In this activity, students learn about the Human Genome Project. They do
an interactive Web activity which simulates the process scientists use to
determine the sequence of chromosomal DNA bases. Then they learn how two
teams of scientists raced to decode the human genome. Next they explore
a stretch of sequenced DNA on the Web to learn about the function of
different sections of DNA code. They learn how knowledge of the human
genome is being applied to medicine. They also learn about genetic
variation among humans and between humans and other species. Finally,
they assess what they have learned about the Human Genome Project by
playing a game of Jeopardy.
1.
Show the Human Genome Project video.
Discuss the following:
- What does the Human Genome Project decode?
- How is that code represented?
- What has the project revealed about the differences
between humans and bananas?
- What questions does the Human Genome Project raise
for you?
2.
Now have students explore the DNA sequencing process by
doing the Web activity
Sequence for Yourself.
Use the following questions to elicit student responses,
either in writing or as part of a whole-class discussion:
- Why does the DNA have to be cut into pieces? How is
this done?
- How are DNA copies made in the lab?
- How do primers and special fluorescent nucleotides
help determine the DNA sequences?
- How does the overlapping of DNA segments allow the
entire sequence of a DNA molecule to be read?
3.
Show video The Sequencing Race Begins.
Ask:
- What is the process for sequencing the human genome?
- How has the way scientists read the genetic code
changed in recent years?
- Why is the map of the human genome considered only
the beginning of the Human Genome Project?
4.
Have students Explore a Stretch of Code
and take notes as they do it. Then ask the following and discuss
as a class:
- What does the majority of the DNA in chromosomes
code for?
- What is the role of gene promoters like TATA boxes?
- How does the "machinery" of the cell know where
to begin reading the gene?
- What are exons, and what is their function in
the chromosomes?
- What are introns, and what do they do? What happens
to them when DNA is transcribed into mRNA?
- What are the roles of "hitchhiking" and
ancient code in human DNA, and where did they come from?
- How alike is the DNA from two different humans?
- What is a gene, and what role do genes play in the
human body?
5.
Show the video HIV Immunity
to examine some of the benefits of mapping the human genome. Ask:
- What are outliers, and what is their value in
understanding disease?
- How can a genetic mutation be advantageous?
- How is the knowledge of mutations being used to
combat the HIV virus?
6.
Show the video Genetic Variation
and discuss the following:
- Whose genes are being sequenced in the two human
genome projects?
- Are these genes representative of the human species?
Why or why not?
- What is the percentage of genetic difference between
any two humans?
- What does the similarity of basic functions between
different organisms indicate?
7.
Finally, have students read the
Genome Facts document.
Have students use these facts and what they have learned about
the Human Genome Project to create a series of answers and questions
for a Jeopardy quiz show. (See Jeopardy Game Show (PDF)
review for directions.)
