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Building A Model DNA

Using the lesson plan for "Building A Model of DNA", students will build a blueprint for life, DNA.  They will also relate genes to the hereditary blueprint-DNA. The activity allows students to build a DNA ladder and demonstrate  variations among the DNA code. Once completed the students should understand that their  genes are smaller units that contain the hereditary code created in their DNA models.  The site also provides audio definitions for each of the key vocabulary.  the Take-home activity sheet can be seen once you click on "Print this page."

Weblink address (URL): 
Building A Model DNA

Standards & Objectives

Learning objectives: 

Students will:

  • Understand that chromosomes are structures in the nucleus of a cell that carry genes
  • Understand that genes are smaller units that contain the hereditary code, DNA
  • Understand that the genetic code is transmitted biochemically through molecules called deoxyribonucleic acid (DNA)
  • Understand the structure of the DNA molecule
Essential and guiding questions: 
  • What is the relationship between chromosomes and genes and between genes and DNA molecules?
  • For the past several years, scientists have been working to map and sequence the human genome—that is, all the instructions needed for making an organism. Aptly called the Human Genome Project, it is considered one of the biggest milestones in scientific history. Why do you think this project is so important? What types of information could it provide?
  • Do you think we have a better chance of curing genetic diseases, such as muscular dystrophy or cystic fibrosis, with our increased knowledge of genetic codes? What issues does this increased knowledge raise?
  • Scientists have been working to understand genes since the 19th century. Research the work of the Austrian monk and biologist Gregor Mendel. Why is he considered the "father of genetics"? What organisms did he study to learn how traits are passed on from parents to offspring?
  • In 1997, scientists were able to clone a sheep. What do you think the potential of cloning is? Do you think that scientists will be able to clone people some day? What dangers does that possibility raise?
  • If scientists can retrieve DNA from the remains of extinct animals, they might be able to clone them. What are some potential dangers of cloning extinct mammals, such as the mammoth? What are some advantages of cloning extinct mammals?

Lesson Variations

Blooms taxonomy level: 
Understanding
Extension suggestions: 
  • The Pros and Cons of Genetic Research: The Human Genome Project has generated much excitement recently. People have reacted both positively and negatively to scientists' current findings. Have groups of three or four students conduct research on the most current information available from this project. Then have them share their findings with the class. What ethical dilemmas do your students feel should be addressed before further research is conducted? How will the Human Genome Project revolutionize the way medicine is practiced?

Helpful Hints

Materials:
For each student:

Two 24-inch pieces of fishing line

  • Eight 2-inch pieces of blue chenille stems (pipe cleaners)
  • Eight 2-inch pieces of green chenille stems
  • Eight 2-inch pieces of purple chenille stems
  • Eight 2-inch pieces of orange chenille stems
  • Eighteen pieces of dried pinwheel pasta
  • Sixteen pieces of dried ziti cut pasta
  • Take-Home Activity Sheet: Crack the DNA Vocabulary Code (see printable version)
  • Crack the DNA Vocabulary Code Answer Key (see printable version)

References

Contributors: 
cecelia patrick
Originator: 
Ayers Institute for Learning & Innovation