Animal Experimentation
Title: Animal Experimentation
Author: Sarah White
Grade Level: 10–12
Summary of Lesson
Students will examine the benefits and drawbacks of animal experimentation and write a
position paper on the topic.
Focus Question
Should humans use animals in psychological research?
Database: Opposing Viewpoints in Context
Procedures:
Steps/Activities by the teacher:
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In a class discussion, ask students what they think about animal experimentation.
Explain that animal experimentation is often used in psychological research. An example
of this might be Ivan Pavlov's experiments with dogs.
Divide the class into two camps: one side should be for psychological experimentation on
animals and the other should be against animal experimentation.
Allow students time to access the Opposing Viewpoints in Context. Direct students to the
Animal Experimentation topic page. The students should look for articles that support
their assigned position on this issue.
Ask students to find at least three articles that support their positions.
When students have finished, they should split into their respective camps and try to
answer the following prompt: "Agree or disagree: is it necessary and ethical for humans
to use animals in psychological research?"
When each camp has finished their discussions and answered the prompt, each camp
should elect a volunteer to present their argument to the class.
In a class discussion, talk about the advantages and disadvantages of using animals in
psychological experiments. Ask students to consider how using animals in experiments
has an impact on people.
Steps/Activities by student(s):
 Think about animal experimentation. Do you agree or disagree with using animals in
psychological experiments?
 Your teacher will break you into two camps. One side will be for animal experimentation
and the other side will be against animal experimentation.
 Access the Opposing Viewpoints in Context and select Animal Experimentation from the
topic page. Find at least three articles that support your assigned position.
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In your group, discuss the articles you have read. Use the information you have found to
answer the following prompt: "Agree or disagree: is it necessary and ethical for humans
to use animals in psychological research?"
Elect a group member to present your argument to the class.
After each group presents, participate in a class discussion about the advantages and
disadvantages of using animals in psychological experiments. Think about how using
animals in experiments has an impact on people.
Outcome: Students will locate research that supports an opinion on the use of animals in
psychological research.
Related Activities: This activity can be easily integrated with the activities suggested.
English: Teachers may ask students to use the information they have found to write a
persuasive essay that explains why they feel that animals should or should not be used in
psychological research.
Learning Expectation: Students will use their research skills to find articles that support
an opinion on animal experimentation. They will then use this research to formulate an
argument for a classroom debate.
National Curriculum Standards for Social Studies
High School
III. People, Places, and Environments
Social studies programs should include experiences that provide for the study of people,
places, and environments.
Learners will be able to:
F. Evaluate the consequences of human actions in environmental terms.
VIII. Science, Technology, and Society
Social studies programs should include experiences that provide for the study of
relationships among science, technology, and society.
Learners will be able to:
A. Ask and find answers to questions about the impact of science and technology in
the past and present, and in different places and societies.
C. Seek and evaluate varied perspectives when weighing how specific applications of
science and technology have had an impact on individuals and societies in an
interdependent world.
D. Identify and select appropriate information from multiple sources with varied
perspectives for research into issues related to science and technology.
Standard Source: NCSS 2010
ISTE NETS for Students
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others. Students:
D.
contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
B.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media.
C.
evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
Standard Source: ISTE NETS for Students, 2007
Information Power; Information Literacy Standards:
Standard 1: The student who is information literate accesses information efficiently and
effectively.
Standard 2: The student who is information literate evaluates information critically and
competently.
Standard 3: The student who is information literate uses information accurately and
creatively.
Standard 9: The student who contributes positively to the learning community and to
society is information literate and participates effectively in groups to pursue and generate
information.
Standard Source: American Library Association, 1998