OF THE HUMAN GENOME PROJECT
GRADE: 10 to 12
SUBJECT MATTER: Life Sciences: Genetics and Biology
National Science Education
NOVA online viewing
of the show: http://www.pbs.org/wgbh/nova
NOVA teacher guide,
ideas for pre and post viewing and for further activities. http://www.pbs.org/wgbh/nova
Ethical, Legal, and Societal Implication of the Human Genome Project http://www.ornl.gov/hgmis/elsi/elsi.html
Genetic and Rare Conditions Site http://kumc.edu/gec/support
Genetics in the News
National Human Genome Research Institute. http://www.nhgri.nih.gov
PREP FOR TEACHER
Download the complete transcript of the program to help you find the segments that you will use http://www.pbs.org/wgbh/nova/transcripts/2809genome.html.
Set the video at appropriate starting point for the first segment on the background of the Human Genome Project.
Bookmark any web sites you will use on the students’ computers.
Copy the video worksheet and research paper guidelines (your own or the one included with this lesson).
Preview Program Contents:
Prior knowledge review: Terminology: DNA, genes, protein, chromosomes, and traits. Structure of a DNA molecule (double helix). Review that a mutation is a physical change in a chemical base in the DNA molecule. Student expectations: A notebook will be kept and handed in for thoroughness. The notebook will contain class notes, vocabulary, video focus sheet and answers, three articles from current news sources about the Human Genome and brief descriptions about the articles, your research paper of your chosen topic.
Ask students what they know about the Human Genome Project from the news or other classes. Write the responses on the board and discuss. Advise students to take notes on the material discussed. Review terms that they will need to know before watching the video. Introduce the video, Cracking the Code of Life. The video discusses the race by scientists to sequence the human genome. It gives examples about genetic diseases that might benefit from the project and discusses the implications of the Human Genome Project on health, medicine, and legal issues.
The first segment of the video will give them an overview of the Human Genome Project . To give students a specific responsibility while viewing, they will complete a FOCUS FOR MEDIA INTERACTION worksheet.
START the video at the beginning. (leave lights on) After the statement, “50% of human genes are in a banana.” PAUSE Discuss what this might mean. Students will take notes on all discussions.
START then PAUSE after “What is the same about both organisms?” List the common connections.
START then PAUSE after the genetic diseases are mentioned. List the diseases mentioned.
START and watch until after “I’m Robert Krulwich...meet the people who competed furiously.” Discuss what might be hopeful and uncomfortable about this work. Discuss the fact that all living things contain the secret of life in the chemicals of DNA. Discuss the technique used to take DNA from a human cell.
Point out that humans have only 2 times the genes of a fruit fly. Genetically speaking we are closely related to many living things. There are 3 billion steps to analyzing the whole human genome. The project was predicted to take 15 years but it turned into a race between many labs and the time was reduced to 10 years. Talk about genetic diseases which can be caused by a mutation on a gene of only one single letter (ATGC)
START the video at the beginning of the Lord family’s story about Tay-Sachs disease and watch that whole segment. Check for understanding about this section. Add Tay-Sachs to the list of diseases. Explain that the next segment of the video will discuss the implications of the Human Genome Project on health, medicine, and legal issues. Discuss the benefits of the project. Are genes private property? Should they be patented so the discoverer can make money? Should anyone make money with this information?
START the video at Riley’s case. PAUSE the video at the end of the protein section and discuss the complexity of proteins and Cystic Fibrosis.
START at the section that discusses the problems of using this information. STOP after the words, “You will and you may.” Discuss this section.
START at the GATTACA movie clip. Until Collins says “ blur that boundary of making your kids genetically different “ STOP
Discuss the ideas in the video. Discuss the fact that some plants and animals have already been genetically modified. Is this O.K.? Discuss final thoughts. Complete the post viewing questions.
POST VIEWING ACTIVITIES
Show them the web
sites that they can use for resources. Explain that they can pick their
topic from these areas. Ethical, Legal, or Societal Implications of the
Human Genome Project. http://www.ornl.gov/hgmis/elsi/elsi.
Genetic Diseases http://kumc.edu/gec/support
Genetic Topics in the News http://www.ornl.gov/hgmis/archive/headlines.html
Careers in Genetics
Students will write a 2-5 page paper on the topic of their choice.
The legal and ethical issues will connect directly with what the students are learning in their government and debate classes. Visit a genetic lab.
For additional lesson plans and ideas relating to this topic and many others try TeacherSource at PBS Online! You will find activities, lesson plans, teacher guides and links to other great educational web sites! Search the database by keyword, grade level or subject area! Mathline and Scienceline are also great resources for teachers seeking teaching tips, lesson plans, assessment methods, professional development, and much more!
Idaho 2001 National Teacher Training Institute is made possible through
the efforts of