TELESCOPE is a set of scenarios and discussion prompts to support a debate on the ethical questions surrounding embryonic stem cell research and its applications. The materials were developed as part of a 2-day event culminating in a video conference debate between two schools, but the activities lend themselves equally well to in-class discussion and debate.

Prior knowledge needed

Students will need an understanding of what embyronic stem cells are, how an embryo develops and what invitro fertilisation (IVF) is. You may find the following materials useful to introduce key concepts prior to using the TELESCOPE discussion cards:

• Introducing stem cells powerpoint
• Stem Cell Stories short films
• All about stem cells group activity

T.E.L.E.S.C.O.P.E. stands for Trans-European Learning on Embryonic Stem Cells and debate Opinions on Policies in Europe. It was an initiative of the EU research project ESTOOLS, which has now closed. More information about the original event series is on the ESTOOLS website.

In this lesson, students will:

• Explain what stem cells are, where they are found, and how they may be used. 
• In small groups, create diagrams and glossaries to illustrate their knowledge of stem cells.
• Evaluate and defend or attack President Obama's ruling on federal spending for stem cell research, using authentic news stories.

Although blind since childhood as the result of an accident, Lucy has never given up hope that one day she might see again. So, when her ophthalmologist tells her about a study being conducted at the University Medical Center that might help her regain some sight, Lucy is eager to sign on. This case explores the use of adult stem cells and amniotic membranes to restore vision after traditional transplants have failed. It would be appropriate for students of biology, physiology, and health-related fields.

In this activity you will first produce an ethical matrix and then use it as a tool to discuss some ethical issues surrounding stem cells.

An extract from the BBSRC publication Stem cells - science and ethics (3rd edition).

Three discussion-based activities exploring the regulation of stem cell research. An extract from the BBSRC publication Stem cells - science and ethics (3rd edition).

Designed primarily for post-16 students to use themselves, the full booklet also contains classroom activities.

In this module, students will explore the scientific, conceptual, and ethical implications of embryonic stem cell research. Why should they care? The decision on whether to allow or ban stem cell research may have a signifycant impact on the lives and welfare of thousands if not millions of people. The reason the debate between advocates and opponents of stem cell research is so fierce is that the arguments used are based on deep seated beliefs about the nature and the status of human life and personhood. This lesson involves class discussion, small group and individual activities.

This dialogue based lesson includes a case study, 24 stakeholders' parts, an assessment rubric and poster building instructions to determine whether a stem cell research company should be granted a business license to operate.  Students take on roles of stakeholders or town council members. Prior background knowledge includes: stem cells, possible treatments using stem cells and stakeholders.

In this case study, a couple must decide what to do with unused frozen embryos from an in vitro fertilization procedure. Students form groups as stakeholders to discuss and present possible solutions.  Prior knowledge includes: what stem cells are, where embryonic stem cells come from, potential therapies using embryonic stem cells