Animal testing
Animal testing
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Resource from the ENGAGE project, which won 'best open educational resource (2017)'
1.2 million EU citizens have signed a petition for the complete ban of animal testing. Their argument being it is both unethical and not useful. In this activity students are asked to decide whether they agree. They apply their knowledge about how asthma affects the gas exchange system to examine evidence and decide if animal testing is essential to developing new asthma drugs. They also learn about how to use ethical thinking to make difficult decisions and study different ethical viewpoints.?
Learning objective
- Breathing: show how asthma affects the structure of the gas exchange system
- Examine consequences: Select the choice which maximises the benefits and minimises the harm. List relevant ‘we should, or should not’ rules that everyone should follow
Blueprint curriculum link
Lesson 1
- Unit: Tissues & organs
- Concept: Gas exchange: In gas exchange, oxygen and carbon dioxide move between alveoli in the lungs and the blood
- Learning stage: Apply
Lesson 2
- Skills: Decisions: Consider ethical implications and social, environmental and financial consequences
- Learning stage: Analyse
Activity contents
- Teachers guide
- Two powerpoint presentations (lesson 1 and 2)
These lessons are delivered as a zip file. After you checkout, you will be sent an email with the link to download them.
Weblinks
The European's commission's response
Their response to the petition (the 'Stop Vivisection' European Citizens' Initiative)
Arguments against the use of animal testing
Arguments for the use of animal testing
Animal testing in asthma research
This article outlines research that may lead to a new asthma drug which was developed using animal testing
A short video clip about the experience of having asthma and how animal research has contributed to treating asthma.
Q&A
For the Year 7 Mastery Practice book:
For the Y9/GCSE Mastery Practice Book:
It was written to help year 7 students learn to transfer the scientific knowledge to unfamiliar situation. It can also be used by students in other years to improve their understanding of the fundamental concepts. Learning to apply is what will give students access to the 60% of marks at GCSE that demand more than recalling content. The book uses a research-based approach to teach students how to solve different types of problems.
The Practice Book has a chapter on each unit in the year 7 curriculum, based on a 5-year curriculum and AQA's KS3 Science Syllabus. Download the sample material to see exactly what concepts and types of problems are included.
The first strategy studente need to learn is to evaluate the problem and what knowledge is needed to solve it. 'Detect' simulates how an expert looks at a question. They make sense of the situation, look beyond the superficial details to find the deep structure This allows them to recognise this as an example of a problem type they have seen before, and recall the organised information they need to solve - key concepts. It ensures that students avoid their inclination to just look at the keywords, and dive in risking misunderstanding the situation. Detect is broken down into smaller steps, usually: draw a diagram, show values, identify unknown, decide the concept
This encourages students to bring into their working memory all their existing knowledge, externalise it on paper (to reduce working memory demands), and then home in on what's relevant to solving the problem.
The third stage of the problem solving strategy is the actual solution process using the knowledge from Recall.The Solve starts by showing how to use the knowledge from Recall and models a step by step process of moving towards a solution for the problem.We teach students how to write answers scientifically, using a variety of structures like claim-evidence-reasoning, and problem-solution, and cause-effect.
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