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Human Genome Project: From Sequencing to Sharing Genomic Information: Difference between revisions

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Human Genome Project: From Sequencing to Sharing Genomic Information (view source)

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|resourcenumber=SC0017
|resourcenumber=SC0017
|age=Secondary, 6th Form, As, A2
|age=Secondary, 6th Form, As, A2
|content= A Flashv8 animation entitled: 'How the human genome was sequenced'.   
|content= An animation entitled: 'How the human genome was sequenced'.   


|strategy=
|strategy=


|Learning Objectives=By the end of this lesson, students should be able to discuss the outcomes of the Human Genome Project that are being used in the development of new drugs and the social, moral and ethical issues this raises as well as discuss what the Genome projects tell us and what they don't.
|Learning Objectives=
* Be able to discuss the outcomes of the Human Genome Project that are being used in the development of new drugs and the social, moral and ethical issues this raises  
* Discuss what the Genome projects tell us and what they don't.
|additional resources=There is a requirement to view and run the animation on a computer (needs flash plugin). Alternatively there are student information sheets (see details below) this requires the provision of print outs. The Human Genome Project student information sheet with details of sequencing within the context of the Human Genome Project can be acceded at: http://www.yourgenome.org/downloads/pdf/teachers/info/HGP_infosheet.pdf
|additional resources=There is a requirement to view and run the animation on a computer (needs flash plugin). Alternatively there are student information sheets (see details below) this requires the provision of print outs. The Human Genome Project student information sheet with details of sequencing within the context of the Human Genome Project can be acceded at: http://www.yourgenome.org/downloads/pdf/teachers/info/HGP_infosheet.pdf
|useful information=
|useful information=
|related resources=[[DNA sequencing: Ordering the stages]]
|related resources=[[DNA sequencing: Ordering the stages]]
|other=
|other=
|format=Short Flashv8 animation (1.2MB.
|format=Flash animation (short: 1.2MB)
|resources=The Human Genome Project student information sheet with details of sequencing within the context of the Human Genome Project can be downloaded from: http://www.yourgenome.org/downloads/pdf/teachers/info/HGP_infosheet.pdf
|resources=The Human Genome Project student information sheet with details of sequencing within the context of the Human Genome Project can be downloaded from http://www.yourgenome.org/downloads/pdf/teachers/info/HGP_infosheet.pdf


}}
}}
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= Pedagogic Strategy =
= Pedagogic Strategy =


This lesson idea provides details of the International Human Genome Project – including the scientific technique of DNA sequencing, scientists’ international collaboration and the HGP’s project outcomes – this ‘animation’ resource covers key A level material alongside insights into ‘How science can work’.
This lesson idea provides details of the International Human Genome Project – including the scientific technique of DNA sequencing, scientists’ international collaboration and the HGP’s project outcomes – this ‘animation’ resource covers key A level material alongside insights into ‘How science can work’. Guidance is provided on how to use the resource for 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 HGP.
 
Guidance is provided on how to use the resource for whole class discussion and/or small group-work: to engage students with the science and the issues (economic, political, ethical, legal and social issues) of scientific projects such as the HGP.


'''Setting the context:'''<br />The International Human Genome Project (HGP): Sharing scientific knowledge.  Viewing the animation (5 – 10 minutes)
'''Setting the context:'''<br />The International Human Genome Project (HGP): Sharing scientific knowledge.  Viewing the animation (5 – 10 minutes)
1) Teacher led viewing of HGP animation or Student viewing of HGP animation (if computers available) and/or sharing of student HGP information sheet (e-copy or printed copies) to provide HGP and scientific information to set the context for:  
1) Teacher led viewing of HGP animation or Student viewing of HGP animation (if computers available) and/or sharing of student HGP information sheet (e-copy or printed copies) to provide HGP and scientific information to set the context for:  
2) Class discussion (30 - 40 minutes) or Small Group then Class discussion (50 minutes) on the HGP as an example of ‘How science [can] work’:
2) Class discussion (30 - 40 minutes) or Small Group then Class discussion (50 minutes) on the HGP as an example of ‘How science [can] work’:


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


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


Process: first, individually, think about (and jot down) initial ideas, second, in a class or small group context, share initial ideas and any reasons for them, together build on and develop each others’ initial ideas, working constructively – developing the art of giving each other constructive criticism as you together – as a class or group - develop your ideas and consider reasons for them. Finally, select (and jot down) the five key ideas discussed with reasons for these ideas.   
Process: first, individually, think about (and jot down) initial ideas, second, in a class or small group context, share initial ideas and any reasons for them, together build on and develop each others’ initial ideas, working constructively – developing the art of giving each other constructive criticism as you together – as a class or group - develop your ideas and consider reasons for them. Finally, select (and jot down) the five key ideas discussed with reasons for these ideas.   
Note: if working in groups, each group’s ideas are shared with the class in the lesson’s plenary, with each group nominating a group member to give their group’s feedback.  
Note: if working in groups, each group’s ideas are shared with the class in the lesson’s plenary, with each group nominating a group member to give their group’s feedback.  


For Class activity (25 -35 mins): <br />Teacher or volunteer/ nominated student to Chair/ Facilitate the process – individual thinking - and jotting down ideas - time (5-10 minutes), class discussion (10 – 15 minutes), agreeing on and recording key ideas, close of discussion (10 minutes).   
For Class activity (25 -35 mins): <br />Teacher or volunteer/ nominated student to Chair/ Facilitate the process – individual thinking - and jotting down ideas - time (5-10 minutes), class discussion (10 – 15 minutes), agreeing on and recording key ideas, close of discussion (10 minutes).   


For Group work (30 - 45 mins):
For Group work (30 - 45 mins): Divide students into groups of four or five (preferably mixed – attainment and gender), seat facing each other
 
* Divide students into groups of four or five  
(preferably mixed – attainment and gender), seat facing each other


* First, students to work individually (5 – 10  minutes)
* First, students to work individually (5 – 10  minutes) to think about and jot down  initial ideas (brief/rough notes, bullet points) about:
to think about and jot down  initial ideas (brief/rough notes, bullet points) about:
(a) Human Genome Project issues: at the level of individuals, organisations, governments/countries (economic, political and social issues), and the international science community. <br />(b) HGP outcomes: benefits; ethical, legal and social issues.
(a) Human Genome Project issues: at the level of individuals, organisations, governments/countries (economic, political and social issues), and the international science community. <br />(b) HGP outcomes: benefits; ethical, legal and social issues.


* Second: within their groups (total group-work time: 15 – 20 minutes)
* Second: within their groups (total group-work time: 15 – 20 minutes)
(a) each group member to share, explore and discuss their ideas further with other group members (10 – 15 minutes)<br />(b) agree on the group’s five key ideas for sharing with the class in the plenary (5 minutes)
(a) each group member to share, explore and discuss their ideas further with other group members (10 – 15 minutes)<br />(b) agree on the group’s five key ideas for sharing with the class in the plenary (5 minutes)


* Finally, in class plenary, each group to share their group’s five key ideas - with (importantly) evidence/reasons/explanations for their ideas - with the class (10 - 15 minutes)
* Finally, in class plenary, each group to share their group’s five key ideas - with (importantly) evidence/reasons/explanations for their ideas - with the class (10 - 15 minutes). If time permits, facilitate further discussion and together agree on the class’ five main ideas and the associated evidence/reasons/explanations for these ideas.
 
If time permits, facilitate further discussion and together agree on the class’ five main ideas and the associated evidence/reasons/explanations for these ideas.


'''Optional Preparation:'''  
'''Optional Preparation:'''  
Pre-lesson homework. Preparatory viewing of HGP animation followed by research into the issues faced by the stakeholders involved in the HGP, and project outcomes. Making brief notes on:
Pre-lesson homework. Preparatory viewing of HGP animation followed by research into the issues faced by the stakeholders involved in the HGP, and project outcomes. Making brief notes on:
* HGP issues, at the level of individuals, organisations, governments/countries (economic, political and social issues), and the international science community.
* HGP issues, at the level of individuals, organisations, governments/countries (economic, political and social issues), and the international science community.
* HGP outcomes: benefits; ethical, legal and social issues
* HGP outcomes: benefits; ethical, legal and social issues
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This is an animation (and/or student information sheet) that can be used to inform discussion about  ‘How science works’ through:  
This is an animation (and/or student information sheet) that can be used to inform discussion about  ‘How science works’ through:  
(i) in the context of the Human Genome Project and the outcomes of this international collaboration
(i) in the context of the Human Genome Project and the outcomes of this international collaboration


It also covers specific A2 Science/ Biology content:
It also covers specific A2 Science/ Biology content:
(ii) how scientific techniques can be derived from natural biological processes; this animation demonstrates how the principles of the Sanger sequencing method are derived from the natural process of DNA replication
(ii) how scientific techniques can be derived from natural biological processes; this animation demonstrates how the principles of the Sanger sequencing method are derived from the natural process of DNA replication
(iii) how recombinant DNA techniques were used in the Human Genome Project to clone DNA sections for sequencing.
(iii) how recombinant DNA techniques were used in the Human Genome Project to clone DNA sections for sequencing.


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= Useful information =  
= Useful information =  


There is a Human Genome Project student information sheet (in form of pdf) with details of sequencing within the context of the Human Genome Project, see:  
There is a Human Genome Project student information sheet (pdf) with details of sequencing within the context of the Human Genome Project, see: http://www.yourgenome.org/downloads/pdf/teachers/info/HGP_infosheet.pdf
http://www.yourgenome.org/downloads/pdf/teachers/info/HGP_infosheet.pdf


Related people profile weblinks:  
Related people profile weblinks:  
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Sir John Sulston, Nobel Laureate, founding director of The Wellcome Trust Sanger Institute. See: http://www.yourgenome.org/people/fred_sanger.shtml which also has links to further related Web links to:
Sir John Sulston, Nobel Laureate, founding director of The Wellcome Trust Sanger Institute. See: http://www.yourgenome.org/people/fred_sanger.shtml which also has links to further related Web links to:
   
   
(i) additional information sources re: DNA, genes, genomes and  
(i) additional information sources re: DNA, genes, genomes and FAQs about the Human Genome Project.  
FAQs about the Human Genome Project.  
(ii) related videos: short interview clips with leading scientists - answering key questions on the Human Genome Project.  Can be used in conjunction with the animation to stimulate discussion in class or to help answer questions that may arise.
(ii) related videos: short interview clips with leading scientists - answering key questions on the Human Genome Project.  Can be used in conjunction with the animation to stimulate discussion in class or to help answer questions that may arise.
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