Verbatim SoW objective: Stem-cell ethics discussion (links RE/PSHE).
Arrival
Look at this week’s fictional stem-cell proposal card. Point to one detail you notice.
Offer a private, predictable start. Do not require previous knowledge.
Starter
Recall three ideas from earlier lessons. Show one answer at a time.
- What is the name for a cell gaining a specialised job?
- What two cells follow mitosis and cell splitting?
- In which direction do particles spread by diffusion?
Today I can:
- I can name a possible benefit and risk.
- I can ask for evidence that tests a claim.
- I can justify further research without claiming a cure.
All pupils respond; reveal the answers only after attempts. Revisit success criteria.
I do
Watch the full model. Point to the step that answers today’s question.
Words
| Word | Meaning | Example |
|---|---|---|
| stem cell | a cell that can divide and form specialised cell types | Stem cells are being studied for possible medical uses. |
| benefit | a possible helpful result | A possible benefit would be replacing damaged cells. |
| risk | a possible harmful result or uncertain effect | A study must consider a risk to volunteers. |
| evidence | information that tests or supports a claim | The trial needs evidence of both benefit and harm. |
Full model: A fictional proposal may replace damaged cells. A possible harm is unknown. A careful study must measure both benefit and risk; possible use is not proven treatment.
Show me: Show me: is “it might help” evidence that the treatment already works?
Answer: No. It is a possible benefit; evidence from an appropriate study is needed.
Model one complete example; check every pupil’s response to the show-me question.
We do
Complete the missing step in the part-done model. Speak, then match the cards.
One-minute reset: use the agreed move, then return to one step.
Part-done model: Possible benefit: may replace damaged cells. Possible risk: ________. Evidence needed: a fair check of benefit and harm.
Speak first: Speaking: “The proposal may …, but the evidence must show …”
F · support: Give three colour-coded headings and a fictional benefit/risk card; pupil supplies the missing risk and one request for evidence.
M · explain: Explain why a possible benefit is not evidence that a treatment works.
H · stretch: Ask whether “support more research” and “approve a treatment for use” require the same strength of evidence; justify the distinction.
Which panel statement is not based on evidence? Choose it, then state the better question.
Ready to match.
Wait five seconds, gesture, then cue if needed. Support the route without supplying the missing answer.
We do 2
Choose one hinge answer. Show it at the same time as the group.
All-pupil hinge: A new fictional cell study reports improved movement but does not report harmful effects. Which review is justified?
Show one answer to the adult at the same time as everyone else. Point or use a card, too. Then explain to a partner.
Collect simultaneous responses, apply the decision rule and parallel hinge in the staff note.
Independent
A fictional stem-cell proposal lacks safety results. Decide what to test next.
One-minute reset: use the agreed move, then return to one step.
Talk before write: Speaking: “I would recommend … because …; I would also check …”
You can plan in any language.
F: Sort the fictional proposal statements under possible benefit, possible risk and evidence needed. A possible benefit is …; a possible risk is …
M: Explain why a proposal needs evidence of both effect and harm before a decision. The claim is not yet proven because we need evidence that …
H: Evaluate whether to support further research with a qualified reason, risk and evidence request. I would support/review further research if …; however, before treatment use I would need …
Go deeper: If a careful new study showed no improvement, how should the panel change its recommendation and why?
Early-finisher stretch — Research panel minute: Separate further research from routine treatment; explain the evidence needed for each.
Show it your way: point, sign, speak, draw, type, write, use a scribe or a staff-captured photo.
At lesson start choose one adult with supported pupils and one holding the group; swap during the week. Record independence and prompt level.
Try it with kit · prepared model
Kit: Large prepared fictional benefit, risk and evidence cards, desk mat
- Sort the prepared fictional cards under the three headings.
Risk: Loose model cards could fall onto the floor.
Safe: Keep cards on the desk mat and pick up any that fall.
Check the school risk assessment and exact prepared kit. This is optional model rehearsal, not a claimed core practical.
Review
Tell a partner what you changed after feedback. Mark a real edit // and read it back when asked ?.
One-minute reset: use the agreed move, then return to one step.
My feedback was … Name the actual point an adult or partner noticed. Make one true self-edit //. Ask “Read this back to me” ? if that helps.
Give a precise VF or NS(+) only when it actually happens. Invite a true self-edit and read-back.
Exit
Show what you know with a model and explain one reason.
Check today’s success:
- I can name a possible benefit and risk.
- I can ask for evidence that tests a claim.
- I can justify further research without claiming a cure.
What am I learning? I am learning to weigh a possible benefit and risk of stem-cell research using evidence.
My feedback was … Name what you heard at Review.
Next I need to … Add one precise piece of benefit or safety evidence you would request before deciding.
How I know: I can name a possible benefit and risk, then request evidence before recommending a next step.
Your teacher hears your answer and uses it to choose our next model, prompt or example.
Hear the answer privately in a valid mode and use it to change the next example or prompt.