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Human Genome Project: From Sequencing to Sharing Genomic Information/Teacher Notes: Difference between revisions
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Human Genome Project: From Sequencing to Sharing Genomic Information/Teacher Notes (view source)
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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. | 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= | =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 | # 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 | # 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)== | ==Introduce, share Task and Process objectives (5 mins)== | ||
| Line 15: | Line 15: | ||
==Process== | ==Process== | ||
Think about and | 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, each group’s ideas | 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)== | ==For Class activity (25-35 mins)== | ||
* Individual thinking and | * 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)== | ==For Group work (30-45 mins)== | ||
* First | * '''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. | # 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 | # Outcomes of HGP: benefits as well as ethical, legal and social issues. | ||
* Second | * '''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 | * '''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 = | = Summary of biology content = | ||
* An animation and student information sheet can be used to inform discussion about ‘how science works’ | * 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 | * The Human Genome Project and the outcomes of this international collaboration. | ||
* How | * 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. | * How recombinant DNA techniques were used in the Human Genome Project to clone DNA sections for sequencing. | ||
=Optional activities= | =Optional activities= | ||
==Optional Lesson Activity ( | ==Optional Lesson Activity (5–10 mins)== | ||
* A related paper-based student activity (see SC0016) includes an activity ‘DNA to Data’ in which students sort the stages of the DNA sequencing process. | * A related paper-based student activity (see SC0016) includes an activity ‘DNA to Data’ in which students sort the stages of the DNA sequencing process. | ||
