| Lesson plan In this lesson, students gain an understanding of the discoveries that led up to the Human Genome Project and what the project might mean to human society. 
On This PageLesson plan information|
Instructional level | | • | Intermediate user | | • | Advanced user |
| School level | | • | Middle school (11-14 years) | | • | High school (14-18 years) |
| Curriculum areas | | Class time | | Academic standards | | • | Developing research skills |
| Software required | | • | Microsoft Encarta Reference | | • | Microsoft Office Word |
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Teacher guideObjectives| • | Students will explore the importance of genetics. | | • | Students will prepare a report that tracks scientific advancements and project possible outcomes. |
Prerequisite skills| • | Basic experience with Microsoft Office Word | | • | Basic research skills using Microsoft Encarta |
How to begin1. | Go to the article "The Human Genome Project" in the Encarta Reference Library 2005 and show the students an enlarged image of Francis Crick and James Watson. Have the class read the caption that explains how they described the structure of the DNA molecule out loud. Explain that Watson went on to help direct the Human Genome Project. | 2. | Discuss what the discovery of DNA has meant to our understanding of genetics. As a class, talk about what that means in our daily lives and what it could mean for our future. Tell the students that, in this activity, they will work in teams to write a report that traces the scientific advances that led to the Human Genome Project, and to speculate on its benefits and risks to society. |
Student activityDescriptionAs part of a team, you will create a multimedia report describing the Human Genome Project: what it is, who is working on it, the scientific advancements that led to it, and its possible benefits and risks to society. 
Step 1: Begin exploring the Human Genome Project| • | Software: Microsoft Encarta | | • | What to do |
Gather basic information on the Human Genome Project 1. | Start Encarta and click Articles. Read the article "The Human Genome Project" in Encarta Reference Library 2005, including the sidebar, "What the Human Genome Project Means to You," by Robert H. Tamarin, dean of sciences at the University of Massachusetts at Lowell. | 2. | This is a good starting point for developing ideas about future implications of the Human Genome Project. |
Step 2: Research the Human Genome Project
The Microsoft Encarta Encyclopedia Timeline gives you the big picture.
| • | Software: Microsoft Encarta | | • | What to do |
Continue researching the Human Genome Project 1. | Determine what the Human Genome Project is, who works on it, and what scientific advancements led to it. | 2. | Use the Encarta Dynamic Browser to research related entries, multimedia, and Web sites suggested by the articles. |
Research tip:  Encarta suggests Web sites that provide updates on the project's most recent findings. Step 3: Imagine future implications| • | Software: Microsoft Encarta, Microsoft Office Word | | • | What to do |
Collate your information, discuss it, and outline your report 1. | Gather information from all appropriate articles, sidebars, media features, and Web sources. Take turns discussing what you consider the most important benefits or risks of the project, and provide feedback to each other on how you each argue the benefits or risks to humankind. | 2. | Use the Encarta Researcher in the Homework Center to help you organize your information and outline your report. | 3. | Write your report in a Word document, and include any graphics, graphs, timelines, or other information to support your points. |
Ways to extend the student activity| • | Have students use the Encarta Dynamic Timeline to create a timeline of the scientific advancements that led to the Human Genome Project. | | • | Explore with older students some of the ethical concerns raised by the study of genetics, such as cloning or genetic patenting. Have students assume the role of a bioethicist and argue both sides of one of these issues. |
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