What can genetic analysis reveal about you and your family?
- Instructor Guide -
Lesson Overview:
Advancements in the fields related to human genetics continue to expand the role that personal genetic analysis plays in medicine and healthcare. Research has focused on the connections between genes and human health with the goal of improving medical care, informing health-related decisions, and extending people’s quality and quantity of life. Once the province of individuals with a doctor recommendation due to unfavorable family histories or suspected risk factors, new cost-effective techniques have made genetic analysis available to anyone with a credit card. While it is likely that useful and interesting information may be gleaned from a personal sequence, understanding the value and limits of such testing is notably complicated and challenging.
In this lesson, student groups will research personal genetic testing, the role of the environmental and genetic factors on disease, and the potential benefits and harms associated with personal genetic testing to produce a 4-6 minute news video segment that informs viewers about the benefits and risks of personal genetic testing.
This lesson is designed to incorporate biotechnology and bioethics at the conclusion of a genetics unit. Students should have prior knowledge about the structure and function of DNA, how DNA is passed from parent to offspring, how mutations occur and accumulate, what a gene is and how genes are “read” to produce proteins and traits. It is suitable for high school students in general biology, honors biology or AP biology.
Advancements in the fields related to human genetics continue to expand the role that personal genetic analysis plays in medicine and healthcare. Research has focused on the connections between genes and human health with the goal of improving medical care, informing health-related decisions, and extending people’s quality and quantity of life. Once the province of individuals with a doctor recommendation due to unfavorable family histories or suspected risk factors, new cost-effective techniques have made genetic analysis available to anyone with a credit card. While it is likely that useful and interesting information may be gleaned from a personal sequence, understanding the value and limits of such testing is notably complicated and challenging.
In this lesson, student groups will research personal genetic testing, the role of the environmental and genetic factors on disease, and the potential benefits and harms associated with personal genetic testing to produce a 4-6 minute news video segment that informs viewers about the benefits and risks of personal genetic testing.
This lesson is designed to incorporate biotechnology and bioethics at the conclusion of a genetics unit. Students should have prior knowledge about the structure and function of DNA, how DNA is passed from parent to offspring, how mutations occur and accumulate, what a gene is and how genes are “read” to produce proteins and traits. It is suitable for high school students in general biology, honors biology or AP biology.
Objectives
At the conclusion of this lesson, students will be able to
At the conclusion of this lesson, students will be able to
- Describe how an individual’s DNA is collected and analyzed via SNPS, DNA chips and sequencing
- Distinguish between probability and outcome
- Describe at least three significant anticipated benefits of genetic testing
- Explain how the environment can influence genetic expression
- Identify the limitations of genetic testing
- Explain at least three potential harms of genetic testing
- Recognize the ethical and practical challenges for individuals and society as personal genetic testing becomes more available and applicable
- Write a script and storyboard for a 4-6 minute video using information gathered from research
- Create an engaging and informative video presentation using iMovie on an iPad
1. Introduction
a) “There are many reasons people choose to learn about their genetic make-up. Some people decide to get their genome analyzed so they can take steps to try to prevent a disease for which they are at increased risk, such as heart disease or diabetes, or to learn how their genetic make-up might influence the effectiveness of certain drugs. People who learn that they will likely develop a disease with no cure might opt to buy long-term care or disability insurance, write a will, name a healthcare proxy or take other steps to plan for the future. Some may decide to become activists and educators or engage in research studies. Others might decide not to have biological children or to use reproductive technologies to screen embryos in an effort to avoid passing on a genetic disorder. You and your peers will likely become independent health care consumers at about the time that personal genome sequencing becomes an affordable and accessible option for many people in the United States and elsewhere.” (pgED.org, 2014)
b) Watch PBS: Genetic Testing (12:35 min) at http://video.pbs.org/video/2281242004/ This video provides a good introduction to genetic testing using DNA chips, its applications and possible drawbacks. It lays foundation for the topic and task.
c) Review the learning objectives and task for this lesson.
a) “There are many reasons people choose to learn about their genetic make-up. Some people decide to get their genome analyzed so they can take steps to try to prevent a disease for which they are at increased risk, such as heart disease or diabetes, or to learn how their genetic make-up might influence the effectiveness of certain drugs. People who learn that they will likely develop a disease with no cure might opt to buy long-term care or disability insurance, write a will, name a healthcare proxy or take other steps to plan for the future. Some may decide to become activists and educators or engage in research studies. Others might decide not to have biological children or to use reproductive technologies to screen embryos in an effort to avoid passing on a genetic disorder. You and your peers will likely become independent health care consumers at about the time that personal genome sequencing becomes an affordable and accessible option for many people in the United States and elsewhere.” (pgED.org, 2014)
b) Watch PBS: Genetic Testing (12:35 min) at http://video.pbs.org/video/2281242004/ This video provides a good introduction to genetic testing using DNA chips, its applications and possible drawbacks. It lays foundation for the topic and task.
c) Review the learning objectives and task for this lesson.
3. “Is it Genetic?” Classroom Discussion and Multimedia Jigsaw
a) Ask students "What does the phrase 'It's genetic!' mean?" Ask students to brainstorm a list of traits they think are genetically determined. Ask if they think that their personalities are genetically determined. To expand this discussion, ask students to list the ways their personalities are similar to the personalities of one or both parents. Do they think this is a result of genetics, or environment? How could scientists test this? (E.g., twin studies, adopted children compared to adoptive and birth parents, etc.)
b)Student pairs should complete Genes vs. Environment worksheet.
c)Have each student pairs form groups of four in which each person watches at least one unique video and reads at least one unique article.
Videos
e) Have students write brief explanations of this interplay between genes and environment in the comment section of their worksheets.
f) Expand discussion to classroom and allow students to add/modify their responses
g) Also, discuss how the Human Genome Project has helped to identify genes linked to behaviors, such as addiction, thrill seeking, and depression, as well as genes linked to diseases and physical traits. Be sure that students understand that both physical traits, such as obesity or athleticism, and behavioral traits, are the product of the interaction between genetic and environmental factors.
(Babcock, 2005)
Assessment: Participation in classroom discussion, review and offer feedback on Genes v Environment worksheet (I would probably recreate in Google Docs for easy completion by students and review by me).
a) Ask students "What does the phrase 'It's genetic!' mean?" Ask students to brainstorm a list of traits they think are genetically determined. Ask if they think that their personalities are genetically determined. To expand this discussion, ask students to list the ways their personalities are similar to the personalities of one or both parents. Do they think this is a result of genetics, or environment? How could scientists test this? (E.g., twin studies, adopted children compared to adoptive and birth parents, etc.)
b)Student pairs should complete Genes vs. Environment worksheet.
c)Have each student pairs form groups of four in which each person watches at least one unique video and reads at least one unique article.
Videos
- IQ: Environmental and Genetic Influences at http://education-portal.com/academy/lesson/iq-and-environment-and-genetic-influences.html#lesson
- Biological Influences on Human Behavior: Genetics & Environment at http://education-portal.com/academy/lesson/biological-influences-on-human-behavior-genetics-environment.html#lesson
- Genetic and Environmental Influences of Schizophrenia: Causes and Effects at http://education-portal.com/academy/lesson/genetic-and-environmental-influences-of-schizophrenia-causes-and-effects.html#lesson
- Nature vs Nurture revisted at http://idahoptv.pbslearningmedia.org/resource/tdc02.sci.life.gen.natvsnurt/nature-vs-nurture-revisited/
- NOVA: Nature vs. Nurture Revisited http://www.pbs.org/wgbh/nova/genome/debate.html
- Frontline: Brain Politics http://www.pbs.org/wgbh/pages/frontline/shows/medicating/readings/brainpolitics.html
- BBC News: Human Genome: Nature vs. Nurture http://news.bbc.co.uk/1/hi/in_depth/sci_tech/2000/human_genome/760724.stm
- Environmental Influences on Gene Expression at http://www.nature.com/scitable/topicpage/environmental-influences-on-gene-expression-536
e) Have students write brief explanations of this interplay between genes and environment in the comment section of their worksheets.
f) Expand discussion to classroom and allow students to add/modify their responses
g) Also, discuss how the Human Genome Project has helped to identify genes linked to behaviors, such as addiction, thrill seeking, and depression, as well as genes linked to diseases and physical traits. Be sure that students understand that both physical traits, such as obesity or athleticism, and behavioral traits, are the product of the interaction between genetic and environmental factors.
(Babcock, 2005)
Assessment: Participation in classroom discussion, review and offer feedback on Genes v Environment worksheet (I would probably recreate in Google Docs for easy completion by students and review by me).
4. Research
a) Finding Disease Genes - Play video for class and discuss how family history, DNA sequences and databases are used to identify heredity patterns and analyze risk. b) Group Students into fours to research Personal Genetic Testing with the following questions to guide them.
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Possible resources; although completely independent research could also be employed if time allowed. I would still recommend starting with one of the documents/websites in the Genetic Analysis section.
Genetic Analysis
Genetic Testing Companies explain what they do:
Using Genetic Analysis in Healthcare
Merits of Genetic Analysis
Genetic Analysis
- Frequently Asked Questions About Genetic Testing (NIH) – website with a lot of background information and links to additional information (START HERE!)
- Genetic Testing: What It Means for Your Health and Your Family’s Health – 2 page brochure on genetic testing
- Understanding Gene Testing - document explaining genetic testing
Genetic Testing Companies explain what they do:
- 23andme at https://www.23andme.com/
- GenePlanet at http://www.geneplanet.com/personal-genetic-analysis.html
- Counsyl (www.counsyl.com)
- The Personal Genome Project – United States (www.personalgenomes.org)
Using Genetic Analysis in Healthcare
- Alzheimer's Disease - disease and genetics
- A Family Disease - heredity and consequences
- How to Conquer a Genetic Disease - document on genetic treatments
- Genetic Therapy and Breast Tumors - using gene therapy to target tumors
Merits of Genetic Analysis
- DNA Dilemma Part Two: What Do Genetic Tests Show - journal article on merits of genetic analysis
- Genome Sequencing for the Rest of Us - Scientific American reviews pros and cons of genetic analysis
- How Reliable is Genetic testing - video on merits of genetic analysis
5. Making iMovie with iPad.
a) Play video Writing the News from BBC at http://www.bbc.co.uk/schoolreport/19272592 and discuss the elements of a good news report.
b) Students write a script and storyboards (or a screenplay) using the following resources. Scripts could be reviewed by instructor or shared for peer review.
c) Students tape video with iPad camera and edit with iMovie
d) Students upload video to hosting site like Youtube and embed video into class website.
Assessment: scripts, storyboards and final product scored with a rubric.
a) Play video Writing the News from BBC at http://www.bbc.co.uk/schoolreport/19272592 and discuss the elements of a good news report.
b) Students write a script and storyboards (or a screenplay) using the following resources. Scripts could be reviewed by instructor or shared for peer review.
- kidsvid - tips and tools to help students plan and create videos
- Writing screenplays at http://vimeo.com/videoschool/lesson/75/screenplay-formatting
- How to storyboard - http://www.youtube.com/watch?v=LgDwNxGIuCQ
- Storyboards - easy and free iPad app
- How to make a video – guide in chart form with links
c) Students tape video with iPad camera and edit with iMovie
- iMovie for iPad in 5 minutes – video tutorial to get students started
-
How to Make a Video
Using iMovie from wikihow – text and
screencast guide
d) Students upload video to hosting site like Youtube and embed video into class website.
- How to upload an iMove to Youtube - video tutorial
- How to embed Youtube video into a website - video tutorial
Assessment: scripts, storyboards and final product scored with a rubric.
- Online Rubric Generator by Teachnology at http://teachers.teach-nology.com/web_tools/rubrics/ allows teachers to make their own rubrics.
6. Reflection posted in classroom discussion board: Would you choose to be tested if you knew a genetically related disease (like Alzheimer’s or breast cancer) ran in your family? Explain your rationale using what you have learned in this lesson.
Assessment: response clearly takes a position that is supported by knowledge gained in the lesson.
EXTENSION ACTIVITY: DNA Micro-array virtual lab at http://learn.genetics.utah.edu/content/labs/microarray/ - an advanced investigative simulation of one type of genetic testing to distinguish a healthy cell from a cancer cell.
This lesson adapted from
Assessment: response clearly takes a position that is supported by knowledge gained in the lesson.
EXTENSION ACTIVITY: DNA Micro-array virtual lab at http://learn.genetics.utah.edu/content/labs/microarray/ - an advanced investigative simulation of one type of genetic testing to distinguish a healthy cell from a cancer cell.
This lesson adapted from
- pgEd.org (2014). Introduction to personal genetics. Retrieved July 7, 2014, from http://www.pged.org/wp-content/uploads/2012/09/2014_IntroToPersonalGeneticsLP_pgEd.pdf
- NOVA Online. (2012). Personal DNA Testing. Retrieved July 7, 2014, from http://www.pbs.org/wgbh/nova/education/viewing/0302_01_nsn.html.
- PBS. (2013). Genetic Testing | Science | Classroom Resources. Retrieved July 7, 2014, from http://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.lp_genetest/genetic-testing/.
- Babcock, V. (2005). Our Genes / Our Choices. Get Involved | PBS. Retrieved July 7, 2014, from http://www.pbs.org/inthebalance/archives/ourgenes/lesson_genetic.html
- National Human Genome Research Institute - NIH (2011). Issues in Genetics. Retrieved July 7, 2014, from http://www.genome.gov/issues/