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How does DNA control traits in living things?

Learning Targets

Learning Experiences

Teacher Resources

Teacher Tips Students should be introduced to gene sequencing and the advances that have taken place since the introduction of the Human Genome Project. A plethora of brief video resources are available that present this topic at an introductory level. *Fast gels are commercially available and can also be used to complete this activity. Alkaptonuria and HNPCC activities listed here are also applicable in the learning progression for standard 11c.

74 I can evaluate the major findings of research projects such as the Human Genome Project, ENCODE, and the 1000 Genomes Project and modify my working definition of “a gene” based on the find- ings of those projects. (3b) 75 I can explain gene ex- pression in terms of genes being “turned on or off” and in broad terms identify the factors that influence gene expression. (3b) 76 I can communicate the impact of modern genome research projects on our understanding of gene structure and function, using multiple modes. (3a, 3b)

Alien DNA — Teacher Created Transcribe a given DNA sequence into RNA, then translate the RNA into amino acids. The amino acid sequences will be used to determine various alien traits listed in the activity. Students draw or construct an alien from their traits. Student handouts and teacher materials available on the compendium website. www.hudsonalpha.org/compendium DNA Virtual Labs and Animations — Genetic Sciences Learning Center Students visit the websites to watch videos or participate in virtual labs to learn about DNA and the Central Dogma. bit.ly/protein-synthesis-animations

Students revisit and expand the time- line created for learning target #61, exploring multiple sources (web-based timelines, original publications, docu- mentaries, and interviews) to compare several genetic “Big Science Projects” conducted in the last thirty years. A sampling of these projects includes: • The Human Genome Project • The International Hap Map • The ENCODE Project • The Cancer Genome Atlas • The 1000 Genomes Project • ClinVar and ClinGen • The Exome Aggregation Consortium Students explain how data from these projects changed the definition of a “gene” and increased the ability to assess the impact of DNA variation in a trait or disease.

How Do Cells Make Protein? — PBS for Teachers This web-based interactive illustrates the steps of the Central Dogma. bit.ly/cells-make-proteins

Genes and ConSEQUENCES (Part 2) — HudsonAlpha Institute for Biotechnology Students will complete a gene sequence and the steps of protein synthesis, comparing the outcome for a healthy individual and a symptomatic patient. Students will record their findings and compare DNA sequences using NCBI. This kit is available from Alabama Science in Motion D13BioInfo and for purchase from Carolina Biological. bit.ly/AMSTI-ASIM Transcribe and Translate a Gene — Genetic Sciences Learning Center This web-based, interactive animation illustrates the mechanisms of transcription and translation. http://bit.ly/protein-synthesis-animations Musical PCR — Teacher Created Students use music and paper models to simulate how polymerase chain reaction (PCR) works. www.hudsonalpha.org/compendium HNPCC — HudsonAlpha Institute for Biotechnology Students trace colon cancer in a family pedigree, then use gel electrophoresis to test family member samples for the presence of an MHS2 mutation. Available from Alabama Science in Motion D8Cancer or for purchase from Carolina Biological. bit.ly/AMSTI-ASIM

Teacher Resources

Progress of Science Timeline Activities DNAi: Timeline DNA Science from Mendel to Today This informative timeline highlights major historical research findings and summarizes their contribution to the broader understanding of DNA and genetics. www.dnai.org/timeline/

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