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DNA + d'fusion = d'Protein

published on: 5/19/2009

Contributing Teacher(s): Scott McQuerry

Subject Area: Science/Life

Grade Range: Middle Grades (6-8)

Materials Needed:

• See lesson

Objective:

1. Students will be able to identify the various cellular organelles that protect the nuclear DNA of a plant cell.
2. Students will be able to apply the process of diffusion from an experiment to the cellular process of transcription and translation.
3. Students will create a simulated message (protein) from an encrypted series of characters (amino acids).

Essential Question:

1. How does diffusion affect the production of protein in cells?

Instructional Strategy: Cooperative Learning

Process Standards:

• Goal 3.3 develop and apply strategies based on one’s own experience in preventing or solving problems
• Goal 4.1 explain reasoning and identify information used to support decisions
• Goal 3.4 evaluate the processes used in recognizing and solving problems
• Goal 2.3 exchange information, questions and ideas while recognizing the perspectives of others

Content Standards:

• Science 3. Characteristics and interactions of living organisms

  Time Allowance: 5 class periods (45 minutes each)

  Extensions:
  DNA separation/forensics can be performed on the chromatin that is generated from this activity. Several kits are available online for DNA gel electrophoresis. Additional diffusion activities can be performed, including the diffusion of aroma molecules through a latex balloon. Further research can be promoted for students to learn about the individual amino acids and how they bond together to form proteins.

  Integration:
  All three activities lend themselves to various Communication Arts lessons which may include journaling and procedural/expository writing strategies.

  Description: Students will extract DNA from a living organism and create a chemical reaction through a “solid” object within this unit. Through these activities, students will master the concepts of DNA, how this chemical transfers messages through membranes of the cell, and how this message is translated into the creation of protein.

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  Classroom Component:

  Please click here for Day 1

  Lesson 1 – Cells and DNA

  Materials

  • Banana
  • Salt
  • Warm water
  • Blender
  • Liquid soap
  • Toothpicks
  • Strainer
  • Glass jar
  • Rubbing alcohol

  Day 1 – Cells and DNA Reading
  Assessment (Summative): Pages 7-9 on file “McQSuccessLinkDay1”
  

  Answer Key:

  Page 7
  Across:
  1. prokaryotic
  5. organelles
  Down:
  2. cytoplasm
  3. DNA
  4. membrane
  6. eukaryotic

  Page 8
  3 - prokaryotic
  2 - eukaryotic
  1 - membrane
  4 - DNA
  6 - cytoplasm
  5 – organelles

  Page 9
  1. A
  2. B
  3. A
  4. C
  5. B
  6. B

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  Please click here for Day 2

  Lesson 2 – Diffusion Basics

  Materials

  • Cornstarch
  • Water
  • Two drinking glasses or coffee mugs
  • Sandwich baggie
  • Twist tie or rubber band
  • Iodine

  Day 2 – DNA Isolation Activity

  Assessment (Formative): Successful isolation of DNA from the banana. In addition, students should be able to describe the role of the dish soap on breaking down the lipids (fats) which hold together the cellular and nuclear membranes.

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  Please click here for Day 3

  Lesson 3 – Protein Creation

  Materials

  • Popsicle sticks/glue or gumdrops/toothpicks
  • Hidden code chart and secret code (see uploaded file)

  Day 3 – DNA and Protein Reading

  Assessment (Summative): Pages 9-11 on file “McQSuccessLinkDay3”

  Answer Key:
  Page 9
  nucleus
  ER
  mitochondria
  ribosomes

  Page 10
  4 – nucleus
  1 – ribosomes
  2 – ER
  3 - mitochondria

  Page 11
  *make certain the student colors the cell!
  
  

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  Please click here for Day 4

  Day 4 – Diffusion Basics Activity

  Assessment (Formative): Students should be able to make observations and inferences as to what should happen with the starch in the tube prior to its exposure to the iodine solution. In addition, students will provide reasonable inferences to explain how the iodine reached through the semi-permeable plastic bag and into the starch solution causing it to turn purple/blue in color.

  Please click here for Day 5

  Day 5 – Protein Creation Activity

  Assessment (Summative): Cooperative groups of students must recount their knowledge of DNA and diffusion from the previous days’ activities.
  Assessment (Formative): Students should successfully translate the hidden message and construct a cube-shaped object out of their building materials.

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  For additional information contact :
  Scott McQuerry
  Bingham Seventh Grade Ctr.
  Independence 30
  (816) 796-4850
  EMAIL: smcquerry@indep.k12.mo.us