About Us
Our Team
Our Impact
FAQs
News
Contact Us

Human Genome Debate


Page Views: 3068


Advanced Search
Email This Lesson Plan to Me
Email Address:
Subscribe to Newsletter?
Log in to rate this plan!
Overall Rating:
(5.0 stars, 2 ratings)


Keywords: Debate
Subject(s): Biology, Technology, Health and PE, Science
Grades 6 through 12
School: Joseph F Tuttle Middle School, Crawfordsvlle, IN
Planned By: Shannon Hudson
Original Author: Shannon Hudson, Crawfordsvlle
Objectives:
Students will create a brochure using Microsoft Publisher with information about your viewpoint

Students will create a short presentation (no more than 6 minutes)using research from the Internet and hard copy resources that will be shared during the debate.

Students will create evidence (for benefit of the judge) explaining how the $3 million would be spent to further their viewpoint.

Students will convince a judge that their viewpoint deserves $3 million.

Procedure:
Day 1
*A review of the following terms; DNA, mitosis, meiosis, chromosome, genes, traits, and proteins.
*Explanation of the project's goals
*Students will take a “Pre-Poll” survey. This will generate discussion about a variety of ethical issues stemming from the HGP.
*Students will be immersed in the mechanics of the HGP
*Beginning video clip from (The Human Genome Project) explaining the History of the HGP. This will reinforce the design of living thing’s DNA.

Day 2
*Students will take notes on some basic concepts about the HGP. (Take notes over what they learn or might assist in their presentation http://www.yourgenome.org/primer/
*Students will view a short timeline of the HGP. http://www.ornl.gov/sci/techresources/Human_Genome/project/timeline.shtml
*Time for journals

Day 3
*Students will be guided through several more websites on their laptops to gather more specific information about the HGP.
*http://gslc.genetics.utah.edu/units/basics/tour/
*http://www.ornl.gov/sci/techresources/Human_Genome/primer_pic.shtml

*Allow students to peruse the Internet using selected sites.
*On large butcher paper, benefits and drawbacks will be listed that can be mentioned by each group during the debate
*Time for journals

Day 4
*Share results from Prepoll (from Day 1)
*Students will find and print 3 articles specific to their topic that each student will summarize and share the results with the class.
*Time for journals

Day 5
*National Institute of Health website and explanation
*Assign groups for debate. Create list of persuasive ideas, note cards, charts, etc that will be used in the debate
*Time for journals


Day 6
*Guest speaker from Wabash College (or other appropriate educational facility)
*Time for journals

Day 7
*Set up brochure.
*Explain Microsoft Publisher.

Day 8, 9, 10
*Work in groups to complete brochure and prepare for debate

Day 11
*Debate

Day 12
*Debrief, self-evaluation, and final journal essay questions
*Share future issues. Benefits, drawbacks, etc.

Day 11
*Evaluation
*Self evaluations

Day 12
*Cracking the Code DVD or DNA Revolution
Comments
This can be modified from most any grade level depending on the depth of the study of the Human Gemone Debate
Cross-Curriculum Ideas
Study the history of DNA (politically, scientifically, philosophically
Materials: Spreadsheet, Word Processor, Science, Flash/USB Drives, Batteries, Camera Bags, Digital Voice Recorders, Point and Shoot, Database, Keyboarding, Slideshow
Other Items: 1 Cracking the Code, $80 each, total of $80.00