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Teacher’s book
www.giveandletlive.co.uk
A teaching resource for
secondary school students
about donating parts of your
body in life or after death
2
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resource is dedic
This educational
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Jeanette Crizzle
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Jeanette Crizzle
3
Contents list
Welcome to Give and Let Live
4
Delivering Give and Let Live
5
Give and Let Live resources
6
PSHE/PSD lesson
9
Activity sheet 1
11
Science lesson – blood
12
Activity sheet (2a+2b)
14
Science lesson – organs
16
Science lesson – bone marrow
19
Activity sheet 3 21
Religious Education lesson 22
Activity sheet 4
25
Fact sheet – Donating during life 26
Fact sheet – Donating after death 27
Fact sheet – It’s all in the mix 28
Curriculum links
29
4
Welcome to Give and Let Live
About Give and Let Live
Give and Let Live, from NHS Blood and Transplant, aims to provide students with the
knowledge and understanding of key issues relating to donating parts of their body, either
in life or after death, to help others. This updated resource is aimed primarily at the 14 to
16 age group, but can be used for other ages.
We aim for young people to consider:
•signing up to the NHS Organ Donor Register
•giving blood when they turn 17
•signing up to a bone marrow registry
•discussing the issues with their family and friends.
The reality is that there is a huge discrepancy between what people say they feel
about becoming donors and the number of people who actually do something about
it. The need for donors is urgent. The materials in this pack, along with the website
www.giveandletlive.co.uk, provide facts and figures relating to blood, organ, tissue
and bone marrow donation. There are real stories representing a range of experiences of
both giving and receiving donations, which will stimulate discussion and provide a basis for
presentations and further research.
Please include Give and Let Live as part of your studies this year and give young people the
chance to save a life.
Meeting your curriculum needs
Lesson plans and supporting Activity sheets are provided for you to deliver the key
messages relating to blood, organs, tissue and bone marrow donation. The students will
recognise that donation affects the lives and wellbeing of themselves, their families and
friends and is a highly relevant area of study.
PSHE/PSD/PSE – knowing that healthy lifestyles and the wellbeing of self and others
depend on information and making responsible choices.
SCIENCE – applications and implications of science, considering the use of contemporary
scientific developments and their benefits, drawbacks and risks.
RELIGIOUS EDUCATION – exploring the values and ethics associated with different major
UK religions on the issue of organ donation and transplantation.
For further curriculum guidance for the whole of the UK please see the detailed
links at the back of this pack.
Resources for a further 3 to 4 lessons which can be used in PSHE/PSD/PSE and Citizenship
are available on the website.
www.giveandletlive.co.uk
Delivering Give and Let Live
The way you choose to deliver these materials will be determined largely by the best
curriculum fit for your particular circumstances and the amount of time you have available.
Tailored lesson plans
This booklet contains five stand alone lessons, each lasting approximately one hour. Each
one contains material which is relevant to a particular curriculum area, and also enables
the students to find out about why donation is a worthwhile issue for them to consider.
Lessons include teachers’ notes and refer to a range of other materials for use in the
classroom and for homework.
PSHE/PSD/PSE lesson
Students learn about the serious shortage of donors in the UK and why we need far more
blood, organ, tissue and bone marrow for routine and life-saving operations. Sadly sometimes
these donations are simply not available.
The aim is to position the idea of becoming a donor as something the students can commit to
as they reach adulthood.
Science lessons
•Blood – The students find out what blood transfusions are and that they save lives every day.
They learn about the function of different parts of the blood, including the significance of
blood groups for matching donors and recipients.
•Organs – The students learn why there is an increasing shortage of organs; which organs
and tissue can be transplanted; they learn the function of the kidneys and consequences
of kidney failure and treatment options; they consider some ethical dimensions of donor
allocation.
•Bone marrow – The students learn about the function and location of stem cells and bone
marrow, the illnesses which are treated by bone marrow/stem cell transplant; the significance
of matching tissue types and the need for bone marrow donors from a wide range of
different ethnic communities.
Religious Education lesson
The students learn that all major UK religions support the principles of blood and organ
donation and consider some of the specifically different attitudes within the religions.
Sensitive issues
Please be sensitive to the views and cultural practices of ethnic or religious groups to which
your students may belong. See page 28 for the fact sheet.
You also need to be aware that some students may be affected directly by the issues under
discussion; for example, someone close to them may be seriously ill and receiving blood
regularly or may be waiting for a bone marrow or organ transplant. They may be ill themselves
and may have been told that now or in the future they will need a transplant. Or their lives may
already have been affected by knowing someone – a family member or friend – who has died
and become an organ or tissue donor.
Please use your discretion in the delivery of these materials
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Give and Let Live resources
The Give and Let Live resources are made up of this Teacher’s pack containing
lesson plans and the information you need to get started, as well as the website,
www.giveandletlive.co.uk, which has many more materials to enrich the learning
experience.
Core printed materials
All these materials are available in the printed pack and for download from the website.
Teacher’s book
This book contains the five one hour lesson plans and associated activity sheets for the
lessons. The lesson plans also contain extension and homework activities if required.
Towards the back of this booklet you will find three fact sheets, one covering donation
during life, one after death, and one about the need to attract donors from all walks of
life. Share these with your teaching group and use them as a stimulus for an introductory
discussion.
Student cards
The Student cards present a number of case studies about people who have been affected
by donation. They are supported by relevant facts, topics for debate and an invitation on
the reverse of each card to empathise with the patients and their families by ‘Getting into
their shoes’.
Additional support card
This provides stimulus for students who might have more difficulty forming their
arguments for debate.
ard
port c
l sup
itiona
Add
Activity sheet
Fact sh
eet
Stu
den
www.giveandletlive.co.uk
t ca
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On the website
The lessons all refer to materials on the website www.giveandletlive.co.uk and it is a
good idea to encourage students to use the site to find more information.
Facts about donation
This section of the site contains key facts about all areas of donation,
including ethnic and religious considerations.
Introductory film
A group of young people who are all first time blood donors talk
about their experience. The film will stimulate lively discussion and
gives information about why donors are needed for other types of
donation and what happens in a blood donation session.
The Donor Map
Students can find out how they can join the NHS Organ Donor
Register or a bone marrow registry, and find the blood service that is
relevant to them, depending where they live.
The Donor body
The Donor Body
This interactive tool shows the things that can be transplanted, including relevant facts and
a quiz to reinforce learning.
Virtual blood donation session
This is a step by step walkthrough of the process of giving blood and can
be found in the Facts about donation section of the website.
Filmed real stories
These films of people telling their stories about receiving donations of
blood, organs, tissue and bone marrow will help the students to connect
with the life and death issues facing patients from all walks of life.
Virtual blood donation session
Quizzes and interactive activities
There are three science-based interactive true and false quizzes (for blood,
organs/tissue and bone marrow), and an interactive game about donation
called Body Bingo. Each will work well as introductions or to round up
learning. There is also an interactive letter template called Points of View,
to help students construct a letter to a religious leader as part of the Religious
Education lesson.
Additional downloads
There are a number of additional materials in the
Teachers’ zone of the website:
•PowerPoint presentation for each Science
lesson and the Religious Education lesson.
•Extension activity sheets for blood and organs
lessons
•Kidney matching exercise cards
•Additional lesson plans and activity sheets
for 3 to 4 lesson approach to PSHE/PSD/
PSE and Citizenship
Introdu
ctory fi
•Sample questionnaire questions for use in
lm
the 3 to 4 lesson approach.
•Religious education news stories.
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Lesson plans and Activity sheets
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Website
Film
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Interactive activity
Activity sheet
Download
PowerPoint presentation
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Student card
As you move through the slideshow
optional questions appear in Notes.
To see the notes, open the Slideshow,
go to the View menu and select Notes
Page.
PSHE/PSD/PSE lesson
(Approximately one hour)
Learning outcomes
•All students will: understand that becoming a blood, organ, tissue or bone marrow donor is an important issue
for them to consider as, without the contribution of volunteer donors, people will die.
•Most students will: also know that there is a shortage of donors in the UK. They will know that people can
donate during life and after death.
•Some students will: also understand some of the wider issues about donating and receiving blood, organ, tissue
and bone marrow.
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Starter activity (10 Min)
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Look at the introductory film on the website.
•Following the film, ask the students to identify some of the key points
made. For example, did they know there was a shortage of donors? Is this
something they have ever thought about before?
•Do any of the students know someone who has received a blood, organ,
tissue or bone marrow donation?
•Do they know any donors?
•Have any of them thought about becoming a donor?
Whole class activity (10 Min)
Play the Body Bingo interactive game. Ask the students to give their
‘best guess’ for each of the questions and take a vote on the most likely
answer.
After you have played the game talk about the following:
•What do the students think stops people from becoming donors?
•Relating the idea of becoming a donor to their own lives, what sorts of
things might put them off actually doing it?
Talk about real life examples, either from the students’ own experience or
using the filmed Real stories on the website. The filmed case studies of
Victoria Penn and Adrian Turner amongst a series of others can be used for
this discussion.
You could look at the Student card about Olivia, whose life was saved
by a bone marrow donation, or perhaps Sally Slater who was kept alive by
donated blood during her heart transplant.
•Which stories have made the most impact on the students, and why?
•What would have been the outcome for the people they know or those
in the case studies if no donors had been found?
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PSHE/PSD/PSE@lesson
(Continued)
Group work (25 Min)
Ask the students to work in small groups to prepare a three minute
presentation which raises awareness of the issues around donation. Students
can browse the website for information and also use the Student cards.
Divide the class so that each group includes answers to one or two of the
following questions in their presentation.
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•Which parts of the body can be donated?
•Which parts can be donated during life and which after death?
•Where and how do we give blood?
•Why do hospitals need a regular supply of donated blood – what do they
use it for and how much do they need?
•What is bone marrow? Why do people donate it?
•Examples of how donation has saved someone’s life.
•Currently 10,000 people in the UK need an organ transplant, so why do
we need millions to join the NHS Organ Donor Register?
They might also include the following:
•How to become a blood donor at 17 or pledge to become one.
•How to sign up on the NHS Organ Donor Register.
•How to sign up on a bone marrow registry.
With less time available or less able students, teachers could consider a
poster design activity, instead of presentations.
Ask the students to complete Activity sheet 1 (page 11) in which
they write a letter to the editor of a local newspaper persuading readers to
become blood donors or join a blood marrow registry or the NHS Organ
Donor Register.
Plenary (15 Min)
Watch the Group work presentations and allow time for questions and
constructive comments.
•Ask again how students feel about becoming donors. Have their attitudes
changed?
•What are the most powerful arguments for becoming a donor in the
future?
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You can use these extension activities as the basis for a follow up lesson, or as a homework task to consolidate
learning.
Ask a group to select a subject area; blood, organs, tissue or bone marrow, and to choose one or more of the topics
for ‘Live debate’ from the back of the Student cards.
•They can extend their understanding of the issues by completing one or more of the topics from ‘Getting into
their shoes’.
If you have more time you could run the three to four lesson approach that you’ll find on the website,
which is appropriate for PSHE/PSD/PSE and Citizenship teaching.
www.giveandletlive.co.uk
Activity sheet 1 – Spreading the word
11
Fact file
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Dear Editor
www.giveandletlive.co.uk
Letter to the Editor
Have your say!
Write a letter to the editor of
your local newspaper in which
you persuade the readers to
become blood donors, join a bone
marrow registry or join the NHS
Organ Donor Register. Include
one or more of the facts and use
persuasive phrases.
12
Science lesson – blood
(Approximately one hour)
Learning outcomes
•All students will: understand what a blood transfusion is, and that transfusions save lives every day; appreciate
that many people require blood transfusions at some point in their lives; understand that medical advances
mean the demand for blood transfusions is constant; be able to give active thought to becoming blood donors
themselves.
•Most students will: know the functions of the parts of the blood; know that these are used for different
purposes in different situations and give reasons for needing a blood transfusion; know that blood group is an
inherited feature and that only certain groups are compatible with one another; understand the need for regular
blood donation to meet demand.
•Some students will: understand the nature of some diseases that need blood transfusions; be able to explain
why donors are needed from all ethnic backgrounds.
@
Starter activity (15 Min)
Take students through the blood true and false quiz on the website.
This quiz recaps what students already know about blood, to address
misconceptions, and to get them thinking about why someone might need a
blood transfusion.
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Cue up the blood PowerPoint presentation from the website. Explain
parts of the blood and their functions: red and white blood cells, plasma and
platelets (see slides 1–5).
Explain blood donation and blood groups (see slides 6–8). The last slide
(slide 9) is provided for a detailed explanation of blood types and antigens.
You may wish to use the blood type calculator on www.blood.co.uk/pages/
blood_type_calculator.html, although you should be sensitive to the issues it
may throw up in relation to biological parents.
Science lesson – blood
13
(Continued)
Whole class activity (15 Min)
By working through this exercise, students apply their scientific knowledge
and understanding to an unfamiliar situation (a blood donation session).
Through this, the process of giving blood is demystified and demonstrated to
be safe and routine.
@
Answers (sheet 2b):
finish.
1. All through the session, start to
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2. 23,000.
In pairs, using either the whiteboard or networked computer stations, students
go through the Virtual Blood Donation Session step-by-step.
that
3. In case there is new information
d.
might mean you can’t give bloo
Pairs swap answers. Work through them as a class, marking as you go.
d
4. To check you can give informe
d
consent and to make sure your bloo
will be safe.
Plenary (10 Min)
infection.
5. You might have picked up an
nd
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6. Pulse.
Issue Activity sheet 2 (pages 14–15). There are two versions of this
Activity sheet available for differing ability levels; sheet 2a is suitable for lowmid ability or younger students, sheet 2b is for more able students.
Recap of main points:
•What is the most interesting new thing you’ve learned in this lesson?
•What are the four parts of blood?
•Name some situations when you would need a blood transfusion. Why
are more blood donors needed, and why are regular donors especially
valuable?
•Who thinks they will become donors when they’re 17?
•Explain the Pledge on the website.
•How can you register as a blood donor?
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7. It’s a legal requirement.
to the
8. Carries oxygen from the lungs
rest of the body.
ce of
9. For safety, to prevent any chan
infection passing between donors.
10. British Bone Marrow Registry.
11. About 10 minutes.
12. Stops blood from clotting.
and
13. Red cells, platelets, white cells
plasma.
14. Three times a year.
15. Road accidents or operations.
16. The liquid in which blood cells
suspended.
are
Extension/homework activities
You can use these extension activities as the basis for a follow up lesson, or as a homework task to consolidate
learning.
•Blood money: Should people be paid for their blood? List the pros and cons. What do you think? (suits all
abilities).
•Frontiers of science: Research synthetic blood. What would be the advantages? What success has there been?
Why is it such a difficult issue? (suits higher ability).
To reinforce learning about blood groups, work through the blood extension Activity sheet which can be
downloaded from the website. Tip: There is a number of possible solutions to this activity. Type O patients can only
receive donations of Type O blood, so these people should be matched first. Sickle cell anaemia needs red blood
cells and haemophilia needs platelets.
Activity sheet 2 (a) – Blood donation session
14
Watch the Virtual Blood Donation Session on the website – don’t just
listen to the voiceover, read the text too!
What happens when you give blood?
a. Describe four things that happen to you before donating blood:
1.
2.
3.
4.
b. Describe three things that happen to you while donating blood:
1.
2.
3.
c. Describe two things that happen to you after donating blood:
1.
2.
d. Describe one thing that happens to your blood after you have donated:
1.
Activity sheet 2 (b) – Blood donation session
15
Watch the Virtual Blood Donation Session on the website – don’t just listen to
the voiceover, read the text too!
Work through the simulation, answering these questions on your way.
1. When does a donor carer look after you?
2. How many donor sessions happen each year?
3. Why read the welcome folder, even if you have given blood before?
4. Why do you have to fill in a donor health check form (two reasons)?
5. Why would it matter if you have had a piercing in the last 12 months?
6. What is the Blood Services’ database called?
7. Why do you have to sign a consent form?
8. What does haemoglobin do?
9. Why do they use a new lancet and pastette for each donor?
10. What does BBMR stand for?
11. How long does the actual blood donation take?
12. What does anticoagulant do?
13. What are the four components that donated blood is separated into?
14. How often can you give blood?
15. When is whole blood used?
16. What is plasma?
www.giveandletlive.co.uk
(Answers on page 13 of teacher’s book)
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Science lesson – organs
(Approximately one hour)
Learning outcomes
•All students will: be able to name some organs which can be transplanted; know a kidney can be donated
by an altruistic (i.e. living) donor; understand there is a serious and increasing shortage of organs available for
transplant; actively think about becoming an organ donor themselves.
•Most students will: understand the function of the kidney and know that dialysis is a treatment for kidney
failure; understand that a transplant is a life-changing and cost-effective treatment for kidney failure; know
that blood group and Human Leukocyte Antigen (HLA) type must be compatible for a successful kidney match;
appreciate that the need for donor organs is growing as transplant technology improves.
•Some students will: understand that some tissue, as well as organs, can be transplanted; appreciate the ethical
dimensions of donor organ allocation.
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Cue up the organs PowerPoint presentation from the website.
Ask the class to name some human organs. Explain that organs are formed
from tissues, which are groups of similar cells (slide 1).
•Say organ names: kidneys, heart, liver, lungs, pancreas, small bowel, and
ask volunteers to come and write where they think that organ is on the
body. Link to Donor Body to confirm students have organs in the correct
place.
•Explain that these organs can be transplanted from one person to another.
Elicit a definition of “transplant”, i.e. surgical replacement of a faulty
organ with a working one from a donor.
Whole class activity (20 Min)
•Discuss why an organ may need replacement by transplant: genetic
(inherited) diseases, infection, working environment (e.g. asbestos),
lifestyle choices (e.g. alcohol abuse leading to liver disease, smoking
causing lung disease, poor diet/lack of exercise contributing to heart
disease).
•Explain kidney function, failure, how dialysis works (broad principles) and
organ transplant (see slides 2–3).
•Refer to the Student card about Neil Robinson or the filmed Real
story about Andrew Samuel for examples of individuals who need a
kidney transplant.
•Explain that a successful kidney transplant frees the patient from dialysis
and costs the NHS far less than a lifetime on dialysis (see slide 4).
•Explain that a kidney can be donated by a living donor. Discuss why
someone might consider doing this. What loss or risk to yourself would
you accept to save somebody else? What if a family member needed
the donation? Would that be more reason to do it? There are no right
answers, just encourage students to think about it and allow them to
express their views.
Science lesson – organs
(Continued)
•Discuss the need for a large pool of potential donors. Most people don’t
@
die in hospital so can’t be donors – their organs can’t be removed quickly
enough (see slides 5–6).
•Explain that a kidney donor and recipient must have compatible blood
groups and HLA. Check your exam specification to see how much detail
pupils need; many only have to understand the general principles of blood
group and HLA matching (see slides 7–8).
Kidney matching exercise (20 Min)
This activity helps bring to life that a compatible blood group and a close
match is important for a successful kidney transplant. It also highlights that
there is a shortage of suitable donors.
•Print out and cut up the kidney matching exercise cards which
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•Ask six students to come to the front of the class and be volunteer kidney
transplant patients. Give each of them a patient card.
•Give kidney donor cards to the rest of the class – first give out the 14
kidney donor cards then (if you run out) the additional kidney donor cards.
•Explain that for a kidney transplant to be successful and to limit the
chance of rejection, recipient and donor blood and HLA types need to be
closely matched. This game uses a small quantity of different numbers to
represent HLA types but, in reality, there are hundreds of different types of
HLA protein.
•Ask each of the six organ transplant patients to read their HLA numbers,
while donors check against their numbers.
•Does anyone have a match of four or more numbers?
•Is their blood type compatible? If so, then the patient has found a donor.
(leave slide 7 up on the board)
•Some recipients may find more than one match. The higher the HLA
match the better. Some will be left without a match.
•Highlight that those without a match who are seeking a new kidney can
remain on a kidney machine, whereas those needing other organs, such
as a new heart or pancreas, are likely to die.
•Discuss the need for more organ donors, how to register on the NHS
Organ Donor Register (which you can do at any age) and how more
people can be encouraged to be donors. Encourage students to discuss
donating with their family. When you die, your next of kin is asked to
confirm what you wanted to happen after your death and although
they could overrule your wishes if you registered when under 18 (12 in
Scotland), this would be a lot less likely if you have discussed it with them,
as they would want to respect your wishes.
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(Continued)
Plenary (10 Min)
Students go through the organs true and false quiz to review and
consolidate what they have learnt about organs and organ donation. Students
answer True or False to ten statements.
Extension/homework activities
@@
You can use these extension activities as the basis for a follow up lesson, or as a homework task to consolidate
learning
•Tissue can be transplanted too. Research what types of tissue can be transplanted, and some people who have
donated or received tissue. Watch the filmed Real story about Brian Davies, or alternatively read the Student
cards about Ambrose Field or Chris, the sportsman.
•Download the organs extension Activity sheet from the website – this involves students choosing donor
matches for three kidney transplant patients and explaining their choices. They also write a letter to their local
newspaper from the point of view of one of the patients.
For more able students:
•There are more patients needing organs than there are organs available. So who gets the transplants? Jot down
the things you would consider when choosing who should go to the top of the list. Then find out how it happens
for real:
www.uktransplant.org.uk/ukt/about_transplants/organ_allocation/organ_allocation.jsp
•In Sweden everybody is assumed to consent to donating their organs when they die, unless they choose
differently. Here, you have to opt in by joining the NHS Organ Donor Register. Which system do you think is right?
Why?
•Why are more organ donors needed now than ever before? Jot down three possible reasons then visit:
www.uktransplant.org.uk/ukt/how_to_become_a_donor/questions/answers/answers_3.jsp#q6
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Answers (exten
sion Activity shee
t):
Donors 1, 3, 4,
5, 6, 7, 8 and 10
are not a good
of the transplan
match for any
t patients.
Donor 2 (blood
type O; HLA nu
mbers 4 8 9 10
match for all th
11 13) is a
ree kidney trans
plant patients, be
•Both blood type
cause:
s O and B can re
ceive O.
•There is a five HL
A match for Re
nie and Sinita, an
HLA match for
d a four
Peter.
But donor 9 (blo
od type B; HLA
numbers 3 4 8
best match for Si
9 11 13) is the
nita, because th
is donor has the
type and there is
same blood
a six HLA match
. (Sinita’s donor
her twin sister be
is likely to be
cause it is a perfe
ct genetic match
).
Therefore, studen
ts are left to decid
e who donor 2
donate to: Pete
should
r, who is younge
r
bu
t
with a four HLA
or Renie, who is
match,
older but with a
five.
Science lesson – bone marrow
(Approximately one hour)
Learning outcomes
•All students will: know that new blood cells come from stem cells, which can be found in bone marrow,
circulating blood or cord blood; learn that for some people the only cure for some illnesses is a bone marrow
transplant; understand that people are dying because a suitable bone marrow match cannot always be found.
•Most students will: understand the basic function of stem cells and be able to name illnesses that are treated by
a bone marrow transplant. They will understand the need for a close tissue match when seeking a bone marrow
donor for a patient.
•Some students will: understand the reasons for the real difficulty in finding suitable tissue matches for patients
due to the current shortages of donors from a variety of ethnic communities.
Starter activity (10 Min)
•Ask the questions: How old is your blood? Is it older, the same age or
younger than you are?
•Possible prompt: Think about when you fall over, or cut yourself and lose
some blood. Do you live with less blood in your body for the rest of your
life? Ask the class to discuss their answers with the person sitting next to
them.
•Have a class discussion which reaches the conclusion that we make new
blood and get rid of old blood.
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Group/individual activity (40 Min)
•Cue up the bone marrow PowerPoint presentation, which explains
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what bone marrow is and how it can be donated and used.
•Explain that we produce new blood cells from stem cells. What are stem
cells and where can they be found (see slides 1–2)? Explain that a ‘bone
marrow’ donation is actually a donation of stem cells.
•Introduce Leukaemia (a cancer that forms in the bone marrow, causing
abnormal white blood cell development) – a bone marrow transplant can
be a life-saver (see slide 3).
•At this point it could be useful to play the filmed Real story about
Sally Brewis, who is alive today thanks to a bone marrow donation.
Alternatively, read the Student card about Olivia.
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Science lesson – bone marrow
(Continued)
Group/individual activity (continued)
•What other disorders can be treated by bone marrow transplants (see slide
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nd
bone
1. Those that could be treated by
I.
H,
marrow donation: A, D, E,
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2. They all relate to blood cell
production.
–
3. Other diseases: B – Measles; C
etes;
Bronchitis; F – Influenza; G – Diab
J – Heart disease.
4)? Give out copies of Activity sheet 3 (page 21). Now move on to
discuss how bone marrow is donated (see slide 5). Introduce the three
methods of collecting stem cells:
•From bone marrow
•From circulating blood
•From cord blood.
•Discuss the advantages and disadvantages of the three different types of
bone marrow donations for patients (see slide 6).
•Hamzah Khalid is a donor from an ethnic community who is featured on
a Student card. Explain that the best donor is someone whose tissue
type is close to the recipient’s tissue type (see slide 7).
•Ask students to make a list of a few people they think would be their best
bone marrow match. Discuss students’ lists as a class, introducing matches
from identical twins, family members, and those of similar race/ethnicity.
Highlight that only 30% of bone marrow donors are found in the patient’s
immediate family.
•Emphasise that people in the UK are dying because a suitable bone
marrow match cannot always be found. You could mention Jeanette
Crizzle, to whom this pack is dedicated–www.jeanettecrizzletrust.org.
Discuss how more people might be persuaded to become donors.
•Introduce how you can become a bone marrow donor at age 18
– by joining the British Bone Marrow Registry (if you are already
a blood donor) or joining The Anthony Nolan Trust Registry (by
giving a blood sample). There is more information on the website.
Plenary (10 Min)
•Use the bone marrow true and false quiz to review and
consolidate what students have learnt about bone marrow and bone
marrow donation. Students answer True or False to ten statements.
Extension/homework activities
You can use these extension activities as the basis for a follow up lesson, or as a homework task to consolidate
learning.
•Write a flyer about bone marrow donation for people turning 18. Include information about saving lives and
what is involved in being a donor. Discuss the issue with your family to get more ideas. Ask some sixth formers to
critique your leaflet for you and amend accordingly.
•Ask students to research what they think are the advantages and disadvantages of the different types of bone
marrow donation (bone marrow, circulating blood and cord blood) for donors.
For more able students:
•Find out about embryonic stem cell research. What new treatments could it lead to? Why is it the subject of such
passionate debate? What do you think?
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www.giveandletlive.co.uk
Activity sheet 3 – Treating bone marrow disorders
Here are ten brief descriptions of a variety of things that can go wrong
with the body. Ring the ones that you think are bone marrow disorders.
Give written reasons
for your decisions.
1
Read descriptions A – J below. Circle those disorders you think could be treated by bone
marrow donation.
Remember: Stem cells in bone marrow produce new blood cells, which mature and then are released into the blood stream.
a
b
The overproduction
of one type of blood
cell that crowds out
and decreases the
production of other
types of blood cell.
Acute and highly
contagious viral
disease marked by
distinct red spots
followed by a rash.
e
d
g
Blood cells that
don’t mature or
function properly.
h
Too much
glucose (sugar)
in the blood.
Insufficient iron
available to
produce normal
red blood cells.
i
c
Inflammation
of the bronchial
tubes.
f
One type of
blood cell
that becomes
predominant
because its old
cells don’t die at
a normal rate.
Loss of blood
cells because
they are too
fragile.
j
Viral infection of
the respiratory
tract caused by
one of three
strains of the
influenza virus.
A narrowing of the arteries
which slows the flow of
blood to the heart.
(Answers on page 20 of teacher’s book)
2
Describe how you identified those that could be treated by receiving a bone marrow transplant.
3
Try and identify the disorders / diseases that you did not think were bone marrow disorders.
21
22
Religious Education lesson
(Approximately one hour)
Learning outcomes
•All students will: know that all the major religions in the UK support the principles of donating (in life or after
death) blood, bone marrow and organs; understand that there are different opinions between religions on certain
aspects.
•Most students will: know that some religious beliefs and customs, particularly about the end of life and burying
the dead, may prohibit organ donation. All major religions accept that donating and receiving blood or organs
either in life or after death is an individual choices.
•Some students will: know about some of the specifically different attitudes towards blood and organ donation
and transplantation held by the major religions in the UK.
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Starter activity (10 Min)
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www.giveandletlive.co.uk
You could begin by watching the introductory film on the website
which will introduce the students to the main issues, and tune them into
thinking about the realities of becoming a donor.
How do the students feel about the following statements:
•“I won’t consider donating blood, organs or bone marrow because it’s
against my religion.”
•“I won’t accept a blood, organ or bone marrow donation because it’s
against my religion.”
Whole class activity (20 Min)
The Religious Education PowerPoint presentation explores
background information about how major religions view donating. You may
wish to focus your work on a particular religion in order to support your
current teaching and learning programmes.
Work with the students to discover and discuss the attitudes of the major
religious groups in the UK – or a particular religion, depending on your RE
focus – towards blood and organ donation.
Suggested discussion points:
•Is organ donation a good enough reason to interfere with a body?
•Should organ donation after death be considered only for life saving
operations?
•Why is it important to be able to specify what you want to donate (the
donor card says: a) any of my organs and tissues or b) (tick boxes) kidneys,
heart, liver, cornea, lungs, pancreas)?
•People following a religious faith are often encouraged to help others;
does this include becoming a donor?
•If we agree to accept a transplant are we morally bound to also agree to
be a donor?
Religious Education lesson
(Continued)
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Group/individual work (25 Min)
•In the Religious Education interactive activity, Points
of View, students are presented with a range of dilemmas relating to
religious beliefs and donating, and as if from an ‘agony aunt’ they answer
the dilemma in the role of a religious leader.
•Introduce the activity to the whole class and model one of the answers to
the dilemma, e.g. how might a Rabbi respond to a question about blood
transfusions during an operation or organ transplants?
•Students can use the information from the presentation, or the fact file
within the interactive activity to support their replies. More information on
organ donation and religious perspectives can be found at:
https://www.uktransplant.org.uk/ukt/how_to_become_a_donor/religious_
perspectives/religious_perspectives.jsp
•The students complete Activity sheet 4 (page 25) in which they draft
a leaflet about donation for a young person from a particular faith group.
Plenary (5 Min)
Ask each group to summarise a religion’s attitudes towards donation.
•What are the religion’s guiding principles which encourage people to
become donors?
•How has this information affected the students’ own attitudes to
donation?
•What would they be prepared to donate after death?
•Why is it a good idea to discuss donation with family and friends when
considering signing up as a donor?
•Ask the students to find out how they can:
•Become blood donors at 17
•Sign up on the organ donor register
•Sign up as a bone marrow donor.
23
Religious Education lesson
24
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(Continued)
Extension/homework activities
•Read the two Religious Education news stories, which can be downloaded from the website. The
following summaries are on Slide 15.
•‘Parents who want God to save girl lose case’ is about a Christian couple who refused to give permission for
their baby daughter to receive a bone marrow transplant. They believed their daughter’s fate was ‘in God’s
hands’. The judge ruled against them.
•‘Mother dies after refusing blood’. A young Jehovah’s Witness died after giving birth to twins, amid claims that
she had refused a blood transfusion because of her faith.
•To help the students understand the various points of view, ask them to ‘hot seat’ the characters involved. For
example, the parents of the baby, doctors and judge in the first case; and the young mother and father, their
Witness friends, and the doctors and nurses in the second case.
@
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•Finally, the students can write a paragraph explaining the point of view of the doctor, a family member, a
member of the religious group or the patient.
•Consider playing one or more of the films from the National Blood Service website for a fresh perspective on
cultural attitudes to donation http://www.blood.co.uk/pages/world_blood.html
•Ask students to carry out further research to find out if all religions are in agreement about when someone
is actually considered to be dead. How does this affect attitudes to organ donation and transplantation? For
example, do all religions accept a Western medical definition of ‘brain death’ if the heart is still beating?
008
www.giveandletlive.co.uk
Activity sheet 4 – Information leaflet
Complete this sheet which gives young people of a particular
faith group information about donation. What information
will be particularly relevant to them?
_ _ _ _ _ _ _ _ _ _ _ _ _and donation
Giving blood
Organ and tissue donation
Bone marrow donation
Donation in life and after death
Your religious belief and donation
Why donation makes a difference
25
Fact sheet
26
Donating during life
Blood
There is a constant demand for blood but less than 4% of the people in the UK
who could give blood actually do.
What ca
n
be dona
ted
during li
fe?
You can start giving blood when you are 17, generally healthy and weigh over
50kg (7st 12lbs).
Blood donation sessions are run in centres all around the country. Giving blood
takes about an hour.
You will donate around 470ml of blood.
Regular donors give blood every 16 weeks; that’s about every four months.
A teaspoon of blood can save a baby’s life while still in the womb.
Donated blood is usually separated into red cells, platelets and plasma and can
be used to help several patients.
•Blood
•Bone ma
rro
•Cord blo w
od
•Bone
•Kidneys
an
of other o d parts
rg
•Amniotic ans
membran
e
Bone marrow
Bone marrow donations (actually donations of stem cells) can save the lives of people suffering
from a number of illnesses, genetic disorders and cancers including leukaemia.
In the UK people are still dying waiting for a bone marrow match.
Bone marrow is a soft tissue found in the centre of certain bones. It contains the stem cells that
produce blood, and without blood the patient would not survive.
To be a bone marrow donor you have to be over 18 and have joined a bone marrow registry. This
could be one run by your local blood service or another charity-run register.
Your details are stored on a bone marrow registry and you would be contacted to donate if you are
a good match for someone who needs it.
There are two main ways that you can donate stem cells – either by donating the bone marrow
itself during a simple procedure in hospital or by donating stem cells from the circulating blood
using a cell separator machine.
In some parts of the country it is also possible for mothers to donate stem cells from cord blood
after their baby is born.
Organs and tissue
Living organ donation, particularly of kidneys, has increased steadily over the past ten years. One in
four of all kidney transplants now takes place thanks to a living donor.
Sometimes tissue for transplant can also come from a living donor. When a patient has a hip
replacement operation, the old bone that is removed can be donated too.
The amniotic membrane that surrounds the placenta of a newborn baby can be used to heal
severe eye injuries. It can be retrieved after birth if a baby is born by Caesarean section.
www.giveandletlive.co.uk
Fact sheet
Donating after death
n
a
c
t
a
h
W
d
e
t
a
n
o
be d
after
death?
Tissue
Organs
• Kidneys
• Heart
• Lungs
• Liver
• Pancreas
as
• Corne
• Skin
• Bone
ns
• Tendo
ge
• Cartila
valves
• Heart
• Small bowel
After death, one person can help as many as eight people by donating their organs. They can
benefit many more by donating tissue, such as skin, bone, corneas or tendons.
The NHS Organ Donor Register is where you record your pledge to donate organs and tissue for
transplant after your death.
You can join the NHS Organ Donor Register at any age.
While 90% of people say they support organ donation, only 27% have actually joined the NHS
Organ Donor Register.
You need to tell your family what your wishes are because they will be asked to confirm them after
your death.
The donor’s physical condition is an important factor. There are only two conditions – known or
suspected HIV or CJD – where organ donation is ruled out completely. In all other circumstances,
healthcare professionals will make the decision about whether organs and tissue are suitable for
transplant, taking into account your medical history.
Because organs have to be transplanted very soon after the donor has died, they can only be
donated by people who have died in hospital. Most people don’t die in hospital, but at home.
Doctors and nurses are committed to doing everything possible to save your life. Organs are always
removed with the greatest care and respect.
Although more than 10,000 people in the UK need an organ transplant, only around 3,000
transplants actually take place each year. More than 400 people die waiting for an organ
transplant each year. Around 500 more die because, while waiting, they become too ill to receive a
transplant and have to be removed from the list.
Most donated organs come from people who die while on a ventilator in an intensive care unit
following a severe head or brain injury, a major accident such as a car crash, or a stroke.
Most tissue needs to be donated within 24 hours of death, but more people can be considered for
tissue donation because, unlike organ donation, they don’t have to die in hospital.
27
Fact sheet
28
It’s all in the mix
To meet the needs of everyone living in the UK, we need people from all backgrounds and walks
of life to become donors. However, some communities do have concerns about giving or receiving
donations.
Religious be
lief
Deciding whether to become a donor is a very personal thing and a decision that only you can
make.
All the major religions in the UK support the principles of blood, bone marrow and organ
transplantation. These include Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism.
All accept that organ donation is a matter of individual choice.
If you have any doubts you should discuss them with your spiritual or religious leader.
ground
Ethnic back
More donors are needed from the Afro Caribbean and Asian communities. This is because:
•Some blood and Human Leukocyte Antigen (HLA) types are more common among some
ethnic communities.
•Some ethnic groups are more likely to develop particular medical conditions that require
donations of blood, organs, tissue or bone marrow.
This means a patient needing blood or bone marrow is more likely to find a match from someone
with a similar ethnic background.
Successful organ transplants are often carried out between people from different ethnic groups,
but a few people with rare HLA types may only be able to receive a well-matched organ from
someone of the same ethnic origin, so it’s important that people from all ethnic backgrounds
register to donate organs.
People from South Asian, African and African Caribbean communities in the UK are three times
more likely to need a kidney transplant than white people. This is because they are more likely to
develop diabetes or high blood pressure which can lead to kidney failure.
As a result, black and Asian people have to wait on average about twice as long as a white person
for a kidney transplant.
www.giveandletlive.co.uk
Health and emotional wellbeing
• Understand statutory and voluntary
organisations which support health and
emotional wellbeing.
Moral and spiritual development
• Understand the range of values and
principles by which people live.
Range
Active Citizenship
• Engage in practical involvement in the
community.
• Understand local and global issues.
Skills
Developing thinking
• Take different perspectives into account
when making informed decisions and
choices effectively.
Developing communication
• Appreciate, reflect on and critically evaluate
other points of view.
PSHE
Key concepts
1.2 Healthy lifestyles:
a recognising that healthy lifestyles, and
the wellbeing of self and others, depend on
information and making responsible choices.
Key processes
2.1 Critical reflection
a reflect critically on their own and
others’ values and change their behaviour
accordingly.
2.2 Decision-making and managing risk
a use knowledge and understanding to
make informed choices about safety, health
and wellbeing, evaluating personal choices
and making changes if necessary.
3 Range and content: where and how to
obtain health information.
4 Curriculum opportunities a make real
choices and decisions based on accurate
information obtained through their own
research using a range of sources
Wales
England
Curriculum links
PSHE/PSD/PSE lesson
Social Studies
• develop the capacity for critical thinking,
through accessing, analysing and using
information.
• form their own beliefs and view of the world
and develop their understanding of different
values, beliefs and cultures.
Health and wellbeing
• develop the knowledge and understanding,
skills, abilities and attitudes necessary
for their physical, emotional and social
wellbeing now and in their future lives.
• make informed decisions in order to
improve their physical, emotional and social
wellbeing – apply their physical, emotional
and social skills to pursue a healthy lifestyle.
Citizenship
• respect for others.
• commitment to participate responsibly in
social and cultural life.
• understand different beliefs and cultures.
• make informed choices and decisions.
• evaluate environmental, scientific and
technological issues.
• develop informed, ethical views of complex
issues.
Scotland
Local and Global Citizenship
identify and exercise their rights and social
responsibilities in relation to local, national and
global issues.
Personal Development
develop an understanding of how to maximise
and sustain their own health and well-being;
Learning for Life and Work
Northern Ireland
29
Science lesson – blood
2.1 Organisms and health
In their study of science, the following should be
covered:
e) human health is affected by a range of environmental and inherited factors.
Students should be taught:
a) about the use of contemporary scientific and technological developments and their benefits, drawbacks and risks.
Science
How science works
Knowledge skills and understanding
1.4 Applications and implications of science.
2.1 Organisms and health
In their study of science, the following should be
covered:
e) human health is affected by a range of environmental and inherited factors.
Organisms and health
5. Human health is affected by a range of environmental and inherited factors, by the use and misuse of drugs, and by medical treatments.
Range
• Scientific and technological developments,
their benefits, drawbacks and risks.
• Ethical, social and environmental issues and
their interaction with science.
Science
Learners develop their ability to relate their
understanding of science to their own and
others’ decisions about lifestyles and to scientific
and technological developments in society.
Organisms and health
5. Human health is affected by a range of environmental and inherited factors, by the use and misuse of drugs, and by medical treatments.
Range
• Scientific and technological developments,
their benefits, drawbacks and risks.
• Ethical, social and environmental issues and
their interaction with science.
Science
Learners develop their ability to relate their
understanding of science to their own and
others’ decisions about lifestyles and to scientific
and technological developments in society.
Science
How science works
Knowledge skills and understanding
1.4 Applications and implications of science.
Students should be taught:
a) about the use of contemporary scientific and technological developments and their benefits, drawbacks and risks.
Wales
England
Curriculum links
Sciences
• Recognise the impact science makes on
their lives, on the lives of others, on the
environment and on culture.
• Express opinions and make decisions
on social, moral, ethical, economic and
environmental issues informed by their
knowledge and understanding of science.
Science in society
• Knowledge and understanding of the ways
in which science and technology present
individuals and communities with ethical
choices.
Sciences
• Recognise the impact science makes on
their lives, on the lives of others, on the
environment and on culture.
• Express opinions and make decisions
on social, moral, ethical, economic and
environmental issues informed by their
knowledge and understanding of science.
Science in society
• Knowledge and understanding of the ways
in which science and technology present
individuals and communities with ethical
choices.
Scotland
Double science
Living organisms
j) extend their knowledge of the circulatory
system in humans to include the names of the
main blood vessels entering and leaving the
heart, and the main organs of the body (limited
to lungs, kidney, liver and intestine);
Single science
Living organisms
t) learn the basic functions of the major organ
systems
Single and Double science
The application of science
Pupils should use their scientific knowledge
and skills to make decisions and judgements
and consider the effects of scientific and
technological developments on individuals,
communities and environments.
Double science
Living organisms
j) extend their knowledge of the circulatory
system in humans to include the names of the
main blood vessels entering and leaving the
heart, and the main organs of the body (limited
to lungs, kidney, liver and intestine);
k) understand the defence mechanisms of the
body including the role of blood – clotting;
antibodies and antigens, and types of active and
passive immunity
Single and Double science
The application of science
Pupils should use their scientific knowledge
and skills to make decisions and judgements
and consider the effects of scientific and
technological developments on individuals,
communities and environments.
Northern Ireland
30
Science lesson – organs
Science lesson – bone marrow
2 Key processes
2.2 Learning from religion
c) evaluate issues, beliefs, commitments
and the influence of religion, including
philosophical, spiritual and ethical
perspectives.
Religious Education
Key concepts
1.6 Values and commitments
Synthesising evidence and arguments about
moral values and how they can relate to beliefs
and experience.
2.1 Organisms and health
In their study of science, the following should be
covered:
e) human health is affected by a range of environmental and inherited factors.
Religious Education
Exploring religious beliefs, teachings and practice
• Consider evidence on how religion impacts
on the lives of individuals, communities and
society.
Expressing personal response
• Communicate religious ideas and concepts
using reasoned argument, personal opinions
and ideas in a variety of creative ways.
• Appreciate, respect, empathise with and
evaluate the viewpoints of others so that
they may draw their own reasoned conclusions and develop positive attitudes.
Organisms and health
5. Human health is affected by a range of environmental and inherited factors, by the use and misuse of drugs, and by medical treatments.
Range
• Scientific and technological developments,
their benefits, drawbacks and risks.
• Ethical, social and environmental issues and
their interaction with science.
Science
Learners develop their ability to relate their
understanding of science to their own and
others’ decisions about lifestyles and to scientific
and technological developments in society.
Science
How science works
Knowledge skills and understanding
1.4 Applications and implications of science.
Students should be taught:
a) about the use of contemporary scientific and technological developments and their benefits, drawbacks and risks.
Wales
England
Religious Education
Develop their beliefs attitudes, moral values and
practices through reflection, discovery and critical
evaluation and make a positive difference to the
world by putting their beliefs and values into
action.
Sciences
• Recognise the impact science makes on
their lives, on the lives of others, on the
environment and on culture.
• Express opinions and make decisions
on social, moral, ethical, economic and
environmental issues informed by their
knowledge and understanding of science.
Science in society
• Knowledge and understanding of the ways
in which science and technology present
individuals and communities with ethical
choices.
Scotland
Religious Education
3 Morality
b) life and global issues
human rights and responsibilities
Double science
Living organisms
j) extend their knowledge of the circulatory
system in humans to include the names of the
main blood vessels entering and leaving the
heart, and the main organs of the body (limited
to lungs, kidney, liver and intestine);
k) understand the defence mechanisms of the
body including the role of blood –clotting;
antibodies and antigens, and types of active and
passive immunity.
Single and Double science
The application of science
Pupils should use their scientific knowledge
and skills to make decisions and judgements
and consider the effects of scientific and
technological developments on individuals,
communities and environments.
Northern Ireland
31
Religious Education lesson
© NHS Blood and Transplant 03/10
First published 09/07, Second edition published 09/08, updated 03/10
This resource can be reproduced in any form for teaching purposes and for promoting the donation message,
without prior consent. However, for all other purpose, consent from NHS Blood and Transplant is required
before use.
www.giveandletlive.co.uk