1. Instructions for Life
Chapter 8

2. Major Concepts
DNA is found in all living things and carries the genetic code for their characteristics.
DNA can replicate to pass its genetic information to newly formed cells.
DNA serves as a template for making proteins.
Proteins are substances essential to life.
Mutations in DNA result in changes in proteins that can be advantageous, detrimental, or neutral (have no effect) to individual organisms and their species.
Similarities in DNA show relatedness of organisms.

3. Chapter 8 Vocabulary Extract Deoxyribonucleic acid, DNA Code
Antiparallel
Double helix
Eukaryotes
Chromosomes
Protein
Nucleotides
Phosphate
Deoxyribose
Ribonucleic acid, RNA
Messenger RNA
Adenine
Cytosine
Thymine
guanine
Nitrogen base
Complementary
Base pairing
Double stranded
Replication
Enzyme
DNA Polymerase
Hydrogen bond
Covalent bond
Template
Transcription
Translation
Protein synthesis
Transfer RNA
Ribosomal RNA
Amino acid

4. Chapter 8 Sections
Engage – Just the Fax (Codes) Explore – What is This Stuff? (Spooling DNA Lab) Explain – Clips of DNA Part I: The structure of DNA (Paperclip activity) The Code in DNA (Reading) Double the Code (Reading) Copying DNA (Reading) Part II: DNA Replication (Paperclip activity) Explain – Words to Live By (Concept Mapping) Explain – Transcription & Translation – The Road to Making Proteins Making RNA (Reading) Part I Transcription – Paper Clip Activity Part II Translation – Paper Activity Elaborate – Nobody’s Perfect (Mutations) Part I A Natural Mistake (Seed Variation Activity) Elaborate - DNA & Evolution (Comparing Human, Chimp & Gorilla DNA) Evaluate – Sharing Your Knowledge (Concept Map)

5. DMA – Day 1 Explore: Just the Fax
List as many uses for codes that you have heard of or imagine.

6. Just the Fax – Note to teacher
The activity is comparable to how early fax machines worked and binary codes of computers.
If a students realizes that the 1 will take the shape of letters in a word, they may be able to see the word just looking at the handout from a distance and thus shortcut the activity.
Cora may have a substitute activity that introduces students to the DNA code in a different fashion.
Instead of using graph paper, students can shade in the #1s to show the letters spelling the hidden word.

7. Engage – Just the Fax Materials:
Copymaster 8.1 Coded Messages (15 different messages available)
Graph Papers (skip & just shade in 1s to reveal letters of hidden word)
1 large sheet of paper
Sticky notes (unnecessary – students can record hidden words on the board)

8. Engage – Just the Fax (Decoding)
Obtain a sample code.
Shade in the zeros on the sample code.
Spell out the what the code reveals and prepare to share it with the class.

9. Explore – Just the Fax
Process and Procedure #1-7. Students map a binary code onto graph paper to determine the message and record the list of decoded messages for research in “Words to Live By.”
Reflect and Connect #1-3 Students answer in the notebook
Reflect and Connect #4 Students concept map the decoded messages. (They are limited to simplistic spelling patterns due to their lack of knowledge of the terms.)
Research the decoded message terms – Provide copies of the copymaster 8.2 to find the function, composition & role of each decoded message. (If research isn’t feasible, perhaps a crossword puzzle identifying that each can be proteins (or polypeptides) and their uses.)

10. Introductory DNA Videos
Genes, Genetics & DNA 24 minutes
Biology: The Science of Life: DNA: The Master Molecule of Life

11. Explore – What is this Stuff?
DMA: What substances are found in all types of plants and animals?

12. Teacher Notes – What is this Stuff?
This is a DNA extraction from banana, peas & chickens.
Prepare blended mixtures as described on page 400 before class.
Part I: Students add detergent, meat tenderizer and cold alcohol to mixture to extract DNA at interface. (Add spool with a splint to the protocol to spool the DNA
Part II: Students observe a model of a cell with DNA with yarn in a plastic bag inside a paper bag.
*See page 404a for a table of comparison of the model to the cell.

13. Explore – What is this Stuff? Part I
Process and Procedure (Page 400)
Answer questions 1& 2
P & P #3 Gather Materials
P & P #4 Follow the Protocol on page 401 to Extract a Substance that all organisms have in common. BE CAREFUL & GENTLE
Page 402 P&P 5 & 6
#5 b & c
#6 Compare DNA from all 3 samples

14. DNA Extraction from Peas, Banana & Chicken
Prelab Questions: List 3 things you already know about DNA. What do the above organisms have in common? What do you expect the DNA to look like? Question: Will the amount of DNA differ between the organism types? Hypothesis: If…, then…, because… Procedures: Rewrite the protocol on page 401. You may include drawings to help you understand the procedures. Variables: manipulated _____ responding _____ controlled _____, _____

15. DNA Extraction Lab – Data Table
Organism
What does the DNA look like?
How much DNA is there?
Chicken
Peas
Bananas

16. Explore – What is this Stuff? Part II
Page 403 & 404 Process and Procedure #1-3 Complete the table comparing your teacher’s cell model to the protocol to extract DNA you did in the lab.
Part in the Model
What part of the cell does it represent?
What happens to the part in the teacher demo?
How did this get done in the lab procedure?
Paper Bag
Blender separated many cells. Woolite dissolved proteins & lipids of cell wall
Nucleus
All the chromosomes in the cell
Once the nucleus broke up the chromosomes wer no longer in the cells
1 piece of yarn
The teacher pulls 1 strand from 1 piece of yarn

17. Explain – Clips of DNA (Part I)
DMA: What does DNA look like?
Students read “The Code in DNA” and answer the READING QUESTIONS. (No reading questions have been developed)
Modeling the Structure of DNA - Students use colored paperclips to build a single strand of DNA
Students read “Double the Code” and answer the READING QUESTIONS.
Students use paper clips to build the complementary strand of DNA. Then they twist them into a double helix.
Stop & Think (Page 412) Answer questions 1-3

18. Explain – Clips of DNA (Part II)
DMA: How are copies of DNA made to be passed on?
Read “Copying DNA” and answer the READING QUESTIONS.
Answer page 416 Process and Procedure #2a-d
Students use colored paperclips to model replication according to #3a-c
Answer page 416 #4a&b
Reflect and Connect page 417
Answer questions #1-5

19. Wednesday 2/22/12 Due: Definitions & Diagrams Finish DNA Notes from CT
Watch Replication Videos
Begin Valentine Replication & Translation Activity

20. Thursday 2/23/12 mRNA Translation – Protein Synthesis
Gizmo – RNA & Protein Synthesis

21. Replication Animations
DNA Replication

22. Explain – Clips of DNA Teacher Notes: DNA Polymerase

23. Explain: Words to Live By
Process and Procedure – Page 422 #1,2a-c. Students compare research on decoded message terms.
#3&4 Students present their research findings for their term to the class while the class takes notes on each term.
#5-7 Students create, record, post and compare a concept map of the terms based on new information.
Page 424 Reflect & Connect – Students answer questions #1,2 &3

24. Explain – Transcription & Translation – The Road to Making Proteins

25. Translation Activity Make sure cards stay in the same place
Make copies of fixed sequences and anticodon cards.

26. Part 1: Transcription (page 424)
(Paperclip activity)
Process & Procedure
#1a & b on page 425 – Reassemble your DNA sequence from Clips of DNA
Reading – Making RNA, page 425 & 426
`#3a-f on page 427 – Select a strand for transcription, determine the mRNA sequence, trade with another team, transcribe the other teams DNA to mRNA
Stop & Think #1 Compare & contrast replication vs transcription

27. Part II – Translation (Paper Activity)
DNA sequences in book are wrong – replacement to be mailed out
Copy master for anticodons and words are wrong for 3 pages – replacements to be mailed out.

29. Replication Assessment

30. T-Chart Protein Synthesis

31. T-Chart Mitosis

32. T-Chart - Meiosis

33. Explain – Transcription and Translation – The Road to Making Proteins

34. Transciption Assessment

35. Translation Assessment

36. Elaborate – Nobody’s Perfect

37. Elaborate – DNA and Evolution

38. Evaluate – Sharing Your Knowledge