Msheireb Museums

Teachers’ Guideline for the DNA

Exhibition
DNA Exhibition

A journey to the heart of life

The core concept of this exhibit is DNA. Major advances in the
fields of genetics and genomics have not only corroborated what
we can observe from history - the diversity of Qatar’s origins - but
have also opened a path to a hopeful future in prevention and
cure of many genetic diseases

The exhibit develops four important concepts:

Qatar as a meeting point of peoples and cultures

DNA, the molecule of life and the basis of genetic inheritance
The great advances in genomics and its importance in illness
prevention
Qatar’s high stakes in biomedical and scientific innovation.
The Exhibition

3
 Section 1

Key message •The diversity in the Qatari population is the result of centuries of
exchanges, due to migration, between members of different African and Asian
peoples. This diversity is as evident in the cultural aspects as in the genetic
diversity of the population.
 Learning Objectives
Students will be able to:
- Know the general theme of the
exhibition.
- Discover that the study of DNA,
the “molecule of life”, enables
us to connect with our origins as
a people and opens up the way
to a future full of hope
Tour Guideline Interactive
Section 1 type
Introduction
- Welcome the students to the exhibition and guide them to the 1 st Students / teacher
interactive screen. Lead the discussion about what do they think
about DNA? Use the choices on the screen to stimulate their minds
and press their answers. Here you can only choose three answers Students /
but there is no wrong or correct answer. It is just an introduction to Building
the exhibition. Inform them that they may change their mind by the
end of the tour.
- Introduce them to the exhibition using the following statement: Students /
- ((In this exhibition, you will discover how DNA, the “molecule of life”, Content
is responsible for much of what we are. Study of DNA enables us to
connect with our origins as a people and opens up the way to a
future full of hope.
 For Primary students teacher can prepare
a photo with some people and ask them to
figure the differences and similarities as an
introductory for the discussion

I Know ……..

For Middle & High Students teacher can

prepare a K – W - L worksheet I want to learn ………

I Leant …………
 Learning Objectives Tour Guideline Interactive
Section 1 type
Introduction
- Draw their attention to the exhibition’s parts panel and introduce Students / teacher
Students will be able to: them to all parts.

- Discover the exhibit floor with the Students /

organization and distribution of the Building
different sections that make it up.

Students /
Content
 Learning Objectives
Students will be able to:
- Learn that Qatar and the Gulf
region have historically been a
meeting point for different
cultures.
- Acquire that High mobility
across the Gulf and the Indian
Ocean world allowed Qatar to
become home to an incredible
mix of peoples
- Recognize that For centuries,
camel caravans, boats and
airplanes have brought
ethnically and culturally diverse
peoples to Qatar.
Tour Guideline Interactive
Section 1 type
Qatar: Origins of a nation
- Ask the students the following questions: Students / teacher
 Where did people who live in Qatar come from?
 Did they choose to come to Qatar?
 Why did they come to Qatar? Students /
 How can we clarify the main sources (countries) that the Qatari Building
society came from?
- Discuss the origins of nations panel with them to clarify the answers
for the previous questions. Students /
- Hold up the speaker and ask the students to watch and listen to the Content
short animation on the next interactive screen (( Qatar A meeting
point of people)) . The animation will show Qatar as a place of trade,
exchange and movement.
- Give them a chance look at the pictures and read the information on
the next panel.
 For Middle & High Students teacher can
prepare a worksheet to get 3 key messages
from the short movie

……

Key
Messages

……. ……
 Learning Objectives Tour Guideline Interactive
Section 1 type
Qatar: Origins of a nation
Students will be able to: - Introduce them to next interactive screen (( Diversity in society )). Students / teacher
Discuss the content of the screen to emphasize the theory of the
- Determine that Peoples of diverse origins of Qatar. This interactive display allows students to get
diverse origins have contributed to know the different types of people that came to Qatar over the Students /
greatly to the country’s cultural course of history. Building
diversity and economic
prosperity
Students /
Content
 Learning Objectives
Students will be able to:
- Comprehend that Qatar has
shared an exchange of cultural
heritage with other countries.
- Realize that archaeological
remains tell us about the
historical relationship between
Qatar and other distant cultures.
- Key message here is 'sharing'
Tour Guideline Interactive
Section 1 type
Qatar: Origins of a nation
 Cultural Influences Students / teacher
- Guide the students to the next part of this section. Give them a chance
to read about some influences that people made on Qatari culture and
heritage. This panel will introduce them to some games-henna-clothes. Students /
- Let them watch the next movie on the next interactive screen (( A rich Building
inheritance : history and heritage )). Students will be able to see
three interviews given by archaeologists about the civilizations that
influenced current Qatari culture. talking about the following things: Students /
 Qatari community diverse origins. Content
 Language influences.
 Musical influences.
 Learning Objectives
- Students will be able to:
- Link between the human
migration and the migration of
consumer products
- Discover that over time, the new
consumer products were
integrated into the societies
they came to.
- Learn that the most important
and unique parts of Qatar's
culture have only been made
possible due to contributions
from people all over the world -
ingredients that make up Qatari
dishes, influences that make up
Qatari dance and music.
- Learn that the words we use in
our daily lives say a lot about
our history.
Tour Guideline Interactive
Section 1 type
Qatar: Origins of a nation
The richness of diversity Students / teacher
- Lead the students to the next panel ((The richness of diversity )) and
ask them the following questions:
 Where do you come from? Students /
 What is your favorite dish? And where do you think it comes from? Building
 What are the most famous national dishes in Qatar? Where did the
come from?
- Introduce them to Machbous and Balaleet and discuss their historical Students /
backgrounds as mentioned in the panel. Content
- Guide them to watch the short movie about how to prepare some
national dishes on the next interactive screen (( A rich inheritance:
cuisine ))
- Go through the next interactive screen to educate them about music
and dance history. This screen contain some information, photos and
videos about some types of music and dances in the Arabian Gulf
including Qatar.
- The next screen (( A rich inheritance language )). Students will hear
how some words and expressions used in Qatar come from the
diverse languages of the world.
 Teachers could divide the Primary OR
Middle & High Students to 4 groups and
ask each group to search section 2 panels
and interactives to gather information
about the following topics
Diversity in Diversity in
food Diversity Diversity
customs in traditional
language songs

For younger students teachers

For younger students teachers
can use BJH collateral and guide
the students to complete the
international food activity
could bring some spices like
turmeric, cinnamon, cardamom,
and saffron or coffee or even
dates to allow students to smile
or taste
 For Middle & High Students, Teachers can
prepare a matching worksheet to match
pictures with their names OR put the pictures
and ask the students to listen, watch and fill a
table with required information from the (( A
rich inheritance language interactive ))

Qatari word Arabic Word English word Origin Phonetic

‫د ِِريشَه‬ ‫نافذة‬ Window Farsi Duh-ree-sha

Qatari word Arabic Word English word Origin Phonetic

‫ْأوتِي‬ ‫مكوة‬ Clothes Iron Turkish Ooh-tee

 Learning Objectives
- Students will be able to:
- Acknowledge that science helps
us learn about our origins and
find out who we are.
- Determine that the scientific
and cultural legacy left by our
ancestors forms a part of our
heritage.
Tour Guideline Interactive
Section 1 type
Qatar: Origins of a nation
In search of our essence: Students / teacher
You can initiate this discussion with your students to introduce them to
the following 2 panels:
- As you could see, Qatar as mostly other countries all around the Students /
world consist of diverse people and cultures. People always were Building
wondering about their origins and where did they come from and
which community are they belonged to. Ask them:
How do you think they discovered this? Students /
- At the beginning, Content
- Traditionally, we have relied on anthropology, history, archaeology
and linguistics to learn about our origins. We have seen how our
language, what we eat and our traditions can tell us much about who
we are.
- Ask them: what was the main discovery in 2003 which help us to
discover more about our origins?
- For the first time in 2003 researchers were able to sequence a
complete human genome, a great accomplishment, opening up a
new window onto the knowledge of ourselves. Today, with the aid of
new discoveries, we can better understand the history of humanity
and the origins of the characteristics we have inherited.
- Move to the next panel and discuss the role of Islamic scientists on
finding the answers that could lead us to our origins. One example as
given is Avicenna or Ibn Sina
- Explain what is human genome for them
 Learning Objectives
- Students will be able to:
- Realize that DNA, the molecule
responsible for most of our
traits, is hidden in our cells and
links us to our past as human
beings.
- Have direct contact with DNA
through a trip inside the cell to
discover where this molecule
(nucleus and mitochondria) is
housed.
- Recognize that genetic
inheritance is passed down from
generation to generation.
Tour Guideline Interactive
Section 1 type
Qatar: Origins of a nation
- Guide the students to the next panel (( A code inside our cells )) Students / teacher
- Discuss the following statement with your students:
So as we mentioned earlier, researchers discovered the human genome
in 2003, Like all other living beings, we humans all have unique data Students /
inside our body that connects us to our origins and which will be passed Building
on to our children and all their descendants. Hidden within all our cells
is DNA, the molecule responsible for most of our traits: such as the color
of our skin, our blood group and our predisposition to developing Students /
certain illnesses. The science that studies this is known as genetics. Content
- Use the next interactive screen to introduce the students to the DNA
through a trip inside the cell to discover where this molecule (nucleus
and mitochondria) is housed.
- Lead the students to the next panel ((From parents to children )). Ask
them:
- where did they take their physical appearance from?
- Do their family members look the same? Why?
- Conclude this part with them with this statement:
Children reflect the appearances and characteristics of their mothers
and fathers, grandparents and even more distant relatives. Like our
families, nation and culture, the whole of humankind is connected in a
shared family tree, a genetic heritage, in a story visible to us now by
learning from DNA.
 Section 2

Key message •This section explores genetic inheritance and

prehistoric human migrations and latterly its effect on the Qatar
people.
 Learning Objectives
- Students will be able to:
- Identify that our origins and
history as human beings are
written in our genes.
- Recognize that our earliest
ancestors come from Africa.
- Conclude that population
genetics explain how our
characteristics are passed down
through generations
Tour Guideline Interactive
Section 2 type
Linking up With our Ancestors: Introduction
- Guide the students to the next panel (( Knowing our ancestors )) Students / teacher
and Ask them to face each others and ask them to figure out what
are the similarities and difference between them.
- Ask them why do we have similarities and differences. Students /
- Discuss the following statement with them: Building
((Each and every human being is unique. Yet we all look similar to
someone and this is not due to chance. Everyone shares some of their
traits with others, especially relatives.)) Students /
- ask them the following questions: Content
 What was the first land our ancestors lived in?
 How did they spread all over the whole world?
 How did they adapt with their new lives?
- Use the next interactive screen (( The long story of humanity )), the
students can discover possible routes that the first migrants from
Africa and Yemen took and their dispersal on the planet. The result
can be seen on the big globe.
- Also you can use this screen to discuss the theories of the routes that
were taken out of Africa :
Climate
Archaeology
Genetic
- Give the students a chance to watch the short movie on the next
panel (( Population genetic )) to understand how Same essence that
connects us to our family, that makes us look the same, also connects
us to all other humans throughout history. And we can look at that
essence to show how our shared ancestors moved across the world
thousands of years ago.
 Learning Objectives Tour Guideline Interactive
Section 2 type
Linking up With our Ancestors: Introduction
- - introduce the students to the interactive game. Explain that they Students / teacher
- Students will be able to: need to find the 2 people who are relatives. Correct matches will
have the same background color.
- Analyze which traits (eye color, - Give them a chance to try matching the photos. Students /
nose shape, face shape…) that - Guide the students to the next interactive screen and let them Building
appear match their own. The explore it.
results are shown as statistics.
- Diagnose that people with the Students /
same genetic makeup are Content
related but also more
importantly: that you cannot
always easily tell relatives from
their appearance (phenotype).
You can share almost half your
genetic code with someone
(parent/brother/sister) and still
look very different on the
surface.
- Learn about regional and global
migration patterns over the
course of history. The result can
be seen on the big globe,
focusing on the Gulf region.
 Teachers can prepare a map for their
Primary, Middle & High Students to draw
the routes using the information from the
interactive screens and the globe
 Section 3

Key Message
•To provide a series of basic concepts to understand the process
linked to genomics. The section provides fundamental scientific
concepts
 Learning Objectives
Students will be able to:
- Using three search criteria (date,
event and scientist/ institution),
visitors will be able to learn
about the main milestones in
the history of genetics and
genomics.
Tour Guideline Interactive
Section 3 type
Our deepest secrets/ A long and difficult path :
Introduction
- Introduce the students to the definition of genetic science then take Students / teacher
them through the timeline of discoveries.
- Point out some important dates to them on the interactive screen:
- 1865: Gregor Mendel: The father of genetics, the first scientist who Students /
helped us understand how heredity functions. Studying the crossing Building
of sweet peas of different colours and textures, he discovers that
hereditary traits, which pass from generation to generation, are
transmitted by what we call “genes”. His theory explains, for example, Students /
how the colour of our eyes is determined by the genes transmitted by Content
our parents.
- 1952-53: the double helix of DNA: The first image of the DNA
molecule (a X-ray diffraction picture of a DNA crystal) is taken by
Rosalind Franklin. Her well-known Photograph 51 demonstrates the
helical shape of DNA. Two years later, Francis H. Crick and James D.
Watson describe the double helix structure and build a model. In
recognition of their work they received the Nobel Prize in 1962.
- 2013: Qatar Genome: The Qatar Genome Project is established with
the objective of drawing up a roadmap aimed at the future treatment
of hereditary and common illnesses among the Qatari population
through personalized medicine.
 For Middle & High Students Teachers can
prepare a worksheet to complete a time
line about the most highlighted discoveries
of genetic science
 Learning Objectives Tour Guideline Interactive
Section 3 type
The molecule of life
- After getting introduced to the science of genetics and its milestones Students / teacher
Students will be able to: in history, the students will then get to know some vital components
of genetics such as what the DNA is. DNA stands for Deoxyribonucleic
- Learn about the DNA molecule acid It has the shape of a double helix rolled upon itself, like a ladder Students /
to the nucleotides and then to twisted into a spiral. Each strand is composed of a series of units Building
its bases and their functions. known as “nucleotides”. These nucleotides are formed by bases:
Adenine (A), Thymine (T), Guanine (G) and Cytosine (C). Each gene is
formed by a set of nucleotides. Students /
- A (Adenine) will always face a T (Thymine) on the other strand, and a Content
G (Guanine) will always face a C (Cytosine) on the complementary
strand.
- Genetic information is stored within the DNA molecule: it is the order
of the four bases (A, T, C and G), or “sequence”, that provides the
instructions for the genes to express and make us have, for example,
one blood type or another.
- DNA is then coiled up several times, and packed into structures called
chromosomes.
- This is what we call the “genetic code”. The genome is the set of
genes found in a particular species; it is all the genetic information
about the organism.
 For Primary students teachers can
complete the DNA Building + Inherited
Traits + Meet our Character Activities in the
museums collaterals
 For Middle & High Students teacher could
use pictures cards to explain the concept of
DNA
For Middle & High Students teacher could
prepare a worksheet with the following
picture and ask the students to match the
names with the origins

DNA

Chromosome

Cell

Nucleus

Gene
For Middle & High Students teacher could
prepare a worksheet with the following
picture and ask the students to Write the
names of the origins
 For Middle & High Students teacher could
prepare a Q&A worksheet and encourage
the students to find the answers in section
3 interactives
Questions ???? Answers
What is DNA?

What is a Chromosome?

How many chromosomes

do humans have?

What is Gene?

……….
…………..
……………..
 Learning Objectives Tour Guideline Interactive
Section 3 type
A magic number
- In this section, students will get to know the 23 chromosomes in the Students / teacher
Students will be able to: human body and what genetic information is found in each
chromosome
- Use the interactive screen to - The chromosomes of each species have a series of unique Students /
learn about the different characteristics, such as their shape, size and the bands revealed by Building
chromosomes in the body. staining.
- Humans have 23 pairs of chromosomes. In 22 of these pairs, both
chromosomes are identical and are called autosomes. In pair number Students /
23, the chromosomes of women are the same (XX), whereas in men Content
they are different (XY). These are called the sex chromosomes or
heterochromosomes.
 For Middle & High Students teacher could
use the following figures to explain this part
 Learning Objectives Tour Guideline Interactive
Section 3 type
DNA replication
- The short film in this section showcases the DNA replication or Students / teacher
Students will be able to: copying process taking place in the human body.
- During development and throughout life, our cells divide. During this
- Explain how the DNA is division, which is called “mitosis”, the mother cell produces two Students /
replicated And why this is daughter cells, each of them containing the whole genome, identical Building
important to understanding to the mother cell. To avoid the loss of half the DNA at each division,
inheritance, disease, changes in the mother cell needs to duplicate its genetic material by a process
the genome. called DNA replication. Students /
- The mother cell then divides and is able to give one copy to each of Content
its daughter cells. A cell can duplicate its entire genome in 20
minutes.
- Replication is also quite precise, and rarely makes mistakes. However,
it sometimes happens that the replication process does make
mistakes, creating variations in the genetic code known as mutations.
- There are several possible reasons why mutations occur. Sometimes
one base changes for another because of chemical errors; UV and X-
rays can damage DNA; certain substances, such as those in cigarettes,
as well as certain viruses, can cause mutations.
- In most cases, mutations have no effects, but in some cases, they can
cause diseases. If these mistakes are not corrected by the cell, they
will be repeated in the following replication, and will end up passing
on to following generations.
 For Middle & High Students teacher could
use the following figures to explain this part
 For Middle & High Students teacher can
prepare a worksheet to introduce students
to the concept of mutation with some
exercises

Correct Copy Mutant Copy

 Learning Objectives
Students will be able to:
- Discover the process through
which the information stored in
the genes is expressed as
proteins.
Tour Guideline Interactive
Section 3 type
A unique code
- Each DNA replication has its own unique code or function. Students / teacher
- Our genome contains all the information necessary to build our body,
for us to develop and to carry out all the functions necessary for us to
live. Students /
- The genes are read by cells to make proteins, which control various Building
characteristics of the body, such as our blood type or the shape of our
ears. Each of your cells contains this same set of instructions but it
will only use certain parts concerned with its own function. Students /
- Expressing the information of a gene to make a protein is a very Content
complex process.
- Proteins can have different functions: some form the basic structure
of cells; hemoglobin transports oxygen in the body; myosin makes
our muscles contract; insulin is a hormone that controls blood sugar
levels; others transmit messages to organs, destroy bacteria, etc.
- This animation will show how the information contained in DNA is
read to make proteins.
 Learning Objectives
Students will be able to:
- Learn more about the Genome
project and the advances in
science.
- Recognize the development in
Genome studies and it takes
shorter times & cheaper process
of sequencing the entire
genome so now we can do
sequences in a matter of days,
vs. years
Tour Guideline Interactive
Section 3 type
On the trail of our genes
- In the final panel, all the information in the previous sections will go Students / teacher
into explaining what the genome project is and what it aims to do.
- The first human genome cost 2.7 billion dollars and took 13
- years to sequence. Students /
- Thanks to advances made in technology, we were able to sequence Building
longer and longer DNA sequences in a shorter time and at less
financial cost.
- Knowledge of our DNA has enabled us to connect with our origins. Its Students /
use in medical contexts will help us to live longer and better. Content
 Learning Objectives Tour Guideline Interactive
Section 3 type
Hereditary traits
- In this section, students will get a tangible experience of all they have Students / teacher
Students will be able to: learned about genetics.
- The way we perceive everything around us is also inherited. So-called
- Make a test, tobe able to learn if “supertasters” are people who perceive some tastes more intensely Students /
they are capable of detecting than most of us. This is because they possess a very high number of Building
PTC and if they have the gene taste buds and therefore foods like broccoli, cabbage and coffee taste
related to this capability. very bitter to them. By contrast, “non-tasters” have very few taste
buds and, for them, most foods are bland and boring. Students /
- In this experiment you are invited to discover whether you are Content
insensitive, sensitive or very sensitive when it comes to perceiving
the bitter taste.
- you can tell a lot about someone from one single tiny gene - how you
approach food. Supertasters tend to be picky about food. Non-tasters
are more adventurous and try new things.This is just one gene -
image how much all the millions of genes can influence you together.
 For Middle & High Students teacher can do
the following exercise with their students

Tongue rolling is the ability to roll the lateral

edges of the tongue upwards into a tube. The
intrinsic muscles allow some people to form
their tongues into specific shapes. Popular
belief holds that variation in this ability is the
result of genetic inheritance.
 Section 4

Key Message
•This section shows the big advances in modern medicine and
genomics, highlighting their capacity for the early detection of
disease and personalizing treatments, thus making the curative
process more effective. It also brings to light the ethical problems
related to genetic manipulation and the application of some of
these scientific achievements.
 Learning Objectives
Students will be able to:
- Learn about the common
genetic diseases is Qatar
- Distinguish between genetic
diseases and viruses
- Understand that the more
scientists learn about our
genetic makeup and diseases
the better the cure
Tour Guideline Interactive
Section 4 type
A future full of hope
- Introduce section 4 with the idea: Just like we inherit our physical Students / teacher
traits from out parents and ancestors, we also inherit genetic
diseases.
- In this section the students will learn about genetic diseases and cure Students /
methods Building
- 4.1 Genetic diseases:
- Genetic diseases has different origins
- Check the students’ knowledge and ask if they know these origins Students /
- If they know, can they tell some examples of the diseases Content
 Some are associated with the sex chromosomes
 Other diseases are related to the autosomes(relates to whether the
gene is dominant or recessive)
 Changes in the number of chromosomes (46 chromosomes)
 Multifactorial diseases( caused by several altered genes in
combination with environmental and lifestyle factors)
- There are multiple diseases shown in the screen where teachers and
students get to test their knowledge with whether the disease is
genetic or not.
- 4.2 A new age for health and medicine:
- Introduce the idea that understanding genetic disorders is essential to
prevent, manage, treat and cure diseases.
- The discovery and sequencing of the human genome foresaw a great
leap forward in most medical domains.
 For Middle & High Students teacher can do
the following exercise with their students

Genetic diseases Define:

origins

Examples
 Learning Objectives
Students will be able to:
- Learn about local efforts in
preventing and controlling
diseases in the community
Tour Guideline Interactive
Section 4 type
A future full of hope
- 4.3 Early diagnosis is better than cure Students / teacher
- Introduce the idea and efforts of Qatar to prevent diseases and
control them at early stages through different methods
- The aim of prevention programs is to reduce the frequency of birth Students /
defects, to detect risk and diseases at an early stage and treat them Building
before sever symptoms and complications appear.
- These efforts and prevention methods are as follows:
 Premarital screening and consanguinity-testing couples who would Students /
like to get married for recessive genes that might be carried out to Content
their off springs
 Prenatal screening-testing for potential disease that might effect the
life of infants before they are born to help monitor the health of the
newborn.
 Neonatal screening-testing newborns for disease which might effect
their health in the future to help prevent and save lives
 Predictive testing-testing for diseases which might occur later in the
life of the patient
- Molecular diagnosis-a group of techniques used to analyze biological
markers in the genome
- Do you know anyone who have been tested? Or have you gone
through any of the tests or any other tests? What was the test and
method?
 Learning Objectives
- Students will be able to:
- Recognize the big advances in
modern medicine and genomics,
highlighting their capacity for the
early detection of disease and
personalizing treatments, thus
making the curative process
more effective.
Tour Guideline Interactive
Section 4 type
A future full of hope
- 4.4 A la carte treatments (Precision medicine/specialized Students / teacher
medicine)
- Medicines do not always work the same way for all patients because
we all have different genetic heritage Students /
- Precision medicine takes into account genetic, environmental and Building
lifestyle factors to adapt treatments
- The Qatar genome project aims to collects and study the Qatari
population diseases to create a personalized medicine and Students /
treatments targeted towards the population according to their needs Content
- Cancer was treated through treating the effected organ/tumor, breast
cancer is a good example, as several genetic variants have been
discovered to be associated with it and different treatments
strategies formulated.
- With new methods some breast cancers are sensitive to hormones in
our body such as estrogen or progesterone, in these cases, hormone
therapy can be used after surgery to decrease the risk of relapse.
- Take sometime to allow the students to go around by themselves use
the interactive screen by themselves.
 For Middle & High Students teacher can cut
the following statements with the
definitions and ask the students to work in
groups and match them

Premarital screening testing couples who would like to get married for recessive
and consanguinity genes that might be carried out to their off springs

testing for potential disease that might effect the life of

Prenatal screening infants before they are born to help monitor the health of
the newborn.

Neonatal screening testing newborns for disease which might effect their
health in the future to help prevent and save lives

Predictive testing
testing for diseases which might occur later in the life of
the patient

Molecular diagnosis a group of techniques used to analyze biological markers

in the genome
 Learning Objectives
- Students will be able to:
- Recognize the big advances in
modern medicine and genomics,
highlighting their capacity for
the early detection of disease
and personalizing treatments,
thus making the curative
process more effective.
- Highlight the ethical problems
related to genetic manipulation
and the application of some of
these scientific achievements.
Tour Guideline Interactive
Section 4 type
A future full of hope
- 4.5 Innovative therapies Students / teacher
- Take the students around the circle and ask what is the purpose of the
portraits of the many different people? (all photos were taken here in
Qatar to showcase the diversity in the Qatari community) Students /
- (Text and supporting video) Building
- The more we discover our DNA, the more we understand how to cure
diseases with new technologies
- The following are the major discoveries in science today which help Students /
cure and treat diseases: Content
- Genetic engineering-DNA technology which enables scientists to
manipulate the genome of several species by adding, removing,
cutting and pasting pieces of DNA from one organism to other to cure
diseases
- Gene therapy-DNA or RNA is used to treat a disease through
replacing the mutated gene with a healthy copy or adding a gene to
help prevent or cure illnesses.
- Cell, tissue and organ bioengineering-using undifferentiated cells
(which are cells that didn’t form fully such as embryos at an early
development stage) to treat differentiated cells and reprogram them
to treat adult cells.
 Learning Objectives
- Students will be able to:
- Recognize the big advances in
modern medicine and genomics,
highlighting their capacity for
the early detection of disease
and personalizing treatments,
thus making the curative
process more effective.
- Highlight the ethical problems
related to genetic manipulation
and the application of some of
these scientific achievements.
- Understand that genetic
diseases can be affected by
external factors outside of our
bodies and genetic makeup
- Learn the concept of Epigenetics
and what does it mean
Tour Guideline Interactive
Section 4 type
A future full of hope
- 4.6 Beyond genetics Students / teacher
- (Text and supporting video)
- We are not only affected by or genes only, there are other external
factors which play a big role in determining whether the disease effect Students /
us or not. What do you think can affect how the disease shows in Building
people?
- Although our genes determine diseases we inherit, there are other
factors which can affect our genes’ health and development which Students /
are called “Multifactorial inheritance-a combination of genetic and Content
environmental factors”
- Diet is a factor that affects not only the development of obesity, its
can also affect certain tumors and other pathologies.
- Adopting a balanced and varied diet, not smoking, taking physical
exercise and food intake creates a balanced life which increase the
quality of life and reduce the risk of developing certain diseases.
- Epigenetics: the study of all the modifications that affect DNA, its
expression, its regulation, but not the sequence in itself. Sometimes
these modifications are inheritable. Epigenetic modification may also
play important role in multifactorial disease.
- Two twins having the exact same genome can be different because of
the way their genes are expressed. Some genes can be activated
other silenced and the environment can affect how this regulation
takes place. Epigenetics often involves histone modification which are
proteins that DNA is wrapped around. These epigenetic
modifications are important for cell differentiation during
development.
 For Middle & High Students teacher can ask
their students to go through the interactive
screens and ask them to complete WDYL
worksheet
(( What Do You Learn ))

Genetic engineering

Gene therapy

Cell, tissue and organ

bioengineering

Multifactorial inheritance

Epigenetics
 Learning Objectives
- Students will be able to:
- Recognize the big advances in
modern medicine and genomics,
highlighting their capacity for
the early detection of disease
and personalizing treatments,
thus making the curative
process more effective.
- Highlight the ethical problems
related to genetic manipulation
and the application of some of
these scientific achievements.
- Understand that innovative
therapies opened the door for
discussion and debate over the
practice
- Why are these practices
considered controversial
Tour Guideline Interactive
Section 4 type
A future full of hope
- 4.7 Ethics set the limits Students / teacher
- (Text and supporting video)
- With the major discoveries and milestones science have reached
today, it opened a new window for debate and discussion over some Students /
of the techniques and gene manipulation of living beings. Building
- Scientists believe that releasing genetically modified bacteria, animals
and plants to nature could cause ecological imbalances impossible to
predict as well as a significant loss of biodiversity Students /
- Cloning of humans is another good example of how conflict can arise Content
between science and ethics.
- What are the issues which might arise with cloning? Why do you think
its banned in many countries?
- Some questions are presented at the end to see what do visitors think
about different ethical issues regarding science and the manipulation
of genes. Discuss with students the questions before showing the
answers, let them explain why they agree or disagree.
 For Middle & High Students teacher can
encourage the students to debate about
the following Questions

What are the issues which might arise with cloning?

Why do you think its banned in many countries?
Do you Agree with Human Cloning?
 Section 5

Key Message
•In recent decades, Qatar has become a reference point for
research in the genomics field. The country stands out for its efforts
to implement much broader and more ambitious projects. Through
an interactive display, the public will discover the main lines of
action and research, the benefits that citizens can obtain from it as
well as the institutions involved in them. At the same time an
international vision will inform about what is happening elsewhere in
the globe.
 Learning Objectives
- Students will be able to:
- Learn about how Qatar
improves healthcare through
innovation and the inclusion of
‘omics’ technologies into
medical and research practices.
Tour Guideline Interactive
Section 5 type
Qatar, a Pioneer in Personalised Healthcare
Introduction
- Lead your students to the first panel in section 5 and discuss the Students / teacher
following points with them:
 Due to genetic inheritance, certain cultural aspects and the lifestyle Students /
followed by many people in recent decades, a number of diseases are Building
especially present among the Qatari people.
 To combat these disorders, Qatar has made a great commitment to
genetic research, leading the country to become a world power in Students /
personalized medicine. Content
 To this end, Qatar has adopted two strategies that complement each
other perfectly.
 Firstly, a series of programs has been launched in recent years, aimed
specifically at resolving some of these problems, such as diabetes and
cardiovascular disorders.
 Secondly, a number of institutions, both public and private, have
focused their efforts on data gathering and on medical and scientific
research aimed at establishing personalized treatments that, in the
not-too-distant future, will have great impact on health and quality of
life among the Qatari people.
 Learning Objectives Tour Guideline Interactive
Section 5 type
Qatar, a Pioneer in Personalised Healthcare
Introduction
- Point to A global Effort part on the panel and explain that many Students / teacher
- Students will be able to: countries around the world are following the same path as Qatar and
they are gathering data for genomic research and precision medicine
- Spot that in recent decades, programmes. Students /
Qatar has become a reference Building
point for research in the - Give the 2 examples :
genomics field. Through this 1- Genomics England in the U.K
interactive display, the public 2- U.S program Students /
can learn about the most Content
important initiatives in the
biomedical field in Qatar.
 Learning Objectives Tour Guideline Interactive
Section 5 type
Qatar, a Pioneer in Personalised Healthcare
Introduction
- Draw the students attention to Qatar Biobank section and explain the Students / teacher
- Students will be able to: role and importance of this bank as following:

- Acquire that Qatar Biobank is a What is it? Students /

research platform for the health a store of health information and biological samples from Qatari Building
of the Qatari population. This population.
interactive display will show the
most prominent characteristics How does it work? Students /
of the Qatar Biobank and how nationals can participate by giving measurements- high, weight, blood Content
citizens can get involved with pressure and samples, blood, urine or saliva.
this initiative
Why?
use these information and materials for research projects such as the
Qatar Genome Programme.
 Learning Objectives Tour Guideline Interactive
Section 5 type
Qatar Genome Programme (QGP)
- Press the button under the Qatar Genome Programme and lead the Students / teacher
- Students will be able to: students to this part.
- Explain it for them as following:
- Know the most prominent Students /
objectives and characteristics of What? Building
the Qatar Genome Programme. An effort to create a comprehensive genetic map of Qatari population.

Why? Students /
To develop personalized healthcare for all and help build Qatar as a Content
knowledge-based economy
 Learning Objectives
- Students will be able to:
- Identify the sources of funding
for the genomic research in
Qatar
Tour Guideline Interactive
Section 5 type
Qatar Genome Programme (QGP)
- Press the button next to the Funding The Future and lead the Students / teacher
students to this part.
- Main Sources of funding are:
Qatar Foundation Students /
Qatar National Research Fund Building
Qatar Ministry of Public Health

(( press on each button to highlight each part )) Students /

Content
 Learning Objectives Tour Guideline Interactive
Section 5 type
Qatar, a Pioneer in Personalised Healthcare
Introduction
- Press the button next to the Centers of Research and lead the Students / teacher
students to this part.
- Students will be able to: - Point that Qatar hosts many higher education research centers and
they are all engaged in the advancing biomedical research. Students /
- Discover Qatar’s most important Building
institutions dedicated to the - (( press on each button under each center to highlight each part ))
education and research in the
genetics field. Students /
- Identify Qatar’s role in training a Content
critical number of local scientists
and highly qualified researchers
from around the world.
 Learning Objectives Tour Guideline Interactive
Section 5 type
Qatar, a Pioneer in Personalised Healthcare
Introduction
- Move to the next part of section 5. Students / teacher
- Press the button next to National Diabetes Center and lead the
- Students will be able to: students to this part.
Students /
-Learn about the Qatari health - What? Building
Authorities which enable A center to educate patients about how to manage their individual
patients to play a greater condition while living a healthy life.
role in making choices Students /
about their treatment. How? Content
-Identify the services They use the latest in genomic research and medical practices for
implemented screening, education, equipment and medication
in Qatar for people with
diabetes.
 Learning Objectives Tour Guideline Interactive
Section 5 type
Qatar, a Pioneer in Personalised Healthcare
Introduction
- Press the button next to The National Premarital Screening and Students / teacher
Counselling Programme and lead the students to this part.
- Students will be able to:
- What? Students /
-learn about the National A center which give advices for Qataris intending to marry on their Building
Premarital genetic compatibility to limit genetic disorders or severe birth defects in
Screening and their children.
Counselling Programme Students /
works to reduce the risks Content
of consanguinity amongst
Qatari marriages.
-Discover the
importance of avoiding
possible genetic
conditions through
programmes offered by
Premarital Screening and
Counselling.
 Learning Objectives Tour Guideline Interactive
Section 5 type
Qatar, a Pioneer in Personalised Healthcare
Introduction
- Press the button next to Qatar Newborn Screening Programme and Students / teacher
lead the students to this part.
- Students will be able to:
- What? Students /
-Discover the attention that A center which provide screening for all babies in Qatar. Building
Qatari authorities
give to the newborns in - Why?
the country. Identify disorders early. Students /
Content
 Learning Objectives
- Students will be able to:
- Identify Qatar’s efforts in
educating the next
generation.
- Recognize that prevention,
early detection, accurate
diagnosis and effective
Treatment are the best weapons
to combat genetic
illnesses.
Tour Guideline Interactive
Section 5 type
Qatar, a Pioneer in Personalised Healthcare
Introduction
- Press the button next to Educating the next Generation and lead the Students / teacher
students to this part.
- Lead the students attention that many higher education institutes in Students /
Qatar focus directly on training the doctors, geneticists and Building
biomedical researchers of future.
- Based on all initiatives, doctors in the future will be able to deliver
tailored healthcare for patients based on their genetic profile, Students /
providing individual prevention, diagnosis and treatment and a Content
personalized genome interpretation.
- Discuss the following statement with your students:
Prevention, early detection, accurate diagnosis and effective
treatment are the best weapons
that modern medicine has today to combat illnesses, particularly
those of genetic origin.
Enormous economic, technical and planning efforts are
undertaken by global and national
institutions to improve healthcare.
However, each of us can play an important part in this process by
contributing to these
projects, but most importantly of all by adopting a healthy lifestyle
to prevent the appearance
or worsening of any of these illnesses, genetic or otherwise.
Section 6
 Learning Objectives Tour Guideline Interactive
Section 6 type
Students / teacher
- Guide the students to last section and invite them to watch the film.
- Students will be able to: - Discuss it with them.
Students /
- Watch an audiovisual acts as Building
an epilogue
for the exhibit, tying together all
of the Students /
concepts using emotive, poetic Content
speech
and imagery.
Guide the students to answer
the question that they
answered at the beginning to
compare their answers and
their opinion about the DNA
before and after going through
the exhibitions.
THE END