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Reflective Introduction:
The main goal of this lesson is to get students to see DNA in a different way by asking
them to engineer a segment of DNA using specially designed model components.
Understanding the structure of DNA is a crucial step in ultimately understanding the
complexities of genetics and inheritance. In the previous lesson, the students will have
been given information about the basic structure of DNA. The strategy of this lesson is to
have students illustrate their understanding by creating a model of the DNA structure.
This will challenge students to think critically and recall past knowledge to work through
the design and creation of their own unique models. The goal of this modeling exercise is
to cement students conceptions as well as their ability to explain the different parts of
DNA and how they come together to create the blueprints for all living things.
Instructional objectives for students: (keep in mind these must be measureable by your stated
student assessments you enter below)
Students will demonstrate their knowledge of the structure of DNA by creating an
accurate 3D model.
Students will be able to describe how differences in base pairings of DNA relate
to how proteins are made, and how this relates to gene expression and genetic traits.
Start: The Do Now/Activator Question will ask students to recall information from the
previous lesson. This will be followed up by a short class discussion and going over the
instructions for building the DNA model.
Draw and label the basic structure of a nucleotide
What kind of bonds hold the nitrogen bases together?
How do the nitrogen bases pair up in DNA?
Middle: Students will work in pairs to construct an accurate model of DNA using a
KNex Kit. The teacher will check in with students to answer questions and correct
possible student errors.
End: Debrief activity through a class discuss. The teacher will start with leading
questions and students will respond thoughtfully as well as propose their own questions.
Timing: 60 Minutes
Time Teacher activity Student activity
6-10 min Prompt student responses to Do Now answer teacher prompted questions.
question. Engage in class discussion.
Review material from previous lesson. Ask clarifying questions.
18-50 min Check in with students to ensure they Use lab procedures and guiding
are on track. questions to construct a unique model
Redirect when needed with guiding and of DNA.
leading questions. Answer questions in lab packet.
Answer student questions and Ask questions as needed.
concerns as needed.
51-60 min debrief lesson with students through engage in class debrief with thoughtful
prompting discussion questions. responses.
Homework:
Finish Lab packet if needed
Watch MITx video The Structure of DNA - https://www.youtube.com/watch?v=o_-
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Lesson evaluation
Success of the lesson will be evaluated using the following criteria:
Students demonstrated adequate recall during the Do Now
Checks for understanding during review portion elicited positive results, and
students actively participated with questions and responses
Students were able to follow instructions for the KNex components and
successfully create correct DNA double helix models
Students could use their models to explain the Central Dogma and identify
codons in their models and describe how those codons are used to make proteins
Student assessment (Knowledge, skills, and understanding) (keep in mind these must address all of
your stated instructional objectives above)
Students will be assessed in several ways. One way will be based on the accuracy of the
model DNA KNEX model that the students create. Full credit will be give to a
successful display of base pairs, hydrogen bonds, nucleotide structure, and the double
helix. Students will also be asked to identify codons represented by their model. Another
way will be through the short answer responses in the lab packet. The questions will be
thought provoking and seek to probe students to begin to think about how the differences
in the sequencing of DNA base pairs influences how proteins are made, and ultimately,
genetic traits.
Safety concerns:
General personal safety
Watch for small pieces of KNEX on the floor to avoid possible slipping hazards
Name:_____________________________________ Date: _____________
PRELAB QUESTIONS:
3. What is a gene?
__________________________________________________________________________
5. Besides the nucleus, name two other organelles that contain DNA? _______________ &
_______________.
6. What three scientists are credited for discovering the structure of DNA?
___________________, ________________ & ________________.
9. What are the two sides of the DNA ladder made of?
______________________________________________________________________________
____________
10. What are the rungs of the DNA ladder made up of?
___________________________________________
11. The nitrogen base Adenine pairs with _______________ and Cytosine pairs with
_______________.
19. Write the complementary sequence to the following DNA sequence: The first three have
been written for you.
T A T T G C A G A T AA C T G
23. What two nitrogen bases are considered pyrimidine purines? ________________,
___________________
24. What kind of bonds hold the two sides of DNA together?
________________________________________
25. How many of these bonds are found between Adenine & Thymine? ____________
26. How many of these bonds are found between Guanine & Cytosine? ____________
LAB PROCEDURE:
1. Using the instructions in the KNex manual build several nucleotides. (There is a
key on the back of the manual that shows you what each piece represents)
a. At this time make: 6 Adenine, 6 Guanine, 6 Cytosine, and 6
Thymine.
2. At RANDOM, attach the nucleotides to one another so that the end of the
phosphate group in one nucleotide connects to x/the deoxyribose sugar of the next one to
make one strand of nucleotides. Remember, make it using a RANDOM sequence of
nucleotides. DONT copy the manuals DNA sequence.
3. After youve made one random DNA sequence, follow the rules of DNA base-
pairing, and the instructions in the Manual (pages 3-5) in order to build the
complementary strand. MAKE SURE YOUR STRANDS RUN ANTIPARALLEL to one
another.
4. Before you twist your strand into a helix, read post-lab question 5 below.
5. Use the manual to hydrogen bond the DNA strands together, add red rods, create
the base, and twist the double-stranded DNA into a helix (as shown on pages 6-7 of
manual). FOUR BASES MUST BE USED PER RED ROD. YOU ONLY NEED
THREE RED RODS IN THE CENTER.
*Once you have constructed your DNA model, write down the sequence of bases in one of the
strand.
*Compare your sequence to the other groups in the classroom. Are any of them the same? Why
or why not?
4. Why are the adenine and thymine bases joined with an orange connector, while the
cytosine and guanine bases were joined together by a brown connector?
5. Compare the stability of the flat DNA model (before you twisted it) to the helical (spiral)
DNA model that you created. Which one is more stable? (Hint: if you cant figure it out, think
about if a sheet of paper is more stable than a sheet that is twisted into a cord).
6. Based on your answer to number 5, why do you think the DNA is shaped like a helix in our
cells (how is it helpful)?
7. Compare the sequence you made to the sequence of other groups DNA models in the room.
Are any of them the same? _________________ .
How does this relate to a comparison between your DNA, and others DNA in the room? Does
anyone in the room have the exact same DNA? Explain.
Grading Rubric:
C. Helix is shown accurately (four bases per red rod) _____ /2 pts
D. DNA strands were assembled in ANTIPARALLEL fashion _____/2pts
E. Stand was created correctly, and DNA molecule sits properly ___ /2 pts
2. Pre-Lab (8 pts)