Grade Level / Subject
Unit
Enduring
Understanding
SOL Objectives
Title
Lesson Objective
Inquiry Level
Materials Needed
How is it level 2?
Life Science / 7th
Classification / DNA / Evolution
Classification requires the use of criteria for grouping similar
organisms.
Criteria may include both directly observable and chemically
detectable characteristics (DNA).
Relationships and interactions exist between the kingdoms.
LS.4 The student will investigate and understand how
organisms can be classified. Key concepts include
a) the distinguishing characteristics of domains of
organisms;
b) the distinguishing characteristics of kingdoms of
organisms;
c) the distinguishing characteristics of major animal
phyla and plant divisions; and
d) the characteristics that define a species.
LS.13 The student will investigate and understand that
populations of organisms change over time. Key
concepts include
a) the relationships of mutation, adaptation, natural
selection, and extinction;
b) evidence of evolution of different species in the
fossil record; and
c) how environmental influences, as well as
genetic variation, can lead to diversity of
organisms.
Whose DNA is it? – DNA Classification Activity
SWBAT sort and analyze strands of DNA to identify the
organism to which the DNA belongs to.
SWBAT compare and contrast the physical characteristics,
DNA codes, and classification group (kingdom) of different
organisms to determine their evolutionary relatedness.
2
Student worksheet, DNA excel spreadsheet
Teacher provides the research questions and methods.
Solution are not provided
Name: ___________________________________________ Date: __________ Block: _____
Whose DNA is it?
DNA Classification Activity
Background:
One way to tell how closely related, evolutionarily, different species of organisms are is by
examining their DNA. The more similar the DNA sequence is for two different species the more
recently they have evolved from a common ancestor.
Colored Handout – Each line represents the same gene that exists in four different organisms (Human,
Chimpanzee, Mouse, Mold). Every time you see a red letter it means that the base is different from the
usual sequence.
Directions
Part 1 : Fill out this table - What do you know about these four organisms?
Organism
Mouse
Human
Chimpanzee
Relative Size
(large, small)
Characteristics
Habitat
Kingdom?
Mold
1. Do some of these organisms seem more similar than others? Do any seem really different? Explain.
Part 2: Colored Handout - For each of the four lines, count the number of red DNA bases, which are those
that differ from the typical code, and write the total on the line below that says “# different.”
Line
# different
Total # of bases
% Different (# diff. / total #)*100
A (Red)
B (White)
C (Yellow)
D (Green)
2. How might the lines of DNA bases relate to the physical similarities and differences, or traits in
these organisms? Explain.
Hypothesize which organism above corresponds to which DNA sequence.
Sequence
Probable organism
A (Red)
B (White)
C (Yellow)
D (Green)
3. How do you think DNA can help with the classification of organisms into different biological
kingdoms? Give an example from the activity.
4. What do you think were the big ideas to be learned from this lesson?
5. What is a question you have after doing this activity?