To Fund or Not to Fund... (Teacher's Page)

This lesson was developed to make students more aware of how genetics can be applied to the real world. Basic concepts learned in the classroom, such as the bases of DNA and how genes code for the physical aspects of an organism, are used by professionals in the field of science. Students need to be made aware that what they learn in the classroom is not just useless facts but information that they can apply to real life situations and will be able to understand issues related in science because they have this knowledge.

This lesson deals with the Human Genome Project (HGP) and its affects on a variety of people from different situations. The students have to explore web sites that deal with the HGP and how they affect four different types of people. The points of view explored in the WebQuest are: 1) a pregnant couple that have a genetic history of mental retardation, 2) a lawyer of the American Civil Liberties Union, 3) a doctor/scientist and 4) a representative of a health care provider. The student must pick a role and research it and form an opinion as to if government funding should be allowed for the Human Genome Project. Students than form a group with three other students that each had a different point of view and they form a group opinion. This group opinion is expressed in a letter to the local congressman.

This lesson is anchored in high school biology. It can be used for a variety of grade levels from 9th grade to 12th grade. It can also be used for different course levels such as general, AP and Honors Biology. It may be used for 8th grade but students may have difficulty with some of the language and content. A teacher's assistance is recommended for grades below 9th grade.

This WebQuest meets a number of curriculum standards. The Biology Standards addressed are:

Being able to predict the inheritance of traits based on the laws of heredity.
Understanding the events of genetic recombination and mutation
Understanding the events involved in the construction of proteins
Exploring the impact of DNA technologies
Comparing the DNA sequences of different organisms

This lesson encourages a number of communication and thought skills. The students must think critically and put themselves into another person's shoes. They have to form an educated opinion that can be supported by facts and evidence. The students must also utilize teamwork and reach a group decision. They must learn to negotiate, listen and compromise so a group consensus may be reached. The students may also utilize problem solving skills and think of a different answer to the question than a simple yes or no answer.

The lesson only involves four students. If there is a class larger than four students than multiple groups of four can be formed. The lesson will take approximately one week which consists of 50 minute classes. Time in class must be allowed to research the background materials and the individual references. Class time must also be allotted for group meetings, exchange of ideas and writing a letter to the local congressman. The lesson is interdisciplinary and the students must be aware of current social issues and government policies in order to fully grasp all the aspects of the lesson.

Class set of Introduction to Biology text books that address genetics and issues regarding genetics
An e-mail account for students to e-mail their letter to their congressman
At least one computer that is linked to the Internet and WWW
The website, Human Genome Project Information , which addresses all aspects of the Human Genome Project

Only one teacher is needed to implement the lesson but if the lesson is taught to a large class, aides may be required to answer questions and trouble shoot technological difficulties. An expert in genetics or scientists that has experience with the Human Genome Project may be incorporated into the lesson but it is not necessary for the student to complete the lesson. Labs dealing with genetics, such as electrophoresis gel labs and ones demonstrating Mendelian inheritance, may also be incorporated into the lesson but are not necessary.

The learners will need to have a basic concept of DNA: what it is made of, how it replicates and what it codes for. The students should also have a grasp on Mendelian genetics and the laws of inheritance. It would be helpful if students had an understanding of genetic testing, how it is used and different methods of genetic testing.

The teacher definitely needs to have a thorough understanding of genetics and all aspects that relate to this field. The teacher does not need to have any specialized skills with the exception of knowing the proper format for a letter and some editing skills. The instructor should also be able to settle disputes that may arise if a group does not reach a consensus and are not compromising.

The goal of this lesson is to have students understand the biology of genetics and to reach the standards stated under "Curriculum Standards", with emphasis on understanding the laws of heredity, genetic recombination and mutation and the impact of DNA technologies. The students should reach this goal by examining the Human Genome Project and its implications on a variety of people from different backgrounds. Another goal is for the students to work as a group and develop compromising skills to reach a consensus and group opinion.

The student will meet these goals if they successfully write a letter to their congressman stating if the government should or should not fund the Human Genome Project. The letter must support an educated opinion that demonstrates a knowledge of genetics and issues surrounding this field of biology. The letter should include a paragraph from each of the four individuals in the group. Each individual should have at least 2 pieces of evidence supporting their point of view. The letter must be in proper letter format including who it is addressed to, a greeting, an introduction, a body, a conclusion and a closing.

This lesson could be altered by dividing the class into four groups and assigning each group a point of view that is supplied in the WebQuest. The groups would than research their characters through the sources provided in the WebQuest. The class would than regroup and a debate between the four points of view could occur, each supporting their point of view with evidence gathered from the research.

Other possibilities include bringing a guest speaker into the class and discussing genetics and the Human Genome Project or performing a lab that deals with some of the DNA technology used in the Human Genome Project. A possible field trip idea may be visiting a research lab that has close connections with the HGP and may be able to show the students some of the more advanced technology being used in the project. Another possibility is having guest speakers who are affected by the HGP, such as families with a genetic history of mental retardation or insurance representatives. The students could ask questions and get a better understanding of the points of view presented in the WebQuest.

This lesson enables students to see how genetics can be applied to the real world and how genetics can affect many different people. It not only provides students with information in biology but makes them socially aware of scientific issues and of the controversy that surrounds science. Too many times science is thought only as facts when in reality it deals with opinions and people. Genetics is an ever growing field and students must keep up with the technology and information in order to know how science can affect their lives.