The Human Genome Project - The Use of Genetic Screening Technology
The Human Genome Project - The Use of Genetic Screening Technology
Institute for the Study of Knowledge Management in Education
UNIT TEMPLATE: Text-Based STEM Inquiry
This template provides an approach for creating a science investigation that includes reading-focused inquiry to build student science literacy skills. The template was created to support library media specialists and STEM teacher cohorts in the School Librarians Advancing STEM Learning project, led by the Institute for the Study of Knowledge Management (ISKME) in partnership with Granite State University, New Hampshire, and funded by the Institute for Museum and Library Services (IMLS).
Part I: Unit Title: The Human Genome Project - The Use of Genetic Screening Technology
Part II: Background on LMS and Science Teacher relationship: This lesson was created by Library Media Specialists Emelia Fleck and Ethel Gaides and Biology teacher Beverly Tedeschi. Emelia and Ethel’s strengths were identified as text-based inquiry and the curation of resources. We requested to see Beverly’s model of using inquiry-based approach to science. Beverly’s strengths are in having science content knowledge, experience in curriculum development and twenty-six years of teaching multiple levels of biology including Advanced Placement.
Part III: Unit Description: This unit includes one week of lessons which immediately follow the Genetics and DNA units. The previous knowledge gained from these units, as well as a previous project where students researched and shared with their classmates a specific genetic disorder, will provide the background for students to participate in a debate about the ethical issues of applying information available through the Human Genome Project (HGP).
Previously students have researched a genetic disorder and presented details of its inheritance patterns to their class. During this unit, students may need to further conduct research for the possibility for genetic testing and gene therapy to provide supporting evidence for arguments to use in a class debate. One such site may be the the Online Mendelian Inheritance in Man site at the National Center for Biotechnology Information (also funded by NIH) which contains text on all genetic disorders. At this site students will find documents which compile summaries of research for each disorder including results of gene therapy and availability of genetic testing. The anchor article is one written in 2012 from the major developers of the Human Genome Project and includes their potential use of information from the program and implications. Included in the text set are two articles to help students with understanding genetic testing and complex human non-Mendelian interactions as well as a video on various genetic disorders. Finally, there are resources from a bioethics program which helps students understand how an ethical decision is made based on society’s morals and values.
Prior to the beginning of this unit, the following Standards need to be addressed:
Next Generation Science Standards:
Students who demonstrate understanding can:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
LS1.A : Structure and Function
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS -LS1-1)
HS-LS3-2: Make and defined a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.HS-LS3-2 Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.
HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
LS3.A : Inheritance of Traits Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA . The instructions for forming species’ characteristics are carried in DNA . All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1)
LS3.B: Variation of Traits In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited.
CCSS Science Literacy Standards:
Students who demonstrate understanding can:
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-LS1-4)
Part IV: Standards for Unit (While you may be addressing parts of many standards, please list the main standards that are accomplished in this unit.)
Next Generation Science Standards:
Students who demonstrate understanding can:
ETSI.B Developing Possible Solutions
When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are also useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.
NGSS Crosscutting Concepts:
Nature of Science -Science in a Human Endeavor.
Technological advances have influenced the progress of science and science has influenced advances in technology
Science and engineering are influenced by society, and society is influenced by science and engineering.
CCSS Science Literacy Standards:
Students who demonstrate understanding can:
RST .11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS3-1),(HS-LS3-2)
RST .11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-LS3-1)
WHST .9-12.1 Write arguments focused on discipline-specific content. (HS-LS3-2)
Part V: Unit Essential Question
How should information from the Human Genome Project be used in the face of human medical interventions with genetic disorders?
Part VI: Goals for Using Inquiry: The goal for using inquiry in this unit is to have students explore implications of the Human Genome Project and technologies now available in making decisions regarding medical issues caused by genetic change. Using inquiry-based reading, students will explore an anchor text regarding issues raised by the HGP and then develop their own essential and supporting questions to guide their research to prepare for the debate. Other supporting texts will center on the complexity of human genetic expression and methods of genetic screening. Such questions raised by students might include the use and cost of genetic screening tests, the storage and confidentiality of data obtained, and the potential for misuse of information. It is the hope that these texts will also lead to questions regarding the use of gene therapy and availability of tests for some of the disorders discussed previously in class. In addition, it is hoped that students recognize that the expression of genetic traits is based both on genetics and environmental factors, in that many human genetic disorders are multifactorial with many regulatory factors and that just having the gene does not assure that the individual will have the disease.
The National Human Genome Research Institute at National Institute of Health (NIH) website for the Human Genome Project has an introductory article written by Drs. Francis S. Collins, Victor A. McKusick, and Karin Jegalian called “Implications of the Genome Project for Medical Science” which will be used as the anchor text. This was modified specifically for this NIH website from the author's’ original article appearing in the Journal of the American Medical Association. This article reviews the rapid development of information with regards to genomics and the need for providing a database for information collection. It addresses current genomic research and applications in medicine. The article was written in 2012 and much has changed since, including those issues that were brought up in the article as being in the future. The goal of using this article is to inspire students to look at the current state of research available.
During the unit, students will watch the OER video NOVA: Cracking Your Genetic Code. During this video, students are presented with possible medical scenarios which deal the costs and benefits of treatment, preimplantation genetic diagnosis, screening for cancer and genetic defects, developing new drugs for genetic disorders and ethical questions raised. Once again this video is dated and hopefully will encourage students to investigate further current applications of the Human Genome Project.
Part VII: Summative Assessment Description and Rubric
In class debate on the use of genetic testing
Scenarios from NOVA “Cracking the Genetic Code” http://www.pbs.org/wgbh/nova/body/genetic-testing-dilemmas-intro.html.
The use of Embryo Testing for genetic screening of disease before implantation.
Testing using direct to consumer tests even though there is no determination of genetic issue.
Testing for Alzheimer's and Cancer
Using tissue extracted from surgery for medical research to understand genetic disease
Please see the attached file with five debate scenarios that have been modified from this website.
Debate Format: Modified from Northwest Association for Biomedical Research
https://www.nwabr.org/sites/default/files/Debate.pdf
Ethical Decision Making Framework- to help with debate organization:
https://www.nwabr.org/sites/default/files/Decision_Making_Framework.pdf
Components of the debate should include:
An account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
Citation of specific textual evidence to support or refute position
Information from a range of sources
Arguments focused on discipline-specific content.
2. Alternative for class absence: Persuasive Essay -’Letter to the Editor’ on The Ethical Decisions Behind
Genetic Testing (These will be evaluated applying attributes of the individual school’s rubrics for Writing and Communication as well as suggestions form the “Letter to Editor Rubric from the Northeast Association for Biomedical Research in addition to a checklist point distribution for content components.
Essential question for Letter to the Editor:
How should information from the human genome project be used in the
face of human medical interventions with genetic disorders?
Some factors that may be considered in the letter are:
Would you want to know your genetic blueprint?
What benefits would there be to knowing what your DNA says?
Who also may have access to that information?
Would it make a difference in knowing if you had a gene for a potential disorder?
Just because you have the gene, does that mean you will develop the disorder? What environmental factors may also play a role in developing the disorder?
How might this information be misused?
Discussion/Elaboration/Description should include a range of constraints, including cost, safety, reliability, and aesthetics, and consider social, cultural, and environmental impacts
Citation of specific textual evidence to support or refute position
Information from a range of sources
Arguments focused on discipline-specific content.
Suggested Rubric: “Letter to the Editor” Northwest Association for Biomedical Research
https://www.nwabr.org/sites/default/files/RubricsAssess.pdf
Suggested Checklist Point Distribution:
40- Mechanics: typed (5) double spaced(5) grammar (10) spelling (10) length (10)
50- Content
Position Statement (10) Elaboration of statement (10)
Evidence #1 stated (5) Discussion/Elaboration/Description (5)
Evidence #2 stated (5) Discussion/Elaboration/Description (5)
Evidence #3 stated (5) Discussion/Elaboration/Description (5)
10- Citations MLA format used (5) Appropriate sources of evidence (5)
Part VIII: Prior Knowledge Needed
Next Generation Science Standards:
Students who demonstrate understanding can:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
LS1.A : Structure and Function
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS -LS1-1)
HS-LS3-2: Make and defined a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.HS-LS3-2 Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.
HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
LS3.A : Inheritance of Traits Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA . The instructions for forming species’ characteristics are carried in DNA . All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1)
LS3.B: Variation of Traits In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited.
CCSS Science Literacy Standards:
Students who demonstrate understanding can:
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-LS1-4)
Content Specific
Cell Division and DNA Unit: The student should be able to:
Determine how are traits maintained from generation to generation through cell division? (Mitosis and Meiosis)
Predict how errors in these mechanisms might affect living things. (Errors in nondisjunction)
Explain how meiosis and sexual reproduction affects genetic variation.
Describe how do changes in DNA nucleotide sequence affect proteins and gene expression?
Describe how a change of a DNA nucleotide may or may not make a change in protein.
Explain what can cause a DNA mutation.
Genetics Unit: The student should be able to:
Explain how are genetic traits passed down from one generation to the next
Use vocabulary appropriately to describe genetic inheritance: dominance, recessive, hybrid, dihybrid,heterozygous, allele, homozygous, phenotype, genotype
Identify common traits in humans determined by single alleles.
Predict probability of trait being inherited for monohybrid, dihybrid, and sexlinked crosses.
Differentiate between incomplete dominance, codominance, polygenetic inheritance and multiple alleles.
Provide an example where environment will influence a phenotype.
Describe the mechanism of inheritance and predict probability for inheritance for a human genetic disorder such as Down's Syndrome, Cystic Fibrosis, and Hemophilia
Use a national database to find information associated with a specific disorder and the Human Genome Project
Describe common human medical conditions affected by defects in alleles
Create a presentation to relay information about a specific genetic disorder inheritance.
Explain what happens to living things when the DNA code is changed?
Explain what a karyotype is and how it is used to identify three chromosomal abnormalities for human (Turners, Trisomy 21, Kleinfelter’s)
Explain how knowledge about DNA structure be used to improve our understanding and applications in agriculture, medicine, and forensics.
Identify ways in which biotechnology may be used to help in medicine, agriculture and other investigations
Skills
Reading for information and context in technical writing. Annotating documents
Debating Skills: format, presentation of evidence, etiquette, dynamics
Cooperative Group Skills: Sharing information with others, Listening, Showing Respect for each group member.
Internet research: Ability to access a national databases for information (NCBI), evaluating websites and
information, Conducting a Search for information
Use of Presentation Software (slides may be used by debating team as visual)
Writing Skills: a persuasive essay or Letter to Editor: format, thesis, evidence, conclusion
Citing sources of information (MLA format)
Part IX: Student Learning Objectives
The student will be able to cite examples of technologies used to diagnosis and treat genetic disorders by reading and annotating an article about the implications of the Human Genome Project .
The student will be able to describe how gene therapy may be used to help people with genetic disorders by applying information from the article about the implications of the Human Genome Project.
The student will be able to evaluate a claim that genetic testing for a specific disease is beneficial by using evidence from the text found at a NIH database on the Human Genome Project.
The student will be able to explain the cost, risks, potential misuse and other ethical issues raised by the collection of data from genetic screening by summarizing issues presented in texts and videos on the Human Genome Project
The student will be able to provide evidence to support or to refute genetic screening to be used in an oral debate regarding genetic testing or by writing a Persuasive Essay or “Letter to the Editor based upon applying information from an fact sheet on genetic testing and data provided by articles specific to testing available on various disorders.
The student will be able to argue for or against genetic screening in a form of Debate participation or by writing a Persuasive Essay or “Letter to the Editor using textual evidence, data and precise details from the articles provided.
Part X: Text Set Description (used to analyze the purpose and goal of each text they provide to the students)
Text Title & Hyperlink | Text Purpose | Text-Dependent Questions (created by the teacher/librarian to help students analyze the text in a specific sequence) | Accommodations for Diverse Learners |
Anchor Text: “Implications of the Genome Project for Medical Science” by Francis C Collins, Victor A McKusick, and Karin Jegalian Modified specifically by Collins et al. for NIH from their original article in JAMA NIH specifies text is in public domain. | This is my Anchor Text, designed to provide science content about how the Human Genome Project was started, current genomic research, medical research, and how the HGP will change medical diagnosis and treatment. It has allowed for education on the top while provoking student engagement around the essential question of how these technologies may affect medical decisions. The ATOS level of the text is 9.0 which is appropriate for the middle of 9th grade year. Linked here is the results: | 1. Why was it necessary to coordinate the data collected through the HGP? 2. What are some of the current aspects of Genomic Research presented in this article? 3. What are the issues with regards to privacy, genetic discrimination, and education that affect understanding of the HGP? 4. How might medicine with regard to diagnosis and treatment be changed by the data collected through the Human Genome Project? 5. Did the article provide specific and useful evidence regarding medical conditions and potential implications of the HGP? 6. In your opinion, what is the strongest evidence provided that indicates the need for continued coordination of HGP data? 7. Question to ask students after discussion of articles: If Watson or Crick were to be transformed through time and you were to be sitting with them, what questions would you ask them about their work, their hope for their work, or the present or future use of the HGP? They are to write the questions down on a piece of paper and then questions are shared with class. | 1. Tier Two words will be chosen ahead of time and a definition will be added as footnotes to copies of the text. 2. Specific chunks will be chosen ahead to support students in breaking the reading down into manageable sections.] |
Supporting Text #1 Cracking Your Genetic Code (NOVA) Video http://www.pbs.org/wgbh/nova/body/cracking-your-genetic-code.html1 | This Video will be played early in the unit to provide specific scenarios where information from the Human Genome Project has been used currently to help people suffering from genetic issues. This includes discussion of preimplantation genetic diagnosis, costs and benefits of treating genetic diseases, screening for cancers, and other ethical considerations. | 1. This video supports information in the anchor text by providing scenarios and real life medical issues that benefit from HGP research 2. While watching students are to list 4 facts under each of the four categories: Costs of Disease, Methods of Screening, Ethical Issues, Treatment Options | A transcript is available from PBS as well as a Closed Caption Text Video may also be broken down into several segments to accommodate schedules and students who can not watch longer episode. |
Supporting Text #2 FDA Approves 1st Direct-to-Consumer Genetic Risk TestsBy Scott Roberts Health Day | This text announces a new OTC test for 10 basic genetic disorders that has been approved by the FDA. This article will be combined with the factsheet on genetic testing. The ATOS level of the text is 10 which is appropriate for the late 9th grade year. Here is the Link | 1.What concerns does the FDA have regarding that these tests might mislead or cause a misdiagnosis of the disorder? 2. Which specific disorders will this test be available for? 3. How might information from these tests be beneficial to the consumer? | This is a fairly simple text, however more difficult words can be defined in a note on the page. |
Supporting Text #3 Genetic Testing: What It Means For Your Health and Your Family’s Health NIH https://www.genome.gov/pages/health/patientspublicinfo/genetictestingfactsheet.pdf | This article will be presented with supporting text #2 This is a fact sheet produced by a combined genetics task force for NIH on Genetic Testing. The fact sheet answers the following questions: 1.What is genetic testing? 2. What can be learned? 3.When to talk to a health care provider? 4. How is it done? 5.What are some issues? The fact sheet also provides links for more information on genetic testing. The ATOS level of the text is 8.0 which is appropriate for the 9th grade year. Here is the link. | 1.According to the FAQ sheet, what are some suggestions for who and when a person should consider genetic testing. 2. What protections exist to insure the information from your genetic tests are not used in a discriminatory manner? 3. According to the authors what are some ways in which genetic screening is conducted. 1 | Definitions of words will be provided as needed. |
Supporting Text #4 Four Ways Inheritance Is More Complex Than Mendel KnewBy Carolyn Beans https://biobeat.nigms.nih.gov/2016/03/four-ways-inheritance-is-more-complex-than-mendel-knew/ | These article describes how human genetics is more complex that what a Mendel would have predicted. Human disorders are more than likely 1.multifactorial 2.linked 3.polygenetic 4.mitochondrial inherited 5.affected by the environment and RNAi The ATOS level of the text is 9.6 which is appropriate for the middle of a 9th grade year. Here is the link | 1. What are four ways that the authors suggest that human genetic disease is more complicated than other single allele traits? 2. Describe one example within the text where the authors explain how the environment or RNAi control gene expression. 3. What are some ways that the authors suggest that mitochondrial DNA will affect inheritance? 4. What are the specific genetic issues that are suggested by the authors that involve multiple genes or polygenic inheritance. | 1.Students can underline key words and use resources to define terms. 2. The article can be divided into four groups with each group taking one role and summarizing it. Then they can share the information with the class. |
Supporting Text #5 Background Reading: Ethical Perspectives and Theories How Does Ethics Differ from Morals and Values? https://www.nwabr.org/sites/default/files/EthicsBackgroundReading.pdf | This fact sheet developed by an organization that teaches Bioethics clarifies the difference between Ethics, Morals, and Values The ATOS level of the text is 9.1 which is appropriate for the 9th grade year. Here is the link | 1.How did the authors differentiate between Ethics, Morals and Values? 2. The authors discussed how the ancient greeks defined values and the virtuous argument. Identify some of these virtues included in the article. 3. Explain how they suggest that morals and values are used in ethical arguments. 4. In the article, the authors suggest five principles to consider when deciding the write one to make. Identify and describe these five principles. | Key definitions can be underlined for students at lower reading levels. |
Part XI: Suggested Lesson Breakdown/Pacing
Day | Student Learning Objectives | Aligned Student Learning Task and Suggested Timing | Formative Assessment | Important Accommodations |
Lesson 1 90 minute block | 1.The Student will be able to explain the reasoning why the HGP was systematically implemented and databases maintained by the NIH. 2.The student will be able to cite examples of technologies used to diagnose and treat genetic disorders by reading and annotating an article about the implications of the Human Genome Project. 3.The student will be able to describe ongoing Genomic research and relate it to the understanding of the Human Genome. | 1.Class is divided into six Home groups and four Learning groups: History of HGP, Current Research, Medical Research, and Impact on Medicine. Each home group will have one representative for each learning group. 2. Students read the Implications of the Genome Project article on their own using annotation strategies given by the teacher/LMS (One such strategy can be found at Lhttps://www.biologycorner.com/worksheets/annotate.html). Individuals are to write 5 facts they feel are most important regarding their component to be shared with members of their Learning group. 3. Students meet as Learning groups and share the 5 facts they chose were most important with each other. They are to increase their individual lists by 2 facts. 4. Students return to Home groups. Each student is give a “group report sheet” to summarize the article during home groups. Each member will share in the four aspects of the article on the group individually recording facts shared on the sheet provided to them. 5. The teacher/LMS asks for summaries of the article from each Home group. In doing so the teacher reads sections of the article aloud, identifying important annotations. 6. Home groups are to generate three ethical questions or concerns that this article raises about genetic screening on an individual's decision to be tested. 7. Homework (may be started in class): Students are to investigate a genetic disorder of interest to identify treatment options and if genetic screening is available and how it is accomplished. This may or may not be the specific disorder previously researched in class. In doing so they are to answer the three questions raised by their homegroup with regards to their genetic disorder. They may use NCBI website, or other resources in their search. | 1. The teacher will monitor students as they read independently to observe the number of annotations made. 2. The (teacher/LMS) will monitor student recording during learning and home group sharing of facts. 3. The teacher will monitor progress while in learning/home groups to see if certain areas of the assignment are confusing. 4. The teacher will lead the class in summarizing the article, pointing out and reading important facts/statements from the article. 5. After the video, teacher will ask student to volunteer things of interest that were added to each segment played. | 1. The teacher will provide the article ahead of time to students with high need. 2. The teacher will provide a list of defined vocabulary for the student to use during the 2nd reading. 3. The teacher will point to a fact in the article to help focus students in finding facts to share. 4. The teacher will direct students having difficulty to specific disorders and websites where information on testing can be found. |
Lesson 2 90 minute block | The class will start asking students to generally share with the class what they have learned about genetic screening from completing their homework regarding a specific disease. It is hoped that the first three objectives will be brought forward during the beginning of class. If not, the teacher will facilitate to bring these objectives forward. 1.Students will be able to describe techniques used for genetic screening, associated costs and the availability of those tests for disorders of interest. 2. Students will be able to describe how certain genetic testing is beneficial. and what the possible risks are. 3. Students will be able to identify alternative approaches to treatment for a genetic disorder. 4. Students will be able to answer questions and ethical concerns raised initially by Home Group 5. Students will be able to identify four ways in which human genetic traits may be unusual and hard to predict with regards to inheritance patterns | 1.Teacher will start class by asking if anyone would like to share what they have learned from their homework about genetic screening. This will lead to the development of objectives 1-3 for today’s lesson. 2. Class is broken up into the Home groups. In Home groups students are to read and annotate using strategies provided previously supporting text #2, #3 and #4 #2 “ FDA Approves 1st Direct-to-Consumer Genetic Risk Tests” By Scott Roberts Health Day #3 “Genetic Testing: What It Means For Your Health and Your Family’s Health” NIH #4 “Four WaysInheritanceIs More ComplexThan Mendel Knew”By Carolyn Beans 3. Students are to share with their Home groups what they learned about testing and treatment options for their genetic disorder. Students should make notes on their papers of key ideas brought up in Home groups. 4. Students will watch “NOVA: Cracking Your Genetic Code” as a class. Students are to refer to the “Group Report” provided in the previous lesson. Teacher plays NOVA video and asks students to add to their “Group Report Sheet” two facts learned in each category . Students will use a colored pencil to indicate new facts. 5. Students are to share facts found with each other in their Home Group. Students will also ask to review the three questions posed on Lesson #1 to see if they could be answered with information obtained from today’s texts and video. 6. At end of class, students are brought back to a whole group instruction setting. They are asked to imagine they were to be time travel and met with the young James Watson, Francis Crick or Rosalind Franklin bringing back the articles so far studied on the HGP. The are given 5 minutes to answer the prompt: What would you ask Watson Crick or Franklin about the future of their discovery (this can be with or without articles for them to refer to). After quiet reflection, students are to share their questions with the class. 7. Homework: Students are to review the Debate Format and Ethics/Morals/Values Sheet. They are to answer the three prompts:
| 1.The teacher will ask for thoughts and general sharing of information from their research on genetic screening of disorders researched as homework.. As student bring forth what they learn, the teacher will develop class learning objectives (1-3) that they will investigate 2. The teacher will monitor students as they read independently to observe the number of annotations made. 3. The (teacher/LMS) will monitor student recording during Home group sharing of articles and information about specific genetic disorder researched. 4. The teacher will monitor progress while in Home groups to see if certain areas of the assignment are confusing 5. Teacher will then ask what each Home Group learned through their reading of three articles that may challenge the concept that genetic testing is difficult to do or unreliable. 6. The teacher will monitor students during video for attentiveness and recording of facts, pausing and reviewing concepts as needed after each segment to assure students are able to follow the video. 7. The teacher will monitor students as they return to Home groups after the video as they review the three questions generated previously. 8. Teacher will settle students into whole class setting and provide the time travel prompt. Once students have written down questions, the teacher will facilitate sharing of questions. | 1.The teacher will repeat verbally and write the generated/modified objectives on the board for students 2.The teacher will provide articles with defined words ahead of time to accommodate reading abilities. 3. Video can be broken into segments, pausing afterwards to summarize what was presented. 4.The teacher will provide colored pencils to students so they may modify their Group report with information from the vide. |
Lesson #3 90 minute block | 1.Students will be able to distinguish between ethics, morals, and values and the interplay of these terms in decision making 2.Students will be able to differentiate between the “Ethical” and“Legal” issues behind Genetic Testing. 3. Students are to describe the “cost” and “risks” involved in genetic screening. 4. Students will define eugenics and explain the societal implications of selecting or choosing traits. 5. Students will review the Debate Format in class and prepare to debate over the use of genetic testing in answering the Essential Question: How should information from the human genome project be used in the face of human medical interventions with genetic disorders? 6. Students will be provided with 4 Scenarios from “Cracking the Genetic Code” for debate. Groups will randomly select their debate topic. They will need to prepare for both a pro and con side as they will not know which side they represent in the debate. | 1.The teacher will check for understanding of the difference between ethics, morals and values and their interplay in decision making by questioning students. This will be done by asking students in a whole class instruction at the beginning of the class what questions can they generate that will help in differentiate between the three terms ethics, morals and values. From this discussion, three questions will be written on the board for students to answer upon the closure of class. 2.Students will assemble in their Home Groups and provided a large piece of paper and a marker. They will be asked to draw a line down the middle of the blank page. On one side they are to write Ethical and on the other side Legal. The teacher will define “Ethical Issues” concern what is “moral or right”. (Example: Should genetic information be used in reproductive decision making?) and “Legal Issues” concern the protections that laws or regulations should provide. ( Example: What can can be done with your information). 3. Home groups are to brainstorm societal issues raised by genetic testing (including direct to consumer testing, carrier testing, and prenatal testing) and decide if they belong on the Ethical or Legal column 4. After 10 Minutes of brainstorming, students are share with a reporter to the class some of their concerns raised. 5. The term “eugenics” will be defined for students by the teachers followed by the questions: To what end do we apply our knowledge from the Human Genome Project. 6. Teacher will direct students to the board to the three questions written at the beginning of class. They will ask the prompt: Were the questions answered in your groups? Did you develop new questions about understanding bioethical questions? 6. Teacher will review Debate Organizer and rules. 7. Home Groups will select randomly Pro or Con for one of the four randomly selected Scenarios from “Cracking Your Genetic Code” http://www.pbs.org/wgbh/nova/body/genetic-testing-dilemmas-intro.html. Only 3 of the 4 scenarios will be used during the class. 8.Students will refer back to the large group papers and Debate Organizer and debate rubric to prepare for their debate. In addition, students will be able to use remaining class time to look up information regarding the specific content presented in the debate. | 1.Teacher will check for understanding of homework and clarify terms. 2.Teacher will define Ethical and Legal definitions. 3. Teacher will monitor groups for brainstorming and recording information on paper. 4. Teacher will direct sharing of group papers. 5.Teacher and LMS will monitor completion of Debate Organizer and make suggestions as needed. 6. LMS will help students research support for Pro/Con evidence | 1. Teacher will assign roles in debate groups as needed to promote effective group presentation. 2. Teacher will facilitate where necessary gathering of evidence. |
Lesson #4 90 minutes This lesson does not have to be the next day after #3, Student groups may need time to prepare for their debate and should be provided the flexibility to do so. Based on questions they ask during lessons 1-3 | 1.Students will debate using Pro or Con argument on the use of genetic screening on one of four testing scenarios. 2. Students will do a self evaluation and a project evaluation. | 1.The classroom will be set up with two sets of four chairs in front with the rest of the seats acting as the audience placed in groups of 4. 2.Debate guidelines will be reviewed. 3. The order for each scenario will be chosen at random. Those not debating will be considered judges and will meet as Home Group to score students on rubric. 4. The teacher will randomize which group will be Pro and Con. After this choice has been made, groups will have 5 minutes to prepare their arguments before the debate starts. 4. Each student will complete an evaluation of the unit/process/debate as homework. | 1. The teacher will set up classroom before students enter. 2. The teacher will review guidelines and introduce any special visitors. 3. The teacher will distribute grading rubrics to each student and go over how forms will be addressed. 4. The teacher will monitor the debate and maintain a proper classroom environment. | An alternative “To The Editor” Letter is available for those not participating in the debate due to absence or IEP as a nonverbal student. |
Part XII: Attachment of Student Work Examples
(Please include links or attachments of 3 work samples that have been scored using your rubric and have feedback from both STEM teachers and the LMS. Consider including both exemplars and samples that have room for improvement. Please do not include student names or pictures.)
The following images were taken of samples of work and group discussions from an introductory biology program.
Images of students reading through and discussing articles:
Images of types of annotations done for articles as well as written responses to questions posed:
Images of questions generated: “What would you ask Watson, Crick, or Franklin today about the HGP?”
Images of Debate and its scored rubric
Images of the in class Debate
Part XIII: Teacher and Librarian Reflection on the Implementation of the Unit
STEM Teacher:
Originally this unit was designed to be implemented as a part of the genetics unit for a freshmen biology program. It was later decided to implement the unit for the freshmen after discussion of the DNA/Gene Expression Unit to provide students with an understanding of the chemical processes involved in the Human Genome Project. The Anchor Text, Supporting Text and Videos were appropriate for the ninth grade program. Students were able to develop questions that were based upon their human disorder selected for their previously developed genetics presentation. During the unit, I made modifications including a prompt where I asked students to “Ask a question of Watson, Crick, or Franklin” as if they were transported back into time with a copy of McKlusicks article on the Implications of the Human Genome Project. This writing prompt was well received by the students. I had to modify conducting a debate with the freshmen class as there was difficulty in their coordination and understanding of the debate format. In doing so I divided the class into two sides and read the debate scenario for which they discussed the aspects as a class.
I also completed a version of the same lessons with AP biology, during the time after the AP exam and before their Final exam. In this version, students read the Anchor and Supporting Texts. We had previously done a discussion on bioethics which included definitions of Morals, Values and Ethics. Since they had previous practice in other classes with debates, they were successful in conducting a formal debate adhering to the times and parameters provided on the rubric for three of the five scenarios.
Library Media Specialists:
We were able to support the STEM teacher in the classroom through documentation of this project. If we were to modify the project, the students would have time in the library (or in the classroom) to extend research and to prepare for their debate. The National websites for the Human Genome Projects had numerous blogs, newsletters, articles for student use where the LMS specialists are helpful in supporting students to identify key elements to provide evidence for their debates with the supporting text.