Standards Alignment North Carolina Essential Standards

5ELESSONPLAN MOREALIKETHANDIFFERENT

Funding and support for the More Alike Than Different Lesson provided by

StandardsAlignment

NorthCarolinaEssentialStandards

NCES.5.L.3Understandwhyorganismsdifferfromoraresimilartotheirparentsbasedonthecharacteristicsoftheorganism.

5.L.3.1Explainwhyorganismsdifferfromoraresimilartotheirparentsbasedonthecharacteristicsoftheorganism.5.L.3.2Explainwhyorganismsdifferfromoraresimilartotheirparentsbasedonthecharacteristicsoftheorganism.

NCES.8.L.2.1Understandhowbiotechnologyisusedtoaffectlivingorganisms.Summarizeaspectsofbiotechnologyincluding:

• Specificgeneticinformationavailable• Careers• EconomicbenefitstoNorthCarolina• Ethicalissues• Implicationsforagriculture

NCES.Bio.3.1ExplainhowtraitsaredeterminedbythestructureandfunctionofDNA.Bio.3.1.1Explainthedouble-stranded,complementarynatureofDNAasrelatedtoitsfunctioninthecell.Bio.3.1.2ExplainhowDNAandRNAcodeforproteinsanddeterminetraits.

NCSES.Bio.3.3UnderstandtheapplicationofDNAtechnology.Bio.3.3.1InterprethowDNAisusedforcomparisonandidentificationoforganisms.Bio.3.3.2Summarizehowtransgenicorganismsareengineeredtobenefitsociety.Bio.3.3.3EvaluatesomeoftheethicalissuessurroundingtheuseofDNAtechnology(includingcloning,geneticallymodifiedorganisms,stemcellresearch,andHumanGenomeProject).

NextGenerationScienceStandardsDisciplinaryCoreIdeas

LS1.A:StructureandFunction• AllcellscontaingeneticinformationintheformofDNAmolecules.GenesareregionsintheDNA

thatcontaintheinstructionsthatcodefortheformationofproteins.



LS3.A:InheritanceofTraits• EachchromosomeconsistsofasingleverylongDNAmolecule,andeachgeneonthe

chromosomeisaparticularsegmentofthatDNA.Theinstructionsforformingspecies’characteristicsarecarriedinDNA.Allcellsinanorganismhavethesamegeneticcontent,butthegenesused(expressed)bythecellmayberegulatedindifferentways.NotallDNAcodesforaprotein;somesegmentsofDNAareinvolvedinregulatoryorstructuralfunctions,andsomehavenoas-yetknownfunction.



MORE ALIKE THAN DIFFERENT

5E LESSON PLAN

ENGAGE

Students will complete the following two ENGAGE activities

1 BE PART OF A DNA STRAND 30 minutes

• Follow the instructions in the Be DNA! video to create a visual representation of DNA usingpeople. Create a model with just one class, or involve the entire school! For very large groups,chalk or string works well to outline where they should stand. For smaller groups, constructionpaper or poster board can be used as shown in the video. You may also wish to show the video tothe students and let them help figure out how best to make their own human-sized DNA molecule.

• Students learning at home can use chalk, string, natural items such as sticks and rocks, orwhatever else is available to create a giant sized DNA similar to the one in the video. They cantake a photo to share with their teacher and the rest of their classmates.

2 HOW ARE WE ALIKE? 15 minutes

• Show students the animated, 78-second video How Are We Alike? about a group of friendsdiscussing what they have in common with their lunch, and with each other. Let the students knowthat they will revisit the problem posed in this video later in the lesson.

• Ask students to think about what they have in common with a banana, a chicken and each other.Then, using the How Are We Alike? Student Handout, they can work in pairs to list thesimilarities and differences among the three organisms and then share results with the class.



• Students learning at home can complete the Student Handout interactively using Google Docsor other online document-sharing app to complete the list in groups, or they can print it out and fillit in. They may also brainstorm with parents or siblings.

EXPLORE

Students will complete the following four EXPLORE activities:

1 IS IT GENETIC? 90 minutes

• What parts of our appearance do DNA and genes determine? Check out the Ear Sort activity fromthe Exploratorium at https://www.exploratorium.edu/snacks/ear-sort. Watch the video and thencomplete the activity. Make sure students recognize that sometimes sorting traits is not easy andthere are often variations.

• As homework have students complete the Is it Genetic? Trait Inventory Student Handout ofphysical characteristics from their family members. Students do not need to be biologically relatedto their families for this activity.

• In class, compile the results of the inventory on the board or using a spreadsheet. Assign a trait tostudent groups and have them create a bar graph of the class results and research whether geneticsdetermine that trait or not. Observable traits, determined by genetics along with environmentalfactors are called phenotypes. Each group can then share their results with the class.

• Students learning at home can complete the Ear Sort activity on their own along with the genetictrait inventory. Students can share their data on Google Sheets or some other document-sharingapp to compile and visualize their data. Students can research a trait individually and share theirresults virtually with the class or teacher.

2 BUILD A BIRD 30-50 minutes

• Full instructions for this activity can be found on the Build a Bird Teacher Handout. Using theBuild a Bird Student Handout, students create and decode DNA instructions for a bird toobserve how variations in DNA lead to different traits. Short sections of DNA or genes arerandomly selected and used to assemble a DNA molecule. Students read the DNA recipe to createa drawing of their bird.

• Compare the birds created by the class to note similarities and differences. Are any two birdsalike? Point out that every bird shares some traits in common with others, but each has an overallcombination of traits that is unique. Variations in each DNA strand (the sequence of symbols) leadto different traits.



• Revisit ENGAGE Activity 2. Do the birds have more in common with each other or with a human or banana? For example, while the birds might have different looking beaks, they all have beaks. Humans and bananas, on the other hand, don't have beaks. How different do the students think the birds are from each other?

• Students learning at home can use bird DNA provided by the teacher, instead of drawing slips of paper from a bag, to build their bird. Students can then share a photo of their bird from home for a virtual class discussion.

3 EXTRACT DNA 60-70 minutes

• Full instructions for this activity can be found on both the DNA Extraction Teacher Handout and the DNA Extraction Student Handout.

• Ask the students what they think DNA looks like. Do they think it is visible with the naked eye?

• Perform the DNA extraction activity using bananas. If possible, let the students observe the extracted DNA using magnifying glasses and/or a microscope. How does the DNA compare to what they expected? Are they surprised at the amount of DNA they could pull out of half of a banana?

• Students learning at home can also perform the DNA extraction activity as it is written. If bananas are not available, other foods such as strawberries, kiwi, spinach and even chicken liver will work. If 90% ethanol is not available, rubbing alcohol will work, though less DNA will be visible.

4 MODELING DNA 40 minutes

• Full instructions for this activity can be found on the Modeling DNA Teacher Handout.

• Begin by explaining that if we could zoom in to see DNA it would look like a twisted ladder called a double helix. The rungs of the ladder are where the information in DNA is stored. The rungs are made of just 4 molecules or nucleotides bases.

• Following instructions on the Modeling DNA Student Handout, students will make a model of a short sequence of DNA to wear as a bracelet. The DNA sequence is from the cytochrome b gene found in many animals and plants. This gene creates proteins that help to release energy from food. All living things get energy from food in the same way, which is why it is found in so many animals and plants. Students can choose to make their model from one of ten different organisms.



• After making the model, students will compare the 10 different sequences for the gene on thehandout. How do the genetic sequences for the ten organisms compare to each other? How muchof the DNA sequence is the same?

• Students learning at home can perform this activity as written. If they do not have access to beadsthey can use different types of pasta, round cereal, candies (see the link above) or even just colorand cut round beads out of paper or cardboard. Instead of comparing the organism they chose witha partner’s chosen organism, they can choose another organism from the list for comparison.



EXPLAIN

Students will complete the following three EXPLAIN activities:

1 DIGITAL INTERACTIVE LESSON 1-2 class periods, or homework

Allow one or more class periods for students to complete the Life’s Instruction Manual lesson, which includes the following all-online components:

• An animated glossary that defines and illustrates terms that are important to the interactive lesson

• Three short animations entitled, respectively

1) Genome 1012) DNA 1013) Genes 101

• Formative quizzes that follow each of the three animations

• A final review that can serve as a summative assignment for the Life’s Instruction Manual Interactive Lesson.

For details on how to use the Life’s Instruction Manual Interactive Lesson, download the Teaching Tips from the lesson’s home page.

2 CLASS DISCUSSION 15 minutes

• Ask students to revisit the question posed in the How Are We Alike? animation and discuss how DNA, genes and an organism’s entire genome can be used to develop an answer.Using the information that they learned in the interactive lesson, how is their understanding of the problem different from when they first viewed the animation? They can record their answers on the How Are We Alike? (Part 2) Student Handout.

• Students learning at home can write a paragraph or record a video of their response to the question.



EVALUATE

Ask students to create a visual and/or written artifact—poster, infographic, play, comic strip, essay—that demonstrates their understanding of DNA and answers the central question of the lesson: “How are all humans more than 99% alike?” They should include

• Definitions of DNA, genes, chromosomes, and genome.• Descriptions of the shape of DNA and how information is stored.• Explanation of how every organism has unique traits that are specified by their DNA.• Explanation of how DNA sequences for different organisms can be similar.

Students learning at home can participate in this activity individually or virtually with a partner.

EXTEND

Students can complete the following EXTEND activity, using the Applications of DNA Student Handout:

Students can take what they have learned about DNA's role in an organism’s instruction manual and apply it to modern technological uses of DNA. They will work in small groups of 2 or 3 and choose from two topics:

• Precision Medicine• Genetically Modified Organisms

They can watch a corresponding UNC-TV Sci NC segment and explore additional resources to collect information about the topic. Students will create a poster, infographic, or digital presentation to answer the following questions about the DNA based tool or technology:

• How does the tool or technology work in general terms?• How is DNA involved?• How can it improve our lives?• What are potential problems?

Students learning at home can participate in this activity individually or virtually with a partner.

STUDENTHANDOUT MOREALIKETHANDIFFERENT


ENGAGE

How Are We Alike? Part 1

A banana, a chicken and a human walk into a classroom, and ask YOU what they have in common. Brainstorm with your group about what these three organisms have in common and what is different. For example, all three have skin but only the banana is part of a plant.

Banana & Chicken Both have… Only a banana has… Only a chicken has…

STUDENTHANDOUTMOREALIKETHANDIFFERENT


Banana & Chicken Both have… Only a banana has… Only a chicken has…



EXPLORE

Is It Genetic? A Trait Inventory Everypersonhashis,herortheirowncombinationofdifferenttraits.Someofthem,suchastheonesshownintheexamplebelow,areinherited,orgenetic,whileothersarenot.

Genetic Trait Examples

Widow’sPeak

RollTongue

CleftChin

AttachedEarlobe

Intervieweachmemberofyourfamily(andanyfriendsanneighborsyouwanttoincludeaswell).Fillinthephysicaltraitsforeachpersoninthegridonthenextpage.(The“Maria”entryisanexample.)



Name Attached earlobe Dimples Eye

colorWidows Peak Freckles

Hair color (natural)

Roll tongue

Straight or curly hair

Left or right handed

Cleft chin

Maria

No Yes Brown No Yes Brown Yes Straight Right No

TEACHERHANDOUTMOREALIKETHANDIFFERENT


1

EXPLORE Build a Bird

LearningObjectives:Aftercompletingthisactivity,studentswillbeableto:

• ExplainthateveryorganismhasuniquetraitsthatarespecifiedbytheirDNA.• ExplainthatDNAcontainsinformationinsegmentscalledgenesanddifferencesintheDNAcause

differencesintraits.MaterialsNeeded:Paperbags(orothercontainers)PaperCrayonsorcoloredpencilsScissorsProcedure:1. Priortoclass,makecopiesoftheDNAsegmentsandcutupthesegmentsforeachtrait.Putthesegmentsinto

8paperbags(orothercontainer)fromwhichthestudentswillrandomlydraw.Labelthebagswiththenameofthetraititcontains.Studentswillplacetheirsegmentsbackinthebagsoyoucanlaminatetoreuseformultipleclasses.

2. IntroducetheactivitybyrecallingtheIsitGenetic?activityinwhichstudentssurveyedfriendsandfamilyfordifferenttraits.InthisactivitywewillseehowDNAdeterminesanorganism’straits.

3. Readthebeginningparagraphonthestudenthandoutasaclass.Youmaywanttoshowthemasamplepiece

ofDNA.ForexampleTCTGAGTTCTTACTTCGAAGGisasmallpartofagenethatisinvolvedindeterminingeyecolorinhumans.Mostgeneshavehundredsorthousandsofnucleotidebases(letters)andmosttraitsaredeterminedbymorethanonegene.

4. Reviewtheinstructionsonthestudenthandoutandallowthemtoworkinpairs.Whenstudentshave

finished,havethemhangtheirbirddrawingsonthewallalongwiththeDNAthatdescribestheirtraitssoeveryonecansee.

5. Afterallthebirdsarecomplete,leadaclassdiscussion.

a. Comparethebirdscreatedbytheclasstonotesimilaritiesanddifferences.Areanytwobirdsalike?Pointoutthateverybirdsharessometraitsincommonwithothers,buteachhasanoverallcombinationoftraitsthatisunique.VariationsineachDNAstrand(thesequenceofletters)leadtodifferenttraits.



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b. RevisitEngageActivity2.Dothebirdshavemoreincommonwitheachotherorwithahumanorbanana?Forexample,whilethebirdsmighthavedifferentlookingbeaks,theyallhavebeaksbuthumansandbananasdon’thavebeaks.Howdifferentdothestudentsthinkthebirdsarefromeachother?

Remindstudentsthatthisactivityishighlysimplified.Genesaremuchlongerthan3nucleotidebases.Traitsareusuallydeterminedbymorethanonegene.However,genesarealwaysfoundinthesameplaceinthebiggerDNAsequence(calledachromosome)justlikeeachbirdhastheirtraitsinthesameorderontheirDNAsequenceorchromosome.Humanshave23pairsofchromosomeswithover2,000genes.Theirbirdshave1chromosomewithjust8genes.

Body Size

CAA CAA CAA CAA CAA CAA CAA CAA

CAC CAC CAC CAC CAC CAC CAC CAC

GAA GAA GAA GAA GAA GAA GAA GAA

Beak

ATC ATC ATC ATC ATC ATC ATC ATC

ACC ACC ACC ACC ACC ACC ACC ACC

ATA ATA ATA ATA ATA ATA ATA ATA

Neck

GAG GAG GAG GAG GAG GAG GAG GAG

GAC GAC GAC GAC GAC GAC GAC GAC

GAT GAT GAT GAT GAT GAT GAT GAT

Color

CAT CAT CAT CAT CAT CAT CAT CAT

TAT TAT TAT TAT TAT TAT TAT TAT

CAG CAG CAG CAG CAG CAG CAG CAG

Legs

CGG CGG CGG CGG CGG CGG CGG CGG

TGG TGG TGG TGG TGG TGG TGG TGG

GGG GGG GGG GGG GGG GGG GGG GGG

Feet

TAG TAG TAG TAG TAG TAG TAG TAG

AAG AAG AAG AAG AAG AAG AAG AAG

TAC TAC TAC TAC TAC TAC TAC TAC

Tail Shape

ACT ACT ACT ACT ACT ACT ACT ACT

ACG ACG ACG ACG ACG ACG ACG ACG

CCT CCT CCT CCT CCT CCT CCT CCT

Wingspan

ATG ATG ATG ATG ATG ATG ATG ATG

TTG TTG TTG TTG TTG TTG TTG TTG

GTG GTG GTG GTG GTG GTG GTG GTG



EXPLORE

Build A Bird

TheinstructionmanualforallorganismsiswrittenwithanalphabetcalledDNA.TheDNAalphabethasjust4lettersthatarearrangedinwordsandsentencestodescribethedifferenttraitsoftheorganism.Thosesentencesarecalledgenes.Differencesinthesentencesorgenescausedifferencesinthetraitsoftheorganism.

Materials Needed: StudentHandoutPaperCrayonsorcoloredpencilsScissorsProcedure: 1. DrawonepaperfromeachbagtoassembletheDNAforyourbird.Makesuretowriteeachgeneinthe

appropriatespaceatthebottomofthepageandreturnthepapertothebag.2. UsetheDNATraitKeytofigureouteachofthebird’straitsbasedonitsDNAsequenceorgenes.Circlethe

sequenceyoudrewfromthebagforeachtrait.3. Makeadrawingofyourbirdwithallofthesetraitsonablankpieceofpaper.CutofftheDNAsequencebelow

andattachittoyourdrawing.4. Hangthedrawingonthewall.Isyourbirddifferentfromorthesameasotherbirdsinyourclass?Build a Bird DNA

Body Beak Neck Color Legs Feet Tail Wingspan



DNA Trait Key Trait

Body Size CAA / Small CAC / Medium GAA / Large

Beak ATC / Long and pointy

ACC / Short and pointy

ATA / Short and hooked

Neck GAG / short GAC / medium GAT / long

Color CAT / brown TAT / red CAG / multi colored

Legs CGG / short TGG / medium GGG / long

Feet TAG / webbed AAG / talons TAC / perching

Tail Shape ACT / forked ACG / fanned CCT/ pointed

Wingspan ATG / small TTG / medium GTG / wide

Body Size

CAA CAA CAA CAA CAA CAA CAA CAA

CAC CAC CAC CAC CAC CAC CAC CAC

GAA GAA GAA GAA GAA GAA GAA GAA

Beak

ATC ATC ATC ATC ATC ATC ATC ATC

ACC ACC ACC ACC ACC ACC ACC ACC

ATA ATA ATA ATA ATA ATA ATA ATA

Neck

GAG GAG GAG GAG GAG GAG GAG GAG

GAC GAC GAC GAC GAC GAC GAC GAC

GAT GAT GAT GAT GAT GAT GAT GAT

Color

CAT CAT CAT CAT CAT CAT CAT CAT

TAT TAT TAT TAT TAT TAT TAT TAT

CAG CAG CAG CAG CAG CAG CAG CAG

Legs

CGG CGG CGG CGG CGG CGG CGG CGG

TGG TGG TGG TGG TGG TGG TGG TGG

GGG GGG GGG GGG GGG GGG GGG GGG

Feet

TAG TAG TAG TAG TAG TAG TAG TAG

AAG AAG AAG AAG AAG AAG AAG AAG

TAC TAC TAC TAC TAC TAC TAC TAC

Tail Shape

ACT ACT ACT ACT ACT ACT ACT ACT

ACG ACG ACG ACG ACG ACG ACG ACG

CCT CCT CCT CCT CCT CCT CCT CCT

Wingspan

ATG ATG ATG ATG ATG ATG ATG ATG

TTG TTG TTG TTG TTG TTG TTG TTG

GTG GTG GTG GTG GTG GTG GTG GTG



1

EXPLORE DNA Extraction

Summary: Inthisactivity,studentswillextractDNAfrombananacells.

LearningObjectives:Aftercompletingthisactivity,studentswillbeableto:

• DescribetheprocessforremovingDNAfromcells

• Practicemeasuringsubstancesandfollowingalaboratoryprotocol.

MaterialsNeeded:DistilledWater

Shampooordishsoap

Salt

90%Ethanol(storeinthefreezerbeforetheactivity)

Coffeefilters

Rubberbands

Frozenbananas,peeledandcutinhalfandthawed*

Ziplocbags

250mlbeakers

Bamboosticks,largetoothpicks,orglassrods

Procedure:1. Priortoclassmixtheextractionbuffer.Combine900mlofwater,100mlofshampooand2teaspoonsof

saltinabottle.Slowlystirorinvertthebottletomixwithoutcreatingbubblesfromthesoap.

2. StudentsshouldfollowtheinstructionsandanswerthequestionsontheDNAExtractionworksheet.

WhentheyaddethanoltothebananaextracttheywillseefinewhitestrandsofDNAprecipitate.The

DNAfiberscanbepulledoutandspooledontothebamboostick.

3. (Optional)UsemagnifyingglassesoramicroscopetoinspecttheDNAmoreclosely.

4. (Optional)DNAcanalsobeextractedfromhumancheekcellsusingthesamemethodonasmallerscale.

Detailsareathttps://www.pbs.org/wgbh/nova/teachers/activities/2809_genome.html



2

*FreezingthebananasandthenthawingweakensthecellwallsmakingiteasiertoextractmoreDNA.YoucanpeelandfreezethebananashalvesinZiplocbagstomakedistributingthebananasandbagseasierandlessmessy.

ActivityBackgroundfromNOVATeachers:CrackingtheCodeofLife,SeeYourDNA

DNAisonlyabout50trillionthsofaninchlong.Thereasonitcanbeseeninthisactivityisthat

studentsarereleasingDNAfromalargenumberofcells.Thishappenswhenthedetergentor

dishwashingliquidbreaks,orlyses,themembranesaroundthecellandaroundthenucleus.

Oncereleased,theDNAfromthebrokenopencellsintertwineswithDNAreleasedfromother

cells.Eventually,enoughDNAintertwinestobecomevisibletotheeyeaswhitishstrands.Tell

studentsthatonestrandofDNAissothin(.0000002mm)theywouldneverbeabletoseeit

withoutusingamicroscope.

Detergentsbreakopencellsbydestroyingthefattymembranethatenclosesthem.Thisreleases

thecellcontents,includingDNA,intothesolution.Detergentsalsohelpstripawayproteinsthat

maybeassociatedwiththeDNA.

DNAisnotsolubleathighethanolconcentrations,soitprecipitatesoutaslongstrands.Salts,

suchassodiumchloride,alsogreatlyaidinprecipitatingDNA.Theethanolalsocausesgases

dissolvedinthewatertobereleased,whichmaybeobservedassmallbubbles.



EXPLORE

DNA Extraction

Thelong,thickfibersofDNAstoretheinformationforcreatingalllivingthings.DNAisfoundineverycellofplantsandanimals.TheDNAinbananacellscanbeextractedusingcommonmaterials.WewilluseanextractionbuffertogainaccesstotheDNAinsidethebananacells.TheextractionbuffercontainssoaptodissolvethebananacellwallandnuclearmembranesotheDNAcangetoutofthecells.

SaltintheextractionbufferbreaksupproteinchainsthatbindaroundthenucleicacidssotheDNAstrandscanclumptogetherandwecanseethem.Finally,ethanolisaddedtothemixture.DNAcan’tdissolveinethanolsoitclumpstogetherandcanbepulledouttoinspectmoreclosely. Before the Lab

1. WhatdoyouthinktheDNAwilllooklike?

2. WhereistheDNAinthebanana?



Materials

• Extractionbuffer• Halfofafrozenandthawedbanana• ZiplocBag• Coffeefilter• Rubberband• Ethanol• 250mlbeaker• Bamboostickorglassrod

Procedure

1. PlacethebananaintheZiplocbagandsealitcompletely

2. Smashupthebananawithyourhandsfor2minutes.Becarefulnottobreakthebag!

3. Add10mLofextractionbuffer(saltandsoapsolution)tothebag.

4. Gentlymushthebananawiththeextractionbufferinthebagagainfor5minutes.

5. Usetherubberbandtoattachacoffeefiltertothetopofthe250mlbeaker.Leavethefilterloosesoitcanholdallofthebananamixtureinthebag.

6. Slowlypourthebananaslurryintothefilterandletitdripdirectlyintoyour

250mlbeaker.Cleanupyourlabstationwhileyouwait.

7. Oncealltheliquidisinthebeaker,removethefilterandthrowitaway.Measureout20mLofethanol.Tiltthebeakerandpourthecoldethanoldownthesidesoitstaysontopofthebananaslurry.



8. Writeanddrawwhatyousee.

9. Dipthestickorglassrodintothebeakerwherethebananaslurryandethanollayerscomeintocontactwitheachotherandtwistittopullupthewhitestrands.

10. Writeanddrawwhatyousee.

HowdoesthiscomparetowhatyouexpectedtheDNAtolooklike?



Conclusions DescribeinyourownwordshoweachstephelpsremoveDNAfromthecellssoyoucanseeit.

1. Mushthebanana.

2. Mushbananawithsalty/soapyextractionbuffer

3. Filterbananaslurry

4. AddethanolIfIputonegrainofsandonyourdeskandaskedyoutostandacrosstheroom,youwouldhaveahardtimeseeingit.ButifIdumpedanentirebagofsandonthedeskyou’dhaveamucheasiertimeobservingitfromyourpositionontheothersideoftheroom.Howdoesthisstoryrelatetotheactivity?



1

EXPLORE Modeling DNA

Summary: Inthisactivity,studentswillcreateamodelofDNAtheycanwearandcomparegeneticsequences.LearningObjectives:Aftercompletingthisactivity,studentswillbeableto:

• DescribetheshapeofDNAandhowinformationisstored.• ExplainhowDNAsequencesfordifferentorganismscanbesimilar.

MaterialsNeeded:StringBeadsin4differentcolors(60foreachstudent)*Needles(dependingonthesizeofthebeads)*TheDNAsequencesare30baseslongin3sections.Ifyouwishtousefewerbeads,useoneortwosectionsinsteadofall3.Procedure:

1. Priortoclass,preparethestringbycutting12-inchlengthsandtyingtwostringstogetheratoneend.Youshouldprepareapairofstringsforeachstudent.

2. IntroducetheactivitybyreviewingtheinformationatthetopoftheModelingDNAStudentHandout.a. FirstpointoutthepictureofaDNAmolecule.DNAstandsforDeoxyribonucleicacid.Pointout

thatthedoublehelixshapeisdescribedasatwistedladder.Thesidesoftheladderthatgiveitstructurearemadeofphosphates.Theinformationinthemoleculeisstoredintherungsoftheladderwheretwonucleotidebasesconnect.Inthismodelwewillfocusonthebasesthatmakeuptherungsoftheladder.

b. Thereare4differentnucleotidebases,adenine(A),thymine(T),guanine(G)andcytosine(C).TheorderofthesebasesiswhatdeterminesDNA'sinstructions,orgeneticcode.HumanDNAhasaround3billionbases.InDNA,adenine(A)alwaysconnectstothymine(T),andguanine(G)alwaysconnectstocytosine(C).Andthebasesalwayscomeinpairs.

3. AskstudentstochoosetheanimalwhoseDNAtheywouldliketomodel.Thenfillinthecorresponding

basepairsandfollowtheinstructionsformakingthemodelonthehandout.



2

4. Aftercompletingthemodels,studentswillfindapartnerwithadifferentorganism.Theywillcompare

theirmodels(orthesequencesusedtomakethem),todeterminehowmanyofthepairsarethesameandhowmanyaredifferent.Forexample,humansandchimpanzeesonlyhavethreepairsthatdon’tmatchonthisparticularsequence.TheycanthencalculatehowmuchoftheDNAisincommonbydividingthenumberofpairsincommonbythetotalnumberofpairs(inthisactivity,30).Sohumansandchimpanzeesare27/30or90%similar.Aftersharingresults,askhowsimilartheythinktheirownpersonalDNAsequenceforthispieceofgeneistotheirpartner’sownpersonalDNA.Theansweris100%becausetheyarebothhuman!



EXPLORE

Modeling DNA

In this activity you will make a model of DNA that you can wear as a bracelet or necklace. DNA has a twisted ladder shape. The information is stored in two nucleotide bases, or base pairs, that make up the rungs of the ladder. The base pairs are adenine (A) and thymine (T), and cytosine (C) and guanine (G). The pairs are always AT, TA, CG or GC. These four combinations contain all the information needed to make you. There are 3 billion base pairs in the human genetic sequence or genome. TheDNAsequenceinthisactivityisfromthecytochromebgenefoundinmanyanimalsandplants.Thisgenecreatesproteinsthathelptoreleaseenergyfromfood.Alllivingthingsgetenergyfromfoodinthesameway,sothisgeneisfoundinmostanimalsandplants.

Materials

• String(2strandstiedtogether)• Beads

Procedure

1. Choosetheorganismyouwillusefromthelast2pagesofthisdocument.

2. DecidewhichcolorbeadswillrepresentthebasesA,T,CandG.

3. Stringthebeadsontothestringsintheorderofthegeneticsequenceforyouranimal.Onestringwillcontainthesequencegivenaboveandtheotherwillhavethecorrespondingpairsthatyouwroteinbelow.Beverycarefultoputthebeadsonthestringinthecorrectorder.

4. Whenallthebeadsareonthestrings,twistthemtoresemblethetwisteddoublehelixandtietheendstogethertocreateabraceletornecklace.



5. Findapartnerwithadifferentorganism.ComparethegeneticsequenceonyourDNAmodels(orusingtheprintedsequencesabove).Howmanypairsarethesameandhowmanyaredifferent?Thereare30basepairsineachsequence.Organism1__________________________________________Organism2__________________________________________#ofSamebasepairs=_______________ #ofDifferentbasepairs=_______________

6. Howsimilararethetwoorganismsbasedonthecytochromebgene?(#ofSamebasepairs/30)x100=_________________%

Follow-up

1. DescribeanddrawtheshapeoftheDNAmolecule?

2. WhereinformationisstoredintheDNAmolecule?

3. Howmanydifferentbasesareneededtostoreallgeneticinformation?



4. Namethebasesandshowhowtheyconnecttoeachother.

5. Whydodifferentorganismshavethesame(orsimilar)genes?



Choose your organism. FromStep1ofprocedure:WhichorganismwillyouuseforyourDNAmodel?Fillinthecorresponding

basestocompletethebasepairs.

HUMAN atgaccccaa tacgcaaaat taacccccta ---------- ---------- ---------- CHIMPANZEE atgaccccga cacgcaaaat taacccacta ---------- ---------- ----------

GRIZZLY BEAR

atgaccaaca tccgaaaaac ccacccatta

---------- ---------- ----------

AFRICAN ELEPHANT

atgaccgaca ttcgaaaatc tcatccttca

---------- ---------- ----------

WALLAROO

atgactaacc tacgtaaatc ccacccccta

---------- ---------- ----------

OWL



atggccccca acatccgcaa gtcccaccct

---------- ---------- ---------- SALMON atggccaacc tccgaaaaac tcacccgctc---------- ---------- ---------- PYTHON atgccccacc actatatcct aaccctcttc---------- ---------- ---------- FRUIT FLY atgaataaac ctttacgaaa ttctcaccct ---------- ---------- ---------- MAIZE atgactataa ggaaccaacg attctctctt---------- ---------- ----------



EXPLAIN

How Are We Alike? (Part 2)

Earlier in the lesson you compared a banana, a chicken and a human. This time you will compare yourself to a lab partner. Brainstorm with your lab partner about what you have in common and what is different. For example, you both have hair, but it might be a different color.

You & Your Lab Partner Both have… Only a banana has… Only a chicken has…



You & Your Lab Partner Both have… Only a banana has… Only a chicken has…



EXTEND

Applications of DNA in Technology

NowthatscientistscompletelyunderstandthepurposeandstructureofDNAtheyareconstantlycreatingnewusesandtechnologiesbasedongenetics.

1. Chooseoneofthetopicsbelow.

2. WatchthevideoandexplorethelinkstolearnmoreabouthowDNAisusedasanewtoolortechnology,itsbenefitsanditsproblems.

3. Createaposter,infographic,ordigitalpresentationthatanswersthefollowing3questions:

• Howdoesthetoolortechnologywork?

(Donotworryaboutspecificdetails.Youcandescribetheprocessgenerally.)

• HowisDNAinvolved?

• Howcanitimproveourlives?

• Whatarepotentialproblems?

PRECISION MEDICINE

Video PrecisionMedicinehttp://science.unctv.org/content/precision-medicinePrecisionmedicineisanewwaytofightcancer.Scientistsuseaperson’suniquegeneticmakeuptodevelopanindividualizedtreatmentplantotargetcancercells.Resources

• DNAonDrugshttps://www.theglobeandmail.com/canada/article-dna-on-drugs-how-genetic-tests-could-make-prescriptions-more-precise/

• Next-GenSequencing:TheClinicalConundrumhttps://www.medpagetoday.com/genetics/genetictesting/72706

• AVeryPersonalProblemhttps://www.scientificamerican.com/article/a-very-personal-problem/



GENETICALLY MODIFIED ORGANISMS

Video NewFieldsforFoodhttp://science.unctv.org/content/new-fields-foodMary-DellChilton'sDNAdiscoverieslaunchedthefieldofgeneticallymodifyingplantstowardoffpests,uselesswater,andimproveyields.Supporterssayitcouldhelpfeedtheworld.Opponentssayit'snotsafe,threateningtheenvironmentandpeopleinwaysthatmaynotbeknownyet.BydiscoveringthemechanismofDNAtransfer,Chiltonbestowedthatpowertohumans.Resources

• SpiderSilkhttp://science.unctv.org/content/spider-silk• GMOs:Whattheyare,aretheysafeandwhichfoodshavethem

https://www.cnet.com/news/gmos-what-they-are-are-they-safe-and-which-foods-have-them/• WhatareGMOsandGMFoods?https://www.livescience.com/40895-gmo-facts.html• GMCropsAdvantagesandDisadvantageshttps://www.agrifarming.in/gm-crops-advantages-and-

disadvantages

Standards Alignment North Carolina Essential Standards

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Transcript of Standards Alignment North Carolina Essential Standards