Task
1: Medicines - Testing and using
a new drug
In pairs, students are required to sort out
the statements, arranging them in chronological
order. The statements could be copied and
laminated onto cards and a set of cards distributed
to each pair. The correct sequence is given
below: 7, 2, 5, 1, 13, 3, 10, 4, 6, 14,
15, 9, 11, 12, 8
Task 2: Optional task for
quicker groups. The number and types of
organisms used in testing have to be matched.
There is no way for students to deduce the
correct order: it is an ‘educated guess’.
They can pencil in their ideas, and, if
time permits, amend when given the correct
answer. Could be done as a whole class activity
by using an OHT copy of the task. This should
emphasise that only in the later stage of
screening are higher mammals used.
The correct answers are:
| Animals |
Numbers used |
| Mouse |
1,655,766 |
| Rat |
489,613 |
| Fish |
170,459 |
| Bird |
125,605 |
| Other Rodent |
60,521 |
| Rabbit |
23,356 |
| Hoofed mammal |
20,013 |
| Amphibian |
9,648 |
| Carnivore |
8,273 |
| Primate |
3,342 |
| Other mammal |
776 |
| Reptile |
341 |
| TOTAL |
2,567,713 |
Task 3: Students are
required to draw a table with two columns,
one with the heading ‘yes’, the other with
‘no’ then decide whether the statement suggests
that animal testing does or doesn’t work.
They then either copy the statements into
the correct column or cut and stick them in
place.
Correct answers: YES – A,E,F,D. NO: - B, G,
H, C.
Task 4: Animal testing -
What are the alternatives?
Students work in groups of three or four.
There is enough information for 9 groups although
by giving a group more than one card of information,
the task can be matched to whatever number
of groups are in the class. The information
sheets should be copied and laminated beforehand.
The students work in their group (let’s say
of four). Then: read over their information
sheet (2-5 min), summarise the information
(on A3 sheet) using diagrams, symbols BUT
only 20 words (10 min), three members of their
group move to three other groups to be taught
about another part of the alternatives to
animal testing-they record notes on worksheet
2. The fourth member stays to teach three
members from other groups (5 min). The students
continue to move around the room until all
of the other groups have been visited (10-15
min). Students return to their original group
to teach each other about what they’ve learnt.
All should have completed worksheets. |
