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

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{{Rinfo
{{Rinfo
|title=Human Genome Project: From Sequencing to Sharing Genomic Information
|title=Human Genome Project: from Sequencing to Sharing Genomic Information
|topic=DNA sequencing, the International Human Genome Project
|topic=DNA sequencing, the International Human Genome Project
|subject=Science
|subject=Science, Biology
|resourcenumber=SC0017
|resourcenumber=SC0017
|age=Secondary, 6th Form, As, A2
|age=Secondary, 6th Form, AS, A2
|content= An animation entitled: 'How the human genome was sequenced'.
|content=This lesson idea concerns the outcomes of the international Human Genome Project including the scientists’ collaboration over DNA sequencing. An A level biology animation, and an information sheet offer insights into ‘how science works’ and are used to fuel a discussion.
 
|image=Howyourgenome0.png
|strategy=
|strategy=
 
|tagline=Discuss and share economic, political and ethical issues
|Learning Objectives=
|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  
* 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.
* 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 a Flash animation on a computer or print student information sheets (below). The Human Genome Project student information sheet with details of sequencing within the Human Genome Project can be accessed 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=Flash animation (short: 1.2MB)
|format=Flash animation (5 min); teacher guide (below) and information pages
|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=Download the student information sheet with details of sequencing within the context of the Human Genome Project from http://www.yourgenome.org/downloads/pdf/teachers/info/HGP_infosheet.pdf


}}
}}
[[Category:Secondary]] [[Category:Science]][[Category: External]]
[[Category:Secondary]] [[Category:Science]][[Category: External]]


[[File:Howyourgenome1.png|border|340x340px| | Preview snapshot ]]
= Pedagogic Strategy =
= Pedagogic Strategy =
 
This lesson idea concerns 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 HGP.<br />
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.
'''Setting the context for the International Human Genome Project: Sharing scientific knowledge'''<br />
 
1) Student viewing of HGP animation or Teacher-led viewing of HGP animation or sharing of onscreen / printed HGP information sheet (5–10 minutes)<br />
'''Setting the context:'''<br />The International Human Genome Project (HGP): Sharing scientific knowledge.  Viewing the animation (5 – 10 minutes)
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’<br />
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:
'''Introduce, share Task and Process objectives (5 mins):'''<br />
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’:
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.<br />
 
‘’’Task:’’’ The Human Genome Project: ‘How science [can] work’ - issues and outcomes?
'''Share Introduction, Task and Process objectives (5 mins):'''
Identify, share, discuss and constructively explore ideas about (a) and <br />(b), then build on these ideas. Give evidence/explanations/reasons for the ideas:
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.
(a) HGP economic, political and social issues at the level of individuals, organisations, governments, countries and the international science community.
 
(b) HGP outcomes: benefits; ethical, legal and social issues.<br />
Task: The Human Genome Project: ‘How science [can] work’ - issues and outcomes?
‘’’Process:’’’ <br />Think about and jot 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 as you talk together. Finally, select and jot down the five key ideas discussed with reasons for them. 
Identify, share, discuss and constructively explore ideas about (a) and <br />(b), then build on these ideas: give evidence/explanations/reasons for the ideas:
If working in groups, each group’s ideas are shared in the lesson’s plenary. Each group nominates a member to give their group’s feedback. <br />
(a) HGP issues, at the level of individuals, organisations, governments/countries (economic, political and social issues), and the international science community.
For Class activity (25 -35 mins): <br />
Teacher or nominated student chairs / facilitates the process
Individual thinking and jotting ideas down (5-10 minutes),
Class discussion (10-15 minutes) agreeing on and recording key ideas,
Close of discussion (10 minutes). <br />
For Group work (30 - 45 mins): <br />
Divide students into mixed groups (attainment and gender) of four or five, seated facing each other
* First, students individually (5–10 minutes) think about and jot down initial ideas, brief notes or bullet points about:
(a) HGP economic, political and social issues at the level of individuals, organisations, governments, countries and the international science community.
(b) HGP outcomes: benefits; ethical, legal and social issues.
(b) HGP outcomes: benefits; ethical, legal and social issues.
* Second: within their groups (15–20 minutes) each group member shares, explores and discusses their ideas with other group members (10–15 minutes. They then agree on the five key ideas that the group will share in the class plenary (5 minutes)
* Third, each group shares their five key ideas with the whole class – giving evidence/reasons/explanations for their ideas (10-15 minutes). If time permits, facilitate further discussion and together agree on the class’ five main ideas and the evidence/reasons/explanations for these ideas.
'''Optional Pre-lesson homework'''
* 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; and the international science community.
* Make brief notes on the outcomes benefits; ethical, legal and social issues of the HGP


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. 
= Notes on Biology content =  
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.
* 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
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). 
* How scientific 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.
For Group work (30 - 45 mins): 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) 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.
 
* 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)
 
* 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.
 
'''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:
* 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
 
= Teacher's Notes =  
 
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
 
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
(iii) how recombinant DNA techniques were used in the Human Genome Project to clone DNA sections for sequencing.
 
Optional Lesson Activity (5 – 10 mins)
(i) there is a related paper-based student activity (see SC0016) which includes a DNA to Data worksheet activity in which students can arrange stages of the DNA sequencing process in the correct order. 
 
Optional Pre-lesson preparation – 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 faced by stakeholders -  individuals, organisations, the scientific community and governments – during the Human Genome Project.  HGP outcomes, benefits, ethical, legal and social issues could be set as pre-lesson preparation, or a Homework activity.
 
= Useful information =


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
=Optional activities=
Optional Lesson Activity (5–10 mins)<br />
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.  <br />
Optional Pre-lesson preparation or homework activity:<br />
It would be helpful to have some preparatory familiarisation with the animation/ information sheet resources and encourage students to research into the issues faced by stakeholders, organisations, the scientific community and governments during the Human Genome Project. The outcomes, benefits, ethical, legal and social issues of the HGP could be set as pre-lesson preparation, or a Homework activity.


Related people profile weblinks:
= More =
Fred Sanger, Nobel Laureate who developed the process of dideoxynucleotide sequencing (Sanger sequencing) used in the Human Genome Project. 
* The Human Genome Project student information sheet (pdf) details sequencing within the context of the Human Genome Project, see: http://www.yourgenome.org/downloads/pdf/teachers/info/HGP_infosheet.pdf
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:
* 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.
(i) additional information sources re: DNA, genes, genomes and 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.
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