Vocabulary: There are several vocabulary words with which students may be unfamiliar. You can provide a vocabulary list, or have students look up words themselves. Gene A basic functional unit of genetic information in our DNA. – Genome An individual’s full set of genetic information, including all as – well as other sections of DNA that may regulate when genes are turned on or off. Modify To make partial or minor changes to something. – Genome editing A series of genetic technologies that allow for making – changes to a specific site in the genome. Also sometimes called “target” editing,” although the techniques can be used to modify parts of the “gene genome other than genes. Advocate To speak or write in favor of; to support or recommend publicly. – Stakeholder A person or that has an interest in something. – Activities: Do Now exercise (5-7 minutes), slideshow (30-40 minutes), classroom activity and discussion (25-35 minutes). Part 1. Do Now (5-7 minutes) In slide #2 of the slideshow, you will find the Now” question. Begin the “Do lesson with this slide. Have students discuss the questions in pairs, and then discuss as a larger group. 1. You’ve been offered a deal from a genomics company. You can get a free genome sequence an analysis of all of your DNA that includes a – report of your ancestry, traits and a medical profile. The medical profile tells you about diseases for which you have a low risk of getting, and also those you have a high risk of getting. Are you interested? Why or why not? 2. For the first 100 volunteers, the company is offering to several ”correct” of the disease-related genes found by the analysis. Imagine this were a very new procedure approved by the government for safety, but without a great deal of long term study. Would you volunteer for this added service? (Note: This service is not currently available and will not be in the near future, so use your imagination.) See background notes for this discussion on page 6 (in the notes for Slide 2) of this lesson, as we have described some likely ideas and questions to expect in the conversation. Question two of the Now” is hypothetical “Do – such services do not exist at present. This exercise assumes students have a basic understanding of genetic analysis learning about what versions of – genes are present in our genomes (see pgEd's lesson for more exploration
Vocabulary: There are several vocabulary words with which students may be unfamiliar. You can provide a vocabulary list, or have students look up words themselves. Gene – A basic functional unit of genetic information in our DNA. Genome – An individual’s full set of genetic information, including all as well as other sections of DNA that may regulate when genes are turned on or off. Modify – To make partial or minor changes to something. Genome editing – A series of genetic technologies that allow for making changes to a specific “target” site in the genome. Also sometimes called “gene editing,” although the techniques can be used to modify parts of the genome other than genes. Advocate – To speak or write in favor of; to support or recommend publicly. Stakeholder – A person or that has an interest in something. Activities: Do Now exercise (5-7 minutes), slideshow (30-40 minutes), classroom activity and discussion (25-35 minutes). Part 1. Do Now (5-7 minutes) In slide #2 of the slideshow, you will find the “Do Now” question. Begin the lesson with this slide. Have students discuss the questions in pairs, and then discuss as a larger group. 1. You’ve been offered a deal from a genomics company. You can get a free genome sequence – an analysis of all of your DNA that includes a report of your ancestry, traits and a medical profile. The medical profile tells you about diseases for which you have a low risk of getting, and also those you have a high risk of getting. Are you interested? Why or why not? 2. For the first 100 volunteers, the company is offering to ”correct” several of the disease-related genes found by the analysis. Imagine this were a very new procedure approved by the government for safety, but without a great deal of long term study. Would you volunteer for this added service? (Note: This service is not currently available and will not be in the near future, so use your imagination.) See background notes for this discussion on page 6 (in the notes for Slide 2) of this lesson, as we have described some likely ideas and questions to expect in the conversation. Question two of the “Do Now” is hypothetical – such services do not exist at present. This exercise assumes students have a basic understanding of genetic analysis – learning about what versions of genes are present in our genomes (see pgEd's lesson for more exploration
2017_GenomicEditingAndCRISPRLP_pgEd.docx