Genetics Project…
Overview
In this activity, students explore the structure of the DNA molecule and begin
to understand how chromosomes, genes, and the base pairs, sugars, and
phosphates of the DNA molecule are related. Students view and discuss video
segments that describe the role of various genetic units.
Objectives
Recognize the relationship between base pairs, DNA molecules, genes, and
chromosomes
Understand the following terms: DNA molecule, nucleotide, base pairs,
genes, and chromosomes
Build a model of a DNA molecule and identify the different parts and their
functions
Understand that genes provide the code for an organism's traits
What I know about DNA and genetics
(add student responses)
Color of eyes of all the people in my
family chart…
What do I want to learn? (add student
responses)
Lesson 1
Objectives
Identify DNA, Gene, Chomosome, Protein, Heredity
Suggested Time – 45 min.
Multimedia Resource
http://learn.genetics.utah.edu/content/begin/tour/
Materials
Computer
Pre-cut vocabulary grid
Pencils
Dry Erase Board for staff to write answers on
· Lesson Activities
In large group, view each definition presented in the video and create our own vocabulary grid.
Class will vote on the definition and all students will adopt the outcome and write it on their
vocabulary grid from a written model.
· Assessment of student work
- Create a completed vocabulary grid for “Genetics”
Lesson 2
Objectives
Create a DNA model
Lab: in small groups, of 3 students per group
Tell students that they are going to build models of the DNA molecule, each
five nucleotides long, using the materials you have given them. In other words,
they're building the equivalent of genes. Remind students that, while the order
of nucleotides could be critically important in a real gene, they should not be
concerned about the order of their nucleotides, as long as the bases are paired
correctly (see above). Write the following key on the board. Ask students to
refer to the key when constructing their models.
Key
Licorice = phosphate "backbone" of the DNA molecule
Short sections of toothpicks = sugar that connects the phosphate to the
base
Gumdrops = bases (red = A; orange = T; green = C; yellow = G
1. Have the groups begin producing their models, as follows: Each model should
consist of two strands of licorice, with five gumdrops attached to each strand.
Tell students to use short sections of toothpick to attach the gumdrops to the
strands at equal intervals. Because each color gumdrop represents a different
base, the gumdrops on one strand must correspond to the appropriate
gumdrops on the opposite strand. For example, a red gumdrop always pairs
with an orange gumdrop, while a green gumdrop always pairs with a yellow
gumdrop. Instruct students to attach the gumdrop base pairs with pieces of
toothpick. The resulting model can be handled carefully without it falling
apart.
2. Have students write down the base pairs of their model molecules. Each
group will probably have a different sequence of base pairs for each molecule.
Some examples are listed below.
Molecule 1
Base
Left Strand Right Strand
Pairs
yellow gumdrop - green gumdrop -
GC
G C
red - A orange - T AT
red - A orange - T AT
green - C yellow - G CG
yellow - G green - C GC
Molecule 2
Base
Left Strand Right Strand
Pairs
orange gumdrop - red gumdrop -
TA
T A
red - A orange - T AT
red - A orange - T AT
orange - T red - A TA
green - C yellow - G CG
3. Write each group's base-pair sequences on the board. When finished, you
will have the sequence for the entire class. Remind students that the class
sequence is only a tiny fraction of most real DNA molecule sequences.
4. Have groups connect their DNA segments to form a giant model DNA
molecule.
Materials
Licorice
Short sections of toothpicks
Gumdrops: red, orange, green, yellow
Time: 45 minutes
Assessment of student work
A finished DNA model…and they must be able to tell me one fact they learned
about the structure.
Lesson 3
Overview
To find the answers to scientific questions, scientists may use an organized set
of procedures typically referred to in textbooks as the "scientific method" of
experimentation. Following an expanded discussion on the processes of
science, students collaborate on a better-informed description of the scientific
method.
Objectives
Examine the traditional textbook description of the "scientific method" of
experimentation
Recognize that scientific investigations begin with questions that arise, for
example, from observations, unexpected results, and the research
findings of others
In a lg. group:
Read; “A Bright Dinosaur Discovery,” story from Time for Kids, World Report
Edition, February 12/2010, vol. 15, No. 18.
Go to the computer lab…and individually work through the exercise on this
site:
http://www.teachersdomain.org/resource/tdc02.sci.life.gen.creatednafinger
print/
Time: 45 minutes
Materials:
Newsweek story
Computer lab
Dry Erase Board to write answers (to be typed by staff and given to students as
a handout when finished)
Assessment of Student Work:
The student will be able to identify (from the story read)
1. What was the scientific question the scientists wanted to answer?
2. How did the scientists solve the mystery?
3. What was the outcome of the lab work?
4. How will the scientists use the information they learned on this project
for the future?
Extension Activities:
As a lg. group on the “Big Screen”…build an ddiscuss…look for paterns…
http://www.teachersdomain.org/resource/tdc02.sci.life.gen.familytree/
http://news.yahoo.com/s/nm/20100210/sc_nm/us_human_genes/print;_ylt=Ao_
lQJDoN.Jg0XWAqnHyawUiANEA;_ylu=X3oDMTBvajZzaTFyBHBvcwMxN
QRzZWMDdG9wBHNsawNwcmludA--