Objectives (5 - 7 minutes)

1. Introduce the concept of Bioethics and its importance: The teacher should ensure that students understand what bioethics is and why it is a significant and relevant field of study. This involves discussing the relationship between science, technology, medicine, and ethics, and how bioethics helps guide decision-making in these areas.

2. Explore Bioethics in practice: The teacher should present practical examples of bioethical issues that arise in medicine and scientific research. This may include topics such as organ transplantation, genetic engineering, animal testing, among others. The goal is to show students how bioethics applies in real life and why it is essential for society.

3. Develop critical thinking skills: The teacher should encourage students to think critically about the bioethical issues presented. This may involve analyzing different perspectives, considering long-term implications, and formulating arguments based on ethical principles. The objective is for students to become capable of making informed and ethical decisions regarding bioethical issues.

   Secondary Objectives:

   • Promote classroom discussion: The teacher should encourage active student participation, promoting group discussions and debates. This helps deepen students' understanding and develop their communication and argumentation skills.
   • Connect bioethics to other philosophical themes: The teacher can take the opportunity to connect bioethics to other philosophical topics, such as morality, right to life, freedom, among others. This helps show students how philosophy can be applied to practical and relevant issues.

Introduction (10 - 15 minutes)

1. Review of previous concepts:

   • The teacher should start the lesson by reminding students of previous concepts that will be useful for understanding the current topic, such as ethics, morality, science, and technology. This can be done through a brief theoretical review or by questioning students to express their own definitions and understandings of these concepts.

2. Problem situations:

   • The teacher can then present two hypothetical situations involving bioethical dilemmas. For example, one situation could involve the decision to allow or not the use of genetic therapies to prevent hereditary diseases, and the other could be about the use of animals in medical research. These situations should be chosen to spark students' interest and initiate a discussion about the importance and complexity of bioethics.

3. Contextualization:

   • The teacher should then contextualize the topic, explaining how bioethics is present in various areas of everyday life, from medicine and scientific research to food production and environmental protection. This can be illustrated with current examples, such as the discussion on the genetic editing of human embryos or the use of genetically modified organisms (GMOs) in agriculture.

4. Capturing students' attention:

   • To capture students' attention and spark their interest, the teacher can share some curiosities or stories related to bioethics. For example, they can mention the case of Henrietta Lacks, whose cells were collected without her consent and became the basis of many important medical research. Another curiosity could be the story of the first heart transplant surgery, which raised bioethical questions about life and death.

5. Introduction of the topic:

   • Finally, the teacher should formally introduce the topic of the lesson - Science and Bioethics - and explain that the lesson will focus on understanding what bioethics is, how it applies in practice, and how we can use philosophy to reflect on these issues.

This Introduction scheme aims to spark students' interest, contextualize the topic, review relevant concepts, and prepare the ground for a deeper exploration of bioethics in the lesson.

Development (20 - 25 minutes)

1. Theory Presentation (10 - 12 minutes):

   • Definition of Bioethics: The teacher should start by presenting the definition of bioethics, which is ethics applied to life problems, especially in relation to medicine and biological research. It is important to emphasize that bioethics is not a science, but a discipline that combines ethics with biomedical and scientific knowledge.
   • Origin of the Term Bioethics: The teacher should explain that the term 'bioethics' was coined by Van Rensselaer Potter, an American biochemist and oncologist, in 1970. Potter first used the term in an article published in the journal 'Perspectives in Biology and Medicine'.
   • Principles of Bioethics: The teacher should present the four fundamental principles of bioethics: autonomy, beneficence, non-maleficence, and justice. Each principle should be explained in detail, and practical examples should be provided to illustrate how these principles apply in real-world situations.
   • Areas of Application of Bioethics: The teacher should discuss the main areas of application of bioethics, such as medicine, scientific research, genetics, biotechnology, public health, ecology, among others. For each area, the teacher should present examples of bioethical issues that may arise.

2. Practical Activities (10 - 13 minutes):

   • Group Discussion: The teacher should divide students into small groups and assign each group a bioethical question to discuss. The questions can be based on hypothetical situations or real dilemmas in medicine and scientific research. Students should use the principles of bioethics to analyze the question and formulate an ethical argument. After the discussion, each group should present their argument to the class.
   • Case Analysis: The teacher should present a real case study involving a bioethical issue. The case study can be a news article, a documentary, a podcast, or any other resource that is relevant and interesting to students. The teacher should guide students in analyzing the case study, helping them identify the bioethical principles involved, the different perspectives at play, and the ethical implications of the situation.
   • Role-Playing (Simulation): The teacher can organize a role-playing where students play different parts in a bioethical conflict. For example, students can simulate a medical ethics committee deciding whether or not to allow the use of a new genetic therapy in humans. This activity helps students understand the complexity of bioethical decisions and develop their argumentation and decision-making skills.

3. Review and Reflection (3 - 5 minutes):

   • Class Discussion: After the practical activities, the teacher should promote a class discussion to review the concepts and ideas presented, and to allow students to share their reflections and learnings. The teacher should encourage the participation of all students and ensure that discussions are respectful and productive.
   • Connection to Theory: During the discussion, the teacher should make the connection between the practical activities and the theory presented, in order to reinforce students' understanding of the principles of bioethics and their application in practice.
   • Final Reflection: The teacher should conclude the lesson by asking students to reflect on what they have learned. Students can be encouraged to write a short paragraph in their notebooks, answering questions such as: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.

This Development scheme combines theory presentation with practical activities and reflections, allowing students to explore bioethics in an active and engaged manner. Group activities promote discussion and collaboration among students, while case analysis and role-playing stimulate critical thinking and ethical decision-making.

Return (8 - 10 minutes)

1. Review and Summary (2 - 3 minutes):

   • The teacher should start the Return by recalling the main concepts covered during the lesson. This may include the definition of bioethics, the four fundamental principles (autonomy, beneficence, non-maleficence, and justice), and the areas of application of bioethics.
   • The teacher should also highlight the skills that were developed during the lesson, such as critical thinking, ethical argumentation, informed decision-making, and the ability to consider different perspectives.

2. Connecting Theory with Practice (2 - 3 minutes):

   • The teacher should explain how the practical activities, such as group discussions, case analysis, and role-playing, helped to concretize the theoretical concepts presented.
   • The teacher should emphasize that bioethics is not just a set of abstract principles, but a practical tool that we can use to think about complex issues in science and medicine.

3. Reflection Questions (2 - 3 minutes):

   • The teacher should ask some reflection questions so that students can think about what they have learned. These questions may include:
     1. 'What was the most important concept you learned today?'
     2. 'What questions have not been answered yet?'
     3. 'How can you apply what you learned today in your daily life or future career?'
   • Students should be encouraged to share their answers, either orally or in writing. The teacher should provide positive and encouraging feedback to all answers, and should try to connect students' answers with the theoretical and practical concepts of the lesson.

4. Feedback and Evaluation (1 - 2 minutes):

   • Finally, the teacher should ask students to evaluate the lesson. This can be done anonymously, through small pieces of paper where students write what they liked about the lesson and what they think could be improved.
   • The teacher should thank the students for the feedback and ensure that they will take into account the students' comments to improve future lessons.

This Return scheme allows students to consolidate what they have learned and reflect on the relevance of the topic to their lives. Additionally, the teacher has the opportunity to assess the effectiveness of the lesson and make adjustments for future classes.

Conclusion (5 - 7 minutes)

1. Summary of Contents (1 - 2 minutes):

   • The teacher should summarize the main contents covered in the lesson, reiterating the definition of bioethics, the four fundamental principles, and the areas of application.
   • They should also recap the critical thinking skills, ethical argumentation, and informed decision-making skills that were developed, highlighting the importance of these skills for students' daily and professional lives.

2. Connections between Theory, Practice, and Applications (1 - 2 minutes):

   • The teacher should explain how the lesson connected bioethics theory with practice through group activities, case analysis, and role-playing.
   • They should also emphasize how bioethics applies in different areas of life, from medicine and scientific research to food production and environmental protection.

3. Extra Materials (1 minute):

   • The teacher should suggest some extra materials for students who wish to deepen their knowledge of bioethics. This may include books, articles, documentaries, podcasts, websites, and online courses.
   • Some examples of resources could be: 'Principles of Bioethics and Ethics in Scientific Research' (book), 'The Bioethics Podcast' (podcast), and 'Introduction to Bioethics' (online course).

4. Relevance of the Topic (1 - 2 minutes):

   • Finally, the teacher should emphasize the importance of bioethics for society. They should explain how bioethics helps protect the rights and dignity of individuals, ensure justice in the distribution of health resources, and guide biomedical research and innovation.
   • They should also highlight that bioethics is not only relevant for doctors, researchers, and legislators, but for all of us, as we are all affected by bioethical issues at some point in our lives.

This Conclusion scheme allows students to see bioethics as a relevant, interesting, and important topic, and encourages them to continue learning and reflecting on the subject. Additionally, it provides students with additional resources to deepen their knowledge and skills in bioethics.