Unit VI: Structure and Function of DNA & RNA
Product of
Inquiry Master Teacher Workshop
Clemson University
June 2010
 Project goals:
 Develop standards based units that apply and practice inquiry skills.
 Repetition of the inquiry standard throughout the biology course
 Participants, June 2010:
 Jeneane Allgood, Dorman High School
 Angela Bunch, Bamberg-Erhardt
 Mark Davidson, Lee County School District
 Martha Graham, Newberry High
 Michel Justus, Daniel High School
 John Keith, South Pointe High School
 Lisa McAlpine, Blythewood High School
 Aruna Sagar, Marion High School
 Stevie Shirey, Goose Creek High School
 Deb Whittington, Florence School District #3
Structure and Function of DNA & RNA Unit VI Plan
Presenter: Deb Whittington
Page 1 of 56
Unit VI – Structure and Function of DNA and RNA
Scope and Sequence
Day Two
Day Three
Day Four
Day Five
 Identify the components
of a DNA molecule and
explain the function.
 Create a model of a DNA
molecule that illustrates
its structure, the
arrangement of
nucleotides, and correct
pairing of the 4 bases.
 Extract DNA from a dead
alien.
 List reasons why we may
need to extract DNA
from organisms.
 Explain how the
extraction process is
related to DNA’s location
and structure.
 Create a model that
illustrates the
components of an RNA
molecule.
 Explain the function of
RNA.
 Compare the structure of
DNA and RNA.
 Summarize the process
of DNA replication and its
importance.
 Utilize the DNA model to
illustrate DNA
replication.
 Predict what errors may
occur during DNA
replication and explain
how they are usually
corrected.
B-4.1 Compare DNA and
RNA in terms of structure,
nucleotides, and base pairs.
B-1.5 Organize and
interpret the data from a
controlled scientific
investigation by using
mathematics, graphs,
models, and/or technology.
B-4.1 Compare DNA and
RNA in terms of structure,
nucleotides, and base pairs.
B-1.2 Use appropriate
laboratory apparatuses,
technology, and techniques
safely and accurately when
conducting a scientific
investigation.
B-4.1 Compare DNA and
RNA in terms of structure,
nucleotides, and base pairs.
B-1.5 Organize and
interpret the data from a
controlled scientific
investigation by using
mathematics, graphs,
models, and/or technology.
 Summarize the
relationships among
DNA, genes, and
chromosomes.
 Explain the importance of
chromosome packing.
 Use the Human Genome
Landmarks Poster to
identify the locations of
the genes responsible for
3 disorders or traits for
each chromosome.
B-4.2 Summarize the
relationship among DNA,
genes, and chromosomes.
None
See Alien DNA Extraction
Lab
None
None
Safety
Concerns:
State Standard(s):
Objective(s):
Day One
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 2 of 56
B-4.3 Explain how DNA
functions as the code of life
and the blueprint for
proteins.
B-1.5 Organize and
interpret the data from a
controlled scientific
investigation by using
mathematics, graphs,
models, and/or technology.
None
*See DNA, RNA, and
Replication Modeling
Activity (attached)
*See Alien DNA Extraction
Lab (attached)
*See DNA, RNA, and
Replication Modeling
Activity (attached)
See Day 4 of the lesson
planning guide
*See DNA, RNA, and
Replication Modeling
Activity (attached)
Engagement (5 min)
Lesson (20 min)
DNA Activity (20 min)
Guide Completion (20 min)
Class Sharing (15 min)
Assessment (5 min)
Wrap-up/Clean-up (5 min)
Engagement (5 min)
Lesson (20 min)
RNA Activity (20 min)
Guide Completion (20 min)
Class Sharing (15 min)
Assessment (5 min)
Wrap-up/Clean-up (5 min)
Engagement (10 min)
Lesson with demo (30 min)
Internet Research (20 min)
Class Sharing (15 min)
Assessment (5 min)
Wrap-up (5 min)
DNA Model Activity Guide
(attached)
Engagement (5 min)
Review & Safety (10 min)
DNA Extraction Lab (30
min)
Guide Completion (20 min)
Class Sharing (15 min)
Assessment (5 min)
Wrap-up/Clean-up (5 min)
Alien DNA Extraction Lab
Guide (attached)
RNA Model Activity Guide
(attached)
Teacher made exit
questions or quick quiz
Teacher made exit
questions or quick quiz
Teacher made exit
questions or quick quiz
Exit paragraph that
correctly explains the
relationship between DNA,
genes, and chromosomes.
Engagement (5 min)
Lesson (20 min)
DNA Replication Activity
(20 min)
Guide Completion (20 min)
Class Sharing (15 min)
Assessment (5 min)
Wrap-up/Clean-up (5 min)
DNA Replication Model
Activity Guide (attached)
List of traits and disorders
associated with each
chromosome
Assessments:
Lessons /
Activities
(with approximate
times)
List of
Materials:
Unit VI – Structure and Function of DNA and RNA
Unit VI: DNA and RNA
Teacher made exit
questions or quick quiz
Presenter: Deb Whittington
Page 3 of 56
Teacher made exit
questions or quick quiz
List of Materials:
Safety
Concern
s:
State
Standard(s):
Objective(s):
Unit VI – Structure and Function of DNA and RNA
Day Six
Day Seven
 Explain the relationship
between, DNA, protein
synthesis, and organisms.
 Differentiate between
autosomes and sex
chromosomes.
 Determine the
significance of
chromosomal number
among and within
species.
 Describe the purpose
and need for
transcription.
 Transcribe a DNA
sequence into the mRNA
corresponding sequence.
B-4.3 Explain how DNA
functions as the code of life
and the blueprint for
proteins.
Day Eight
Day Nine
Day Ten
 Describe the purpose and  Act out the process of
need for translation.
protein synthesis.
 Identify the roles of
 When given a codon, be
mRNA and tRNA in the
able to identify the
process of protein
correct amino acid.
synthesis.
 Translate mRNA into
amino acid sequences
and use this to
determine the traits of
an organism.

B-4.4 Summarize the basic
processes involved in
protein synthesis (including
transcription and
translation)
B-4.4 Summarize the basic
processes involved in
protein synthesis (including
transcription and
translation)
B-4.4 Summarize the basic
processes involved in
protein synthesis (including
transcription and
translation)
B-4.8 Compare the
consequences of mutations
in body cells with those in
gametes.
None
None
None
None
None
List of organisms and
chromosome number
(attached)
Transcription practice
sheets. (attached)
Translation practice sheets.
(attached)
Protein Synthesis Role
Playing Activity.
Alien Identification Activity
with alien DNA reports
DNA and RNA models
(attached)
Alien Identification Activity
with alien DNA reports and
the results of transcription
from the day before.
(attached)
Codon Bingo (attached)
Normal and sickle-cell
blood slides and
microscopes or images to
show students.
Karyotypes of “normal”
human, C-Banded Mouse,
and Melanoma karyotypes
(attached)
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 4 of 56
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
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List the causes of gene
mutations.
Differentiate between
chromosomal and
genetic mutations.
Classify and give
examples of genetic
mutations.
Explain how mutations
can be helpful as well
as harmful.
Access to computers for
students to access the
“Mighty Mutation”
simulation.
http://nature.ca/genome/0
4/041/041_e.cfm
Assessments:
Lessons /
Activities (with approximate times)
Unit VI – Structure and Function of DNA and RNA
Engagement (10 min)
Lesson (25 min)
Research (30 min)
Class Sharing (15 min)
Assessment (5 min)
Wrap-up/Clean-up (5 min)
Engagement (5 min)
Lesson (20 min)
Transcription Practice (10
min)
Alien Identification
Transcription Activity (20
min)
Transcription Race (15 min)
Assessment (5 min)
Wrap-up/Clean-up (5 min)
Engagement (5 min)
Lesson (20 min)
Translation Practice (10
min)
Alien Identification
Translation Activity (20
min)
Translation Race (15 min)
Assessment (5 min)
Wrap-up/Clean-up (5 min)
Engagement (5 min)
Lesson & video (20 min)
Protein Synthesis Role
Playing Activity (15 min)
Codon Bingo (40 min)
Assessment (5 min)
Wrap-up/Clean-up (5 min)
Engagement (5 min)
Lesson & videos (30 min)
View blood slides (15 min)
Pair-Share to determine
reason for sickle-cell
mutation (10 min)
On-line Mutation
Simulation (20 min)
Assessment (5 min)
Wrap-up/Clean-up (5 min)
Teacher made exit
questions
Transcription section of
Alien Identification Activity
& Transcription practice
sets
Translation section of Alien
Identification Activity &
Translation practice sets
Student participation in
role playing activity
Teacher made exit
questions
Student identification of
genetic disorders and traits
Unit VI: DNA and RNA
Teacher made exit
questions
Presenter: Deb Whittington
Codon Bingo participation
Teacher made exit
questions
Teacher made exit
questions
Page 5 of 56
Instructional Guide
Unit IV: Structure and Function of DNA & RNA
Day 1 – DNA Structure
Standard
B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs.
B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models,
and/or technology.
Objective(s)
Students will:
 identify the components of a DNA molecule and explain its function.
 create a model of a DNA molecule that illustrates its structure and the arrangement of nucleotides and correct
pairing of the 4 bases.
Teacher background knowledge:
The following information should be taught before the activity:
 Types of nucleic acids – DNA and RNA and what the letters represent.
 DNA nucleotide structure – phosphate, deoxyribose, nitrogenous base (adenine, thymine, cytosine, or
guanine)
 Arrangement of nucleotides to form a double stranded molecule with phosphate and deoxyribose as the sides
of the ladder (backbone). The bonds between the phosphate and deoxyribose are strong.
 The nitrogenous bases are attached to the deoxyribose sugar molecule with a strong bond.
 Complementary nitrogenous bases form the rungs of the ladder with cytosine always binding with guanine,
and thymine always binding with adenine. (Hint for students: The two curved letters C and G are
complementary and the two letters with straight lines, A and T are complementary)
 The bonds between the nitrogenous bases are relatively weak allowing the molecule to “unzip” when needed.
 The entire DNA molecule twists to form a double helix.
 It is important that the students are exposed to diagrams of nucleotide and DNA structure before the
modeling activity. Students are expected to be able to interpret both types of diagrams.
 A short video clip (1:19) is available on YouTube.
http://www.youtube.com/watch?v=qy8dk5iS1f0&feature=youtube_gdata
Lesson Structure:
 Please refer to the lesson structure of the section “DNA Model Building Activity” outlined in the “DNA, RNA,
Replication Modeling Activity” attached at the end of this unit plan.
 NOTE: Only the DNA modeling part of the above activity is to be done today. The results will be used later for
other lessons.
Materials:
 Technology for presenting lesson to students (ex. Laptop, whiteboard, overhead, etc.)
 Diagram(s) of nucleotide and DNA structure. Some useful diagrams are available for free download from the
graphics gallery at www.accessexcellence.org from the National Health Museum.
 Please refer to the lesson structure for Day 1 “DNA Structure” outlined in the “DNA, RNA, and Replication
Modeling Activity” attached at the end of this unit plan. A materials list is included.
Structure and Function of DNA & RNA Unit VI Plan
Presenter: Deb Whittington
Page 6 of 56
Unit VI – Structure and Function of DNA and RNA
Assessments:
 Please refer to the lesson structure for Day 1 “DNA Structure” outlined in the “DNA, RNA, and Replication
Modeling Activity” attached at the end of this unit plan. A guide for the activity is included for assessment.
 Teacher made exit questions.
Day 2 – Extracting DNA
Standard
B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs.
B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a
scientific investigation.
Objective(s)
Students will:
 Extract DNA from a dead alien. (peas or any living organism)
 List reasons why we may need to extract DNA from organisms.
 Explain how the extraction process is related to DNA’s location and structure.
Teacher background knowledge:
The following information should be taught before the Alien DNA Extraction activity:
The cell and biochemistry units are usually taught before this unit and only need to be reviewed. This review and
other background information can be taught as the lab is conducted.

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Review of information from the cell and biochemistry units:
o Location and structure of DNA
o Cell membrane and nuclear membrane structure
o Structure and characteristics of lipids and proteins
Water and DNA are polar molecules. Because water is a polar molecule, it is a good solvent for other polar
substances.
Lipids are non-polar and do not dissolve in water which is polar.
Detergents have both a non-polar end (which loves the lipids) and a polar end (which loves the water), so
detergents help to break up lipids.
Salt (NaCl) dissolves in water to form ions Na+ and Cl- which increases the ability of some substances like
proteins and DNA to dissolve in water.
DNA contains the instructions for the traits of an organism. In order to analyze DNA and determine its
sequence it must first be extracted from the cell. Once the sequence is determined it can be used to identify
the traits of the organism by transcribing and translating the sequence into an amino acid sequence that is the
building block of a protein. Transcription and translation will also be taught later in this unit so that we can
use the DNA extracted today to determine the traits of the mystery aliens.
Review proper lab safety procedures with an emphasis on handling liquids, flammable liquids, eye safety, and
glassware safety.
Further background information is embedded in the activity. Please see the attached “Alien DNA Extraction
Lab”.
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 7 of 56
Unit VI – Structure and Function of DNA and RNA
Lesson Structure:

Please refer to the lesson structure for the activity outlined in the “Alien DNA Extraction Lab” attached at the
end of this unit plan.
Materials:


Technology for presenting lesson to students (ex. Laptop, whiteboard, overhead, etc.)
Please refer to the lesson structure for the activity outlined in the “Alien DNA Extraction Lab” attached at the
end of this unit plan for a materials list.
Assessments:


Please refer to the lesson structure “Alien DNA Extraction Lab” attached at the end of this unit plan. A guide
for the activity is included for assessment.
Teacher made exit questions
Day 3 – RNA Structure and Comparison with DNA
Standard
B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs.
B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models,
and/or technology.
Objective(s)
Students will:
 create a model that illustrates the components of an RNA molecule.
 explain the function of RNA.
 compare the structure of DNA and RNA.
Teacher background knowledge:
The following information should be taught before the activity:










Types of nucleic acids – DNA and RNA and what the letters represent.
RNA nucleotide structure – phosphate, ribose, nitrogenous base (adenine, uracil, cytosine, or guanine)
Arrangement of nucleotides to forms a single stranded molecule with phosphate and ribose as the side of the
ladder (backbone).
The nitrogenous bases are attached to the ribose sugar molecule
The nitrogenous bases of RNA are cytosine, guanine, uracil (replaces thymine), and adenine.
This molecule is single stranded.
RNA is a single chain.
It is important that the students are exposed to diagrams of RNA’s structure before the modeling activity.
Students are expected to be able to interpret both types of diagrams.
Compare the similarities and differences between DNA and RNA.
Preview of RNA’s role in transcription and translation.
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 8 of 56
Unit VI – Structure and Function of DNA and RNA
Lesson Structure:

Please refer to the lesson structure for the section “RNA Model Building Day” activity outlined in the “DNA,
RNA, Replication Modeling Activity” attached at the end of this unit plan.
Materials:



Technology for presenting lesson to students (ex. Laptop, whiteboard, overhead, etc.)
Diagram(s) of RNA structure. Some useful diagrams are available for free download from the graphics gallery
at www.accessexcellence.org from the National Health Museum.
Please refer to the lesson structure for the section “RNA Model Building Day” activity outlined in the “DNA,
RNA, Replication Modeling Activity” attached at the end of this unit plan.
Assessments:


Please refer to the lesson structure for the section “RNA Model Building Day” activity outlined in the “DNA,
RNA, Replication Modeling Activity” attached at the end of this unit plan.
Teacher made exit questions
Day 4 – DNA, Genes, and Chromosomes
Standard
B-4.2 Summarize the relationship among DNA, genes, and chromosomes.
Objective(s)
Students will:
 Summarize the relationship among DNA, genes, and chromosomes.
 Explain the importance of chromosome packing.
 Use poster from the Human Genome Project to identify the locations of the genes responsible for 3 genetic
diseases.
Teacher background knowledge:
The following information should be taught before the activity:
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Each chromosome is made up of a long DNA molecule that is very tightly wound. (Diagram available for free
download from the graphics gallery at www.accessexcellence.org from the National Health Museum.)
The DNA is stretched out in the nucleus as chromatin before cell division so that it can be read. DNA is the
blueprint for the synthesis of proteins, and proteins determine the traits of an organism.
Proteins are made up of amino acids. Each amino acid is determined by a sequence of 3 base pairs of
nitrogenous bases. (Ex. TACGATTTA) In this example there are 3 sets of 3 and may code for 3 different amino
acids that can be strung together to make up part of a protein. Let them know they will learn this in more
detail later.
Genes are located on the chromosome and consists of the entire segment of DNA that code for a particular
protein. Chromosomes may consist of hundreds of genes.
A genome is the complete genetic code of an organism.
The Human Genome Project determined that the human genome consists of about 30,000 genes.
Humans share 99.9% genes that are identical. Only 0.1% of our genome is different between us.
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 9 of 56
Unit VI – Structure and Function of DNA and RNA

Our genes are arranged in 23 pairs of chromosomes. 22 chromosomes that are autosomes and code for all our
traits except for those influenced by the sex chromosomes. The 23rd pair is made up of the X and Y
chromosomes and are called the sex chromosomes. We will talk more about these and chromosome number
later.
Lesson Structure:
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Engagement – Each student receives 2 pipe cleaners and 2 lengths of multicolored yarn. Ask them to wrap the
pipe cleaners with the yarn and then tape the ends so that they don’t unravel. As they complete them, begin
taping them to the board until you have 23 pairs. (You may want to have a few pre-made if you do not have 23
students in a class). While they do this write the follow terms on the board: DNA, Chromosomes, Genome,
Humans, Genes. Ask students to pair share about how this activity might relate to the words you’ve written
on the board.
Present lesson on the relationship between DNA, genes, and chromosomes. Include diagrams such as ones
available at the graphics gallery of www.accessexcellence.org and a video clip such as this one by the DNA
Learning Center and available for download from YouTube
http://www.youtube.com/watch?v=gbSIBhFwQ4s&feature=youtube_gdata and a different animation from
YouTube with only music playing http://www.youtube.com/watch?v=N5zFOScowqo&feature=youtube_gdata
While discussing the diagram of DNA packing in chromosomes, demonstrate how a twisting and coiling can
take something very long (3m to 5m in length – Average size of DNA molecule in a human cell) and make it
much smaller so it can fit in a small space. Attach a 5m length of rope or strip of cloth to the blades of a
blender or to a drill. Attach the other end to a hook or other stationary piece on the wall. The students will be
able to visualize how tightly coiling something can increase its ability to fit in very small areas.
Explain to students that an upcoming lesson will help them understand in detail how the DNA molecule is
transcribed, and translated into a protein. (protein synthesis)
Provide students with the Human Genome Landmarks Poster from the Human Genome Project. This poster
has a diagram of chromosome structure and of each of the 23 sets of chromosomes found in human cells. It
also shows areas on each chromosome of selected traits and disorders that have been mapped. The poster is
also viewable online and students can click on the different chromosomes.
Each team of students will record 3 traits and/or disorders that are associated with each of the chromosomes.
Extension – A field trip can be arranged to the SC DNA Learning Center at Clemson University. Information can
be found at: http://www.clemson.edu/cafls/departments/biosci/scdnalc A field trip to the Greenwood
Genetic Center in Greenwood, SC can also be scheduled. If this is not possible, they can schedule a visit to
your school with the Gene Machine Mobile Laboratory. See http://www.ggc.org/education.htm .
Materials:
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Technology for presenting lesson to students (ex. Laptop, whiteboard, overhead, etc.)
Skein of multicolored yarn
Pipe cleaners
Tape
Diagrams of chromosomes which show DNA coiled within and diagrams of chromosomes with gene areas
marked (bands). Can be found in the image gallery at http://www.accessexcellence.org and on the poster
from the Human Genome Project.
 Human Genome Project poster class set can be ordered from:
http://public.ornl.gov/hgmis/external/poster_request.cfm
 The poster can be viewed and interacted with at:
http://www.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/chooser.shtml
 Computer access for students if viewer is to be used instead of poster.
 3 to 5 meters of rope or cloth
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 10 of 56
Unit VI – Structure and Function of DNA and RNA

Blender or drill
Assessments:
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Written paragraph that summarizes the relationship between DNA, genes, and chromosomes.
List of disorders and traits found on Human Genome Landmarks Poster or website
Teacher made exit questions
Day 5 – DNA Replication
Standard
B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins.
B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models,
and/or technology.
Objective(s)
Students will:
 Summarize the process of DNA replication and its importance.
 Utilize the DNA model to illustrate DNA replication.
 Predict what errors may occur during DNA replication and explain how they are usually corrected.
Teacher background knowledge:
The following information should be taught before the activity:
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Every non-sex cell in an organism should have the same set of chromosomes with the same DNA sequences.
During growth or repair cells need to be duplicated with the same DNA. DNA replication is the process by
which the code is copied.
DNA helicase is an enzyme which attaches to a DNA strand separates it at the hydrogen bonds between the
nitrogenous bases. This creates an opening (replication fork) where new nucleotides that are complimentary
can enter and bind.
Remind students that adenine and thymine bind together, while cytosine and guanine is a complementary pair
as well.
DNA polymerases are enzymes which assist in binding the new nucleotides to each side so that eventually two
DNA molecules are completed, each with one original strand and one new strand. Because each of the
separated strands serves as a template for the other DNA replication is semi-conservative.
o Advanced students may go into more detail regarding the 5’  3’ direction of replication and Okazaki
fragments.
Lesson Structure:

Please refer to the lesson structure of the section “Replication Model Building Activity” outlined in the “DNA,
RNA, Replication Modeling Activity” attached at the end of this unit plan.
Materials:



Technology for presenting lesson to students (ex. Laptop, whiteboard, overhead, etc.)
Some useful diagrams of replication are available for free download from the graphics gallery at
www.accessexcellence.org from the National Health Museum.
Replication video clip downloaded from: http://www.freesciencelectures.com/video/dna-replication-process/
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 11 of 56
Unit VI – Structure and Function of DNA and RNA
Assessments:


Please refer to the lesson structure for the section “RNA Model Building Day” activity outlined in the “DNA,
RNA, Replication Modeling Activity” attached at the end of this unit plan.
Teacher made exit questions
Day 6 – Chromosomes
Standard
B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins.
Objective(s)
Students will:
 Explain the relationship between, DNA, protein synthesis, and organisms.
 Differentiate between autosomes and sex chromosomes.
 Determine the significance of chromosomal number among and within species.
Teacher background knowledge:
The following information should be taught before the activity:
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It is the information coded in the DNA of the genes that result in the proteins that build unique species.
Members of the same species share the same number of genes for the same traits.
Closely related species share more genes than those more distantly related.
Because they share the same genes, members of a species share the same number of chromosomes.
o Example: Humans – 46 chromosomes (23 pairs); Dogs – 78 chromosomes (39 pairs)
Chromosome # outside of a species shows no pattern of relatedness. Two very different organisms can have
the same # of chromosomes, while two closely related species may have very different numbers of
chromosomes. It is the genetic information on the DNA that is most important, not the chromosome #.
o Example: Both humans and platys (a tropical fish) both have 23 pairs of chromosomes. Hamsters have
20 chromosomes, while mice have 40.
Except for sex cells (eggs, and sperm), all human cells have 46 chromosomes. 22 pairs of autosomes and 1 pair
of sex chromosomes (X & Y). All humans must have an X, while only males also carry a Y. Females are XX and
males are XY.
Each autosome in a pair carries information for the same genes. Half of the 46 chromosomes come from one
parent and half from the other parent.
Lesson Structure:
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
Engagement: Provide each pair of students with a list of organisms and their # of chromosomes. (attached to
this plan). Ask them to determine what relationship there is between species and chromosome #. They
should figure out that there is no pattern. Most students think that more chromosomes means something is
more complicated. This exercise should help to challenge that misconception. Discuss with the class.
Present lesson to students. Show karyotypes of Human (normal), Mouse, and Human (cancer) to students.
The karyotypes of the human (normal) and mouse are much more similar than the human (normal) compared
to the cancerous cell karyotype. Point out to the students that if all of a human’s cells had such incorrect
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 12 of 56
Unit VI – Structure and Function of DNA and RNA

number of chromosomes as is seen in t he karyotype of the cancer cell, the person would never have survived
to birth. In the case of this person, the abnormal chromosome numbers are restricted to the cancerous cells.
Have students choose one of the disorders found on a chromosome and do a research project that explains its
chromosomal location, symptoms, cause, and any treatments or potential treatments. This connects back to
the lesson on 4.
Materials:
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Technology for presenting lesson to students (ex. Laptop, whiteboard, overhead, etc.)
Laptops or other computer access for students to do research.
Some useful diagrams of replication are available for free download from the graphics gallery at
www.accessexcellence.org from the National Health Museum.
Replication video clip downloaded from: http://www.freesciencelectures.com/video/dna-replication-process/
Assessments:
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Student reports on genetic disorders
Teacher made exit questions
Day 7 – Transcription
Standard
B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins.
Objective(s)
Students will:
 Describe the purpose and need for transcription.
 Transcribe a DNA sequence into the mRNA corresponding sequence.
Teacher background knowledge:
The following information should be taught before the activity:



DNA is located in the nucleus and is too large to leave through the nuclear pores. In addition, it is the “master
copy” and needs to stay protected there. Instead it is “transcribed” or copied into messenger RNA (mRNA),
which can leave the nucleus and carry the blueprint for whatever protein is needed to the ribosomes where
the protein is put together. This process of copying DNA into mRNA is called “transcription”.
The nitrogenous bases of RNA are adenine, cytosine, guanine, and uracil (instead of thymine). This means that
when complementary strand of mRNA is built the complementary mRNA strand will be a mirror image of the
original DNA except that uracil will replace thymine in the complementary strand.
o Example: DNA sequence – AGGTAACGTA mRNA transcribed strand – UCCAUUGCAU
The DNA will then close back up while the mRNA strand moves out into the cytoplasm.
Lesson Structure:
 Engagement: Tell the students that the Alien DNA that they extracted a few days ago was sent to a lab and
through the process of PCR the scientists there were able to read the DNA sequences for the genes of the
alien. Each of the students will receive a copy of their alien’s DNA sequence, which they will transcribe into an
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 13 of 56
Unit VI – Structure and Function of DNA and RNA
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mRNA sequence. Tomorrow we will learn how that is then translated into amino acids and proteins. In order
to do this they will first need to learn how to transcribe the DNA into mRNA.
Present the lesson on transcription, including a video clip. One clip that is free for download from the DNA
Learning Center on YouTube can be found at:
http://www.youtube.com/watch?v=5MfSYnItYvg&feature=youtube_gdata
Use the transcription portion of “Transcribe and Translate a Gene” interactive activity from the University of
Utah’s Genetic Science Learning Center. http://learn.genetics.utah.edu/content/begin/dna/transcribe to
model one example for students.
Model transcribing DNA into mRNA for several examples and giving guided practice.
Hand out the Alien Identification Activity sheets and give each student their alien’s DNA code. Have students
transcribe the DNA for each gene. They will then switch with their partner and check each other’s code.
Translation will be done on the following day.
As a fun competition, hold a transcription race. Assign students to teams of 4 and have them practice and help
each other for a few minutes. Each student in the group has a number from 1-4. Unveil a DNA sequence and
randomly pick a number (use a spinner if you have one). That student from each group will race against the
others to see who can transcribe the DNA sequence first without any mistakes. Repeat as often as possible.
Materials:
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Technology for presenting lesson to students (ex. Laptop, whiteboard, overhead, etc.)
Laptops or other computer access for students to do research.
Some useful diagrams of replication are available for free download from the graphics gallery at
www.accessexcellence.org from the National Health Museum.
Copies of Alien Identification Activity and DNA sequences. (attached)
DNA sequences for the transcription race.
Assessments:
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Alien Identification transcription
Transcription race
Teacher made exit questions
Day 8 – Translation
Standard
B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins.
Objective(s)
Students will:
 Describe the purpose and need for translation.
 Identify the roles of mRNA and tRNA in the process of protein synthesis.
 Translate mRNA into amino acid sequences and use this to determine the traits of an organism.
Teacher background knowledge:
The following information should be taught before the activity:
 Once the mRNA reaches the ribosome in the cytoplasm, translation into protein can begin.
 The mRNA attaches to the ribosome which is composed of proteins and ribosomal RNA (rRNA).
Unit VI: DNA and RNA
Presenter: Deb Whittington
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Unit VI – Structure and Function of DNA and RNA
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Each 3 bases on the mRNA is called a codon and codes for a particular amino acid. As each codon is read, its
corresponding amino acid is added to the chain to build a protein.
Codons for specific amino acids can be found in charts of various types in biology textbooks. The wheel form
of the chart is attached to this unit plan in the Alien Identification Activity and in the Codon Bingo Activity.
Proteins are determined by the order of the amino acids which is determined by the order of the codons on
the mRNA.
Transfer RNA (tRNA) is the type of RNA that is responsible for bringing the amino acids to assembly site.
tRNA molecules contain an anticodon on one end that is complementary to the mRNA. The other end of the
tRNA has the amino acid attached.
The anticodon end of the tRNA binds with the codon of the mRNA. The amino acid it carries is joined to others
by the ribosome using peptide bonds to form a chain of amino acids that will become the protein. After it
attaches and another tRNA arrives to add its amino acid, the previous tRNA is released.
The process continues until a special STOP codon is reached on the mRNA. This signals that the protein is
complete.
It is the proteins that are assembled through this protein synthesis process that contribute to the traits of an
organism.
Lesson Structure:
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Engagement: Yesterday we transcribed the DNA of our aliens into mRNA. Today we will learn how this mRNA
is translated into the proteins that make up the traits of our aliens.
Present the lesson on translation, including a video clip. One clip that is free for download from the DNA
Learning Center on YouTube can be found at:
http://www.youtube.com/watch?v=TfYf_rPWUdY&feature=youtube_gdata
Use the translation portion of “Transcribe and Translate a Gene” interactive activity from the University of
Utah’s Genetic Science Learning Center. http://learn.genetics.utah.edu/content/begin/dna/transcribe to
model one example for students.
Model translating mRNA into an amino acid sequence for several examples and giving guided practice.
Have students take out their Alien Identification Activity sheets. Have students translate the mRNA that they
transcribed yesterday. They will then switch with their partner and check each other’s code. Once the order
of amino acids is determined for each gene, the students can use the table of alien traits to find out the
characteristics of their aliens.
Have students complete the activity by having them use colored pencils to draw their alien. It must have the
traits that were determined by transcribing and translating the alien’s genetic code.
Materials:
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Technology for presenting lesson to students (ex. Laptop, whiteboard, overhead, etc.)
Laptops or other computer access for students to do research.
Some useful diagrams of replication are available for free download from the graphics gallery at
www.accessexcellence.org from the National Health Museum.
Copies of Alien Identification Activity and DNA sequences. (attached)
DNA sequences for the transcription race.
Assessments:
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
Alien Identification translation
Illustrations of aliens with correct traits.
Teacher made exit questions
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 15 of 56
Unit VI – Structure and Function of DNA and RNA
Day 9 – Protein Synthesis Overview and Practice
Standard
B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins.
Objective(s)
Students will:
 Act out the process of protein synthesis.
 When given a codon, be able to identify the correct amino acid.
 Compare human insulin and bovine insulin based on DNA and amino acid sequences.
Teacher background knowledge:
The following information should be taught before the activity:

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

Review protein synthesis and the central dogma of biology: DNARNAProtein
Review the location of (nucleus) and reason for transcription.
Review the location and reason for translation, including the roles of mRNA codon, rRNA, and tRNA anticodon.
Reinforce amino acids as the building blocks of protein.
Lesson Structure:
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Engagement: Have students present their aliens and traits.
Present the overall process of protein synthesis. The following short video animation of protein synthesis was
made in the style of Japanese animation:
http://www.youtube.com/watch?v=ygpqVr7_xs&feature=youtube_gdata
Model translating mRNA into an amino acid sequence for several examples and giving guided practice.
Conduct a role playing exercise with students:
Instructions for role playing:
(the teacher will need to describe and orchestrate the activity for the class)
1. One student is a DNA molecule and wears a double stranded sequence of A's, T's, C's and G's.
2. A second student wears a single stranded sequence of complementary mRNA.
3. This mRNA model takes his/her strand to the board upon which is drawn a ribosome. Another student is
the rRNA and will direct the synthesis of the protein. He/she tapes the strand of mRNA to the board on the
ribosome. This strand can be "moved along" as transcription and translation occur. The mRNA strand
should be long enough so every student participates in building a protein (or at least the polypeptide).
4. Each student is given an index card with a tRNA base which codes for a specific amino acid. Students
individually match their anticodon to the correct mRNA codon until a chain of amino acids is constructed.
Stop and Start codons are included in the set of cards to initiate and terminate the process.
5. Upon completion of the simulation and after discussion, students are assigned to lab groups, first to
translate into English a coded "message," and next to send a message of their choice (well almost!) to
another student in another lab group. Students use a code sheet where the RNA codes for the 20 amino
acids have been assigned letters of the alphabet (the six least-used letters have been omitted). Each
student must encode and decode in the activity.
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 16 of 56
Unit VI – Structure and Function of DNA and RNA
6. The final exercise in this series is designed to demonstrate student understanding by reviewing the steps
in the synthesis process. The students complete the activity by writing an explanation demonstrating their
understanding.
This simulation is an adaptation of an activity by Joseph D. Ruhl found in the NABT publication Labs From
Outstanding Biology Teachers.

Conclude the lesson by playing Codon Bingo with the students. Many versions of this exist online. I have
included one available at http://www.biologyjunction.com/codon_bingo.htm The teacher can increase and
decrease difficulty as necessary. The teacher may choose to start by just calling out mRNA sequences to
familiarize students with the Codon Wheel and then move to calling out DNA triplets which have to be
transcribed before they can use the wheel.
Materials:
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Technology for presenting lesson to students (ex. Laptop, whiteboard, overhead, etc.)
Some useful diagrams of replication are available for free download from the graphics gallery at
www.accessexcellence.org from the National Health Museum.
Materials for role playing protein synthesis:
o index cards - write the anticodon on one side of the index card, the appropriate amino acid on the
other side of the card - for example : GCU/ Alanine
o transparent tape - to attach index cards to board
o markers - select two different colors
o paper strips - cut two strips, one approximately 8"x 72", the other 6" x 72" (grocery bags make a
strong banner)
o - label the wider strip with a double stranded sequence of DNA, the narrower strip with a
complementary sequence of single-stranded mRNA
Codon Bingo materials. (attached)
Assessments:
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Student participation in role playing
Student participation in codon bingo
Exit ticket (Have students transcribe and translate a DNA sequence)
Day 10 – Gene Mutations
Standard
B-4.8 Compare the consequences of mutations in body cells with those in gametes. (This is where you teach gene
mutations; chromosome mutations are in Unit VII).
Objective(s)
Students will:
o List the causes of gene mutations.
o Differentiate between chromosomal and genetic mutations.
o Classify and give examples of genetic mutations.
o Explain how mutations can be helpful as well as harmful.
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 17 of 56
Unit VI – Structure and Function of DNA and RNA
Teacher background knowledge:
The following information should be taught before the activity:
 A mutation is caused by a change in an organism’s DNA. This can be a change in just one nitrogenous base or
the insertion or deletion of large segments of DNA.
 Mutations can happen in the sex cells (eggs and sperm) during meiosis. This kind of mutation can be passed on
to offspring. This could result in a genetic disorder or it may provide the organism with some kind of
advantage.
 Mutations in the somatic (body) can contribute to aging and in the development of cancer.
 If the mutation affects a single gene it is called a gene mutation.
 Sickle cell disease is the result of a single gene mutation.
 This mutation gives those with sickle cell trait an advantage that helps them survive in areas where malaria is
common. The change in the shape of the blood cell prevents the protist that causes malaria from entering the
cell.
 Other genetic disorders are Tay-Sachs Disease, Huntington’s Disease, Cystic Fibrosis, or Albinism
 If the mutation includes a group of genes or an entire chromosome, then it is considered a chromosomal
mutation.
 Chromosomal mutations can be caused by nondisjunction. Nondisjunction can occur in the sex cells (ex.
Klinefelter’s syndrome (male) and Turner’s syndrome (female). Nondisjunction can also occur in autosomal
chromosomes such as in Down’s Syndrome which impacts Chromosome 21. We will learn more about
chromosomal mutations in the unit that includes meiosis.
Lesson Structure:
 Engagement: Ask students what they know about Sickle-cell. Usually there are several students in the class
who either have or know someone with sickle-cell. Explain that this is caused by a mutation of the gene that
codes for hemoglobin. This mutation causes the shape of the cell to be abnormal. Sometimes sickle-cell can
be a good mutation to have! Explain about malaria.
 Present lesson on mutations and their causes.
 Have students view the video clip: Genes, replication, DNA Mutation
http://www.youtube.com/watch?v=l96PKVfGh-0&feature=related (4/23/09) and U.V. Induced Mutation
http://www.youtube.com/watch?v=UUub7r6_aEA&feature=related (4/23/09)
 This activity is from http://www.accessexcellence.org/AE/SH/NABT_CHA/goldie_translating.php - Have
students view prepared slides of normal and sickle-cell blood cells. Explain that normal hemoglobin is called
hemoglobin A, while the hemoglobin that creates sickle cells is called hemoglobin S. Since hemoglobin is a
protein made up of amino acids, why might this have happened?
 Write the following two amino acid sequences on the board. One is for the normal form of hemoglobin while
the other is the mutated form:
o Val-his-leu-thr-pro-glu-glu-lys (normal)
o Val-his-leu-thr-pro-val-glu-lys (mutated)
 Have students copy the two sequences and work in pairs using a codon chart to try and determine how this
mutation might have happened. They are to use what they learned about protein synthesis to explain this in
terms of codons and DNA triplets. Why is this called a single point mutation?
 Try this with your students! Gene Mutation Game http://nature.ca/genome/04/0413_e.cfm (4/23/09)
Materials:
 Technology for presenting lesson to students (ex. Laptop, whiteboard, overhead, etc.)
 Prepared slides of normal human blood and sickle-cell blood
Assessments:
 Exit ticket (Have students list causes of mutations and explain the difference between chromosomal and
genetic mutations)
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 18 of 56
Unit VI – Structure and Function of DNA and RNA
DNA, RNA, and Replication Modeling Activity
Description: (90 minutes for each of the three modeling activities. This includes time for upfront instruction and
follow-up.) This activity is broken into three parts so as to allow students to model DNA, RNA, and replication on the
days that each is taught. The benefit to using this modeling technique as opposed to candy or some other materials is
that the constructed model more accurately depicts the bonding that occurs. The completed models are also durable
enough to manipulate to show the double helix as well as staying together when stored in the baggie for later use as
necessary. The models are to be made after the students have already been exposed to the content. The bags
contain parts that allow for a reasonable model to be built but students are to use their knowledge of the structures to
make the models instead of following a proscribed set of instructions. Students can work alone or collaborate to build
the best model possible and then justify their reasoning behind the arrangement of materials in the models.
Teacher Note: The materials listed for each bag are a suggestion. If you have different colors of pipe cleaners or types
of clips, you can easily adjust the contents. I have identified for YOU what each piece MIGHT be used for by the
students in order to logically construct the models. They may (and probably will) come up with other arrangements
that are acceptable. Do not share with the students what each piece in the bag might represent. The intent is for
them to figure this out for themselves based on what they have already learned. The pieces in the DNA bag will allow
students to build a DNA strand TACGAT and its complementary strand. The pieces in the RNA Model Bag will allow
students to build an RNA strand which could be the mRNA transcription strand for the DNA strand in the model. The
Replication bag has the pieces necessary to replicate the original DNA model. To increase the difficulty you may
choose to include additional unnecessary pieces.
DNA Model Bag for each pair of students
RNA Model Bag for each pair of students
Ideal Paper Clips (12)
- Deoxyribose
Small silver paper clips (12) – Phosphate groups
2” pieces of blue pipe cleaner (4) – Thymine
2” pieces of green pipe cleaner (4) – Adenine
2” pieces of purple pipe cleaner (2) – Cytosine
2” pieces of pink pipe cleaner (2) – Guanine
Large silver paper clips (6) - Ribose
Small silver paper clips (6) – Phosphate groups
2” pieces of yellow pipe cleaner (2) – Uracil
2” pieces of green pipe cleaner (2) - Adenine
2” piece of purple pipe cleaner (1) - Cytosine
2” piece of pink pipe cleaner (1) – Guanine
Replication Model Bag for each pair of students
Same pieces as the DNA model bag
South Carolina K-8 Science and Biology I Course Standards:
Standard B-4:
Standard B-1.5
The student will demonstrate an understanding of the molecular basis of heredity.
B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs.
B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins.
Organize and interpret the data from a controlled scientific investigation by using mathematics,
graphs, models, and/or technology.
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 19 of 56
Unit VI – Structure and Function of DNA and RNA
Objectives:
Students will:
1. construct a model of DNA that contains deoxyribose molecules, phosphate groups, and appropriate
nitrogenous bases with their complementary pairs.
2. construct a model of RNA that contains ribose molecules, phosphate groups, and the appropriate
nitrogenous bases.
3. use a DNA model to show its replication.
4. describe and justify choices and construction of each model.
Lesson Structure:
DNA Modeling Day (90 minutes total)
1) Engagement – Prior to the lesson on DNA structure, complementary base pairing, and function, tell students
that they tomorrow they will be extracting DNA from aliens that have crashed in a nearby town (See Alien
DNA Extraction Lab). In order to extract the DNA from any kind of cells we need to know about the chemical
makeup and structure of DNA.
2) Lesson on DNA structure, complementary base pairing, and function. (See Unit Guide for Lesson Information)
3) After lesson provide each pair of students with a DNA Model Bag.
4) Explain to students that they need to construct a model of DNA based on what they have just learned. They
may refer to a diagram of DNA as a reference. They may use the materials in any way that makes logical sense
but they must be prepared to justify their reasoning. One side of the molecule must contain the DNA
sequence TACGAT and the other side must be the complementary strand. (For advanced Biology I students,
you may require that their model follow the 3’ – 5’ structure).
5) Explain to students that they will each have a role and should collaborate on a plan for constructing the model
before they start. They have a 20 minute time limit to build the model. To add challenge you may rewards for
the best overall models and the first model completed accurately.
a. Student Roles – One partner will build the TACGAT side and the other partner must build the
complementary strand and connect them. Both must be prepared to explain and justify their model.
6) Circulate as students work. Ask probing/guiding questions and provide feedback as necessary.
a. Examples:
i. Which item represents the phosphate group? Why did you choose that one?
ii. What item represents thymine? What will be its complementary base?
iii. The bonds between the nitrogen base pairs are weaker than the other bonds. How does your
model show this?
iv. Can you show me how you can use your model to show the double helix shape of the DNA
molecule?
7) After the models are complete each student should independently complete the questions in the student
guide (attached at the end of this document). This is how mastery will be assessed (graded), so students
should not share WHILE they are completing the guide, but should be prepared to share with the entire class
during later discussion.
8) After the activity have each group briefly explain their model to the class. Use to review the structure of DNA
and ask students information about their models to use as examples.
a. Guanine and Cytosine are always paired together in DNA. How did you show this in your model?
b. What are the four nitrogenous bases? What did you choose to represent them?
c. DNA is often described as having a ladder shape. What forms the sides of your ladder? What are the
rungs?
9) Students should disassemble the model and replace the parts in the bag for the next class UNLESS they are the
last class of the day. The last class should put the model back in the bag in the completed condition. This way
the completed model can be used in the next activity when they compare it to the RNA model.
Unit VI: DNA and RNA
Presenter: Deb Whittington
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Unit VI – Structure and Function of DNA and RNA
10) Assessment – A variety of assessment methods can be used (exit cards, quick quiz, Active Votes/Expressions,
etc.) to check student mastery.
ENRICHMENT ACTIVITIES:
1) Advanced students should be sure their models follow the 3’ – 5’ structure and explain how it is shown.
2) Purposely remove or add parts and insist that students use all the parts even if it causes errors in their model.
Have a class discussion on how these errors might occur and the results. Explain that we will be discussing
gene mutations later in the unit.
3) Add an extra color of pipe cleaner and have them demonstrate what would happen if there were more than 4
nitrogenous bases.
4) Have students complete a model for homework that they think is better than this one. They must use
different materials and provide labels.
5) Students can conduct research on diseases that are the result of gene mutations and present them using
PowerPoint for the class.
RNA Modeling Day (90 minutes total)
1) Engagement – Prior to the lesson on RNA structure present this funny scenario to the students. HAM it up.
You can probably come up with a better one.
One day a few years ago some students decided to play a practical joke on the principal of the
school and penny-locked him in his office. To top it off the pranksters had stolen the phone out of
his office earlier that morning while he was out, so he couldn’t call anyone. He pushed a small note
for help through a crack under the door to his secretary. The door was jammed so tightly that the
secretary couldn’t remove the penny and had to call the locksmith fix the door, but he told her it
would be 5 o’clock before he could get there. A principal must handle many questions to keep
things running. All the instructions for how things must be done were in his office. Because he
often has to hear confidential things, his office was sound proof so he couldn’t hear people through
the door and they couldn’t hear him. Eventually they worked out a system where he jotted down
instructions on note paper and passed them under the door. What do you think his first instruction
was? “Check the video cameras and catch the pranksters!” Now of course this never happened but
this is very much like what happens in the cell. DNA can’t get through the small pores of the
nuclear membrane but the cell can’t function without the instructions in its blueprints. Without
these the cell will stop functioning and die, so there must be a way for something smaller to pass in
and out through these pores to carry its message. This is the role of RNA which we will learn about
today.
2) Lesson on RNA structure and function. (See Unit Guide for Background Information)
3) After the lesson provide each pair of students with both a completed DNA Model Bag and an RNA Bag of parts.
4) Explain to students that they need to construct a model of RNA based on what they have just learned. They
may refer to a diagram of RNA as a reference. They may use the materials in any way that makes logical sense
but they must be prepared to justify their reasoning. The model must be of the RNA sequence AUGCUA (This
is the mRNA code that would match the DNA sequence from the DNA model they made earlier. They don’t
need to realize this at this point, but it will make the model more useful when getting to the lesson on
transcription).
5) Explain to students that they will each have a role and should collaborate on a plan for constructing the model
before they start. They have a 20 minute time limit to build the model and compare it to their DNA model. To
add challenge you may rewards for the best overall models and the first model completed accurately.
a. Student Roles – One partner will build the AUG portion and the other will complete it with the CUA
portion. Both must be prepared to explain and justify their model.
6) Circulate as students work. Ask probing/guiding questions and provide feedback as necessary.
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 21 of 56
Unit VI – Structure and Function of DNA and RNA
7)
8)
9)
10)
a. Examples:
i. Which item represents the sugar? Should you use the same item that was used to represent
the sugar in DNA?
ii. What other item is different from what was used in your DNA molecule? Why?
iii. DNA is described as a ladder. How would you describe RNA?
After the models are complete each student should independently complete the questions in the student
guide (attached at the end of this document). There is also a section for comparing their previous DNA
molecule and the RNA molecule. This is how mastery will be assessed (graded), so students should not share
WHILE they are completing the guide, but should be prepared to share with the entire class during later
discussion.
After the activity have each group briefly explain their model to the class. Use to review the structure of RNA
and ask students information about their models to use as examples. Compare to DNA using an anchor chart.
a. Adenine and thymine are always paired together in DNA. What replaces thymine in RNA?
b. What are the four nitrogenous bases? What did you choose to represent them?
c. If DNA is like a ladder, how would you describe RNA?
Students should disassemble the model and replace the parts in the bag for the next class UNLESS they are the
last class of the day. The last class should put the model back in the bag in the completed condition. This way
the completed model can be used later as a visual aid in transcription.
Assessment – A variety of assessment methods can be used (exit cards, quick quiz, Active Votes/Expressions,
etc.) to check student mastery.
ENRICHMENT ACTIVITIES:
1) Have students read and discuss the article: The language of RNA decoded: Study reveals new function for
pseudogenes and noncoding RNAs provided by Beth Israel Deaconess Medical Center (June 23, 2010) This
can be found at: http://www.physorg.com/news196516390.html
2) Students can read the following article and then do research on businesses that are based around DNA
and RNA: Crabtree, Penni. (2010, June 20). New kids on the block. Retrieved from
http://www.signonsandiego.com/news/2010/jun/20/new-kids-on-the-block
Replication Modeling Day (90 minutes total)
1) Engagement – Explain that almost all of the cells in their body are replaced over a 7 year span of time. Ask
where these new cells come from and how can we be sure that the new cells won’t be very different from the
old ones. Why don’t some of your skin cells turn into lizard skin? How do they know what to be? If almost all
of your parts are new, why do you have the same traits?
2) Lesson on DNA replication and function. (See Unit Guide for Background Information)
3) After the lesson provide each pair of students with both a DNA Replication Model Bag and an earlier
completed DNA model.
4) Explain to students that they will be replicating the original DNA model from the first activity. Instead of one
DNA molecule they will have 2 identical DNA models. Each will have one of the old model strands and a new
strand they will build today. Give students a few minutes to reconnect any breaks in the original model or
rebuild it if it was not left intact in the bag.
5) Explain to students that they will each have a role and should collaborate on a plan for constructing the model
before they start. They have a 10 minute time limit to build both models. To add challenge you may rewards
for the best overall models and the first model completed accurately.
a. Student Roles – Each student will be responsible for building one of the replicated models. Both must
be prepared to explain and justify their models.
6) Circulate as students work. Ask probing/guiding questions and provide feedback as necessary.
a. Examples:
i. When you “unzipped” the original model what part of the process were you playing?
ii. Which side is the original side?
Unit VI: DNA and RNA
Presenter: Deb Whittington
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Unit VI – Structure and Function of DNA and RNA
7)
8)
9)
10)
iii. Why is it important that there is one side in each model that comes from the original?
iv. If a piece was missing from your original model, what may have happened to when it was
replicated?
After the models are complete each student should independently complete the questions in the student
guide (attached at the end of this document). This is how mastery will be assessed (graded), so students
should not share WHILE they are completing the guide, but should be prepared to share with the entire class
during later discussion.
After the activity have each group briefly explain their models to the class. Use to review the process of
replication and ask students information about their models to use as examples.
a. What are the roles of enzymes in the replication process? How did you demonstrate this?
b. When you “unzipped” your DNA molecule, how much did you unzip? How is this alike or different
from what really happens?
Students should disassemble the models and replace the parts in the bag for the next class UNLESS they are
the last class of the day. The last class should be the models back in the bag in the completed condition. This
way the completed models can be used later as a visual aid in transcription.
Assessment – A variety of assessment methods can be used (exit cards, quick quiz, Active Votes/Expressions,
etc.) to check student mastery.
ENRICHMENT ACTIVITIES:
1) Advanced students may be challenged to make a longer DNA molecule of their own design from extra
parts in the classroom. They will then have a long enough model to more accurately model the replication
process with multiple bubbles and 3’ – 5’.
2) Create a stop-motion video sequence of the replication process using the models.
Activity created by Deb Whittington ( dwhittington@florence3.k12.sc.us )
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 23 of 56
Unit VI – Structure and Function of DNA and RNA
DNA Modeling Activity
Student: _______________________________________ Class:__________________ Date: _____________
Using what you have learned about the structure of DNA you and your partner will construct a model of DNA using the
materials found in your DNA model bag. It is up to you how you use the materials to make the model, but it must be
accurate and you should be able to justify your choices. After completing the activity you will each complete this guide
on your own.
Procedures:
1) Remove the materials from your bag and spread them on your table.
2) With your partner decide which of the materials will best represent the phosphate groups, deoxyribose
molecules, adenine, thymine, cytosine, guanine, and how they bond to one another.
3) One partner will build the first side of the DNA molecule. It should represent the DNA sequence TACGAT.
4) The second partner will build the complementary DNA strand.
5) Complete the following portions of this guide on your own without sharing with your partner.
Draw a diagram of your DNA molecule and label each of the parts. Use colored pencils to represent the different
materials you used. (ex. Color green pipe cleaners green)
Draw and label your DNA model here:
Answer the following questions:
How does your model show the correct pairing of
the nitrogenous bases?
Which molecules attach to the deoxyribose?
Is DNA single stranded or double stranded?
Describe the shape of the DNA molecule.
What is the complementary strand for TACGAT?
What would the sequence of the complementary
strand be if the first strand sequence was
TACCCUTAGGATTACA?
What is the function of DNA?
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 24 of 56
Unit VI – Structure and Function of DNA and RNA
RNA Modeling Activity
Student: _______________________________________ Class:__________________ Date: _____________
Using what you have learned about the structure of RNA you and your partner will construct a model of RNA using the
materials found in your RNA model bag. It is up to you how you use the materials to make the model, but it must be
accurate and you should be able to justify your choices. After completing the activity you will each complete this guide
on your own. You will also need your DNA model to refer to when completing this guide.
Procedures:
1) Remove the materials from your bag and spread them on your table.
2) With your partner decide which of the materials will best represent the phosphate groups, ribose molecules,
adenine, uracil, cytosine, guanine, and how they bond to one another.
3) One partner will build the top half of the RNA molecule and the other will complete the bottom half. Your RNA
molecule will represent the mRNA sequence AUGCUA
4) You will need your DNA model from the first activity to make a comparison. Repair or rebuild it if necessary.
5) Complete the following portions of this guide on your own without sharing with your partner.
Draw a diagram of your RNA molecule and label each of the parts. Use colored pencils to represent the different
materials you used. (ex. Color green pipe cleaners green)
Draw and label your RNA model here:
Complete the following:
Compare your DNA and RNA models using this TChart.
DNA
RNA
Ex. Cytosine
Cytosine
What is different about the sugar molecules between
DNA and RNA?
If DNA is described as a ladder, how would you
describe RNA?
What is the function of RNA?
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 25 of 56
Unit VI – Structure and Function of DNA and RNA
Replication Modeling Activity
Student: _______________________________________ Class:__________________ Date: _____________
Using what you have learned about the replication of DNA you and your partner replicate a section of DNA to produce
two identical sequences. It is up to you how you use the materials to make the model, but it must be accurate and
you should be able to justify your choices. After completing the activity you will each complete this guide on your own.
Procedures:
1) Remove the materials from your Replication bag and spread them on your table.
2) Remove your completed strand of DNA from the DNA bag. If the original DNA model needs to be repaired or
rebuilt, do this now.
3) With your partner decide which of the materials will best represent the phosphate groups, ribose molecules,
adenine, uracil, cytosine, guanine, and how they bond to one another.
4) Each partner will build a replicated DNA molecule that has one original DNA strand and one new DNA strand.
Each molecule should have one side that has the DNA sequence TACGAT.
5) Complete the following portions of this guide on your own without sharing with your partner.
Draw a diagram of your DNA molecule and label each of the parts. Use colored pencils to represent the different
materials you used. (ex. Color green pipe cleaners green)
Draw and label your model here:
Answer the following questions:
Why did you have to separate the nitrogen bases
before beginning to make the replicated DNA
molecule?
Why is it important that each replicated DNA
molecule have one of the original strands? Why is
DNA called “semi-conservative”?
Why are enzymes needed in this process?
What is the role of DNA polymerase?
If a nitrogenous base had been missing from your
original DNA molecule, how might this have caused
a problem during replication?
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 26 of 56
Unit VI – Structure and Function of DNA and RNA
Alien (Canned Green Peas) DNA Extraction Lab
Description: (90 minutes including instruction and follow-up) This activity is a modification of the Strawberry DNA
extraction lab (See lab from ScienceSouth attached in packet). DNA can be extracted from any living or formerly living
organism (Kiwi, dried peas, liver, etc.). The purpose of doing the lab this way is to add to the mystery and
demonstrate how the traits of an organism may be determined from the DNA even when there is not much left of the
organism itself to see the traits. Students are told that the canned green peas are the remains of alien bodies found in
a crashed spacecraft. As a follow-up to this lab the students are told that the DNA they collected is being sent to a
laboratory so that the DNA sequence can be determined. Later in the unit they will get a print out of their alien’s DNA
and will use what they learn about transcription and translation to determine what traits the alien had.
Teacher Note: Safety concerns! Be sure to review safety procedures before attempting this lab. Students should be
reminded about rules for handling liquids. Wear goggles! We don’t know what getting mashed up alien in your eyes
might do to you, but we know accidently getting detergent or alcohol in them is dangerous and can damage their eyes.
Because isopropyl alcohol is used, remind students of the procedures for handling flammable liquids. If glass test
tubes and beakers are used remind students how to safely handle glass and what to do with broken glass. Depending
on your class size and available materials you may have a single station for students to pick up supplies. The materials
below are for having materials at shared tables of 4 students each. The recipe for the lysis buffer should be multiplied
by the number of stations that will need buffer.
Teacher Prep Materials
DNA Extract Solution (Lysis Buffer)
100 ml container
90 ml of water
2 grams of salt
10 ml of dishwashing liquid or Woolite
Adolf’s Meat tenderizer
Isopropyl alcohol or ethyl alcohol
Can opener (don’t let kids see the cans!)
Materials to have at each station
(4) small cups, each with 3+ tablespoons of
canned green peas (alien goo!)
(1) 25 ml and (1) 10 ml graduated cylinder
(4) plastic cups
(4) coffee filters and (4) rubberbands
(4) wooden skewers or popsicle sticks
(4) 20 ml test tubes (or small plastic cups)
(1) test tube rack
(4) snap-top microcentrifuge tubes
(4) ziplock bags
South Carolina K-8 Science and Biology I Course Standards:
Standard B-4:
The student will demonstrate an understanding of the molecular basis of heredity.
B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs.
B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins.
Standard B-2.1
Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells
are the basic units of structure and function in living things; and all presently existing cells arose
from previously existing cells).
Objectives:
Students will:
1. extract DNA from a sample of an organism.
2. describe why each step or ingredient in the lab helps in the extraction process.
3. explain the importance to people of DNA extraction.
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 27 of 56
Unit VI – Structure and Function of DNA and RNA
Lesson Structure:
1) Engagement – Prior to the Alien DNA Extraction Lab tell students a version of the following story, or make up
your own.
Last night an alien ship crash landed outside of town. It is being kept very quiet so that
people don’t panic or go out to the site and cause problems. When they opened the
damaged ship there were piles of this green stuff around the ship. [Show a beaker of the
canned green peas] The investigators want to get samples of DNA from this and send it
to Washington as soon as possible so that they know what kind of aliens we are dealing
with. Since I know how to extract DNA from cells, they asked if I could get samples of it
from each pile and send the DNA to the lab in Washington, DC. My problem is that they
want it by tomorrow and I can’t do them all myself, so I’m going to teach you how to
extract DNA. We’ll then send all the samples to Washington. They agreed to send us the
DNA sequences in a few days so that we can figure out the traits of the aliens.
2) Prepare the students for understanding how DNA extraction works by mixing the lysis buffer (extraction liquid)
in front of the students as you ask questions. At the front of the room show a large container with at least 90
ml of water. Explain that you will show them how to make the lysis buffer (extraction liquid) so that one day in
the future they can extract DNA all on their own.
 Where is DNA located in the cell? (nucleus)
 DNA is a polar molecule. What did we learn about what kinds of things do and don’t dissolve
well in water? (polar substances dissolve – non-polar do not)
o This is why we’re starting our lysis (to break) buffer with 90 ml of water. We’re also
going to add just a bit (2 g) of salt (NaCl). This will add ions Na+ and Cl- to the water
and also help the DNA and associated proteins dissolve.
 What do you remember about the plasma membrane and the nuclear membrane? (They are
made of phospholipids.)
 What are lipids? (fats)
 At home when you need to get something greasy off of your dishes, what can you use to break it
up? (Dishwashing liquid)
o So to dissolve the lipids and help release the DNA from the nuclear and cell
membranes we’re adding 10ml of dishwashing liquid.
 So this is our lysis buffer. But to really make sure we release and break up the cells we’re going
to mechanically break them up first.
3) Each student group has four small specimen cups of Alien “pulp”. Have students put about three tablespoons
full of the pulp into a ziplock baggie and squeeze out the air before zipping it shut. Tell students to massage
the bag and turn the alien pulp into mush. This will have broken open many of the alien cells.
4) While the students are massaging their tissue samples, go around and pour about approximately 120 ml of the
lysis buffer into beakers at each group’s table.
5) Tell students to carefully unzip their bags and add 25 ml of the lysis buffer to the alien mash; zip the bag shut
again and massage the pulp again until it is soupy.
6) Tell students that all we really need is a solution of the DNA and right now the alien mash if full of lots of other
things, so we are going to filter the alien soup. Have students place a coffee filter over a plastic cup, leaving a
bowl shaped depression and secure it to the cup with a rubberband.
7) Students should SLOWLY pour the alien soup into the filter; allowing time for some of the liquid to drip into
the cup before adding more. Tell them that the water, DNA, and a few other small things are passing through
the filter. Larger pieces are being trapped in the filter. The liquid in the cup is the “filtrate”.
8) Students should carefully remove the filter without allowing any of the alien “gunk” to drip into the “filtrate”.
The filter and the gunk should go into the trash.
Unit VI: DNA and RNA
Presenter: Deb Whittington
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Unit VI – Structure and Function of DNA and RNA
9) Students should measure 10 ml of the alien filtrate and add it to a test tube. ***Tell students to rinse the
group’s graduated cyclinder each time before they use it. They don’t want to mix their alien’s DNA with
someone else’s.
10) Let students know that DNA molecules can be very long (3 m to 5m) in each human cell. To improve our DNA
extraction we need to break them up a little and also break some of the proteins that are bound to the DNA.
Have students add a very small pinch of meat tenderizer to the filtrate in the test tube. They should place
their finger over the top of the test tube and invert it several times to dissolve the meat tenderizer.
a. When you think of meat, what kind of molecules do you think of? (protein) Meat tenderizer helps to
make meats, like steak, tender because it breaks up the proteins. We can use it to break the proteins
and DNA strands in the alien filtrate. Place the test tube in the test tube rack and let it sit for a
minute. This gives everything a chance to work.
11) While students are waiting, discuss the following:
a. Why did we use water in our lysis buffer? (Because the polar DNA will dissolve in it)
b. “Now we don’t want it dissolved anymore. We want it to “precipitate” out of solution so that we can
see it. To do this we are going to carefully pour a cold layer 10 ml of cold isopropyl alcohol on top of
the water. You must do this slowly down the side of the test tube so the alcohol will remain on top.”
(Model this for students)
12) Students should measure out 10 ml of alcohol from 1 or more containers you have on ice at the front of the
room. **If it isn’t possible to chill the alcohol, room temperature alcohol will still achieve visible results.
13) The alcohol should be poured VERY slowly down the side of the test tube so that it forms a layer on top of the
alien filtrate.
14) Students should carefully place their test tubes in the test tube rack and wait 1 to 5 minutes. They will begin
to see a white precipitate form at the boundary layer between the water and alcohol. THIS is the alien DNA!
15) The DNA is sticky, so the students can insert a wooden skewer/applicator/craft stick into the alien DNA and
gently rotate it. The DNA will begin to stick to the stick. At this point the students can add this alien DNA to a
snap-top microcentrifuge tube that has a small amount of alcohol in it. This alcohol will help to keep the DNA
from dissolving and also preserves it. Students should securely snap the tube closed and use a sharpie to a
number their tube. This is the reference number for the lab and it will be on the DNA sequence report when
we get it back from the lab, so that we know that it is the DNA from your specific alien. We will later use this
information to find out what kind of traits our aliens had. Have students turn in their DNA samples.
16) Have students complete the Alien DNA Extraction guide.
ENRICHMENT ACTIVITIES:
1) Provide other organisms and let students experiment with extracting DNA from a variety of things. (Kiwi,
banana, liver, spinach, strawberries, canned tuna, etc. Invite students to bring items from home to try.
2) Students can experiment with using different detergents (laundry soap, shampoo, hand soap, etc.). Does one
work any better than another?
3) Students can do research and opinion papers on the benefits versus the ethical considerations of DNA
analysis. (Ex. Early detection of genetic factors leading to disease versus what may happen if employers and/or
insurance companies have access to a person’s DNA sequence).
4) Prepare slide of DNA samples and observe under microscope.
Created by Deb Whittington. Procedures modified from the Strawberry DNA Extraction Activity by ScienceSouth
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 29 of 56
Unit VI – Structure and Function of DNA and RNA
Alien DNA Extraction Lab
Student: _______________________________________ Class:__________________ Date: _____________
Using what you learned during the DNA extraction lab, complete the following:
1) Explain why water and NaCl are part of the lysis buffer and not another liquid like vegetable oil for instance.
2) What is the purpose of the dishwashing liquid in the buffer?
3) What role does the meat tenderizer play in the extraction process?
4) Why is the alcohol layer needed?
5) Provide two reasons people might want DNA extracted and analyzed from themselves or others?
6) If you were to grind up a cockroach, you could extract DNA from it. In addition to the DNA of the cockroach,
you would also find DNA from other things. What might these things be and how did they end up in your
sample?
7) When technicians extract DNA from a sample at a crime scene, they are extremely careful to follow specific
procedures so that the sample is not contaminated by DNA from other sources. How might the sample
become contaminated and by whom? What kind of procedures do you think they might follow?
** Partially adapted from “Strawberry DNA extraction lab” by ScienceSouth
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 30 of 56
Unit VI – Structure and Function of DNA and RNA
C-Banded Mouse Karyotype
Human Karyotype (Normal)
Metastatic melanoma (auxiliary lymph node)
Human
Human Karyotype – Downloaded from http://ghr.nlm.nih.gov/handbook/illustrations/normalkaryotype
C-Banded Mouse Karyotype - Downloaded from: http://www.pathology.washington.edu/research/cytopages/spreads/mouse_g_B2.gif
karyotype from a metastatic melanoma (auxiliary lymph node) – Downloaded from: http://www.moffitt.org/moffittapps/ccj/v2n5/article2.html
Collected by Deb Whittington
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 31 of 56
Unit VI – Structure and Function of DNA and RNA
Chromosome Numbers for Various Organisms
Common Name
Mosquito
Locust
Spinach
Housefly
Carrot
Daisy
Corn (Maize)
Hamster (common)
Turnip
Opossum
Toad
Pine, Yellow
Tomato
Frog
Alligator
Cat
Mouse
Peanut
Rat
Human
Gorilla
Catfish
Cattle
Donkey
Guinea pig
Horse
Chicken
Dog
Dove
Duck
Sweet Potato
Goldfish
King Crab
Shrimp
Genus species
Culex pipiens
Locusta locusta
Spinacia oleracea
Musca domestica
Daucus carota
Bellis perennis
Zea mays L.
Cricetus cricetus
Brassica campestris
Didelphys virginiana
Buffo vulgaris
Pinus ponderosa
Solanum lycopersicum
Rana esculenta
Alligator mississippiensis
Felix maniculata
Mus musculus
Arachis hypogae
Rattus norvegicus
Homo sapiens
Gorilla gorilla
Ictalurus punctatus
Bos taurus
Equus asinus
Cavia cobaya
Equus caballus
Gallus domesticus
Canis familiaris
Columba livia domestica
Anas platyrhynchos
Ipomoea batates
Carassius auratus
Paralithodes camtschatica
Eupagurus ochotensis
Black Mulberry
Morus nigra
Chromosome
(2n=?)
6
10
10
12
18
18
20
20
20
22
22
24
24
26
32
38
40
40
42
46
48
58
60
62
64
64
77
78
78
80
90
94
208
254
308
Adapted from by Deb Whittington from http://www.walterreeves.com/uploads/chromosomesmtr.htm
Unit VI: DNA and RNA
Presenter: Deb Whittington
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Unit VI – Structure and Function of DNA and RNA
Alien Identification Activity
(To be used in conjunction with the Alien DNA Extraction Activity)
Modified from an activity by Kimberly Manning
Background: A few days ago each of you extracted DNA from aliens that were found dead in a
crashed spacecraft outside of town. There wasn’t much left of each alien to determine what
their traits were but we were able to extract the DNA. Each of you had tissue material from a
different alien. We sent the DNA to a lab which has provided us with the DNA sequences from 9
genes that the alien chromosomes contain. The alien’s home planet has contacted us with
information about the various traits these gene’s code for and want our immediate help in
identifying them. After identifying each of the alien’s traits, you will draw a picture of what the
alien may have looked at. We can then send this to their home planet for them to match up the
descriptions with their crew list.
Purpose: In this activity, you will determine the traits of these unfortunate recovered aliens by
analyzing their DNA and determining the amino acid sequences of the resulting small protein
fragments. Each fragment is associated with a particular gene and a specific alien characteristic
(trait).
Procedure:
1. Put the DNA sequence for each gene in the proper location on your data sheet.
2. Transcribe the DNA for each gene into mRNA. Record those sequences.
3. Translate the mRNA into amino acids using the provided mRNA Codon Chart. Record the
amino acid sequence for each gene.
4. Use the “Alien Genes” chart to determine the traits that are associated with each of your
amino acids sequences and write those traits on the charts.
5. Using a blank piece of paper, sketch and color your alien, making sure to include all relevant
(known) traits. You can speculate and add other unknown traits to the picture if you wish, but
the drawing MUST have the known traits.
6. Be sure to include your alien’s genus and species (You have the honor of creating this
scientific name!) at the top of your drawing and data sheet. Place your name and class period
on your drawing. (Note: The genus name MUST be capitalized and the species name always
starts with a lower case letter. Be sure to underline both parts of the name.)
7. Answer the following questions on the back of the alien picture:
Questions:
A. Did you find any “identical” aliens in your group?
B. Give the tRNA sequences for Gene D.
C. How does a single change in a nitrogen base alter the formation of a resulting protein?
D. If you knew a particular amino acid sequence, could you figure out the DNAQ for that
sequence? Why or why not?
E. What is the difference between transcription and translation?
F. What are the roles of the DNA, the mRNA, the rRNA, and tRNA in protein synthesis?
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 33 of 56
Unit VI – Structure and Function of DNA and RNA
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 34 of 56
Unit VI – Structure and Function of DNA and RNA
ALIEN GENES
This table shows the amino acid sequences for the various alien genes and
traits.
Gene Letter
Amino Acid Sequence
A
Val-Pro-Ile
Hairless
Trp-Pro-Ile
Hairy
Trp-Val-Val
Fat
Ile-Ile-Ser
Skinny
Ser-Ala
4 legs
Ser-Ser
8 legs
B
C
D
E
F
G
H
I
Unit VI: DNA and RNA
Resulting Characteristic
Pro-Ser-Phe-Gly
Long nose
Gln-Ser-Phe-Gly
Short nose
Lys-Phe
No antennae
Lys-Leu
4 antennae
Pro-Ala-Ala
Blue skin
Pro-Ala-Asp
Red skin
Pro-Ala-Val
Yellow skin
Pro-Ala-Pro
Green skin
Gln-Gln-Asp
10 fingers
Gln-Gln-Lys
12 fingers
Gly-Gly-Ile
Tail
Ala-Gly-Ile
No tail
Ile-Asp-Ala
4 eyes
Ser-Asp-Ala
8 eyes
Presenter: Deb Whittington
Page 35 of 56
Unit VI – Structure and Function of DNA and RNA
DATA Tables for Alien Gene Analysis:
NAME__________________________
Alien Number _______
Alien Genus and species_________________________
Is your alien hairless or hairy?
Is your alien fat or skinny?
GENE
DNA
mRNA
Amino Acids
Trait
GENE
DNA
mRNA
Amino Acids
Trait
A
B
Does your alien have 4 legs or 8 legs?
What size nose does your alien have?
GENE
DNA
mRNA
Amino Acids
Trait
GENE
DNA
mRNA
Amino Acids
Trait
C
D
Does your alien have antennae or not?
What color skin does your alien have?
GENE
DNA
mRNA
Amino Acids
Trait
GENE
DNA
mRNA
Amino Acids
Trait
E
How many fingers does your alien have?
GENE
G
DNA
mRNA
Amino Acids
Trait
F
Does your alien have a tail?
GENE
H
DNA
mRNA
Amino Acids
Trait
Does your alien have 4 eyes or 8 eyes?
GENE
I
DNA
mRNA
Amino Acids
Trait
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 36 of 56
Unit VI – Structure and Function of DNA and RNA
To the teacher: This table shows the traits of each of the 30 alien species.
Trait
1
Hairless
x
Hairy
Fat
2
3
x
x
x
x
4 legs
Lg nose
St nose
x
No ant
x
x
x
x
Blue
x
x
Tail
x
4 eyes
x
8 eyes
x
x
x
Unit VI: DNA and RNA
x
x
x
x
x
x
x
x
x
Presenter: Deb Whittington
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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x
Page 37 of 56
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x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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x
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Yellow
No tail
x
x
x
x
x
12 fing
x
x
Red
10 fing
x
x
x
x
x
x
x
x
x
x
x
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x
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
x
x
x
x
9
x
x
x
x
Green
x
8
x
x
x
Ant
7
x
x
x
x
6
x
x
x
x
5
x
x
Skinny
8 legs
4
x
x
x
x
x
x
x
x
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #1
GENE A:
CAAGGATAT
GENE B:
ACCCAACAA
GENE C:
AGCAGG
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCCGA
GENE G:
GTCGTCCTA
GENE H:
CGCCCCTAT
GENE I:
TATCTACGC
Recovered Sequences = Alien Species #2
GENE A:
ACCGGTTAT
GENE B:
ACCCAACAA
GENE C:
AGCAGG
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCGGG
GENE G:
GTCGTCTTT
GENE H:
CGCCCCTAT
GENE I:
AGCCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 38 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #3
GENE A:
CAAGGATAT
GENE B:
TATTATAGC
GENE C:
AGCAGG
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCCTA
GENE G:
GTCGTCTTT
GENE H:
CCCCCCTAT
GENE I:
AGCCTACGC
Recovered Sequences = Alien Species #4
GENE A:
ACCGGTTAT
GENE B:
TATTATAGC
GENE C:
AGCCGA
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCCAA
GENE G:
GTCGTCCTA
GENE H:
CCCCCCTAT
GENE I:
TATCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 39 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #5
GENE A:
CAAGGATAT
GENE B:
ACCCAACAA
GENE C:
AGCCGA
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCCGA
GENE G:
GTCGTCCTA
GENE H:
CCCCCCTAT
GENE I:
AGCCTACGC
Recovered Sequences = Alien Species #6
GENE A:
ACCGGTTAT
GENE B:
ACCCAACAA
GENE C:
AGCCGA
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCGGG
GENE G:
GTCGTCTTT
GENE H:
CCCCCCTAT
GENE I:
AGCCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 40 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #7
GENE A:
CAAGGATAT
GENE B:
TATTATAGC
GENE C:
AGCAGG
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCCTA
GENE G:
GTCGTCCTA
GENE H:
CGCCCCTAT
GENE I:
TATCTACGC
Recovered Sequences = Alien Species #8
GENE A:
ACCGGTTAT
GENE B:
TATTATAGC
GENE C:
AGCAGG
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCCAA
GENE G:
GTCGTCTTT
GENE H:
CGCCCCTAT
GENE I:
AGCCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 41 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #9
GENE A:
CAAGGATAT
GENE B:
ACCCAACAA
GENE C:
AGCAGG
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCCGA
GENE G:
GTCGTCTTT
GENE H:
CGCCCCTAT
GENE I:
AGCCTACGC
Recovered Sequences = Alien Species #10
GENE A:
ACCGGTTAT
GENE B:
ACCCAACAA
GENE C:
AGCCGA
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCGGG
GENE G:
GTCGTCCTA
GENE H:
CCCCCCTAT
GENE I:
TATCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 42 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #11
GENE A:
CAAGGATAT
GENE B:
TATTATAGC
GENE C:
AGCCGA
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCCTA
GENE G:
GTCGTCTTT
GENE H:
CGCCCCTAT
GENE I:
TATCTACGC
Recovered Sequences = Alien Species #12
GENE A:
ACCGGTTAT
GENE B:
TATTATAGC
GENE C:
AGCCGA
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCCAA
GENE G:
GTCGTCCTA
GENE H:
CGCCCCTAT
GENE I:
AGCCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 43 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #13
GENE A:
CAAGGATAT
GENE B:
ACCCAACAA
GENE C:
AGCAGG
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCCTA
GENE G:
GTCGTCCTA
GENE H:
CCCCCCTAT
GENE I:
TATCTACGC
Recovered Sequences = Alien Species #14
GENE A:
ACCGGTTAT
GENE B:
ACCCAACAA
GENE C:
AGCAGG
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCGGG
GENE G:
GTCGTCTTT
GENE H:
CCCCCCTAT
GENE I:
TATCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 44 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #15
GENE A:
CAAGGATAT
GENE B:
TATTATAGC
GENE C:
AGCAGG
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCCGA
GENE G:
GTCGTCCTA
GENE H:
CCCCCCTAT
GENE I:
AGCCTACGC
Recovered Sequences = Alien Species #16
GENE A:
ACCGGTTAT
GENE B:
TATTATAGC
GENE C:
AGCCGA
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCCGA
GENE G:
GTCGTCTTT
GENE H:
CGCCCCTAT
GENE I:
TATCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 45 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #17
GENE A:
CAAGGATAT
GENE B:
ACCCAACAA
GENE C:
AGCCGA
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCGGG
GENE G:
GTCGTCTTT
GENE H:
CCCCCCTAT
GENE I:
TATCTACGC
Recovered Sequences = Alien Species #18
GENE A:
ACCGGTTAT
GENE B:
ACCCAACAA
GENE C:
AGCCGA
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCCTA
GENE G:
GTCGTCCTA
GENE H:
CCCCCCTAT
GENE I:
AGCCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 46 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #19
GENE A:
CAAGGATAT
GENE B:
TATTATAGC
GENE C:
AGCAGG
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCCAA
GENE G:
GTCGTCTTT
GENE H:
CGCCCCTAT
GENE I:
AGCCTACGC
Recovered Sequences = Alien Species #20
GENE A:
ACCGGTTAT
GENE B:
TATTATAGC
GENE C:
AGCAGG
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCCAA
GENE G:
GTCGTCCTA
GENE H:
CGCCCCTAT
GENE I:
TATCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 47 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #21
GENE A:
CAAGGATAT
GENE B:
ACCCAACAA
GENE C:
AGCAGG
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCCTA
GENE G:
GTCGTCCTA
GENE H:
CGCCCCTAT
GENE I:
TATCTACGC
Recovered Sequences = Alien Species #22
GENE A:
ACCGGTTAT
GENE B:
ACCCAACAA
GENE C:
AGCCGA
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCGGG
GENE G:
GTCGTCTTT
GENE H:
CCCCCCTAT
GENE I:
AGCCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 48 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #23
GENE A:
CAAGGATAT
GENE B:
TATTATAGC
GENE C:
AGCCGA
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCCGA
GENE G:
GTCGTCTTT
GENE H:
CCCCCCTAT
GENE I:
TATCTACGC
Recovered Sequences = Alien Species #24
GENE A:
ACCGGTTAT
GENE B:
TATTATAGC
GENE C:
AGCCGA
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCCGA
GENE G:
GTCGTCCTA
GENE H:
CCCCCCTAT
GENE I:
TATCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 49 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #25
GENE A:
CAAGGATAT
GENE B:
ACCCAACAA
GENE C:
AGCAGG
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCGGG
GENE G:
GTCGTCCTA
GENE H:
CCCCCCTAT
GENE I:
AGCCTACGC
Recovered Sequences = Alien Species #26
GENE A:
ACCGGTTAT
GENE B:
ACCCAACAA
GENE C:
AGCAGG
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCCTA
GENE G:
GTCGTCTTT
GENE H:
CGCCCCTAT
GENE I:
AGCCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 50 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #27
GENE A:
CAAGGATAT
GENE B:
TATTATAGC
GENE C:
AGCAGG
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCCAA
GENE G:
GTCGTCCTA
GENE H:
CGCCCCTAT
GENE I:
TATCTACGC
Recovered Sequences = Alien Species #28
GENE A:
ACCGGTTAT
GENE B:
TATTATAGC
GENE C:
AGCCGA
GENE D:
GGTAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCCAA
GENE G:
GTCGTCTTT
GENE H:
CGCCCCTAT
GENE I:
TATCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 51 of 56
Unit VI – Structure and Function of DNA and RNA
Recovered Sequences = Alien Species #29
GENE A:
CAAGGATAT
GENE B:
ACCCAACAA
GENE C:
AGCCGA
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAA
GENE F:
GGACGCCTA
GENE G:
GTCGTCCTA
GENE H:
CGCCCCTAT
GENE I:
AGCCTACGC
Recovered Sequences = Alien Species #30
GENE A:
ACCGGTTAT
GENE B:
ACCCAACAA
GENE C:
AGCCGA
GENE D:
GTCAGGAAACCC
GENE E:
TTTAAC
GENE F:
GGACGCGGG
GENE G:
GTCGTCCTA
GENE H:
CCCCCCTAT
GENE I:
AGCCTACGC
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 52 of 56
Unit VI – Structure and Function of DNA and RNA
Codon
Objective:
Students will learn how to use a codon table to translate mRNA into its associated amino acids.
Materials:




Blank bingo cards
Ink pens or fine point markers
List of 20 amino acids on Codon table
Pennies, bingo chips, beans etc. to mark amino acids
Instructions:
1. Pass out blank bingo cards
2. Students should fill out each of the blanks with various amino acids from the codon chart. No amino
acid may be used more than twice.
3. Teacher calls out 3 bases (A, T, G, C)
4. Students find the amino acid that is associated with the codon and mark the square (use bingo chips or
pennies or other miscellaneous items)
Downloaded from http://www.biologyjunction.com (06/28/2010)
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 53 of 56
Unit VI – Structure and Function of DNA and RNA
CODON BINGO
Downloaded from http://www.biologyjunction.com (06/28/2010)
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 54 of 56
Unit VI – Structure and Function of DNA and RNA
The following Codon Table is for the teacher to use for calling out the threebase sequence or codon.
Downloaded from http://www.biologyjunction.com (06/28/2010)
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 55 of 56
Unit VI – Structure and Function of DNA and RNA
Transcription Practice
For each strand of DNA write the complementary mRNA strand:
DNA:
T A T A A A C G G T A G A T T A C A A C C T A G A A A
mRNA:
Translation Practice
For each strand of DNA write the complementary mRNA strand and the amino acid:
DNA:
T A C G T A A G C T A G T G T G C A A C C T A G A U G
mRNA:
Amino Acid:
Challenge: Determine a possible DNA sequence for the following protein
Leucine-Glutamine-Alanine-Glycine-Histidine-Lysine-Proline
Unit VI: DNA and RNA
Presenter: Deb Whittington
Page 56 of 56