Students perform an activity similar to the childhood “telephone” game in which each communication step represents a biological process related to the passage of DNA from one cell to another. This game tangibly illustrates how DNA mutations can happen over several cell generations and the effects the mutations can have on the proteins that cells need to produce. Next, students use the results from the “telephone” game (normal, substitution, deletion or insertion) to test how the mutation affects the survivability of an organism in the wild. Through simple enactments, students act as “predators” and “eat” (remove) the organism from the environment, demonstrating natural selection based on mutation.

Students learn about mutations to both DNA and chromosomes, and uncontrolled changes to the genetic code. They are introduced to small-scale mutations (substitutions, deletions and insertions) and large-scale mutations (deletion duplications, inversions, insertions, translocations and nondisjunctions). The effects of different mutations are studied as well as environmental factors that may increase the likelihood of mutations. A PowerPoint® presentation and pre/post-assessments are provided.

Students learn about restriction enzymes and how they work through this lesson.  First they will use an interactive website to see how the restriction enzymes locate their cut sites on the DNA and then actually cut the DNA, so it can be combined with other DNA to make a recombinant organism.  Then they use two additional worksheets to practice ¨cutting DNA¨ on paper.  Then they conduct the Restriction Enzyme Activity, where they write out a DNA strand on paper and physically cut the DNA using scissors to create their own recombinant strand of DNA.  

This is an interdisciplinary research project module with a 6-8 scope including NGSS (MS-LS4-5) and Common Core ELA standards (RST.6-8.1 and WHST.6-8.8) where learners explore Genetic Engineering and Gene Therapy uses and establish an evidence-based position to argue the question "Should humans harness genetic science and engineering for our benefit?"Expected sequence and timeframe for this module is approximately fifteen 60-minute periods in both science and ELA classrooms, which includes research time (with technology), composition of argumentative essays and Google Slides presentations.  Modifications for learners with exceptionalities are not included, but are readily accommodated through modifications to quantity of supports, DOK in delivery, and interpretation of the grading rubric(s). Resources include a Google Drive link that is able to be viewed by anyone with the link.  Please download the files or make a copy to your own Google Drive.

Teacher´s version of the Learn.Genetics website. Includes teaching modules and curriculum modules on various topics related to genetics and cell biology. Modules contain lesson plans, student objectives and handouts/instructions to assist the teacher with presenting the materials to students.

This animation produced by WGBH and Digizyme, Inc. demonstrates the experimental technique used to introduce DNA plasmids inside bacterial cells, a process called bacterial transformation.

Students read two articles about transgenic animals (EnviroPig and Spider Goat).  With each article there are some guiding questions to make sure students understand the information in the articles.  At the end of the worksheet, student then need to form their own opinion about transgenic animals and construct a short essay about their thoughts on transgenic animals.  Allows students to utilize literacy concepts in biotechnology.

This video adapted from the University of Leicester demonstrates the proper use of different-sized micropipettes to measure precise volumes of liquid in the lab.