Chapter 8. DNA is found in all living things and carries the genetic code for their characteristics....

Instructions for LifeChapter 8

Major Concepts• DNA is found in all living things and carries the

genetic code for their characteristics.• DNA can replicate to pass its genetic information

to newly formed cells.• DNA serves as a template for making proteins.• Proteins are substances essential to life.• Mutations in DNA result in changes in proteins

that can be advantageous, detrimental, or neutral (have no effect) to individual organisms and their species.

• Similarities in DNA show relatedness of organisms.

Chapter 8 Vocabulary• Extract• Deoxyribonucleic acid, DNA• Code• Antiparallel• Double helix• Eukaryotes• Chromosomes• Protein• Nucleotides• Phosphate• Deoxyribose• Ribonucleic acid, RNA• Messenger RNA• Adenine• Cytosine• Thymine• guanine

• Nitrogen base• Complementary• Base pairing• Double stranded• Replication• Enzyme• DNA Polymerase• Hydrogen bond• Covalent bond• Template• Transcription• Translation• Protein synthesis• Transfer RNA• Ribosomal RNA• Amino acid

Chapter 8 SectionsEngage – Just the Fax (Codes)Explore – What is This Stuff? (Spooling DNA Lab)Explain – Clips of DNA

Part I: The structure of DNA (Paperclip activity)The Code in DNA (Reading)Double the Code (Reading)Copying DNA (Reading)Part II: DNA Replication (Paperclip activity)

Explain – Words to Live By (Concept Mapping)Explain – Transcription & Translation – The Road to Making Proteins

Making RNA (Reading)Part I Transcription – Paper Clip ActivityPart II Translation – Paper Activity

Elaborate – Nobody’s Perfect (Mutations)Part I A Natural Mistake (Seed Variation Activity)

Elaborate - DNA & Evolution (Comparing Human, Chimp & Gorilla DNA)Evaluate – Sharing Your Knowledge (Concept Map)

DMA – Day 1 Explore: Just the Fax• List as many uses for codes that you have heard

of or imagine.

Just the Fax – Note to teacher• The activity is comparable to how early fax

machines worked and binary codes of computers.• If a students realizes that the 1 will take the shape

of letters in a word, they may be able to see the word just looking at the handout from a distance and thus shortcut the activity.

• Cora may have a substitute activity that introduces students to the DNA code in a different fashion.

• Instead of using graph paper, students can shade in the #1s to show the letters spelling the hidden word.

Engage – Just the Fax• Materials: • Copymaster 8.1 Coded Messages (15 different

messages available)• Graph Papers (skip & just shade in 1s to reveal

letters of hidden word)• 1 large sheet of paper• Sticky notes (unnecessary – students can record

hidden words on the board)

Engage – Just the Fax (Decoding)

1. Obtain a sample code.2. Shade in the zeros on the sample code.3. Spell out the what the code reveals and prepare

to share it with the class.

Explore – Just the FaxA. Process and Procedure #1-7. Students map a binary code

onto graph paper to determine the message and record the list of decoded messages for research in “Words to Live By.”

B. Reflect and Connect #1-3 Students answer in the notebookC. Reflect and Connect #4 Students concept map the decoded

messages. (They are limited to simplistic spelling patterns due to their lack of knowledge of the terms.)

D. Research the decoded message terms – Provide copies of the copymaster 8.2 to find the function, composition & role of each decoded message. (If research isn’t feasible, perhaps a crossword puzzle identifying that each can be proteins (or polypeptides) and their uses.)

Introductory DNA Videos• Genes, Genetics & DNA 24 minutes•  • Biology: The Science of Life: DNA: The

Master Molecule of Life

Explore – What is this Stuff?• DMA: What substances are found in all types of

plants and animals?

Teacher Notes – What is this Stuff?• This is a DNA extraction from banana, peas &

chickens.• Prepare blended mixtures as described on page

400 before class.• Part I: Students add detergent, meat tenderizer

and cold alcohol to mixture to extract DNA at interface. (Add spool with a splint to the protocol to spool the DNA

• Part II: Students observe a model of a cell with DNA with yarn in a plastic bag inside a paper bag.

• *See page 404a for a table of comparison of the model to the cell.

Explore – What is this Stuff? Part I

A. Process and Procedure (Page 400)Answer questions 1& 2 B. P & P #3 Gather MaterialsC. P & P #4 Follow the Protocol on page 401 to

Extract a Substance that all organisms have in common. BE CAREFUL & GENTLE

D. Page 402 P&P 5 & 6B. #5 b & cC. #6 Compare DNA from all 3 samples

DNA Extraction from Peas, Banana & ChickenPrelab Questions:

List 3 things you already know about DNA.What do the above organisms have in

common?What do you expect the DNA to look like?

Question: Will the amount of DNA differ between the organism types?Hypothesis: If…, then…, because…Procedures: Rewrite the protocol on page 401. You may include drawings to help you understand the procedures.Variables: manipulated _____ responding _____

controlled _____, _____

DNA Extraction Lab – Data TableOrganism What does the DNA

look like?How much DNA is there?

Chicken

Peas

Bananas

Explore – What is this Stuff? Part IIPage 403 & 404 Process and Procedure #1-3Complete the table comparing your teacher’s cell model to the protocol to extract DNA you did in the lab.Part in the Model

What part of the cell does it represent?

What happens to the part in the teacher demo?

How did this get done in the lab procedure?

Paper Bag Blender separated many cells. Woolite dissolved proteins & lipids of cell wall

Nucleus

All the chromosomes in the cell

Once the nucleus broke up the chromosomes wer no longer in the cells

1 piece of yarn

The teacher pulls 1 strand from 1 piece of yarn

Explain – Clips of DNA (Part I)DMA: What does DNA look like?A. Students read “The Code in DNA” and answer the

READING QUESTIONS. (No reading questions have been developed)

B. Modeling the Structure of DNA - Students use colored paperclips to build a single strand of DNA

C. Students read “Double the Code” and answer the READING QUESTIONS.

D. Students use paper clips to build the complementary strand of DNA. Then they twist them into a double helix.

Stop & Think (Page 412) Answer questions 1-3

Explain – Clips of DNA (Part II)

DMA: How are copies of DNA made to be passed on?A. Read “Copying DNA” and answer the READING

QUESTIONS.B. Answer page 416 Process and Procedure #2a-dC. Students use colored paperclips to model

replication according to #3a-cD. Answer page 416 #4a&bE. Reflect and Connect page 417

Answer questions #1-5

Wednesday 2/22/12

Due: Definitions & Diagrams1) Finish DNA Notes from CT2) Watch Replication Videos3) Begin Valentine Replication & Translation Activity

Thursday 2/23/12• mRNA Translation – Protein Synthesis• Gizmo – RNA & Protein Synthesis

Replication Animations• DNA Replicationhttp://www.youtube.com/watch?v=gW3qZF9cLIA&feature=relatedhttp://www.youtube.com/watch?NR=1&v=zdDkiRw1PdU&feature=endscreenhttp://www.hhmi.org/biointeractive/dna/DNAi_replication_schematic.htmlhttp://www.youtube.com/watch?v=z685FFqmrpo&NR=1&feature=endscreen

Explain – Clips of DNA

Teacher Notes:

• DNA Polymerasehttp://www.youtube.com/watch?v=zdDkiRw1PdU&feature=related

http://www.youtube.com/watch?v=BmDG_fKUTR8

Explain: Words to Live By

A. Process and Procedure – Page 422 #1,2a-c. Students compare research on decoded message terms.

B. #3&4 Students present their research findings for their term to the class while the class takes notes on each term.

C. #5-7 Students create, record, post and compare a concept map of the terms based on new information.

D. Page 424 Reflect & Connect – Students answer questions #1,2 &3

Explain – Transcription & Translation – The Road to Making Proteins

Translation Activity• Make sure cards stay in the same place• Make copies of fixed sequences and anticodon

cards.• http://

www.youtube.com/watch?feature=endscreen&v=aiPHi1d_t5w&NR=1

• http://www.youtube.com/watch?v=AGzsgTMgSog&feature=related

• http://www.youtube.com/watch?v=D5vH4Q_tAkY&feature=rellist&playnext=1&list=PLA055DBA210AD121C

Part 1: Transcription (page 424)(Paperclip activity)Process & Procedure • #1a & b on page 425 – Reassemble your DNA

sequence from Clips of DNA• Reading – Making RNA, page 425 & 426• `#3a-f on page 427 – Select a strand for

transcription, determine the mRNA sequence, trade with another team, transcribe the other teams DNA to mRNA

• Stop & Think #1 Compare & contrast replication vs transcription

Part II – Translation (Paper Activity)• DNA sequences in book are wrong – replacement

to be mailed out• Copy master for anticodons and words are wrong

for 3 pages – replacements to be mailed out.

Replication Assessment

T-Chart Protein Synthesis

T-Chart Mitosis

T-Chart - Meiosis

Explain – Transcription and Translation – The Road to Making Proteins

Transciption Assessment

Translation Assessment

Elaborate – Nobody’s Perfect

Elaborate – DNA and Evolution

Evaluate – Sharing Your Knowledge