Ethics in Science

Overview

In this lesson (Lesson 18 of 20), students explore ethical decision-making in science, focusing on how scientific research and environmental responses affect people, ecosystems, and future choices. This builds from earlier Earth and Space learning by linking “how we investigate” to “how we should act”.

Learning intentions

Students will:

• examine ethical, environmental, social and economic considerations of scientific proposals
• discuss how ethical issues can influence what research is carried out and how it is reported
• evaluate claims using evidence and identify missing information or potential bias
• reflect on how scientific ideas can affect communities and decision-making

Success criteria

Students can:

• explain one ethical issue in a science context and justify why it matters
• describe at least two potential impacts (ethical, environmental, social or economic) of a proposed scientific response
• use evidence (teacher-provided or from a short text) to support a claim, not just opinions
• identify one better question or additional evidence needed to make a more reliable conclusion

Curriculum links

• Students will align with AC9S8H03 by examining how proposed scientific responses may impact society and exploring ethical, environmental, social and economic considerations.
• Students will practise AC9S8I07 by constructing evidence-based arguments and considering ethical issues when using information.
• Students will draw on AC9S8H02 by recognising that cultural perspectives and world views can influence scientific knowledge and decisions.
• Where relevant to the class discussion, students will connect to AC9S8U03 by considering how humans respond to Earth system risks (e.g., hazard warnings), and the ethical implications of those responses.

Lesson structure (30 minutes)

1. 0–3 min · Retrieval and focus. Teacher asks: “What is an example of a scientific change that helps people, but could also create new ethical concerns?” Students share brief answers with the class.

2. 3–10 min · Mini-lesson: Ethics in science. Teacher explains ethics as questions about fairness, harm, consent, honesty, and responsibility; then models a “consider–impact–evidence” thinking routine for students. Students take notes using a simple 3-column template: Issue | Impact | Evidence needed.

3. 10–19 min · Case discussion: Research vs responsibility. Teacher provides a short scenario (read aloud) such as: “A space-agency team proposes to release satellite images to improve disaster response, but the images could also identify where people live and affect privacy. Another team proposes extra monitoring that could disturb local wildlife.” Students answer in pairs (or individually, for a class of 1):

• What ethical issue(s) are involved?
• Who might benefit, and who might be harmed?
• What environmental impacts could occur?

4. 19–25 min · Evidence-based argument. Teacher provides two short claim cards (e.g., “Publishing the images is always ethical” vs “Publishing images always reduces harm”) and one evidence statement to evaluate. Students write one claim + reason using the evidence statement, and add one sentence describing what extra evidence would make the claim stronger.

5. 25–28 min · Quick share and refine. Teacher asks students to read their argument aloud (or teacher reads and student adjusts). Teacher prompts: “Is your reasoning based on evidence, or on assumptions? What ethical principle guides your decision?”

6. 28–30 min · Exit ticket. Students complete a one-question exit ticket: “Choose one scientific response and list two impacts (ethical/environmental/social/economic) and one evidence you would need to judge whether it’s the best option.”

Resources

• Short printed scenario cards (teacher copies) with an ethical dilemma
• “Consider–Impact–Evidence needed” note template (one page)
• Two claim cards and one evidence statement card
• Exit ticket slips or one digital form for responses
• Whiteboard or screen for modelling the reasoning routine
• Highlighters or pens for colour-coding: ethical / environmental / social / economic

Assessment

• Teacher observation during scenario discussion: ability to identify ethical issues and potential impacts
• Review of the evidence-based argument writing: use of evidence and clarity of reasoning
• Exit ticket responses: accuracy and completeness of impacts + evidence needed

Differentiation

• Support: Provide sentence starters such as “An ethical issue is… because…”, “This could impact…”, “I need evidence about…”
• Support: Offer a limited choice list for impacts (ethical, environmental, social, economic) to reduce cognitive load
• Extension: Ask an extra “trade-off” question: “If the benefits are large, how should scientists and governments balance them against the harms or risks?”
• EAL/SEN: Allow oral responses to be recorded by the teacher; use clear, short sentences in scenario cards and repeat key terms during the lesson