Heather Booher: Science Educator

DNA and Genetic Engineering Unit Plan  

Heather Booher

March 22, 2005

EDCI 5744

Teaching Middle and Secondary Schools II: Science

 

Word version of this document

RATIONALE

(a) Science Content and Processes

Students will investigate genetics, as it relates to their own lives. Sol’s will center on DNA’s structure and functions; gene expression and protein synthesis; and DNA technologies and genetic disorders, as well as the Human Genome Project.

Virginia Standards of Learning addressed:

Bio.2 The student will investigate and understand the history of biological concepts. Key concepts include

d. development of the structural model of DNA; and

e. the collaborative efforts of scientists, past and present.

Bio.6 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

e. genetic variation (mutation, recombination, deletions, additions to DNA);

f. the structure, function, and replication of nucleic acids (DNA and RNA);

g. events involved in the construction of proteins;

h. use, limitations, and misuse of genetic information; and

i. exploration of the impact of DNA technologies.

 

National Science Education Standards addressed:

CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop

CONTENT STANDARD C: As a result of their activities in grades 9-12, all students should develop understanding of

CONTENT STANDARD E: As a result of activities in grades 9-12, all students should develop

CONTENT STANDARD F: As a result of activities in grades 9-12, all students should develop understanding of

CONTENT STANDARD G: As a result of activities in grades 9-12, all students should develop understanding of

(b) Unifying Concepts and themes

Students will explore the most basic unit of heredity, the DNA molecule. We will start the unit by addressing the basic structure and function of DNA, emphasizing replication and protein synthesis as the two most important jobs of DNA. We will then explore gene expression, focusing on mRNA, tRNA and the processes involved with protein synthesis. We will also discuss the history of DNA, and the scientists involved with its discovery. We will emphasize the universality of DNA and amino acids in all living organisms, and conclude the unit by evaluating DNA technology, genetic disorders and the role of ethics in science.

(c) History and Development of Science

The history of scientific thought and theory will be emphasized in this unit, specifically by exploring the discovery and controversy surrounding DNA’s structure. Students will be asked to form their own opinions on the roles of Watson, Crick, Wilkins and Franklins’ discovery. Students will understand that science is inquiry-based, as well as involving insight, and trial-and-error experiments. We will also discuss the recent growth of genetic engineering and gene therapy, as well as the ethics and differing viewpoints on these.

(d) Science – Technology – Society

It is important that students stay informed on issues of science and technology in society so that they can make intelligent decisions regarding science in their own lives. As high school students, many of their opinions probably come from their parents and others in their community. As a science teacher, it is important to present an unbiased view of major issues that will affect the lives of these students.

In this unit, we will focus on modern DNA technologies, emphasizing gel electrophoresis and DNA fingerprinting as used in crime-solving and heredity testing. We will then explore genetic engineering, and the explosive growth this field is currently experiencing, which can have an impact on many facets of our daily lives. We will discuss the recently completed Human Genome Project and the ethics and controversy surrounding it. Finally, students will plan and conduct their own research on genetic disorders, and share the results with the class, including the relevance to today’s society.

(e) Lesson Sequence:

1. Introduction to DNA and structure

2. DNA Replication

3. Protein Synthesis (transcription)

4. Protein Synthesis (translation)

5. History of DNA

6. DNA extraction lab

7. Introduction to Genetic Engineering

8. Human Genome Project

9. DNA fingerprinting

10. Genetic Disorders – Computer Lab and student research

 

(f) Pedagogical Approach to Teaching and Learning and Classroom Management

The 10 th graders being targeted in this unit plan have been with my cooperating teacher for five months before I took over the class, and therefore were used to a strict set of rules and regulations. It was apparent from the first day I observed class that these students have a great deal of respect for the teacher, and because of this, they are very well-behaved and respond very well to his prompts when they get off-track or out of control. I think the best way to deal with classroom management is to have respect for the students, and in return, demand their respect. My teacher told me on the day I took over class that I couldn’t try to be the students’ friend, and also their teacher. I was there to teach, and therefore I needed to command control of the classroom, and have high expectations for each student. Teaching and learning are contingent on respect and trust. If my students trust me, and show me the respect I deserve, and in turn I trust and respect each of them, classroom management should not be a problem. When instances do arise that require discipline, it will be done in a considerate manner, ideally in private, or after class in a one-on-one situation with the student.

(g) Cooperative Learning and Peer Interaction

Creating a comfortable, social atmosphere in the classroom, where all students feel confident enough to express their ideas and opinions is critical for student learning. Science literacy will be enforced through group discussion and cooperative learning. When students are allowed to interact with their peers, they will be more engaged in the lesson; therefore, these strategies will be utilized whenever possible.

(h) Description of Learners, Learning Environment, Community Needs, and Resources

The community where this school is located is very small and rural. The high school is one of two in the county and contains only 700 total students in grades 8-12. The student body is composed of mostly rural, middle-class, white students. Because of this, it is a very tight-knit community and the students all know each other very well and are comfortable in a social, interactive learning environment. Students are very used to collaborative learning, group work and discussion, as well as individual note-taking and tests.

The school runs on a 7-period day, meaning each class is 50 minutes long. This means that most lessons need to be spread out over two or three days, and the concepts must be reinforced constantly. The class environment includes traditional rows of desks, with lab benches and sinks in the back of the room. Overcrowding in the classroom requires that some students sit in the lab area every day for regular instruction, as there are not enough desks for everyone in the class.

Conceptual Map of science concepts, processes and activities:


DAILY LESSON PLANS

1. Introduction to DNA

Purpose:

Students will assess what they already know about DNA, explore uses of DNA technologies, and then they will be able to understand the structural model of DNA, including the base-pairing rules.

Standards addressed:

Bio.2 The student will investigate and understand the history of biological concepts. Key concepts include

d. Development of the structural model of DNA

Bio.6 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

h. use, limitations, and misuse of genetic information

i. exploration of the impact of DNA technologies

NSES C, NSES E, NSES F, NSES G

 

Materials/Resources:

Textbooks

Newspaper articles about DNA

Marshmallows

Licorice

Toothpicks

Class Management/Safety:

Before the modeling activity, students should wash their hands before handling any food. During the modeling, students need to stay at their desks.

Procedure:

Engage: Prior knowledge quiz on DNA, followed by discussion. (15 minutes)

Students will take a short quiz on DNA, and then review their answers with the rest of the class.

Explore: DNA current events (15 minutes)

Students work in groups of three and read a recent article pertaining to DNA research/technology. Students will write a short summary of the article, and their reactions to it, and then briefly share with the class. The summaries will be turned in to the teacher.

Explain: The structure of DNA and base-pairing rules (20 minutes)

Teacher-led board notes and discussion of DNA’s structure, labeling of parts, and base-pairing rules.

Elaborate: DNA modeling with marshmallows, licorice, tootsie rolls and toothpicks (20 minutes)

-In pairs, students will construct 3D models of DNA and complete the attached handout.

-Modeling activity found at: http://biology.about.com/c/ht/00/07/How_DNA_Model_Candy0962932481.htm

Evaluate: Activity sheet on DNA and its structure. (20 minutes)

 


DNA ACTIVITY SHEET Name: ________________________

 

1. Name the 3 parts of a DNA nucleotide (3 points):

 

2. How many different nitrogen bases are found in DNA? What are their names? (4 points)

 

 

3. What are the base-pairing rules for the nitrogen bases? (2 points)

 

4. If there are 15 Cytosines and 23 Thymines in a chain of DNA, how many Guanines are there? (1 point)

5. If there are 17 Guanines and 55 Adenines in a chain of DNA, how many Thymines are there? (1 point)

6. Complete the following sequences: (3 points)

TGA AAC CCC TAT GCC

 

CGA GGG TGC CCT AAG

GAG TCC CAG AAA TCT

 


2. DNA REPLICATION

Purpose:

Students will be able to identify parts of DNA and the base-pairing rules. Students will identify and understand the process of DNA replication.

Standards addressed:

Bio.2 The student will investigate and understand the history of biological concepts. Key concepts include

d. Development of the structural model of DNA

Bio.6 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

f. the structure, function, and replication of nucleic acids

NSES C

Materials/Resources:

Textbooks

8x11 inch paper for Replication drawings

Colored Pencils or markers

 

Procedure:

Engage: Review of DNA structure and base-pairing rules. (10 minutes)

-Have drawings of DNA molecules on board that students can come up and label.

-Have strand of DNA on board that students can come up and complete the complementary strand for.

Explore: Activity sheets with partners (10 minutes) Handout attached.

Explain: Teacher-led board notes and discussion of replication (10 minutes)

Elaborate: Drawings of the process of Replication. (15 minutes) Students will draw a diagram of the replication process, and list all steps involved. Handout attached.

Evaluate: Students will share their drawings with the rest of class and explain the steps of replication.


DNA REPLICATION Name(s): ______________________

Answer the following questions using your prior knowledge on DNA, and your textbooks: Chapter 8, pages 169-173

1. DNA’s structure is a double helix; explain what this means:

 

 

 

2. Define “Replication:”

 

 

3. Describe the two functions of DNA polymerase during replication:

 

 

 

4. What is the name of the point at which the double helix separates when beginning the process of replication?

 

 

5. Suppose a strand of DNA has the sequence GGA-TCG-CCG-AAT-TCT. What will be the sequence of the complementary strand created during replication?

 


THE STEPS OF REPLICATION Name: __________________

Construct a sequential diagram of the main steps of DNA replication. This can be accomplished with a diagram, cartoon drawing, chart, etc, and should include the four main steps of replication. If you choose to create a cartoon drawing, be sure to label all steps. (5 points)


3. Protein Synthesis (RNA transcription)

Purpose:

Students will be able to compare and contrast the nucleic acids. Students will understand and identify the process of protein synthesis.

Standards addressed:

Bio.6 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

f. the structure, function, and replication of nucleic acids (DNA and RNA);

g. events involved in the construction of proteins;

NSES C, NSES F

Materials/Resources:

Textbooks

Procedure:

Engage: Review DNA structure and Replication (short quiz; attached) (10 minutes)

Explore: Prior Knowledge review and discussion. (10 minutes)

-The function of ribosomes is to make proteins. The job of DNA is protein synthesis, so obviously the two will work together. How will the DNA get its message from the nucleus to the cytoplasm and the ribosomes to make proteins? Brainstorm as a class.

Ask: “Why can’t DNA leave the nucleus, whereas RNA can?” Elicit that DNA is a much larger molecule and cannot pass through the nuclear membrane (pores).

Explain: Teacher-led board notes and discussion on transcription (15 minutes)

-Emphasize differences between DNA and RNA. Ask: “Once it is made, what important job does the mRNA have to do?” Elicit that it must carry the genetic instructions to the ribosomes in the cytoplasm.

Elaborate: Student activity sheet; attached (15 minutes)

Evaluate: Student participation and graded activity sheet

 

RNA Transcription Activity Sheet Name: __________________

 

COMPLETE THE FOLLOWING TABLE (12 points)

 

 

DNA

RNA

Ribose present

 

 

Deoxyribose present

 

 

Phosphate group present

 

 

Adenine present

 

 

Thymine present

 

 

Uracil present

 

 

Guanine present

 

 

Cytosine present

 

 

Double stranded

 

 

Single stranded

 

 

Remains in nucleus

 

 

Moves out of nucleus

 

 

 

Suppose you have the following strands of DNA; show the strands of mRNA that would be created to pass along the genetic code to the ribosomes: ( 1 point each)

GCA TCA CCG AAG CGA TAG

 

TGA ACA CCC GAT CTC AAG

 

AAT GCG GGA TCT AAA GTC

 

4. Protein Synthesis (RNA translation)

 

Purpose:

Students will be able to compare and contrast the nucleic acids. Students will understand and identify the process of protein synthesis. Students will produce a brochure that explains protein synthesis.

Standards addressed:

Bio.6 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

f. the structure, function, and replication of nucleic acids (DNA and RNA);

g. events involved in the construction of proteins;

h. use, limitations, and misuse of genetic information

NSES C, NSES F

Materials/Resources:

Textbooks

8x11 inch paper for brochures

Colored pencils/markers

Procedure:

Engage: Review Transcription (10 minutes)

-Have students complete RNA strands from DNA templates written on board.

-Answer any questions students have pertaining to transcription.

Explore: What’s the next step in protein synthesis? (10 minutes)

-Class discussion

Explain: Teacher-led board notes and discussion on translation (15 minutes)

-Emphasize: A series of three nucleotide bases on a DNA molecule is called a triplet;a set of three nucleotide bases on an mRNA molecule is called a codon; and a set of three nucleotide bases on a tRNA molecule is called an anticodon.

- Even though there are only 20 amino acids that exist, there are actually 64 possible tRNA molecules: 4 X 4 X 4 = 64 possible combinations

- It's important that the DNA code staysintact (no mutations) because if you change the DNA, you change the mRNA, you change the amino acids coded for, and thus, you change the protein! The problem is if you change the protein, it usually renders the protein biologically inactive.

Elaborate: Student brochure on Protein Synthesis (20 minutes)

-Handout attached

Evaluate: Student brochure and class participation
Universal Codon Chart:

 

All possible 64 M-RNA codons are shown, including all the corresponding amino acids that they code for. Since each letter of a codon has four possible letters (A, U, C or G) there are 64 different codons (4 x 4 x 4 = 64). Note: Some amino acids have multiple codons, 6 for leucine, 4 for valine, etc. Some amino acids have only one codon, 1 for methionine and 1 for tryptophan. Some codons translate into stop, which means do not add any more amino acids to the polypeptide (protein).

The Protein Synthesis Brochure (30 points)

Procedure:

Fold your paper length-wise into three equal sections.

Page One:

Include your name and a title

Draw the “double helix” and explain why the structure is called this.

Page Two:

Title this page “Structure” Draw a chain of DNA and label the following parts: Nucleotide, phosphate group, deoxyribose sugar, adenine, guanine, thymine, cytosine, hydrogen bonds.

Page Three:

Title this page “Replication” Either draw a diagram and label the steps of the replication process, or list and describe the 4 main steps.

Page Four:

Title this page “Transcription” and draw a picture of a single-stranded mRNA chain being made from a DNA template. Label all parts.

Page Five:

Title this page “Translation” and show the process of a tRNA molecule translating an mRNA molecule into a protein. Include at least three different amino acids, and label all structures you draw.

Page Six:

Title this page “The Big Picture”

Take the following strand of DNA and show the process required to convert it to amino acids.

Remember:

 

3’ ACG - TGA - GGG - CAA - TAC 5’

 


5. History of DNA

 

Purpose:

Students will be able to identify and understand the contributions of Watson, Crick, Wilkins and Franklin. Students will discuss the history and development of DNA, and the ethical aspects involved with the discovery of its structure.

Standards addressed:

Bio.2 The students will investigate and understand the history of biological concepts. Key concepts include

d. development of the structural model of DNA; and

e. the collaborative efforts of scientists, past and present.

Materials/Resources:

“Life Story” video

Textbooks

Computers/Internet access

Important websites: www.pbs.org/wgbh/aso/databank/entires/do53dn.html

http://nobelprize.org/medicine/educational/dna_double_helix/readmore.html

www.chemheritage.org/EducationalServices/chemach/ppb/cwwf.html

www.ba-education.demon.co.uk/for/science/dnamain.html

Procedure:

Engage: Review Transcription/Translation (10 minutes)

-short quiz; attached

Explore: Think-Pair-Share Activity (15 minutes)

Handout attached; students will use textbooks and the internet to look up the four main contributors of the discovery of DNA.

Explain: Teacher-led board notes and discussion (20 minutes)

-Timeline of DNA’s discovery, and the major contributors.

Elaborate: “Life Story” video (40 minutes)

Students will watch a portion of the video and answer the accompanying question sheet; attached. Class discussion will follow.

Evaluate: Think-Pair-Share Activity sheet and video question sheet


Think-Pair-Share: The History of DNA Name: __________________

Using your textbook (pg. 170-172) identify the following four scientists and briefly describe their contribution to the discovery of the double helix:

 

1. James Watson:

2. Francis Crick:

3. Maurice Wilkins:

4. Rosalind Franklin:

 


“Life Story” video question sheet Name: __________________

1. What kinds of obstacles did Rosalind Franklin face while working at King’s College in London? Give examples.

2. Do you think it was ethical of Maurice Wilkins to share Franklin’s photo 51 with Watson, without obtaining permission first? Why or why not?

3. Was it ethical of Watson to share with Crick what he had seen in the photo, and then not give credit to Franklin in their final paper on the double helix? Why or why not?

4. If Rosalind Franklin had still been alive in 1962; do you think she should have shared the Nobel Prize with Watson, Crick, and Wilkins? Why or why not?


6. DNA Extraction Lab

 

Purpose:

This activity allows students to see what real DNA looks like, and not just a model or drawing. Students will see real DNA and understand that it is not a dangerous substance. Students will be able to extract real DNA and understand that DNA is found in every living and formerly living organism.

Standards addressed:

Bio.6 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

i. exploration of the impact of DNA technologies.

NSES A, NSES C, NSES E, NSES F, NSES G

Materials/Resources:

Lab report sheet

Lab materials list attached

Lab found at:

http://www.pioneer.com/education/lesson_plans/module_3/pdfs/dna_in_my_food.PDF

Classroom Management/Safety:

Goggles will be worn throughout lab exercise. Horseplay in the classroom will not be permitted.

Procedure:

Engage: Introduce lab (10 minutes)

-Discuss lab with students, emphasizing safety rules, and directions on lab sheet. Outline the process for DNA extraction on the board, and hand out safety goggles.

Explore: DNA extraction lab (40 minutes)

-Lab sheet with directions attached

Explain: Teacher-led board notes and discussion (20 minutes)

-Emphasize why the salt and shampoo were added to the banana mixture.

Elaborate: Class discussion on DNA technologies (20 minutes)

-Introduce next topic; Genetic Engineering. Emphasize that many real-life science experiments begin with what the students just accomplished; extracting DNA to experiment on.

Evaluate: Participation during lab, and graded lab sheet.

DNA IN MY FOOD???
The Making of a Smoothie

Prepared by the Office of Biotechnology, Iowa State University

Contents

In this protocol students will extract DNA from bananas that have been blended with water. A portion of the banana mixture is then treated with shampoo and salt, mixed for 5-10 minutes, and then strained through a coffee filter. The filtrate is added to cold alcohol and the DNA from the banana solution precipitates (becomes visible). The remaining banana mixture can be made into a delicious smoothie by adding another banana, orange juice, frozen strawberries, tofu (soft or firm), and blending.

 

Materials:

Lab Instructions - Extract the DNA

DNA is present in the cells of all living organisms. This procedure uses household equipment and store supplies to extract DNA from banana in sufficient quantity to be seen and spooled.

The process of extracting DNA from a cell is the first step for many laboratory procedures in biotechnology. The scientist must be able to separate DNA from the unwanted substances of the cell gently enough so that the DNA does not denature (break up.)

You will prepare a solution of banana treated with salt, distilled water, and shampoo (detergent). The salt allows the DNA to precipitate out of a cold alcohol solution. The detergent breaks down the cell membrane by dissolving the lipids (fatty molecules) and proteins of the cell and disrupting the bonds that hold the cell membrane together. The detergent then forms complexes with these lipids and proteins, allowing them to be filtered out of solution by the coffee filter while leaving the cells' DNA in the filtrate.

Procedure

  1. In a blender, mix a ratio of one banana per one cup (250ml) of distilled water. Blend for 15-20 seconds, until the solution is a mixture.
  2. In one of the 5 oz cups, make a solution consisting of 1 teaspoon of shampoo and two pinches of table salt. Add 20 ml (4 teaspoons) of distilled water or until the cup is 1/3 full. Dissolve the salt and shampoo by stirring slowly with the plastic spoon to avoid foaming.
  3. To the solution you made in step 2, add three heaping teaspoons of the banana mixture from step 1. Mix the solution with the spoon for 5-10 minutes.
    (The detergent dissolves the lipids that hold the cell membranes together, which releases the DNA into the solution. The detergent causes lipids and proteins to precipitate out of the solution, leaving the DNA. The salt enables the DNA strands to come together.)
  4. While one member of your group mixes the banana solution, another member will place a #2 cone coffee filter inside the second 5 oz plastic cup. Fold the coffee filter's edge around the cup so that the filter does not touch the bottom of the cup.
  5. Filter the mixture by pouring it into the filter and letting the solution drain for several minutes until there is approximately 5 ml (covers the bottom of the cup) of filtrate to test.
  6. Obtain a test tube of cold alcohol. For best results, the alcohol should be as cold as possible.
  7. Fill the plastic pipette with banana solution and add it to the alcohol.
    (DNA is not soluble in alcohol. When alcohol is added to the mixture, the components of the mixture, except for DNA, stay in solution while the DNA precipitates out into the alcohol layer.)
  8. Let the solution sit for 2 to 3 minutes without disturbing it. It is important not to shake the test tube. You can watch the white DNA precipitate out into the alcohol layer. When good results are obtained, there will be enough DNA to spool on to a glass rod. Or by using a Pasteur pipette that has been heated at the tip to form a hook, you can retrieve some of the DNA. DNA has the appearance of white, stringy mucus. 

 


7. Introduction to Genetic Engineering

Purpose:

Introduce students to genetic engineering and the main steps involved in any genetic engineering experiment. Students will work collaboratively to create posters explaining the process.

Standards addressed:

Bio.6 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

h. use, limitations, and misuse of genetic information; and

i. exploration of the impact of DNA technologies.

NSES E, NSES F, NSES G

Materials/Resources:

Textbooks

Posterboard

Markers/colored pencils

Procedure:

Engage: Review DNA extraction lab (10 minutes)

-Emphasize universality of DNA and explosive growth of field of genetic engineering. Ask for, and discuss examples. Review DNA extraction lab; emphasize that isolating DNA is the first step in many scientific experiments.

Explore: Using their textbooks, students will outline the four main steps of any genetic engineering experiment.

Explain: Teacher-led board notes and discussion (20 minutes)

-Four main steps of genetic engineering, role of restriction enzymes, sticky ends, DNA ligase, vectors, etc.

Elaborate: Students collaboratively produce posters on genetic engineering (40 minutes)

-Guidelines attached

Evaluate: Poster rubric, attached.

Making A Poster: Poster rubric

Student Name ___________________

CATEGORY

4

3

2

1

Required Elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements is included on the poster.

Several required elements were missing.

Labels

All items of importance on the poster are clearly labeled.

Almost all items of importance on the poster are clearly labeled.

Many items of importance on the poster are clearly.

Labels are too small to view OR no important items were labeled.

Attractiveness

The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Grammar

There are no grammatical/mechanical mistakes on the poster.

There are 1-2 grammatical/mechanical mistakes on the poster.

There are 3-4 grammatical/mechanical mistakes on the poster.

There are more than 4 grammatical/mechanical mistakes on the poster.

8. Human Genome Project

Purpose

Introduce students to the project that has mapped the entire sequence of genes for humans. Students will understand that this information is useful in detection, prevention, and treatment of many genetic disorders. Students will also recognize and discuss the controversy and ethics surrounding the project.

Standards addressed:

Bio.6 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

h. use, limitations, and misuse of genetic information; and

i. exploration of the impact of DNA technologies.

NSES E, NSES F, NSES G

Materials/Resources:

Genetic Screening article from “Clones, Cats, and Chemicals”

Video, “Cracking the Code”

Procedure:

Engage: Prior knowledge discussion on HGP. Determine what students know, or have heard about the project. (10 minutes)

Emphasize that the project may be finished, but analysis of the data will continue for many years.

Explore: View video, “Cracking the Code” and answer the attached question sheet. (50 minutes)

Explain: Discuss the video and the ethical issues involved with it. Other topics to work into the lesson: Human cloning and the eugenics movement.

Elaborate: Genetic Screening article from “Clones, Cats, and Chemicals” (30 minutes)

Have students read the article, then work in pairs and discuss the questions. Group/class discussion will follow.

Evaluate: Class participation during discussion, and question sheet from video.

9. DNA Fingerprinting / Gel Electrophoresis

Purpose:

Students will identify and understand the process of DNA fingerprinting and will explore DNA technologies, including gel electrophoresis.

Standards addressed:

Bio.6 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

h. use, limitations, and misuse of genetic information; and

i. exploration of the impact of DNA technologies.

NSES E, NSES F, NSES G

Materials/Resources:

Textbook

Gel electrophoresis machine

Procedure:

Engage: Define/discuss DNA fingerprinting. Where would you use this technology? (Forensics, paternity testing, etc.) (20 minutes)

Explore: Gel Electrophoresis demonstration (20 minutes)

Explain: Teacher-led board notes and discussion on DNA fingerprinting. Know basic steps of the process. Define and discuss PCR. (20 minutes)

Elaborate: DNA fingerprint simulation lab with student activity sheet (20 minutes)

Students will “solve” a hypothetical murder mystery by analyzing DNA evidence.

Evaluate: Activity sheet, simulation lab


10. Genetic Disorders

Purpose:

Students will identify and understand mutations and their effect on the genome. Students will plan and conduct their own research on a genetic disorder.

Materials/Resources:

Textbooks

Computer lab access

Procedure:

Engage: Review genetic engineering and HGP (short quiz) (10 minutes)

Explore: Mutations internet simulations (25 minutes)

Explain: Teacher-led board notes and discussion on mutations and their effects (positive and negative) on the genome. Also discuss and explain karyotype charts. (20 minutes)

Elaborate: Explain research paper, and then take class to the computer lab (50 minutes)

Students will choose a genetic disorder and research in the library, computer lab and at home if necessary. Students will write a research paper and present it to the class, being prepared to answer questions from their peers pertaining to their disorder.

Evaluate: Graded research paper

Extra Credit Assignment: Worth up to 10 points

Find a newspaper or magazine article dealing with DNA or DNA technology. Summarize the article: Why is it important? Who will it impact? What is your opinion on the article?

Bring me the article and your summary.