View source for Human Genome Project: From Sequencing to Sharing Genomic Information/Teacher Notes

= Pedagogic Strategy =
This lesson idea introduces the outcomes of the International Human Genome Project including the scientists’ collaboration over DNA sequencing. An ‘animation’ covers A level material and offers insights into ‘How science works’. Guidance is provided on how to use whole class discussion and small group-work to engage students with the science and the economic, political, ethical, legal and social issues of a project such as the Human Genome Project.

=Lesson outline for 'International Human Genome Project: Sharing scientific knowledge'=
# Student viewing of HGP animation or Teacher-led viewing of HGP animation or sharing of onscreen / printed HGP information sheet (5–10 mins)
# Class discussion (30-40 mins) or Small group then class discussion (50 mins) on the HGP as an example of ‘How science [can] work’

==Introduce, share Task and Process objectives (5 mins)==
The publicly funded International Human Genome Project is an example of a large-scale international science project which resulted in freely available online access to sequenced human genome data.

==Task: the Human Genome Project: ‘How science [can] work’ - issues and outcomes==
Identify, share, discuss and constructively explore ideas about (a) and (b), then build on these ideas. Give evidence/explanations/reasons for the ideas: 
# Economic, political and social issues in the HGP at the level of individuals, organisations, governments, countries and the international science community.
# Outcomes of HGP: benefits; ethical, legal and social issues.

==Process==
Think about and write down your initial ideas individually. Then, in a class or small group, share your initial ideas and reasons for them, to build on and develop each others’ initial ideas. Work constructively, developing the art of giving each other constructive criticism. Finally, select and write down the five key ideas discussed with reasons for them.  <br />
If working in groups, share each group’s ideas in the lesson’s plenary. Each group will need to nominate a member to give their group’s feedback.
==For Class activity (25-35 mins)==
* Individual thinking and writing ideas down (5-10 mins) followed by a class discussion (10-15 mins) with the teacher or nominated student chairing / facilitating the process. Close of discussion by agreeing on and recording key ideas (10 mins).

==For Group work (30-45 mins)==
* '''First'''. Divide students into mixed groups (attainment and gender) of four or five, seated facing each other. Then students ''individually'' (5–10 mins) think about and write down initial ideas, brief notes or bullet points about:<br />
# Economic, political and social issues in the HGP at the level of individuals, organisations, governments, countries and the international science community.
# Outcomes of HGP: benefits as well as ethical, legal and social issues.
* '''Second''', Within their groups (15–20 mins) each group member shares, explores and discusses their ideas with other group members (10–15 mins). They then agree on the five key ideas that the group will share in the class plenary (5 mins)
* '''Third'''. Each group shares their five key ideas with the whole class – giving evidence/reasons/explanations for their ideas (10-15 mins). If time permits, facilitate further discussion and together agree on the class’ five main ideas and the evidence/reasons/explanations for these ideas.

= Summary of biology content = 
* An animation and student information sheet can be used to inform discussion about ‘how science works’.
* The Human Genome Project and the outcomes of this international collaboration.
* How the principles of the Sanger sequencing method are derived from the natural process of DNA replication.
* How recombinant DNA techniques were used in the Human Genome Project to clone DNA sections for sequencing.

=Optional activities= 

==Optional Lesson Activity (5–10 mins)==
The related paper-based student activity includes an activity ‘DNA to Data’ in which students can sort the stages of the DNA sequencing process.

==Optional pre-lesson preparation or homework activity==
It would be helpful to have some preparatory familiarisation with the animation/ information sheet resources and encourage students to research into the issues.<br />

* View the HGP animation and research into the project outcomes and issues faced by the HGP stakeholders. 
* Make brief notes on economic/political/social HGP issues, at the level of individuals, organisations, countries as well as the international science community.
* Make brief notes on the outcomes benefits; ethical, legal and social issues of the HGP.

= More = 
* The site http://www.yourgenome.org/ has information on DNA, genes, genomes and FAQs about the Human Genome Project. It also has short interviews where leading scientists answer key questions on the Human Genome Project. These can be used in conjunction with the animation to stimulate discussion in class, or to help answer questions that may arise. Read about Fred Sanger, Nobel Laureate who developed the process of dideoxynucleotide sequencing (Sanger sequencing) used in the Human Genome Project. See: http://www.yourgenome.org/people/fred_sanger.shtml Also read about Sir John Sulston, Nobel Laureate, founding director of The Wellcome Trust Sanger Institute.
* [[DNA_sequencing:_Ordering_the_stages]]