Model 7: CELLULAR REPRODUCTION Overview Students will begin their investigation by creating paper cubes. The paper cube activity represents surface area to volume ratios. This will allow the students to understand the reason that cells are so small and the amount of energy needed for a larger cube (cell) is more than for a smaller cube (cell). Next, we expand on surface area to volume ratio idea and students participate in a lab “Diffusion of Agar Cubes”. The investigating question is “What determines the efficiency of diffusion throughout the model “cells”? Students are given 3 cubes of different sizes that have phenolphthalein in them and when put in a basic solution will turn pink. Students will see that the smaller the cube the more (easier) diffusion takes place. Cartoon Strip/Post-it activity gets students thinking about order. Cell Cycle Jigsaw will begin the discussion on mitosis. Students assigned a part of the cell cycle and as the assigned group will whiteboard the different phases of the cell cycle. Student will have a white board meeting to present their information. Mitosis Computer Activity students will go to www.cellsalive.com . Students will follow the worksheet that will assist them in walking them through the stages of Mitosis. After students have gathered and worked with the information on the cells alive website, students will create a foldable. Student will follow the outline provided by the instructor. Time to quiz over Mitosis! Using the NIH Cancer video student will watch and answer questions. Indiana Biology I Modeling Instruction Program 1
Transcript
Model 7: CELLULAR REPRODUCTIONOverview
Students will begin their investigation by creating paper cubes. The paper cube activity represents surface area to volume ratios. This will allow the students to understand the reason that cells are so small and the amount of energy needed for a larger cube (cell) is more than for a smaller cube (cell).
Next, we expand on surface area to volume ratio idea and students participate in a lab “Diffusion of Agar Cubes”. The investigating question is “What determines the efficiency of diffusion throughout the model “cells”? Students are given 3 cubes of different sizes that have phenolphthalein in them and when put in a basic solution will turn pink. Students will see that the smaller the cube the more (easier) diffusion takes place.
Cartoon Strip/Post-it activity gets students thinking about order.
Cell Cycle Jigsaw will begin the discussion on mitosis. Students assigned a part of the cell cycle and as the assigned group will whiteboard the different phases of the cell cycle. Student will have a white board meeting to present their information. Mitosis Computer Activity students will go to www.cellsalive.com. Students will follow the worksheet that will assist them in walking them through the stages of Mitosis.
After students have gathered and worked with the information on the cells alive website, students will create a foldable. Student will follow the outline provided by the instructor.
Time to quiz over Mitosis!
Using the NIH Cancer video student will watch and answer questions.
Mitosis and Meiosis comparison activity has students whiteboard what the differences and similarities are between the two.
Mitosis computer activity allows students to work individually with the stages of Mitosis through a website.
Now that students are “experts” in Mitosis they will create a “foldable” as a study and review tool.
Pipe cleaner lab will assist students to understand what happens to the chromosome number during gamete formation and fertilization and to see how variations develop in the offspring.
TEST time! (cell size, cell cycle, meiosis)DNA puzzle pieces lab: DNA is considered to be the building block for life and there are many pieces that make up a strand of DNA. Many scientists have worked in the past to determine the appropriate way that the many pieces of DNA go together to Indiana Biology I Modeling Instruction Program 1
create a working model. Today you will become these scientists and work together to determine how DNA is put together. Also a homework activity is given.
Students need to go to http://www.nobelprize.org/educational/medicine/dna_double_helix/index.html to access the game. The purpose of this game is to reinforce the bases that can bond together and is a good segway into replication. There is information that is provided before the students get to the game. They should be prompted to write down any new information that they find.
Students will quickly whiteboard the parts that make up DNA. Teacher will make sure to prompt them to label and list how things go together. Teacher is going to introduce the structures of deoxyribose and how it really creates the backbone after the whiteboards. The goal as a group is to pose the question “Why does DNA have to pair Anti-parallel?”. Also use this as a point to reemphasize the new terminology and structures they were exposed to.
This is the introduction for the students to the parts that make up DNA. To start the teacher would give them a story telling them about Watson and Crick, Franklin, Wilkins, and Chargaff. Then tell them that they are going to be Watson and Crick working through the discovery of the structure of DNA.
Using the same Anti-Parallel Activity student will demonstrate the replication process.
Zipper demonstration allows students a visual to see how DNA can split and join with a new strand.
Reading the New York Times Reading, student will answer questions and discuss their findings.
While working in the computer lab students will complete an online virtual electrophoresis simulation completing a very detailed oriented task in a “dry” format. Step two of the assignment takes students to the innocence project to observe the number of individuals who have been found innocent after being accused of crimes because of DNA evidence.
Essential questions How does cell size influence cell functions and processes? How do organisms grow and reproduce? How are cell division and reproduction related? Why is there sexual reproduction? What is DNA and the role it plays in reproduction?
Instructional goalsGoals
Model the difference in cells abilities to function and complete essential processes based on different cell sizes and structures.
Analyze how cells grow and reproduce in terms of interphase, mitosis and cytokinesis.
Recognize mitosis as a part of asexual reproduction. Organize diagrams of mitotic phases and describe what is occurring
throughout the process. Compare meiosis and mitosis including type of reproduction (asexual or
sexual), replication and separation of DNA and cellular material, changes in chromosome number, number of cell divisions, and number of cells produced in a complete cycle.
Understand the structure of DNA, components of DNA, and recognize that the strands run anti-parallel.
Develop a cause-and-effect model relating the structure of DNA to the functions of replication.
o Replication occurs during the S phase of the cell cycle and allows daughter cells to have an exact copy of parental DNA.
Introduce sources of genetic variation in sexually reproduction organisms crossing over, random assortment of chromosomes, nondisjunction, and fertilization.
Indiana Standards B.1.1 Describe the structure of the major categories of organic compounds
that make up living organisms in terms of their building blocks and the small number of chemical elements (i.e., carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur) from which they are composed.
B.1.2 Understand that the shape of a molecule determines its role in the many different types of cellular processes (e.g., metabolism, homeostasis, growth and development, and heredity) and understand that they majority of these processes involve proteins that act as enzymes.
B.1.3 Explain and give examples of how the function and differentiation of cells is influenced by their external environment (e.g., temperature, acidity, and the concentration of certain molecules) and changes in these conditions may affect how a cell functions.
B.5.1 Describe the relationship between chromosomes and DNA along with their basic structure and function.
B.6.1 Describe the process of mitosis and explain that this process ordinarily results in daughter cells with a genetic make-up identical to the parent cells.
B.6.2 Understand that most cells of a multicellular organism contain the same genes but develop from a single cell (e.., a fertilized egg) in different ways due to differential gene expression.
B.6.3 Explain that in multicellular organisms the zygote produced during fertilization undergoes a series of cell divisions that lead to clusters of cells that go on to specialize and become the organism’s tissues and organs.
B.6.4 Describe and model the process of meiosis and explain the relationship between the genetic make-up of the parent cell and the daughter cells (i.e., gametes).
B.6.5 Explain how in sexual reproduction that crossing over, independent assortment and random fertilization result in offspring that are genetically different from the parents.
Misconceptions Larger cells have more organelles than smaller cells. Larger cells can perform more cell processes at one time. Surface area does not influence volume.
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Sexual reproduction always involves mating. Plants cannot sexually reproduce. Living things grow because their cells get larger. Asexual reproduction is restricted to microorganisms only. There is no difference between sexual and asexual reproduction. Asexual reproduction produces weak offspring. Sexual reproduction produces
superior offspring. There are two rounds of cell division and therefore two rounds of DNA
replication in meiosis. Meiosis is cyclic. Cancer is related to the cell cycle. Cancer is related to the inability of a cell to halt reproduction. Both strands in DNA run the same direction.
Students have difficulty discriminating between cell division, enlargement, and cell differentiation.
Students do not understand the relationship between DNA, genes, and chromosomes.
Students have difficulty distinguishing between the different structures in DNA.
Below are all the generated instructional notes to help you through the sequence and various activities and labs. Separate documents have been created in attached files that will provide you will student worksheets, quizzes, activity pieces, etc.
1. Paper Cube Activity [0.5days]Instructional Notes: Paper Cube Activity
Pre-activity DiscussionAsk students:Can a cell get too large?What would happen if a cell got to large?
Activity Performance NotesThis is an activity to introduce students to the connection between surface area and volume. This will allow a lead into a lab with cell models to illustrate the movement of materials into and out of cells in relation to surface area and volume ratios.
Post-activity DiscussionWhat is the connection between surface area and volume?What happens when the ratio surface area to volume ratio decreases? How does this impact the cell?What are some ways cells could alter their surface area to volume ratio in order to be most efficient?
2. Lab: Agar Cube [1.5days]Instructional Notes: Agar Squares with phenolthalein
Pre-activity DiscussionReview with the students cell structure and size. Most students should be able to
identify the parts of the cell and the structure of the cell membrane.
Activity and Performance NotesMake sure that you make enough agar for each group. Many students will need
multiple samples because they will cut them the wrong size. Stress to students
that they need to cut them as close to the correct sizes as possible.
Teacher will need the Cartoon strip (found in attached file) and already have it cut out. There should be enough for each group to have their own set of cartoon pieces. You will also need enough post-it notes for each group to draw out each phase of the cell cycle.
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Pre-Activity Discussion:
Before splitting students up into groups of 2 there should be a quick discussion of what sequencing is and where the students have seen it used already (does not need to be in science, the point is that they understand what sequencing is).
Activity Performance Notes:
Teacher will pass out a ziplock bag that contains pre-cut out pieces of the cartoon strip to each group.
After students have the cartoon strip they will work as a group to put them in an order that they think makes sense. Have them post it on a whiteboard so that you can do a white board meeting of the different cartoon strips.
Whiteboard Meeting #1 – Have the students analyze each other’s cartoon strips to see if there are any different story lines. This is where the teacher will introduce the idea that we use sequencing in many different cycles in science.
Have the students keep their white boards and then give each group a post-it pad (index cards or square pieces of paper can be used as supplements, but then you will have to provide tape).
After each group has their post-it pads put up a picture of an onion root tip (provided at the end of the notes). Then ask the students if they see anything interesting in the picture. This should lead them to the idea that the cells look different. Direct them to use their post-it notes to draw an example of all the different cells they see, remind them they only need to draw each type once. Have them come to the conclusion that the outer edges of their post-it notes are the cell walls for the different onion root cells.
Help the students identify that the cells they are drawing are each a snapshot in time of a process.
After they have all of the cells drawn they should then try and determine a sequence that the cells fit into. They are going to post these on their white boards for a second board meeting.
Post-Activity Discussion:
Now that they students have their sequence you have a second board meeting and have them all analyze their sequences for the cell cycle. Choose one group that has the right sequence and use them to direct the others into the correct sequence. You can guide groups to the correct sequence during the activity through questioning to make sure there is at least one correct model.
After the students have discussed the different models and come to a consensus (with guided direction) the teacher should introduce the names of the phases. Have the students write the names on their boards and then give them the student sheet with the names of the phases. The students should then redraw the phases on the sheet and create a definition that they feel describes what happens in each phase. NOTE: You can also have them do this in their notebooks instead of having them use the student sheet.
Students will be introduced to the following essential vocabulary: Cell Cycle Mitosis
This picture can also be found in a pdf version that you can project onto your screen.
4. Phases of Mitosis Activity [1day]Instructional Notes: Phases of Mitosis
Pre-activity DiscussionHave the students think back to the Sequential Cartoon Strip/Post-it Note Activity. What did they notice about the cells? Why would there be steps in a process?
Activity Performance Notes
This activity is designed to reinforce the concepts of mitosis, giving them diagrams of mitosis. The diagrams are simplified compared to the onion root tip.
Allow for trial and error. As students work to sequence their diagrams walk around the room. Some groups may need some guidance.
Post-activity DiscussionDuring a Board meeting discuss what the groups have written about the four phases of mitosis. As a group come to a consensus of what occurs in each stage. This should be what the students write in their notes.
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Questions which could be ask include:
Why would the nucleus need to disappear in prophase?What would happen if a spindle fiber didn’t work? Or if a chromosome failed to attach to the spindle fiber? How quickly do you think this process of mitosis will occur? Will all cells go through mitosis at the same rate?
Pre-activity DiscussionThis is a set of computer activities accumulated to help reinforce the students’ understanding of mitosis.
Activity Performance NotesFour websites will utilized, questions to answer while the students work are also included.www.cellsalive.comwww.sci.sdsu.edu/multimedia/mitosis/www.johnkyrk.com/mitosis.htmlwww.biology.arizona.edu/cell_bio/activities/cell_cycle/cell_cycle.html
Post-activity DiscussionDiscuss what the students have learned while working through the four websites.
Pre-activity DiscussionReview with students the parts of the cell cycle. At this point in time, most students should be able to list the major parts in order and identify key actions that take place in each part of the cycle. Students should now be working on noting the differences between the cell cycle in animal cells and the cell cycle in plant cells.
Activity Performance NotesStudents should begin with 3 pieces of unlined computer paper. Have the students fold all the pieces of paper in half lengthwise (“hot dog” style) and then cut the papers in half along this fold. Students should then take the 6 halved pieces of paper and place one paper on top of the other, with approximately ½ inch separating each piece. Students should then fold the bottom of the foldable up towards the middle to create a continuous ½ inch space between each layer.
Once the template has been created, students should then provide the following information under each category.
Written description of all activities that take place during this portion of the cell cycle.
A detailed drawing of both the plant and the animal cells during each part of the cell cycle. All visible cell structures should be labeled.
Post-activity DiscussionUpon completion of the foldable, have students compare their own foldables with the foldables of other students in the class. Give students the opportunity to discuss with their peers possible details they may have forgotten or done incorrectly and make the appropriate changes. Students should utilize this foldable as a study guide for assessment.
7. Quiz 1 (Mitosis)Generated quiz can be found in attached documents.
8. Modeling Development – NIH Cancer and the Cell Cycle [1.5days]Instructional Notes: NIH Cell Cycle and Cancer Activity
Pre-activity DiscussionAsk students the following questions. What do you know about cancer? What are
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Anaphase
Metaphase
Prophase
G2 – Second Growth
S (Synthesis)
G1 – First Growth
Interphase
The Cell
Cycle
some types of cancer? What does cancer do to the human body? What does cancer do to a cell? How do you get cancer? How do you know?
Activity Performance NotesEach video describes a cancer, its causes and the evidence to support the claim. Fill in the table with the appropriate information. After each video segment, stop and discuss the major points. Ask how the understanding of the causes of cancer has changed.
After viewing the news alert videos, click on the cell cycle animations. This group of videos looks at cancer from a cellular perspective. After viewing animation one, use the slide view and look at the growth of the tumor frame by frame. Discuss how melanoma can be easily overlooked and deadly.
For each of the animations have students write a summary statement.
Post-activity DiscussionDiscuss how cancer is related to the cell cycle. Include a discussion of cancer and tumors, including causes and possible preventive measures. Discuss with students the different types of tumors.
9. Cancer Brochure [3days]Instructional Notes: Cancer Brochure
Apparatus: Students will need access to research books, their textbook, and the internet.
Pre-Activity Discussion:
Students at this point should have a good understanding of how the cell cycle works and be able to apply this understanding to the topic of cancer. This will allow them to apply their previous knowledge into another situation to create better understanding.
Teacher should prompt the discussion by asking the simple question, “How many people know someone who has had cancer?”. This can then lead them into the essential question of, “What really happens when someone gets cancer?”, which will then lead to, “How do we treat cancer?”, and “Are all treatments the same?”.
Activity Performance Notes:Students should spend two different class periods (assuming 55 minute class periods) working on researching and putting together their brochures. They will then present their findings to the class. Ideally, each student should have a different cancer.
Students need to make a brochure using their research on the cancer they chose. They need to make sure to explain how the cancer works at the cellular level.
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Students also need to include the treatment that we are using and why we have chosen this to be the best treatment at this time. They will need to include the cellular component for this part as well.
Students should have 5 credible sources, at least 2 being reference books. (Adapt however works best for you.
Students will present their brochures in front of the class.
A prepared rubric for the brochures has been created in a separate document.
Post-Activity Discussion:
Students will hold a Socratic seminar to let the students discuss what they learned about how cancer really works and how the treatments work. Teacher should only jump in with a question if they are really moving in the wrong direction.
Rubrics can also be found in a separate document if you need, or wish, to modify them.
BrochureCategory 5 4 3 2 1
OrganizationNeat, well organized, Includes Name
Neat, decent organization, or missing name.
Okay organization, Functional
Scattered organization, Needs to work on flow
Poor organization, Hard to follow
SourcesIncludes all 5 sources properly cited.
Missing 1 source, or improper citation
Missing 2 sources
Missing 3 sources
Missing 4 or more sources
Identify and Explain Interuption
Identified interuption of cell cycle, Thoroughly explained signifigance of interuption
Identified where interupted, moderate explanation of signifigance
Identified current treatment and thoroughly explained why using the cell cycle
Identified current treatment and moderately explained touching on cell cycle.
Identified current treatment, good explanation without cell cycle.
Identified current treatment, weak explanation.
Identfied current treatment, no explanation.
Overview of Cancer
Thorough summary of the chosen cancer.
Good summary of the chosen cancer.
Okay summary of the chosen cancer.
Weak summary of the chosen cancer.
Little to no effort in summarizing chosen cancer.
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Total Points: /25
PresentationCategory 3 2 1
Overview of Cancer
Well developed summary of findings.
Good summary of findings.
Weak summary of findings.
Explain Interuption
Identified where interuption happens and what that causes.
Identified interuption, moderate explanation.
Identified Interuption, little to no explanation.
Explain Treatment
Identified current treatment, uses cell cycle to explain why.
Identified current treatment, explained without using cell cycle.
Identified current treatment, no explanation.
Interesting Fact
Identified an interesting fact and explained.
Identified an interesting fact with no explanation.
Weak interesting fact or no fact.
Use of Brochure
Creative way to use brochure during presentation.
Displayed brochure but did not use it.
Did not display brochure or missing brochure.
Total Points: /15
10.Mitosis and Meiosis Comparison Activity [0.5days]
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Instructional Notes: Mitosis and Meiosis ComparisonPre-activity Discussion:What happens during mitosis?Why do they occur in that order?Is it different in different kinds of cells?
Activity Performance Notes:Student will need to be led a bit in this activity. Since they have little to no prior knowledge about Meiosis, there is a comparison picture attached.You may want to hand out the vocabulary list without definitions so students know what terms you will be looking for when they whiteboard the activity.Student will break up into groups, whiteboard and compare and contrast Mitosis and Meiosis. Once students have completed the task, complete the activity with a boardroom meeting of whiteboards.
Pre-activity DiscussionDiscuss what is known about meiosis following the mitosis and meiosis comparison activity.
Activity Performance NotesFive websites will utilized, questions to answer while the students work are also included.http://www.lpscience.fatcow.com/jwanamaker/animations/meiosis.htmlwww.sumanasinc.com/webcontent/anisamples/majorsbiology/ www.biologyinmotion.comwww.pbs.org/wgbh/nova/baby/www.cellsalive.com
Post-activity DiscussionWhat is the outcome of meiosis?What are the similarities and the differences between mitosis and meiosis?Why are mitosis and meiosis similar?
Pre-activity DiscussionPrior to the construction of the meiosis foldable, students will have completed a whiteboard session comparing a visual of mitosis and a visual of meiosis. Students will utilize this foldable to create their own visual and descriptive study guide for the phases of meiosis. Students will also utilize this foldable to identify the differences between meiosis I and meiosis II.
Activity Performance NotesStudents should begin with 3 pieces of unlined computer paper. Have the students fold all the pieces of paper in half lengthwise (“hot dog” style) and then cut the papers in half along this fold. Students should then take the 6 halved pieces of paper and place one paper on top of the other, with approximately ½
inch separating each piece. Students should then fold the bottom of the foldable up towards the middle to create a continuous ½ inch space between each layer.
Example of foldable is on next page.
Once the template has been created, students should then provide the following information under each category.
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Cytokinesis II
Telophase II
Anaphase II
Metaphase II
Prophase II
Telophase I/Cytokinesis I
Anaphse I
Metaphse I
Prophase I
Interphase
Meiosis
Written description of all activities that take place during this portion of meiosis. A detailed drawing of the cells during each part of meiosis. All visible cell
structures should be labeled. Students should identify whether the cell is diploid or haploid for each part of
meiosis.
Post-activity DiscussionUpon completion of the foldable, have students compare their own foldables with the foldables of other students in the class. Give students the opportunity to discuss with their peers possible details they may have forgotten or done incorrectly and make the appropriate changes. Students should utilize this foldable as a study guide for assessment.
Pre-activity DiscussionAsk students the following questions. Why do cells need to divide? What are some ways in which cells divide? What do cells need to do before they divide? Why do they need to do this? How are new organisms produced? Which type of cell division is necessary to make new organisms?
Activity Performance Notes
Use pipe cleaners to represent the chromosomes.
Create Baggies of chromosomes for each lab group. Each baggie should contain: 2 large green chromosomes 2 medium green chromosomes 2 short green chromosomes 2 large white chromosomes 2 medium white chromosomes 2 short white chromosomes 2 large red chromosomes 2 medium red chromosomes 2 short red chromosomes 2 large black chromosomes 2 medium black chromosomes 2 short black chromosomes
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Make sure chromosomes are cut to identical lengths; this helps to assure that students can form homologous pairs.
Remind students that homologous pairs do not need to always be matching colors and lengths; they only need to be made of matching lengths.
The teacher checkpoints during the lab can be removed for higher-level students or to allow students more freedom to learn the process. The checkpoints will help facilitate students modeling the meiosis process correctly.
Post-activity DiscussionDiscuss how meiosis helps to maintain chromosomes number and why this process is necessary. Discuss the comparison between meiosis to mitosis, including the steps involved and the outcomes.
14.Test (Cell Size, Cell Cycle, Meiosis) [1day]Test is not yet generated. Feel free to generate your own and share with the group.
15.Lab: DNA Puzzle Pieces-Part I [1day]Instructional Notes: DNA Puzzle Pieces Lab Part-I:
Apparatus:
Pre-cut construction pieces for DNA strands (see attached document for pieces). Each part of DNA should be on a different color of construction paper. NOTE: If you laminate your pieces they will last longer.Tape
Pre-Lab discussion:
This is the introduction for the students to the parts that make up DNA. To start the teacher would give them a story telling them about Watson and Crick, Franklin, Wilkins, and Chargaff. Then tell them that they are going to be Watson and Crick working through the discovery of the structure of DNA.
Give feeler questions that they should think about while working through it.
How are you going to know which pieces fit together?
Instructions:
Students should be divided into groups of 2-4 students. Each group of students gets a bag that has 25 phosphate pieces, 25 ribose
pieces, and 5 of each nucleotide. Students should work together to construct a correct model of DNA using the
pieces they have been provided. Students should record their strand on a table they can keep for Part-II.
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Example of possible table provided.
Post-Lab discussion:
Students will do a whiteboard meeting with their different models. When students present their whiteboards they should all have answered a question the teacher has posed.
Can bases pair with any base they want? Which of the base pairs match correctly?
Then ask them if anyone has heard of another name we use for these base pairs?
Do you think there is a reason one base-pair is larger than the other? (Leads teacher into introducing purines and pyrimidines).o When introducing purines and pyrimidines can be general that pyrimidines
have two pieces and purines have one and have them predict which bases fit into which category.
Why do you think the assembled pairs are all the same length? Why do we always have three pieces for each pair? Do you notice anything that each base pair has? (Can lead them to the idea
that there is a backbone by asking what do we have that holds us upright? Why do the two strands stay together? (After students deduce that something
is holding them together the teacher can provide the name of the bond, hydrogen bonds.)
Throughout the discussion the students should be able to come to the conclusion that Cytosine only pairs with Guanine and Thymine only pairs with Adenine. They should also have a firm understanding that DNA exists in a double strand. They will also have been exposed to the following essential vocabulary listed below.
Pre-activity DiscussionAsk students to recall the DNA Puzzle Piece Lab- Part I and Part II and the Anti-Parallel Activity. What happened in these activities?
Activity Performance Notes
This activity is designed to reinforce the concepts of DNA structure and replication. Students should complete this activity on their own. Answers to the Questions can be discussed on whiteboards.
Post-activity DiscussionDiscuss how the structure of DNA aids in the ease of replication. Discuss how the structure of DNA and the process of replication allow for identical molecules to be formed.
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Left Right
17.Nobelprize.org DNA [0.5days]Instructional Notes: DNA – The Double Helix (nobelprize.org computer game)
Apparatus:
Students will need a computer with internet access so that they can access the game.
Pre-Activity Discussion:
As a class have them come up with how DNA is put together, focusing on how the bases pair together.
Activity Performance Notes:
Students need to go to http://www.nobelprize.org/educational/medicine/dna_double_helix/index.html to access the game. The purpose of this game is to reinforce the bases that can bond together and is a good segway into replication. There is information that is provided before the students get to the game. They should be prompted to write down any new information that they find.
Depending on how long you want to spend with them playing the game will determine how long the activity will take. At the end of the activity they will be provided with more information that will introduce them to the importance of proofreading as well as introduce them to the idea of mutations.
Post-Activity Discussion:
As a class do a quick discussion on anything interesting they found about the activity. This should lead to the idea of the DNA being functional or mutations that are introduced after they have played the game.
Teacher will need pre-cut pieces provided in additional document.
Pre-Activity Discussion:
Students will quickly whiteboard the parts that make up DNA. Teacher will make sure to prompt them to label and list how things go together. Teacher is going to introduce the structures of deoxyribose and how it really creates the backbone after the whiteboards.
Activity Performance Notes:
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Dependent on the size of your classroom, and your ability to pull from another class (such as a study hall), the size of your overall DNA model will vary.
Teacher should have a big model of what the deoxyribose looks like in the backbone showing the connection points of the phosphate and nitrogenous bases. (There is a template at the bottom of this document)
Ask for a volunteer and have them be the original model for the first deoxyribose. You will start identifying the students head as the O (Oxygen) and then start numbering their Carbons, left shoulder is C-1, left hip is C-2, right hip is C-3, right shoulder is C-4, and right wrist is C-5. (Note: Have the students tell you how to number the student.) You then ask the students if anything is missing, they should identify the phosphate and nitrogenous base. The phosphate is held in their right hand and the base is held in their left hand. Have them hold the flat end of the base piece. (There is a picture at the end of the document.)
After the student is “decorated” with their parts the teacher then asks if all of the carbons are involved in connecting the pieces together. This will lead them to the idea that C-5 and C-3 are the carbons that attach the backbone and C-1 is where the bases connect. (This prevents you from having the have students label all 5 carbons and focusing only on the ones that make up the backbone.)
Now you start putting more and more students into the chain. The next student will attach their phosphate to the left hip (C-3) of the person in front, and so forth until you have half of your class in the chain. (Again dependent on your class size your line number will vary). (Note make sure that the remaining half will pair with your created strand).
Continue creating more nucleotides with the remaining students until they all have a nitrogenous base in their left hand. Then the teacher prompts them with which bases will pair with each other and the students will come up with what needs to attach to the first person. Now the teacher will say for the student to hydrogen bond to the first person in the chain. This is where you will have to watch to make sure they do not switch hands with their phosphate and base so that they are facing the same direction. The key is the connection made when they realize they have to face the opposite direction to pair with the other strand.
Once you have them build you can introduce the idea of DNA polymerase and you go through and connect the backbone of the new strand making them into a complete molecule of DNA. Once you have a completed molecule go to one end and ask them what part is sticking out on one strand, and then compare it to the other. This will show them that one has its 5’-C out and the other strand has its 3’-C out. Teacher then introduces the term Anti-parallel and how when one strand runs 5’-3’ while the other runs 3’-5’.
Post-Activity Discussion:
As a group pose the question “Why does DNA have to pair Anti-parallel?”. Also use this as a point to reemphasize the new terminology and structures they were exposed to.
They will be exposed to the following essential vocabulary:
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Anti-parallel 3’, 5’
Diagram: The solid black lines show the covalent bonds formed within the deoxyribose as well as between C-5 and P and C-1 and the bases. The lines going up to the head show the covalent bonds between C-4 and O and C-1 and O.
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PA,C,T,G
C-5
C-2C-3
C-4 C-1
P
Deoxyribose
C-5
C-1
C-2
C-3
C-4
19.Lab: DNA Puzzle Pieces-Part II [1day]Instructional Notes: DNA Puzzle Pieces Lab – Part II
Apparatus:
Pre-cut DNA pieces from Part IAdditional Pre-cut DNA pieces to complete Part IIStudent generated tableTape
Pre-Lab Discussion:
This part of the lab will take what they learned about the structure and introduce the idea of DNA replication. Teacher will pose the question, “What happens when we need to make a copy of DNA?” as a discussion to lead them into the activity. Teacher will lead them to the idea that the nucleotides used to construct the new strand of DNA are free-floating in the cell. Teacher will ask the students what the repeating pieces in a DNA strand were called, and then plant the idea that you cannot just look through them to see what the bases are and make a duplicate strand. (This will help to prevent them from just copying their original strand and actually pull apart the strands and build complimentary strands.)
Instructions:
Students are going to need to reproduce their original strand of DNA from their table using the pieces in bag 1 (bag used in Part-I).
Students will then need to figure out how to get two strands of DNA from their original strand. Teacher gives each group bag 2 that contains 20 phosphate, 20 sugar, and 5 of each base. (NOTE: Teacher should remind them that pieces need to get back in the correct bags at the end)o Teacher needs to remind them that they cannot just copy the strand on the
side, that DNA builds the new strands one piece at a time.) Students will need to add a new table and record what their new strands are
made up of.
Example of new table is provided below:
Order of BasesFirst Molecule Second Strand
Left Right Left Right
Indiana Biology I Modeling Instruction Program 22
Post-Lab Discussion:
Students will re-whiteboard their results and show their two new strands. They will then have a board meeting about what they see between each other’s models. The students will be prompted by the teacher on what do they notice between their two strands before they do their whiteboard meeting. As the students conduct the meeting they will see if everyone got the same result between their comparisons. As they are working through their discussion the teacher will prompt them with some questions to further the discussion.
What were the strands of DNA being held together by? How did you get them apart? (Used to introduce the DNA Helicase, they should come to the conclusion that bonds were broken and the teacher can supply the name of what breaks them.)
If they have not come to the idea of daughter strands the teacher can prompt them with, “Did the original strands stay together?
Did the nucleotides put themselves together? (They were the DNA Polymerase bringing in the nucleotide and stitching things together. Use this to introduce DNA Polymerase).
What was the overall product? What if there is a mistake? (Can be used to introduce the idea of proofreading
by DNA Polymerase)
Prior to releasing the students to work on their analysis questions the teacher will use a model of their own (or a student’s model) and reenact DNA replication using all of the new terminology with the pieces that are found on the second page of the document with the puzzle pieces.
Overall conclusions will lead the students to the idea that there are pieces involved in breaking the hydrogen bonds as well as putting everything back together. They can use the terminology they are provided by the teacher to help them answer the analysis questions they have at the end of their lab. They will then write a summary over Part-II tying in anything that is relevant from Part-I.
Teacher will need anti-parallel activity pieces with DNA polymerase and DNA helicase.
Pre-Activity Discussion:
Teacher will have a class discussion having the students pull out the concepts behind DNA replication that they learned about during the Puzzle Pieces Lab Part
Indiana Biology I Modeling Instruction Program 23
II. This will be a segway into the use of the anti-parallel activity to let them act out replication.
Activity Performance Notes:
Have the students set up the activity like they did during the class period before. You can either select a student to be the helicase and the polymerase, or you can be that part of the activity.
Note: You are doing replication during this version of the activity so do not forget to leave some students out of the original model so that you have the ability to complete replication.
Before having the students start acting out replication have the other students become nucleotides so that they are replicating the concept that the nucleotides are in the surroundings. Once you are ready to start the DNA Helicase can come in and cut the hydrogen-bonds and then the DNA Polymerase can lock in the new bases. The only differences in set up are the introduction of the DNA polymerase and DNA Helicase to demonstrate how the pieces all come together.
Post-Activity Discussion:
Do a group discussion at the end of the activity having the students talk about how the enzymes and DNA pieces all work together to create the daughter strands from the parent strands.
Pre-activity DiscussionQuestions to be discussed (may be done using whiteboards)What is the outcome of replication?What happens during replication?Draw a color picture of what DNA looks like prior to replication and following replication.
Activity Performance NotesUtilizes 2 zippers of different colors.
1. Start with 1 zipper. This is the original strand of DNA.2. Slowly unzip the zipper. Discuss how and why the zipper unzips.3. Discuss how free DNA nucleotides are added to the unzipped DNA.4. Using the other zipper (already unzipped) add one side of the “new DNA”
(other colored zipper) to the original strand of DNA.5. Repeat this process for the other strand of DNA.
Post-activity DiscussionDiscuss the results of the newly formed DNA strands, highlighting that each strand now has an “old” strand and a “new” strand.
What advantage is there to having a piece of the “old” strand and a piece of the “new” strand?
Indiana Biology I Modeling Instruction Program 24
Example of end result of DNA model
22.Reading: DNA New York Times Readings [1day]Instructional Notes: DNA New York Times Readings
Pre-Activity DiscussionAt this point in time, students should have knowledge of the structure and function of the DNA molecule. Students should also have an understanding of the process of DNA replication. Students will utilize their knowledge of these concepts when reading various articles regarding DNA and gene technology in American society.
Activity Performance NotesJournalist Amy Harmon has written a series of articles regarding DNA and gene technology for New York Times. Multiple articles are available, however, for this activity only five were selected. The articles selected include the following: “Defense Lawyers Fight DNA Samples Gained on Sly” “My Genome, Myself: Seeking Clues in DNA” “In DNA Era, New Worries About Prejudice” “The DNA Age: Project Lets Anyone Take a Peek at the Expert’s Genetic
Secrets” “Gene Map Becomes a Luxury Item”
NOTE: The articles can be located at http://topics.nytimes.com/top/news/national/series/dnaage/index.html
Divide copies of the article amongst the class so the number of students with each article is the same. Have the students read the article while keeping the following questions in mind. What was the main point of this article? What is the role of DNA as described in this article? How is DNA and genetic technology important to society as discussed in this article? How is information presented in this article important to me?
Post Activity DiscussionAfter all students have read the article and answered the questions listed above, students will get in a group with the other students who read the same article as they read. Students will then share their answers and whiteboard an overall representation of the group’s answers. Students could be instructed to organize their whiteboard in the following format.
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