethical means "having to do with right and wrong" and that the word dilemma means "a difficult decision." An ethical dilemma, therefore, is a difficult decision someone has to make about whether something is right or wrong.
What are some current issues in the news which involve ethical dilemmas? Write the responses on the board. Examples include the scientific world, corporate America, government, and the press. What are some of the ethical issues being debated?
Ask students, in teams of four or five, to create a poster illustrating one of the issues that addresses both sides of the argument. Have them present them to the class.
Online Resources
Ethics Resource Center
http://www.ethics.orgReligion and Ethics Newsweekly
More Recommended Resources
http://www.pbs.org/wnet/religionandethics
- Technology: The Good, the Bad and the Ugly
Grade Level: 6-8; 9-12
Subjects: Social StudiesAsk your students to consider advances in technology over the past several hundred years, and discuss with them ways in which these advances have benefited human beings. Examples you might start out with are the printing press, electricity, the telephone, the automobile and airplane, and the computer.
For each example, draw a chart on the chalkboard with two column headings: Pro and Con. As students discuss the benefits of specific technologies, list them on the chart.
Next, ask students if they can think of any technological advances that have had negative effects on society. Before they continue the discussion of harmful side effects of technology, begin a second chart on the chalkboard with the column headings "Causing Environmental Pollution," "Depleting Natural Resources," "Causing Unemployment," and "Posing Ethical Dilemmas."
As students continue to discuss harmful side effects of technology, record their ideas on the chart. For example, if students mention the automobile, list it under "Causing Environmental Pollution" and "Depleting Natural Resources." If they mention the computer, list it under "Causing Unemployment" and "Posing Ethical Dilemmas." (You might make it clear that computers have posed privacy issues and freedom of speech issues.)
At this point, focus students' attention on the column headed "Posing Ethical Dilemmas." Discuss the dilemmas in further detail.
Online Resources
Online NewsHour: Pollution
http://www.pbs.org/newshour/bb/environment/jan-june02/air_1-18.htmlAmerican Experience: Technology Archives
More Recommended Resources
http://www.pbs.org/wgbh/amex/archives_themes_technology.html
- Ethics of Human Engineering
Grade Level: 6-8; 9-12
Subjects: Science & Technology; Reading & Language Arts; Health & Fitness; Social StudiesGenetic engineering and biotechnology have come a long way and are being used in a variety of ways to improve our quality of life. Scientists speak of amazing potential capabilities. But what are the limits? Should there be limits and who should set them?
Students can become aware of some of the existing and potential genetic engineering technologies through examining these online sources. Choose among the articles below, read them as a class and discuss, or read them individually. Then students should decide for themselves how they feel about the new technologies. They can start by taking the "Babies by Design" poll. To express their viewpoints, have the students write a science fiction short story, which describes the future of genetic engineering, and depicts their pro or con opinions about the ethics involved.
Online Resources
Online NewsHour: Stem Cell Research
www.pbs.org/newshour/health/stemcells.htmlEvolution: Babies by Design Poll
www.pbs.org/wgbh/evolution/humans/babies/Human Genome Project Information: Ethical, Social and Legal Issues
www.ornl.gov/hgmis/elsi/elsi.htmlHuman Genome Project Information: Medicine and the New Genetics
www.ornl.gov/hgmis/medicine/medicine.htmlThe White House: Remarks by the President on Stem Cell Research
www.whitehouse.gov/news/releases/2001/08/20010809-2.htmlStem Cell Research News
www.stemcellresearchnews.com/BBC News: Designing Babies: The Future of Genetics
news.bbc.co.uk/hi/english/health/newsid_590000/590919.stmTime.com: The Genetics Revolution
www.time.com/time/daily/special/genetics/cloning.htmlPrint Resources
Genetic Engineering: Science and Ethics on the New Frontier by Michael Boylan and Kevin E. Brown
More Recommended Resources
Genetic Turning Points: The Ethics of Human Genetic Intervention by James C. Patterson
Redesigning Humans: Choosing our Genes, Changing Our Future by Gregory Stock
- What Are We Eating?
Grade Level: 6-8; 9-12
Subjects: Science & Technology; Social Studies; Reading & Language ArtsMany scientists tout the benefits of genetically modified (GM) foods for agriculture, ecosystems, and health and well-being, including feeding the world's rapidly increasing population. But many consumer groups, environmental activists, and religious organizations warn of unforeseen health, environmental, and socioeconomic consequences.
Genetically-engineered crops have become increasingly present at supermarket and in farms. GM ingredients are found in virtually all breads, cheeses, sodas, and beers, and farmers have been raising GM food crops such as corn, soybeans, and potatoes since the mid-1990s.
Many people now wonder: What are we eating? Is it healthy? Is it ethical? Is it harmful to the environment?
1. Begin this lesson with your students by displaying examples of foods that have been genetically-engineered with those that have not been. (Some grocery stores voluntarily label produce that has been genetically engineered.) If actual samples of genetically-modified foods are not available, display photos and descriptions from Web sites, including the True Food Network site.)
Ask students if genetically-engineered foods look, smell or taste any different from those that are not genetically-modified. What makes genetically-modified foods distinctive?
2. Have students produce a poster, concept map or other creative presentation to explain how genetic engineering is done. Some groups might choose to write a song, perform a small skit, or act out the process. Each team should plan to display and explain their creative presentation at the beginning of the next class period.
3. Write the following quote on the board:
"Scientists are so preoccupied with whether or not they could, they don't stop to think if they should."
Ask your students to respond to this point. What are this person's concerns? Even if something is scientifically possible, should it be pursued? What are some of the other examples of controversial science that have been making the news in recent years?
Online Resources
Harvest of Fear
www.pbs.org/wgbh/harvestNewsHour Online: High-Tech Foods
www.pbs.org/newshour/bb/science/jan-june00/food_4-4.htmlHow Stuff Works: What Are Genetically-Modified Foods?
www.howstuffworks.com/question148.htmP.O.V.: "Hybrid"
www.pbs.org/pov/pov2002/hybrid/getinvolved_article.htmlCampaign to Label Genetically-Engineered Foods
http://www.thecampaign.org/main_label.phpPrint Resources
How the Cows Turned Mad by Maxime Schwartz
More Recommended Resources
- Genetic Counselor Pamphlets
Grade Level: 9-12
Subjects: Science & TechnologyTell students that they will take on the role of assistant to a genetic counselor. Instruct them to create an informational pamphlet about a particular genetic disorder that may be indicated through genetic testing. The students can choose from the following disorders:
- Huntington's Disease
- Tay-Sachs Disease
- Cystic Fibrosis
- Down syndrome
- Hemophilia
- Duchenne Muscular Dystrophy
- Turner's Syndrome
- Klinefelter's Syndrome
Students then research their chosen disorder to find answers to the following questions.
- How is this disorder inherited?
- What are the symptoms of the disorder?
- What are the current treatments for this disorder?
- Is there help available for families with this disorder?
- Who should have the test done?
- What is the procedure for test?
Online Resources
Understanding Gene Testing
www.accessexcellence.org/AE/AEPC/NIHWhat Is Genetic Testing?
www.lbl.gov/Education/ELSI/genetic-testing.htmlNewsHour Online: Genetic Testing
www.pbs.org/newshour/bb/health/jan-june01/genetest_06-07.htmlReligion and Ethics Newsweekly: The Ethics of Genetic Testing
More Recommended Resources
www.pbs.org/wnet/religionandethics/week453/cover.html
- Stem Cell Research
Grade Level: 6-8; 9-12
Subject: Science & TechnologyWrite the following question on the board: What is stem cell research?
Ask for volunteers to respond to this question, and track the answers on the board.
Next, ask students to read the following selection from the National Institutes of Health Primer on Stem Cells: http://stemcells.nih.gov/. For the purposes of this lesson, have students read through the preliminary introduction and section A of the Introduction, "What are stem cells and why are they important?" Also have them read the yellow box included in section A, titled "Stem Cells for the Future Treatment of Parkinson's Disease."
Have students develop and conduct surveys or polls to gauge public opinion regarding embryonic stem cell research. After conducting the surveys or polls, students could create charts or graphs to illustrate their findings.
Students could investigate other controversial issues in bioethics such as human cloning, DNA banking, genetic testing, and eugenics. Students may use the following sites to begin researching these areas.
Online Resources
The Ethics of Stem Cell Research
http://stemcells.ca/Bioethics.Net
http://www.bioethics.net/President's Council on Bioethics
http://www.bioethics.gov/Print Resources
The Human Embryonic Stem Cell Debate: Science, Ethics, and Public Policy by Suzanne Holland, Karen Lebacqz, and Laurie Zoloth
More Recommended Resources
- Intellectual Property in the Digital Age
Grade Level: 4-8; 9-12
Subject: Science & Technology; The Arts; Social StudiesMany people share the misconception that information found on the Internet is free and for all to use without permission. However, by collecting many images, sounds, and readings when creating a Web site you may be violating a person's intellectual property (IP) or copyright.
Begin this lesson by introducing your students to the concepts of intellectual property and copyright to your students. How are the two concepts similar and different? What are the various types of intellectual property? Why do laws protecting IP exist? How has the revolution in communications technology over the past decade complicated issues surrounding IP?
Definition: Intellectual property represents the property of your mind or intellect. Types of intellectual property include patents, trade marks, designs, confidential information/trade secrets, copyright, circuit layout rights, plant breeders' rights etc.)
Copyright protects the original expression of ideas, not the ideas themselves. It is free and automatically safeguards your original works of art, literature, music, films, broadcasts and computer programs from copying and certain other uses.)
You and your students may want to visit these Web sites for more information:
- NewsHour Online: Copyrighting in the Digital Age
http://www.pbs.org/newshour/media/digital_copyright/cases.html - Crash Course in Copyright
http://www.utsystem.edu/OGC/IntellectualProperty/cprtindx.htm#top - Intellectual Property on the Web
http://digitalenterprise.org/ip/ip.html
As an extension activity, form a debate in your class over the United States government or other decision-making body should exercise censorship of the Internet. What are the benefits and problems of censoring communication? Does your school ever censor any student-run publications or Web sites?
Online Resources
Culture Shock: The First Amendment:
http://www.pbs.org/wgbh/cultureshock/whodecides/firstamendment.htmlCenter for Democracy and Technology:
http://www.cdt.orgPrint Resources
Web and Software Development: A Legal Guide by Stephen Fishman
More Recommended Resources
Digital Copyright: Protecting Intellectual Property on the Internet by Jessica Litman
- NewsHour Online: Copyrighting in the Digital Age
- Journalism and Ethics
Grade Level: 6-8
Subject: Reading & Language Arts; Social StudiesComputers, satellites, and the Internet have caused profound changes in journalism. Many wonder if "new media" outlets -- Web-based magazines, e-mail news services, so-called "blogs" -- are governed by the same ethics that govern traditional print journalists. Have your students check out a variety of Internet-based news sites.
Discuss the differences between reading about a news event online, reading about it in a newspaper, and watching a TV news report.
Ask your students to imagine they are journalists. Ask them to write an essay about how news-gathering has been changed by the Internet. Do they think online reporters take as much care writing a story as print journalists do? What pressures do they face? Do your students believe the Internet has damaged or improved ethics in journalism?
You might want to invite a local reporter from the community newspaper to visit your class and answer questions how technology has affected the news media.
Online Resources
NewsHour Extra: The Ethics of Embedded Journalists
http://www.pbs.org/newshour/extra/teachers/lessonplans/iraq/embedded_3-27.htmlMedia Matters
http://www.thirteen.org/mediamatters/The Poynter Institute
http://www.poynter.org/Society of Professional Journalists
http://spj.org/ethics.aspPrint Resources
Journalism Ethics: A Reference Handbook by Eliot D. Cohen and Deni Elliot
More Recommended Resources
- Sharing the Music -- or Not?
Grade Level: 5-8; 9-12
Subject: Social Studies; MathThe legality of downloading music from the Internet has been a big topic with musicians, recording companies, software manufacturers and consumers who think free music is just great. That includes a lot of teens and pre-teens. What is legal to download and who can charge you legally and financially if you take music illegally?
Ask students to research what is legal now as far as downloading music from the Internet. They should find out who is working to create new laws dealing with this technology and how they are equating it to current copyright and other laws. Explore what musicians and record companies believe are the issues and what citizens interested in music believe are the issues.
Prepare a debate or panel discussion about this topic.
As a follow-up discussion, evaluate with your students policies that have been proposed over the years as ways of dealing with social changes resulting from new technologies (i.e.,censorship of the media, intellectual property rights or organ donation).
Have students conduct a survey of their community about online music. They should poll their fellow students, friends, parents, etc. about who uses the Internet to download music and what their opinions are concerning the legal and ethical issues involved. After students have compiled responses to their questions, have them break down the statistical information into percentages on bar graphs or tables. Instruct them to present their findings from the survey to the class.
For another classroom activity on this popular but controversial practice visit NewsHour Extra.
Online Resources
NewsHour Online: Online Music
http://www.pbs.org/newshour/bb/entertainment/jan-june02/napster_6-3.htmlPrint Resources
Sonic Boom: Napster, MP3, and the New Pioneers of Music by John Alderman
More Recommended Resources
All the Rave: The Rise and Fall of Shawn Fanning's Napster by Joseph Menn
Published: June 2003