Genetic Engineering and Human Health

Classroom Activities

Engineering is a science that is well suited for the classroom. It embodies high engagement, creativity, critical thinking, and cooperative problem solving.

The purpose of the classroom activities is to provide concrete experiences that reinforce abstract concepts. Most activities should be completed with a partner or in a group. This is important because it will provide needed opportunities for collaboration, cooperation, problem solving, and important discussions this forum will facilitate. The creation of a, "Science Wall" is a great way to display visual explanations of concepts by students; a pictorial display of collective learning. The "Science Wall" will also serve as a vehicle for reflection and discussion, and valuable support for vocabulary, concepts, and further inquiry.

Activity : DNA Model

Objective: Students will be able to construct a model of the DNA molecule in order to demonstrate an understanding of its structure. The model will show that DNA is made of the four nitrogen bases, adenine, thymine, guanine, and cytosine, which pair with their complementary base (A-T, C-G) and connect to the supporting rails of sugar phosphate molecules.

Students will build a model of a DNA molecule using gummy bears and twizzlers. The four different colored gummy bears will represent the four nitrogen bases. The twizzlers will represent the sugar carbon, phosphate backbones. Write a color code for the four nitrogen bases on the board that correspond to the four colors of gummy bears. Explain that adenine always pairs with thymine and cytosine always pairs with guanine. Then ask students to use the color code to make base pairs with the gummy bears. Students will use toothpicks to join the two gummy bears representing complementary bases such as; A-T and C-G. After students make each pairing, they will connect it to the rails forming what looks like a ladder. When the ladder is complete, have students twist it. The model will look like double-spiraled helix of DNA.

Activity : The Cell

Objective: Students will be able to illustrate and describe an analogy for the functions of the organelles within the cell. There are many possible analogies. A few examples are: a school, a city, a castle, a body, or a town.

After studying the structures and functions of the organelles within the cell, students will create posters for their own analogies. Students will create visual descriptions comparing a cell to an analogy of their choice. For example, a student may draw a school, naming and describing the parts compared to organelles and their functions. .Encourage students to use headings, captions, and text boxes to organized their and explain the comparative functions of the school part and each organelle. Students may illustrate, use cut outs from magazines, or both for this project. First, ask students to make a chart for their analogy; writing the name of each organelle in the first column, a description of the functions of each organelle in the second column, and the name of the corresponding part of the school (or their own analogy) with a comparison of the similar function to the organelle in the third column. The example of , "A Cell is Like a School" chart in this unit can be used as a guide. Students will use this charts as a resource to create a poster. Additional resources can be viewed online at: http://biology.unm.edu/ccouncil/Biology_124/Summaries/Cell.html

Activity: Observing DNA from Strawberries!

Objective: Student will be able to isolate, extract, and observe DNA from strawberries.

Materials: ziplock bags, strawberries, coffee filters, cold ethanol, extraction buffer ( detergent), 10mL pipette, 50 mL tubes,

Give each student a strawberry and a ziplock bag. Place the strawberry in the bag, seal, and mash. Measure 10ml of DNA extraction buffer with pipette and add to each bag. mash for 60 more seconds. Try to avoid making air bubbles. Fold coffee filter and fit into tube. Then carefully pour strawberry mixture into coffee filter until you have approximately 3mL of juice. Measure 10mL of cold ethanol with pipette and pour into mixture. You will see large bubbles and a white gooey mass. This is the DNA!! Remove the DNA. Have student write down the procedure and their observations. Take a closer look under a microscope. Can you see the strands when it is lifted? How did the DNA get out of the nucleus?

Activity: Singing About DNA

Objective: Students will work in groups to write songs about DNA that reflect knowledge of vocabulary, functions, and structure of DNA.

Divide class into groups of four or five. Ask students to work in groups to make a list of key words and phrases that reflect the functions and structure of DNA. Then join the class together and share lists. Write a collective list of DNA words and phrases from students' sharing. Post it. Next, ask students to think of familiar songs, note choruses, and verses. List them. Finally, set groups off with the challenge of writing a song that reflects what they know about DNA. Encourage students to use as many words from their DNA word list and to add movement to their songs for more fun. Celebrate with a Sing Off. Let your students go to other classes to share their songs spreading their enthusiasm for science! Extension: Make a Student Song Book. Have student type and illustrate their songs. Then copy and bind them into individual DNA Song Books.

Activity: Replication

Objective: Student will work in pairs to build a replication fork, simulating the process of replication.

Students will use connecting blocks to build replicated strands of DNA connecting complimentary pairs to each strand of the opened double helix.

Activity: Simulation of DNA Transcription and Translation

Materiel: red and yellow crate paper rolls, tables to decode codons to the protein they represent.

Objective: Students understand how the process of transcription and translation builds proteins from the DNA code through a simulation of the process.

Divide students into groups. Each group will draw the outline of a cell membrane and the cell nucleus on large paper. (3x3)

DNA: Making the DNA: Students can copy DNA code from the board or write their own onto a roll of red crate paper. You can write one of the base pairs and students will know to write its complementary base.

Transcription: Making a complementary RNA strand: Students will open the DNA, or cut the red DNA crate paper in half simulating the enzyme helicase opening the DNA. Student will then place yellow crate paper ( RNA) side by side to the red crate paper.( DNA-tape to hold it temporarily) to represent the RNA strand. Student will also have a cup of single bases, color coded, on little squares in a cup to use for matching base pairs. A,T,C,G. However, uracil will be matched with adenine on the RNA strand. Students will build the RNA strand by matching and gluing each complementary base of the DNA to the yellow crate paper.( a-u, c-g) Student will glue each color coded, labeled, complementary base pair onto the yellow crate paper roll one nucleotide on at a time.

Translation: First, student will move the messenger RNA out of the nucleus into the cytoplasm. Next, student will make ribosome machines(below)by cutting out a shape about 3" x 3" to represent the ribosome. Cut two slits in the shape which will allow the mRNA crate paper strand to be threaded through the ribosome. Then, as the students thread the mRNA strand through the ribosome, they will stop to view and translate each codon and use their protein reference sheet to decode each codon to the protein it represents. Finally, students will make colored circles to representing each amino acid built which they will connect to create a protein chain.

Activity: Proteins Bracelets

Objective: Students will understand that a protein is a sequence of amino acids that form a chain.

Assign a different colored bead to each of the 20 proteins. Ask student to make a codon pattern to for a bracelet. Students can use their reference guide (see Appendix) to transcribe each codon to the amino acid it represents. Students will then translate the amino acid into the assigned colored of bead. In this way, students will use two processes, transcription, and translation, to get a bead and then build a protein bracelet one amino acid at a time just like the ribosomes.

Activity- Inheritance Family Tree,Tracing Traits

Objective: Students will understand that we inherit our genome from our parents, and consequently all our observable genetic traits. These observable characteristics can be traced in our families.

Students will make a family tree that traces a line of inherited genetic traits.

Students will create a chart to collect data on observable genetic traits. Make a list of observable, inherited traits in the first column(curly hair, tongue roll, color blind, handedness, detached earlobes, freckles, ect.) Head the second column with the student's name, for a personal survey. In the third, fourth column ect. Collect data on your family members. Students will use this data to make a family tree that displays a path of inherited traits. Extentions: Chart class data for inherited traits.

Punnett Square: The Punnet Square can be used to show the dominant and recessive alleles for a specific trait. Students can use it to predict outcomes and probabilities of specific traits.

Activity- Genetic Engineering Simulation

Engineering design process to follow: Ask, imagine, plan, create, test, and improve

Group students for project: Students will pick a monogentic disorder to cure. First, students will study the disease to develop a comprehensive understanding of the illness. Next, a study of the diseases genetic characteristics will be explored, researcher and documented. This will include the location of the problematic gene and the protein it is producing. Students will use their engineering toolboxes, working collaboratively, to develop gene therapies that correct the mutated gene. Students will build stimulations to test solutions.