TEKS 6 A, B, & C

– The student will demonstrate an understanding of living systems and the environment.
The student knows the structures and functions of nucleic acids in the mechanisms of genetics. The student is expected to
(A) describe components of deoxyribonucleic acid (DNA), and illustrate how information for specifying traits of an organism is carried in the DNA;
(B) explain replication, transcription, and translation using models of DNA and ribonucleic acid (RNA);
(C) identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes
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
DNA
Replication
Transcription
Translation
Mutations
Students should be familiar with the components associated with body systems
TEKS 6.10 (C) identify how structure complements function at different levels of organization including organs, organ systems, organisms, and populations and the functions of these systems.
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5 E’s

Allow students to watch the video Photo 51 . It is the story of Rosalind Franklin,
Watson, and Crick and there journey to discover the structure of DNA. While watching the video, have students complete the viewing guide.

Explore 1
FIND A TECHNOLOGY PIECE TO INCORPORATE HERE…..MAYBE
MAKING THE RNA MOLECULE USING MICROSOFT
WORDS?????????????
Explore 2
Students will attempt to extract DNA from different types of food in their home.
Additionally, students are to discuss and explain this process to their parents.
Parents will complete a question and form that will be returned by students.

Complete the Intro to DNA presentation with your student with discussion and the completion of the following questions.
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
Students will review the DNA Jewelry Model they made and re-identify the
DNA structures by re-keying their model. Students will also compare and contrast the DNA and RNA structure using the DNA Jewelry Model.

1.
Using the text, students will
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1.
At an early age Rosalind showed an affinity to what subjects in school?
2.
St. Paul Girls School was it traditional or career oriented?
3.
What outside event(s) caused Franklin to kick start her career?
4.
Describe crystallography.
5.
What college did Rosalind attend?
6.
What improvements did she give England that contributed to the war effort?
7.
Where did Franklin perfect her crystallography skills?
8.
Why did Rosalind go to King’s College?
9.
What did people think DNA was composed of at the time?
10.
What approach do Watson and Crick take to finding the structure of DNA?
11.
What is Rosalind’s opinion of W & C first model?
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12.
Who was giving Watson and Crick, Franklin’s findings?
13.
How did Franklin react to the NEW model?
14.
What critical role does Franklin’s Photo play in finding the DNA structure?
15.
What probably caused Franklin’s cancer?
16.
What year did Watson, Crick, and Wilkins receive their Nobel Prize? 19____
17.
What was displayed at the World’s Fair that Franklin discovered?
18.
What was Franklin’s ultimate reward in studying science?
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1.
At an early age Rosalind showed an affinity to what subjects in school?
Math and Science
2.
St. Paul Girls School was it traditional or career oriented? Career Oriented
and of no Religious Affiliation
3.
What outside event(s) caused Franklin to kick start her career? WWII
4.
Describe crystallography.
5.
What college did Rosalind attend? Cambridge
6.
What improvements did she give England that contributed to the war effort? Gas Masks
7.
Where did Franklin perfect her crystallography skills? Paris
8.
Why did Rosalind go to King’s College? To study the structure of DNA
9.
What did people think DNA was composed of at the time?
10.
What approach do Watson and Crick take to finding the structure of DNA?
11.
What is Rosalind’s opinion of W & C first model?
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12.
Who was giving Watson and Crick, Franklin’s findings? Wilkins
13.
How did Franklin react to the NEW model?
14.
What critical role does Franklin’s Photo play in finding the DNA structure?
15.
What probably caused Franklin’s cancer? Over exposure to X-Rays
16.
What year did Watson, Crick, and Wilkins receive their Nobel Prize? 1962
17.
What was displayed at the World’s Fair that Franklin discovered? Virus
Model
18.
What was Franklin’s ultimate reward in studying science?
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We have been looking at the structure and function of DNA. Now, your student is to demonstrate the extraction and discuss with you what they have learned.
Examples of a DNA source: peas, spinach, chicken, liver, onions, broccoli, banana
Here’s the fun part. Put into a bender:
Your DNA source (about 100 mL or about 1/3 of a cup)
A large pinch of table salt (1/8 teaspoon)
Twice as much cold water as the DNA source (200 mL or about 2/3 cup)

Blend on high for 15 seconds.
 Pour your thin “soup” through a strainer into another container (like a measuring cup).
 How much “soup” do you have? Add about 1/6 that amount of liquid detergent (about 2 tablespoons) and swirl to mix. Let the mixture sit for 5-
10 minutes.

Pour mixture into small glass containers, each about 1/3 full.

Add a pinch of enzyme (meat tenderizer works great! Or try using pineapple juice or contact lens cleaning solution) and stir GENTLY.
Careful! If you stir too hard, you’ll break up the DNA, making it harder to see.

Tilt the container and SLOWLY pour rubbing alcohol (70-95% isopropyl or ethyl alcohol) in to the tube down the side so that it forms a layer on top of the pea mixture. Pour until you have about the same amount of alcohol in the tube as “soup”.
 DNA will rise into the alcohol layer from the “soup” layer. You can use a wooden stick or other hook to draw the DNA into the alcohol.
Questions for parents:
How well did your student explain to you what was occurring in this experiment?
On a scale of 0 to 5 (5 being completely independently) how much of the experiment did your student demonstrate on their own?_______(Did you have to help them?)
BIOLOGY
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5 E’s

Show students the short video clip for the PBS series Cracking the Code . The clip is called Finding Cures is Hard . This video describes the structure and function of proteins and the overall process of the DNA “code” becoming a protein.


Complete the DNA

Protein presentation with your student with discussion and the completion of the following questions.
BIOLOGY
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Elaboration
DNA Article with Codon Table
Guided Practice using the Codon Table
Building a Protein Synthesis Manipulative

1.
After completing the digestion simulation, the student will have produced an identical piece of “food” with their name on it in the “anus.” A grade of pass/fail will be given for correct procedure during the simulation.
2.
Using the text, class notes, website information and class discussion the learner will produce a labeled sketch in his/her journal that describes the structures and functions of the digestive system. A grade of pass/fail will be given.
3.
Using the text, information from the website, and class notes, the learner will demonstrate an understanding of the structures and functions of the digestive system by creating an informational brochure. A minimum score of 2 on the rubric is required.
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Banana Split DNA
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Designer Babies
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DNA Article w/ Questions
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Beef Insulin Molecule
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Building a Protein Synthesis Manipulative
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5 E’s

Show students the short clip from PBS: Cracking the Code---One Wrong Letter.

Explore 1
Modified Designer Babies

Complete the Mutations PowerPoint presentation with your student with discussion and the completion of the following questions.
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
Elaboration 1
While looking at various two-line drawings and animations, students will identify types of mutations and describe the effects to the overall transcription and translation process.
Elaboration 2
Show students the film
Lorenzo’s Oil and have them complete the film guide .
This film will review macromolecules and the structure of DNA. It will also review and describe mutations, diseases that result from changes to the DNA and its affects on proteins. Additionally, this film will introduce the nervous system and its components.

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Please read these questions over before you see the film!!!
1.
Show how Lorenzo's parents used the scientific method to solve their problem. State the problem, ask a question and use examples from the film to illustrate the steps.
2.
From the description of the disease, ALD, sketch what Lorenzo's neurons most likely looked like after a year. Include a sketch of a normal neuron.
3.
ALD is a recessive sex-linked or X-linked disease. What are the probable genotypes of the family members listed?
Aunt #1_______ Aunt Dee_______ Augusto_______
Aunt #2_______ Michalla_______ Lorenzo_______
4.
What is Lorenzo's Oil? How does it work? Use the sink model from the film.
5.
Explain Augusto's use of paper clips to represent good and bad fatty acids. What did his dream help him understand?
6.
Why did the medical community resist the Odones' treatment ideas? Why did the parent support group resist? Give examples of arguments for and against.
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7.
How do analogies help you to understand the scientific problem? How did modeling help solve the scientific problem? Can you think of other great discoveries that employed the use of models?
8.
How did Augusto and Michalla demonstrate "life-long" learning?
9.
Defend the position that diseases that affect a small % of the population should not get as much money for research as the big killers like cancer and heart disease.
10.
What was found out from the Polish biochemist? What was the purpose of the ALD
Symposiums? What happens when scientists work in isolation?
11.
What is erucic acid?
12.
Where was the myelin research being done? What was the experiment? How could this research help Lorenzo?
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Modified Designer Babies
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Mutation I.D.
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BIOLOGY