Resources
Download This Resource Pack in Word Format:
resource_pack.docx | |
File Size: | 1090 kb |
File Type: | docx |
Contents
Thought Bubbles
Session 1 - Introduction to Genetics
Session 2 - Genetics and Family
Session 3 - Genetics and Intelligence
Session 4 - Genetics and identity
Additional Activities
Getting Moving
Evaluation Form
Session 1 - Introduction to Genetics
Session 2 - Genetics and Family
Session 3 - Genetics and Intelligence
Session 4 - Genetics and identity
Additional Activities
Getting Moving
Evaluation Form
Thought Bubbles
If something interests you or occurs to you, that perhaps you might like to follow up in your dance later,
note it down in a 'bubble'.
Try to fill one bubble per session.
clouds.docx | |
File Size: | 21 kb |
File Type: | docx |
Session 1 - Introduction to Genetics
Video 1 - Kerrie Taylor descibes - What is a Gene? What is Genetic Testing?
genetic_testing.ppt | |
File Size: | 1010 kb |
File Type: | ppt |
Activity - Inheritance
Materials
- Copy of DNA handouts
- pens
- scissors (optional - you can just rip the paper apart!)
Running the Activity
Each week, five babies are born with Cystic Fibrosis and two young lives are lost to Cystic Fibrosis.
You can find out more about Cystic Fibrosis on the the CF Trust website
- Copy of DNA handouts
- pens
- scissors (optional - you can just rip the paper apart!)
Running the Activity
- Choose 2 people to be parents and give them one set of chromosomes each (ie mum has A, B, and Dad has C and D).
- Ask them to make a copy of their DNA using the pens and the blank DNA 'sticks' on the sheets.
- Cut or rip these copies apart so that the two chromosomes 'sticks' are separated.
- Now choose a person to be the child. Each parent should hand them one of their copied chromosomes at random.(for example A and D)
- Repeat the above steps to make more children. The children can also combine to have children of their own, and there are 2 more sets of parent genes.
- Once you have made as many children as you have time and energy for, take a look at the pattern on their chromosomes.
- The 'C' is the Cystic Fibrosis Gene. This is a recessive gene.
- If you have only one copy of it (like the parents) you are a carrier but suffer no symptoms.
- If you have 2 copies of the gene (ie C C) then you have the condition cystic fibrosis.
- If you have no copies, then you are completely free of the disease.
Each week, five babies are born with Cystic Fibrosis and two young lives are lost to Cystic Fibrosis.
You can find out more about Cystic Fibrosis on the the CF Trust website
dna_handouts.docx | |
File Size: | 62 kb |
File Type: | docx |
Session 2 - Genetics and Family
Video 2 - What is Family? (From the Truth Project (.org)
What is Family? What does family mean to you? How do you define your family? How do you answer that question? How does our culture today answer that question?
Video available on You Tube (http://www.youtube.com/watch?v=nBdkq02CZ58)
What is Family? What does family mean to you? How do you define your family? How do you answer that question? How does our culture today answer that question?
Video available on You Tube (http://www.youtube.com/watch?v=nBdkq02CZ58)
Activity
Materials
- copies of case studies (below)
- Wool, rope, elastic, stickers (optional)
Running the Activity
1. Divide participants into groups of 3-5 people
2. Choose and read a case study (adoption, sperm donor, step-families),
Or if you prefer – compose your own truthful or fiction ‘family’ story’
3. Choose one variable (physical distance, genetic distance, emotional distance)
In your group physically represent the changing distance between the family members as time/the story progresses.
You may want to make use of props like wool to help represent distances and / or tags/stickers to keep track of who is representing who.
Repeat with another ‘distance’ variable (as time / interest allows).
- copies of case studies (below)
- Wool, rope, elastic, stickers (optional)
Running the Activity
1. Divide participants into groups of 3-5 people
2. Choose and read a case study (adoption, sperm donor, step-families),
Or if you prefer – compose your own truthful or fiction ‘family’ story’
3. Choose one variable (physical distance, genetic distance, emotional distance)
In your group physically represent the changing distance between the family members as time/the story progresses.
You may want to make use of props like wool to help represent distances and / or tags/stickers to keep track of who is representing who.
Repeat with another ‘distance’ variable (as time / interest allows).
case_studies_-_adoption_step-family_sperm_donor.docx | |
File Size: | 20 kb |
File Type: | docx |
Session 3 - Genetics and Intelligence
Video 3 - Wendy Johnson introduces genetics and intelligence, followed by description / example of task.
Activity
Materials
- Prepare a 10 x 10 grid on the floor using electrical tape.
- Label one axis A-J (Nurture / Environment) and the other axis 1-10 (Genetics)
- Prepare stickers or cards with starting positions (see excel file) and a copy of the worksheet for each participant
- Prepare a suitable number of Life events Dice (1 event per side - move house, Parent loses job, Travel to china, Family in a car accident, Mother writes a book, Begin to play a sport or musical instrument).
- Have a suitable number of 'normal' dice. For the purposes of this task, the numbers 1 to 3 are moves upwards, and numbers 4 to 6 move person downwards
i.e. 1 (+1), 2 (+2), 3 (+3) = move 'up' , 4(-1), 5(-2), 6 (-3) = move 'down'
- Prepare a 10 x 10 grid on the floor using electrical tape.
- Label one axis A-J (Nurture / Environment) and the other axis 1-10 (Genetics)
- Prepare stickers or cards with starting positions (see excel file) and a copy of the worksheet for each participant
- Prepare a suitable number of Life events Dice (1 event per side - move house, Parent loses job, Travel to china, Family in a car accident, Mother writes a book, Begin to play a sport or musical instrument).
- Have a suitable number of 'normal' dice. For the purposes of this task, the numbers 1 to 3 are moves upwards, and numbers 4 to 6 move person downwards
i.e. 1 (+1), 2 (+2), 3 (+3) = move 'up' , 4(-1), 5(-2), 6 (-3) = move 'down'
life_events_dice_net.docx | |
File Size: | 34 kb |
File Type: | docx |
starting_positions.xlsx | |
File Size: | 9 kb |
File Type: | xlsx |
intelligence_worksheet.docx | |
File Size: | 22 kb |
File Type: | docx |
Running the Activity
There are many different ways of running this activity. This is just one suggestion.
1. Participants mark their starting position on the worksheet
2. Each participant roles the life event and numbered dice four times each = 4 life events and 4 ‘scores’. They note these on their worksheet.
3. They use these ‘scores’ to work out their 4 positions on the Grid.(moving alternately on vertical and horizontal planes for simplicity – see grid above.
NB: In reality, these genetics and environmental influences would interact simultaneously on every event. However, we have simplified things here, to move on one plane at a time.
4. Participants consider how they would feel in each of these positions and as they move between them. They are given some time to consider this and express it in movement (perhaps high and bouncy for happy, low and slow for sad?, sharp, wide movements for angry etc)
5. All participants then return to position 1 and move gradually through their moves as the leader announces ‘1’, ‘2’, ‘3’, ‘4’.
6. The leader pulls a rope across the diagonal (see red line on grid above). This rope represents ‘intelligence’. All participants turn to face the rope and walk the shortest distance to it.
Point out that people have come from all across the grid to get to this line, i.e. people with very different genetics and environmental circumstances can have the same overall intelligence.
7. If you have time, repeat the whole task. Each participant should start in the same place, but should role the dice again and fill in a new worksheet to get a new set of life events and ‘scores’. Due to chance, participants should end up a different finishing position on the intelligence line, despite having the same starting point. Some will be vastly different!
The idea is that people with the same genes have ended up in different places each time (ie the end IQ result is not easy to track back to the genes, and genes are far from the only influence on IQ). Point out that life-events and how they reacted to them had a large effect on their finishing position on the intelligence line.
There are many different ways of running this activity. This is just one suggestion.
1. Participants mark their starting position on the worksheet
2. Each participant roles the life event and numbered dice four times each = 4 life events and 4 ‘scores’. They note these on their worksheet.
3. They use these ‘scores’ to work out their 4 positions on the Grid.(moving alternately on vertical and horizontal planes for simplicity – see grid above.
NB: In reality, these genetics and environmental influences would interact simultaneously on every event. However, we have simplified things here, to move on one plane at a time.
4. Participants consider how they would feel in each of these positions and as they move between them. They are given some time to consider this and express it in movement (perhaps high and bouncy for happy, low and slow for sad?, sharp, wide movements for angry etc)
5. All participants then return to position 1 and move gradually through their moves as the leader announces ‘1’, ‘2’, ‘3’, ‘4’.
6. The leader pulls a rope across the diagonal (see red line on grid above). This rope represents ‘intelligence’. All participants turn to face the rope and walk the shortest distance to it.
Point out that people have come from all across the grid to get to this line, i.e. people with very different genetics and environmental circumstances can have the same overall intelligence.
7. If you have time, repeat the whole task. Each participant should start in the same place, but should role the dice again and fill in a new worksheet to get a new set of life events and ‘scores’. Due to chance, participants should end up a different finishing position on the intelligence line, despite having the same starting point. Some will be vastly different!
The idea is that people with the same genes have ended up in different places each time (ie the end IQ result is not easy to track back to the genes, and genes are far from the only influence on IQ). Point out that life-events and how they reacted to them had a large effect on their finishing position on the intelligence line.
Session 3 - Genetics and Identity
Video 4 - I define me
"I define me!" comes from ideas of people with developmental disabilities about what they wanted non-disabled folks to know about what it is like to have a disability. Disabled folks want everyone to know the kinds of labels people put on the disabled. "I Define Me" shows how some disabled folks feel about being labeled. This video has been sent to Canadian TV stations as a PSA (Public Service Announcement). Visit www.proudtobedisabled.com to find out more.
Available on You Tube (http://www.youtube.com/watch?v=opgUMJTXTYY)
Genetic Deafness
Video 5 - Graham Turner introduces genetic deafness and how deaf culture could be threatened by advances in genetic technologies.
"I define me!" comes from ideas of people with developmental disabilities about what they wanted non-disabled folks to know about what it is like to have a disability. Disabled folks want everyone to know the kinds of labels people put on the disabled. "I Define Me" shows how some disabled folks feel about being labeled. This video has been sent to Canadian TV stations as a PSA (Public Service Announcement). Visit www.proudtobedisabled.com to find out more.
Available on You Tube (http://www.youtube.com/watch?v=opgUMJTXTYY)
Genetic Deafness
Video 5 - Graham Turner introduces genetic deafness and how deaf culture could be threatened by advances in genetic technologies.
Activity
Materials
- Post it notes and pens
- Use several different colours of electrical tape to section of parts of the room. (these can overlap)
- Sticky dots in same colours as electrical tape.
Running the activity
1. Introduce the idea of how society can be broken down into groups and how these affect our behaviours / identity.
2. Ask the group to think about groups that they are part of eg female, teenager, dance class, High school, sports team, musical instrument etc, write these on
post-it notes and hand them to facilitators. Ensure each person has at least 3 items – but the more the better.
3. Facilitators should stick the post-its up around the walls of the room. Try to distribute the ones from each person as widely as possible.
4. Ask participants to find their post-its and start to walk/move between them. Ask them to try to express some of the emotion of that aspect of their character as
they do so (i.e. increase ‘femininity’ as walk towards female post-it, increase ‘tackle’ movements as walk towards rugby, etc)
5. Facilitators start to ‘label’ people. Once you are labelled, you must stay within that coloured area (eg red sticker = restricted to red area).
This will mean that participants cannot fully express their personalities. They may walk towards the ‘barrier’ of electrical tape and reach towards their post-it, but they can no longer get to it. They are restricted to the ones they have left within their coloured area.
6. Ask participants how they felt about the restrictions.
7. Explain to participants that genetic tests could be restrictive as well as informative. In addition to the positive aspects of health care (disease diagnosis /
prediction), genetic test results could also be used to restrict us (e.g. If your genes say you have a high probability of epilepsy, but you’ve never had an epileptic episode, should you be allowed to drive? Or should we keep these people off the road for their own and others safety?)
What if you genes said you were Gay (or straight)? Or liable to be violent to your children?
In the future, genetic tests have the potential to automatically group you, in a way that it is very difficult to argue against.
Would you want your parents, employer or partner to have access to this information? Could genetic testing for personality traits become a pre-nuptial
(pre-wedding) norm?
Lead participants in a discussion of some of these issues.
- Post it notes and pens
- Use several different colours of electrical tape to section of parts of the room. (these can overlap)
- Sticky dots in same colours as electrical tape.
Running the activity
1. Introduce the idea of how society can be broken down into groups and how these affect our behaviours / identity.
2. Ask the group to think about groups that they are part of eg female, teenager, dance class, High school, sports team, musical instrument etc, write these on
post-it notes and hand them to facilitators. Ensure each person has at least 3 items – but the more the better.
3. Facilitators should stick the post-its up around the walls of the room. Try to distribute the ones from each person as widely as possible.
4. Ask participants to find their post-its and start to walk/move between them. Ask them to try to express some of the emotion of that aspect of their character as
they do so (i.e. increase ‘femininity’ as walk towards female post-it, increase ‘tackle’ movements as walk towards rugby, etc)
5. Facilitators start to ‘label’ people. Once you are labelled, you must stay within that coloured area (eg red sticker = restricted to red area).
This will mean that participants cannot fully express their personalities. They may walk towards the ‘barrier’ of electrical tape and reach towards their post-it, but they can no longer get to it. They are restricted to the ones they have left within their coloured area.
6. Ask participants how they felt about the restrictions.
7. Explain to participants that genetic tests could be restrictive as well as informative. In addition to the positive aspects of health care (disease diagnosis /
prediction), genetic test results could also be used to restrict us (e.g. If your genes say you have a high probability of epilepsy, but you’ve never had an epileptic episode, should you be allowed to drive? Or should we keep these people off the road for their own and others safety?)
What if you genes said you were Gay (or straight)? Or liable to be violent to your children?
In the future, genetic tests have the potential to automatically group you, in a way that it is very difficult to argue against.
Would you want your parents, employer or partner to have access to this information? Could genetic testing for personality traits become a pre-nuptial
(pre-wedding) norm?
Lead participants in a discussion of some of these issues.
Additional Activities
Who should have access to your genetic information?
Which of these people would you trust with your DNA? Working in groups, you have to choose 9 cards from the 12 provided, and organise them on the board into people whom you would and wouldn't trust with the information contained within your DNA.
Grids and cards can be download from the Gene Jury Website.
http://www.biology.ed.ac.uk/projects/GeneJury/databaseD9.html
In addition, The Gene Jury website has lots of other useful resources. See here for their main Learning Zone page:
http://www.biology.ed.ac.uk/projects/GeneJury/LearningZone.html
Future visioning
Individually ask participants to think about the following statement:
“ Its 2050. Everyone is offered genetic testing whenever they want it and can find out as much or as little as they want.
You are happy with what you see. What do you see? “
After a few minutes, ask participants to discuss their vision with a partner, then step by step keep joining groups until you have a large group discussion.
Getting moving
When thinking about creative dance, its often difficult to get people moving in the first place, so here are my tips.
Up and Down
Ask participants to stand facing a partner.
When person 1 makes an ‘up’ action (eg raises arms above their head), person 2 needs to make a down action (eg crouch down) and vice versa. Keep repeating and swap over who is in control.
The idea is to react as quickly as possible to do the opposite of your partner.
Another variant on this is to ask one person to (gently) restrict the movement of another ie if person 1 raises there arm, person 2 blocks it. If they move sideways, they step in the way etc.
Expressing Yourself
Ask participants to stand facing a partner.
On the count of 3 ask them to look their partner in the eye and express the emotion or action that you shout out
a) Firstly using only their eyes (eg fear, happiness)
b) Then using their whole faces (but not the rest of the body) - (eg surprise, anger)
c) Then using their face, upper body and arms. (sulk, flirt)
d) Then using their whole body (love, anxiety)
e) Whole body and voice (eg huge, tiny)
f) Whole body, voice and moving across floor (rejoicing, sorrowful)
Opposites
To get people moving it is often helpful to get them to think about doing one thing and then its opposite.
Ie get people moving around in a circle and then ask them to think:
- Fast / Slow
- High / Low
- Forwards / backwards / sideways
- Stiff / Loose
- Flowing / Restricted
- Looking at each other / Avoiding eye contact
- Sharp / smooth
- Arms / legs
- Right / left
- etc
Up and Down
Ask participants to stand facing a partner.
When person 1 makes an ‘up’ action (eg raises arms above their head), person 2 needs to make a down action (eg crouch down) and vice versa. Keep repeating and swap over who is in control.
The idea is to react as quickly as possible to do the opposite of your partner.
Another variant on this is to ask one person to (gently) restrict the movement of another ie if person 1 raises there arm, person 2 blocks it. If they move sideways, they step in the way etc.
Expressing Yourself
Ask participants to stand facing a partner.
On the count of 3 ask them to look their partner in the eye and express the emotion or action that you shout out
a) Firstly using only their eyes (eg fear, happiness)
b) Then using their whole faces (but not the rest of the body) - (eg surprise, anger)
c) Then using their face, upper body and arms. (sulk, flirt)
d) Then using their whole body (love, anxiety)
e) Whole body and voice (eg huge, tiny)
f) Whole body, voice and moving across floor (rejoicing, sorrowful)
Opposites
To get people moving it is often helpful to get them to think about doing one thing and then its opposite.
Ie get people moving around in a circle and then ask them to think:
- Fast / Slow
- High / Low
- Forwards / backwards / sideways
- Stiff / Loose
- Flowing / Restricted
- Looking at each other / Avoiding eye contact
- Sharp / smooth
- Arms / legs
- Right / left
- etc
Please complete an Evaluation Form
evaluationform.doc | |
File Size: | 47 kb |
File Type: | doc |