Genetic testing ethics debate
Students debate whether prospective parents should pursue carrier screening and prenatal genetic testing.
Two-sentence written reflection naming the strongest opposing argument encountered during the debate.
- 1Do thisStudents debate whether prospective parents should pursue carrier screening and prenatal genetic testing.
- 2Use this resource
- 3Submit thisExit ticket: Two-sentence written reflection naming the strongest opposing argument encountered during the debate.
- 4Submit it here
- 1CMSD website. Go to clevelandmetroschools.org and click the Clever button.
- 2Clever. Clever opens. Sign in if it asks.
- 3Microsoft (district) login. Use your district Microsoft account (the one for school).
- 4Schoology. Open Schoology, then your class, then Assignments, and find the file named below.
The file to submit is named: Principles of Biomedical Technology (Principles of Biomedical Science) › Unit 2.2 to 2.3: Chromosomal abnormalities, genetic risk, family evidence, diagnosis from mixed data. › Exit ticketOpen Schoology
Read to prepare for today
Vetted sources picked for today's question. Skim these before you take a position or start the work, so your argument and evidence are grounded.
- CER:
- Claim, Evidence, Reasoning — make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure — the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities — you open it through Schoology.
Minute-by-minute · 80-minute block
💡 Big idea: Who should decide whether a family pursues genetic testing, and what ethical duties come with that knowledge?
- 0-8 minHook: read the carrier couple case silently, annotate one question you have.
- 8-18 minDefine vocabulary: carrier, recessive, genetic risk, informed consent.
- 18-35 minStance selection and evidence gathering (2 points per side).
- 35-60 minStructured debate in assigned roles; teacher facilitates with vocabulary prompts.
- 60-72 minIndividual reflection: write two sentences naming the strongest opposing argument.
- 72-80 minWhole-class debrief and exit-ticket submission.
- • Today we tackle a real dilemma families face: should you test before you know there is a problem?
- • Genetic technology can reveal risks decades before symptoms appear, but that information carries weight.
- • You will argue both sides, then reflect on the strongest counterpoint, which is the mark of a scientific thinker.
- • This connects directly to WebXam 072110 content on biotechnology research and handling genetic data responsibly.
- 1Read a short case: a couple learns both partners may carry a recessive disease allele.
- 2Pick a stance and gather two evidence points on benefits versus harms of testing.
- 3Define key terms: carrier, recessive inheritance, genetic risk, informed consent.
- 4Debate in assigned roles, citing autonomy, privacy, and potential discrimination.
- 5Write a two-sentence reflection naming the strongest opposing argument you heard.
- • Stake out a clear position supported by at least two evidence points.
- • Use carrier and inheritance vocabulary accurately during the exchange.
- • Carrier status and recessive inheritance patterns determine genetic risk for offspring.
- • Informed consent and genetic privacy are core ethical principles in testing decisions.
- • Genetic counselors help families weigh benefits, limitations, and emotional impacts of testing.
Your PLTW work today
Unit 2.2 to 2.3: Chromosomal abnormalities, genetic risk, family evidence, diagnosis from mixed data. · Genetic testing ethics debate
Day 1 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: Log in to myPLTW and open Lesson 2.2 Decoding a Diagnosis. Locate the bioethics or genetic-risk activity listed in the current lesson and read all prompts before the debate.
Read all prompts and submit your written response in myPLTW before leaving class.
You finished the DNA and protein modeling phase of Lesson 2.2 last week. Today continues Lesson 2.2 with its genetic-risk and carrier-screening focus. The bioethics reflection should be submitted by end of today.
Screenshot or note the completion checkmark in myPLTW and bring it to Friday tracker review.
All PLTW activities are completed inside the PLTW course environment — this page only gives direction. Submit producibles on Schoology.
Today's PLTW tracker
Check things off as you work, then submit. This tells Mr. Mendoza how you're doing so he can help the class. It does not replace turning in your producible on Schoology.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Unit 2.2 to 2.3: Chromosomal abnormalities, genetic risk, family evidence, diagnosis from mixed data. · Genetic testing ethics debate
Log in to myPLTW and open Lesson 2.2 Decoding a Diagnosis. Locate the bioethics or genetic-risk activity listed in the current lesson and read all prompts before the debate.
You finished the DNA and protein modeling phase of Lesson 2.2 last week. Today continues Lesson 2.2 with its genetic-risk and carrier-screening focus. The bioethics reflection should be submitted by end of today.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Students debate whether prospective parents should pursue carrier screening and prenatal genetic testing.
- Read a short case: a couple learns both partners may carry a recessive disease allele.
- Pick a stance and gather two evidence points on benefits versus harms of testing.
- Define key terms: carrier, recessive inheritance, genetic risk, informed consent.
- Debate in assigned roles, citing autonomy, privacy, and potential discrimination.
- Write a two-sentence reflection naming the strongest opposing argument you heard.
Exit ticket: Two-sentence written reflection naming the strongest opposing argument encountered during the debate.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Read a short case: a couple learns both partners may carry a recessive disease allele. | _______ |
| Pick a stance and gather two evidence points on benefits versus harms of testing. | _______ |
| Define key terms: carrier, recessive inheritance, genetic risk, informed consent. | _______ |
| Debate in assigned roles, citing autonomy, privacy, and potential discrimination. | _______ |
| Write a two-sentence reflection naming the strongest opposing argument you heard. | _______ |
Working solo? Put your own name in "Who" for every row.
- Stake out a clear position supported by at least two evidence points.
- Use carrier and inheritance vocabulary accurately during the exchange.
Resources & readings
Hand-picked materials for this lesson. Class file items open the document directly; the rest are vetted readings and interactives from other biomedical programs.
WebXam practice
Cumulative WebXam review
A quick mixed-review pulling questions from earlier units plus today, so the WebXam material stays fresh.
Where this leads — careers
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
What to do if you were absent
Structured small-group debate: Should at-risk couples be required to receive genetic counseling before testing? Assign pro, con, and counselor roles.
NHGRI Genetic CounselingThen submit your Exit ticket on Schoology.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
NHGRI genome.gov- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedTurned in the right way (Schoology for routine work) and confirmed.
Drop your Wed, Oct 21, 2026 · Genetic testing ethics debate here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
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