Teacher’s Guide: Science, Medicine, and Animals 9
Activate Prior Knowledge: Ask students if they
have ever heard of a disease called epilepsy. Put the word epilepsy at the center of a concept web on the
board and write what students know about the disease in the outer circles of the web. Then add what scientists
know about epilepsy, such as its characteristics and treat- ments. See
http:www.ninds.nih.govdisordersepilep- syepilepsy.htm
for information. Perform the same web- bing activity for cancer. Explain that students will read
about the use of animals to further study these diseases.
Lesson 3 Student Worksheet
A. Read to Learn More: Use these questions to facil-
itate student comprehension of the text.
1. Page 14: What three biomedical research models
have been used to find drugs to treat epilepsy? [cell, tis-
sue, and organism models]
2. Pages 14:
What are some arguments both for and against using rat brain slices?
[Possible responses: For: dozens of slices from one brain reduce animals
used; Against: only useful in early research, and slices can’t predict response to a drug of an intact brain.]
3. Pages 15-16: Which animals are used most often
in research? What makes these animals helpful in study-
ing human disease? [Possible responses: rats and mice; they breed easily and may be genetically modified to
mimic humans.]
4. Pages 16:
Which genetically modified animals also called transgenics are used most often in research
and how have they been modified? [Mice that have been
modified to mimic human diseases.]
5. Page 18:
Why would a chemotherapy drug like Gleevec need to be tested on whole animal and human
models? [Possible responses: to test for side effects or to
find out whether the drug is effective when it is given to a whole organism.]
B. Questions for Discussion: Use the questions on
the student worksheet to engage students in a dialogue.
C. Minds-on Activity — Genetically Modified Animals:
Have students read the articles provided below or find other examples of the use of genetically
modified animals in research the Internet or on databases such as PubMed. In groups or individually, have students
choose one example of the use of genetically modified animals. Have them write a brief report on how the ani-
mals were modified and what scientists hope to learn from them. Students can share the reports in class.
General information on genetic modification: http:www.ncbi.nlm.nih.govbooksbv.fcgi?rid=hmg.cha
pter.2702 ,
Article links: http:www.cumc.columbia.edunewsreviewarchives
medrev_v2n1_0002.html http:dels.nas.eduilar_nilarjournal43_2Welfare.shtml
Alternate Lesson Plans
• Condense the Lesson half period: Have stu-
dents read the text and answer the comprehension questions for homework. Review the answers before
the class discussion.
• Extend the Lesson 1 period: Have students
complete the Minds-on Activity during class. Ask vol- unteers to share their graphs and responses and dis-
cuss the answers as a group.
LESSON 4: BASIC RESEARCH AND SAFETY TESTING
Chapters and Pages: The Concept of Basic Research,
Safety Testing, Cruelty Free pages 20-28
Number of Periods: 2
Lesson Summary:
In Lesson 4 students will consider whether animals should be used in research that has no
expected benefit to humans. Students also will examine the essential role of animals in product safety testing, in
light of historical instances where consumer products caused suffering and even death to humans.
Objective:
Students will recognize the goals of basic research and identify the stages in drug and consumer
product safety testing. Students will use their knowledge of product safety testing to make their own decisions
about a drug’s safety.
Vocabulary: antibacterial, clinical testing, evaluate,
fen-phen, Food and Drug Administration FDA, magnetic resonance imaging MRI, nuclear magnetic resonance
NMR, pathologist, preclinical research, toxicology
Activate Prior Knowledge: Brainstorm with students
all the products, other than food, that they put in or on their bodies. Suggest categories such as personal care
soap, toothpaste, shampoo, and sunscreen, for exam- ple, cosmetics, dietary supplements, and medications
both over-the-counter drugs and prescriptions. List items on the board. Point out that all of the items were once or
10 Teacher’s Guide: Science, Medicine, and Animals
still are safety tested on animals. Explain that the selec- tion students are about to read will provide more infor-
mation about the procedures scientists use to safety test many products on animals.
Lesson 4 Student Worksheet
A. Read to Learn More: Use these questions to facil-
