Download Wildlife Forensics Pre-Visit Lesson This pre

Wildlife Forensics Pre-Visit Lesson
This pre-visit lesson is intended to get your class ready for your visit to the
Environmental Study Center and complete DNA Fingerprinting. Students will use gel
electrophoresis to determine whether a sample of DNA is from a wild or domesticated
chinchilla. Conservation genetics, DNA technology, and restriction enzymes will be the
topics of discussion.
Lesson Overview:
This lesson, or pre-visit activity, is designed to prepare your students with the
background knowledge they will need to successfully complete the wildlife forensics
program.
New York City Science Scope and Sequence
Eighth Grade
Unit 1: Reproduction, Heredity, and Evolution
Unit 4: Humans in their Environment: Needs and Tradeoffs
Living Environment
Unit 7: Genetics and Biotechnology
STANDARDS: Eighth Grade
New York State Science Standards
Standard 4: The Living Environment
LE 2.1a Hereditary information is contained in genes. Genes are composed of DNA
that makes up the chromosomes of cells.
LE 2.1b Each gene carries single unit information. A single inherited trait of an
individual can be determined by one pair or by many pairs of genes. A human cell
contains thousands of different genes.
LE 7.2 Describe the effects of environmental changes on humans and other
populations.
LE 7.2b The environment may be altered through the activities of organisms Alterations
are sometimes abrupt. Some species may replace others over time, resulting in longterm gradual changes.
LE 7.2d Since the Industrial Revolution, human activities have resulted in major
pollution of air, water, and soil. Pollution has cumulative ecological effect such as acid
rain, global warming, or ozone depletion. The survival of living things on our planet
depends on the conservation and protection of Earth’s resources.
New York State P-12 Common Core Learning Standards for English Language
Arts & Literacy – Science and Technical Subjects
Key Ideas and Details
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Integration of Knowledge and Ideas
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RST.6-8.7 Integrate quantitative information expressed in words in a text with a version
of that information expressed visually.
STANDARDS: Living Environment
New York State Science Standards
Standard 4: The Living Environment
LE 2.1f In all organisms, the coded instruction for specifying the characteristics of the
organism are carried in DNA, a large molecule formed from subunits arranged in a
sequence with bases of four kinds (represented A, G, C, and T).
LE 2.2c Different enzymes can be used to cut, copy, and move segments of DNA.
Characteristics produced by the segments of DNA may be expressed when these
segments are inserted into new organisms, such as bacteria.
New York State P-12 Common Core Learning Standards for English Language
Arts & Literacy – Science and Technical Subjects
Key Ideas and Details
RST.9-10.3 Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks, attending to special
cases or exceptions defined in the text.
Integration of Knowledge and Ideas
RST.9-10.7 Translate quantitative or technical information in words in a text into visual
from and translate information expressed visually or mathematically into words.
Objective:
Students will learn (or review) vocabulary required to complete DNA Fingerprinting at
the ESC
Materials: all material links are available on the ESC Website
DNA Fingerprinting Flashcards
DNA Fingerprinting Matching Worksheet
DNA Fingerprinting Crossword
DNA Fingerprinting Quiz 1
DNA Fingerprinting Quiz 2
Vocabulary:
Term
Definition
DNA
A complex molecule containing the genetic information that makes
up the chromosomes.
DNA Replication Process in which chromosomal DNA is copied before mitosis or
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meiosis.
Double Helix
The shape of a DNA molecule formed when two twisted DNA
strands are coiled into a spring like structure and held together by
hydrogen bonds between the complimentary base pairs.
Transcription
Process in the cell nucleus where enzymes make a RNA copy of a
DNA strand.
Translation
Process of converting information in mRNA into a sequence of
amino acids in a protein.
RNA
A single strand of nucleotides consisting of adenine, cytosine,
guanine, and uracil (replacing thymine) present in all living cells
that plays a role in protein synthesis.
Enzyme
Any of several complex proteins that are produced by cells and act
as catalysts in specific biochemical reactions.
Adenine
A purine base found in DNA and RNA, pairs with thymine in DNA,
uracil in RNA.
Thymine
A pyrimidine base found in DNA, pairs with adenine.
Cytosine
A base found in DNA and RNA and derived from a pyrimidine,
pairs with guanine.
Guanine
A purine base found in DNA and RNA, pairs with cytosine.
Pyrimidine
Has one carbon-nitrogen ring, thymine and cytosine are examples.
Purine
Has two carbon-nitrogen rings. adenine and guanine are
examples
Chromosomes
A threadlike structure of nucleic acids and protein found in the
nucleus of most living cells, carrying genetic information in the
form of genes.
Complimentary
Strands
Two single strands of DNA in which the nucleotide sequence is
such that they will bind as a result of base pairing throughout their
full length.
Lesson Duration: 10-30 minutes
Background Knowledge:
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Students should have a working knowledge of DNA. We expect students to be
familiar enough with DNA to know that it organized into chromosomes found in the
nucleus of eukaryotic cells. Whether the organism is a bacterium, fungus, plant, or
animal there is DNA in the organism’s cells. Each cell contains the same DNA. In
sexually reproducing organisms each parent contributes a copy of half its DNA creating
offspring with a unique DNA sequence. Although most of the DNA sequence is highly
conserved among each level of classification, there are random point mutations that
lead to various sections of DNA completely unique to each individual.
DNA is built as a double stranded helix made up of four nitrogen bases: adenine,
cytosine, guanine, and thymine. The strands are complimentary meaning adenine, a
purine, always pairs with thymine, a pyrimidine. Likewise, guanine, also a purine,
always pairs with cytosine, also a pyrimidine. These complimentary strands are ideal
for DNA replication. Through molecular biology and technology available to scientists,
small amounts, even traces of DNA can be amplified (copied) with PCR and sequenced
to determine the unique sequence of A, G, T, and C’s.
By using enzymes to cut out specific section of the DNA sequence, scientists can
identify a specific species through DNA barcoding or comparing strands of DNA through
DNA fingerprinting, scientists can analyze DNA and use the data to solve crimes, fraud,
and identify new species.
Internet Resources:
 DNA basics - http://www.dnaftb.org/ - organization
 Review using topic specific flashcards - http://www.studystack.com/flashcard1300452
 Build a model of DNA with candy to observe the structure of DNA, complimentary
base pairs, and DNA replication. http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub
_biomed/cub_biomed_lesson09_activity2.xml
 Build a paper model of DNA. http://www.gov.mb.ca/conservation/sustain/dnadone.pdf
 Virtual transcription/translation interactive http://learn.genetics.utah.edu/content/begin/dna/transcribe/
 Paper transcription/translation activity http://biologycorner.com/worksheets/transcription_translation_coloring.html#.Uhe24n
CJlkg
Procedure:
 Give students the DNA Fingerprinting Quiz as a pre-assessment of students’
working knowledge of DNA vocabulary.
 Review the answers with students (1 – C, 2 – C, 3 – A, 4 – D, 5 – B, 6 – A, 7 – C, 8
– B, 9 – D, 10 – C, 11 – D, 12 – C, 13 – C, 14 – D, 15 – D).
 If most students are competent and comfortable with the vocabulary direct students
to use the flashcard website (http://www.studystack.com/flashcard-1300452) either
in class, school, or at home. This study stack was created by the ESC and provides
virtual flashcards and games for students to review the vocabulary needed for DNA
fingerprinting at the center.
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If most students are struggling with the vocabulary, consider teaching a lesson on
DNA structure and/or transcription & translation to strengthen student knowledge.
There are several links listed above to direct you to meet your students’ needs.
Use the DNA flashcards for students to quiz themselves and each other. Use the
crossword or matching worksheet for homework or further review and study.
Have students complete DNA Fingerprinting Test as a post assessment to double
check students’ learning.
Go over the answers to the test with your students (1 – C, 2 – A, 3 – D, 4 – E, 5 – B,
6 – F, 7 – G, 8 – complimentary pair, 9 – DNA replication, 10 – chromosome, 11 –
double helix, 12 – purine, 13 – thymine, 14 – transcription, 15 – translation).
Information about your Field Trip
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