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Objective

• Students will be able to define and discuss the following science terms: human genome, mutations, DNA and bioethics.
• Students will analyze and evaluate the long-term consequences of gene mapping.

Standards

Benchmarks for Science Literacy, American Association for the Advancement of Science: By the end of 12th grade, students should know that:

• The similarity of human DNA sequences and the resulting similarity in cell chemistry and anatomy identify human beings as a single species.
• The immune system is designed to protect against microscopic organisms and foreign substances that enter from outside the body and against some cancer cells that arise within.
• Faulty genes can cause body parts or systems to work poorly. Some genetic diseases appear only when an individual has inherited a certain faulty gene from both parties.

Materials

CNNfyi article: "Researchers report completing first step in mapping human genes"
Internet access

Suggested Time

One to two 45-50 minute class periods.

Procedure

1. Discuss the definition of human genes and their function and importance. Ask students to consider why scientists would want to map genes. Have them use the Internet, a dictionary, scientific dictionary or other sources to locate definitions for the following terms: human genome, mutations, DNA and bioethics. Discuss the terms so that all students have an understanding of them prior to reading the Top Story.

2. Have students read the CNNfyi article: "Researchers report completing first step in mapping human genes".

3. For review, ask students to answer the following questions:

• On what research project is the Celera Company working? Who else is conducting similar research? What did the Celera Corporation recently announce regarding its research? How is this significant?
• How many genes make up the human genome? What do scientists hope that determining its map will enable them to do? What do some worry that mapping the human genome will enable others to do?

Assessment

1. Have students consult the first Website below to learn more about the ethical, legal and social issues associated with mapping the human genome. Then divide the class into small groups. Have each group come up with a set of guidelines they would suggest to the international community to deal with these issues.

2. Have groups share their ideas. As a class, use these ideas to craft a "Universal Declaration on the Human Genome." As a follow up, discuss any difficulties students faced in crafting language that was agreeable to all.

3. Direct students to each create a poster that expresses one of the ideas found in the class Declaration on the Human Genome. Have them include what that point is and why it is important. Ask them to include artwork or words or images cut from magazines to illustrate the point.

Extension: Challenge those students who are especially interested in science and biology to form a group that explores various Websites that offer explanations of genome mapping. Direct each student to study a subtopic of this subject to present to the class in layman's terms.