DNA Mystery Warm Up

Name: _________________________

Date: _________________________

Instructions: Take a few minutes to think about the questions below and write down your thoughts. There are no right or wrong answers, just your initial ideas!

1. If you could have one superpower, what would it be and why? (This is just for fun to get your brains warmed up!)
   
   
   
   
   
   
   

2. Think about yourself and your family. What are some things that make you similar to your parents or siblings? What makes you different?
   
   
   
   
   
   
   
   
   
   
   
   

3. Have you ever heard the word "DNA" before? If so, what do you think it is or what does it do?
   
   
   
   
   
   
   

4. Imagine you have a secret code inside your body that tells it everything about you. What kind of information do you think that code would hold?
   
   
   
   
   
   
   
   
   
   
   
   

DNA Lesson Script

Introduction: What Makes You, YOU? (10 minutes)

Teacher: "Good morning/afternoon, everyone! To kick things off, let's do a quick Warm Up. Please take a few minutes to answer the questions on the sheet in front of you. Don't worry, there are no wrong answers, just your thoughts!"

(Allow students to complete the warm-up, circulate to check in.)

Teacher: "Alright, let's bring it back together. Who'd like to share their superpower? (Pause for responses). Great! Now, looking at question #2 about what makes you similar or different from your family, what did you notice?"

(Facilitate a brief discussion, highlighting commonalities and differences.)

Teacher: "Today, we're going to dive into the ultimate secret code that makes each of us unique, and truly, what makes every living thing unique. It's called DNA! Has anyone heard of DNA before? What do you think it is?"

(Listen to student responses, affirming and gently correcting any misconceptions.)

Teacher: "That's right! DNA is like a super important instruction manual inside every single one of us, and in every plant, animal, and even bacteria. It holds all the directions for how you grow, how your body works, and why you look the way you do. Think about that unique laugh or eye color we talked about – it's all in your DNA!"

(Transition to the DNA Deconstructed Slide Deck - Slide 1: What Makes You, YOU?)

Exploring DNA with 'DNA Deconstructed' (20 minutes)

Teacher: "Let's explore this amazing molecule a bit more. Take a look at this image. This is a representation of DNA. As you can see, it has a very distinct shape. Does it remind you of anything?"

(Pause for responses, guiding them to 'twisted ladder' or 'spiral staircase' if possible.)

Teacher: "Excellent! It's often called a 'double helix' because of its twisted, ladder-like shape. We'll go through the DNA Deconstructed Slide Deck together. I'll explain each part, and please feel free to raise your hand with any questions as we go!"

(Go through DNA Deconstructed Slide Deck slides 2-6. Pause after each slide for questions. Emphasize key vocabulary: DNA, gene, chromosome, double helix, nucleotide, adenine, thymine, guanine, cytosine, and base pairing rules.)

Teacher: "So, remember those A, T, C, and G letters? Those are like the alphabet of our genetic code, and they always pair up specifically – A with T, and C with G. This precise pairing is what makes DNA such a stable and reliable way to store information!"

Activity: Build Your Own DNA Model (25 minutes)

Teacher: "Now that we've learned about the structure of DNA, it's time to build our own! Each group will receive materials to create a physical model of the double helix. You'll be using different colored beads to represent the nitrogenous bases and pipe cleaners or yarn for the backbone."

(Distribute the Build Your Own DNA Model Activity guides and materials.)

Teacher: "Please read through the Build Your Own DNA Model Activity instructions carefully. Remember those base pairing rules – they are super important for this activity! I'll be walking around to help and answer questions. Let's see those amazing double helixes!"

(Circulate, assist groups, and prompt them to explain their models and base pairing. Ensure they are twisting their models into a helix.)

Application: Trait Tracker (15 minutes)

Teacher: "Fantastic work on your DNA models! Now, let's connect what we've learned to ourselves. I'm handing out the Trait Tracker Worksheet. On this worksheet, you'll observe some of your own observable traits and reflect on how they might be connected to your DNA and family. Take about 10 minutes to complete it quietly."

(Distribute Trait Tracker Worksheet. Allow time for students to complete it.)

Teacher: "Alright, let's share a few thoughts. Who chose a trait they noticed in a parent or grandparent? What does that tell us about DNA?"

(Facilitate a brief discussion about inherited traits and the concept of heredity.)

Wrap-up: Genetic Graffiti (5 minutes)

Teacher: "We're almost out of time, but before you go, I want you to complete our Genetic Graffiti Cool-Down. On the handout, you'll see a simple DNA strand. I want you to write or draw one key thing you learned today about DNA, genes, or heredity. It could be a new vocabulary word, a concept that clicked, or something that surprised you. This will be your exit ticket!"

(Distribute Genetic Graffiti Cool-Down. Collect them as students leave.)

Teacher: "Excellent job today, everyone! You've started to unravel the secret code of life – DNA! See you next time!"

Build Your Own DNA Model: The Double Helix Challenge!

Objective: Understand the structure of DNA by building a physical model.

Materials per group:

• 2 different colored pipe cleaners or pieces of yarn (for the sugar-phosphate backbone)
• 4 different colored beads (for the nitrogenous bases: Adenine, Thymine, Guanine, Cytosine)
• Small labels or markers (optional)

Instructions:

1. Assign Your Bases: As a group, decide which color bead will represent each nitrogenous base:

   • Adenine (A):
     
     
     
   • Thymine (T):
     
     
     
   • Guanine (G):
     
     
     
   • Cytosine (C):
     
     
     

2. Build Your Backbone: Take your two pipe cleaners (or yarn) – these will be the long sides of your DNA ladder. Set them aside.

3. Create Your Rungs (Base Pairs): Using your beads, create at least 8-10 "rungs" of the DNA ladder. Remember the base-pairing rules!

   • Adenine (A) always pairs with Thymine (T).
   • Guanine (G) always pairs with Cytosine (C).
   • For example, if you chose a red bead for Adenine and a blue bead for Thymine, your rung would be a red bead connected to a blue bead.

4. Assemble Your Ladder: Attach one bead from each base pair to one pipe cleaner (or yarn) and the other bead from that pair to the second pipe cleaner (or yarn). Ensure the correct pairs are facing each other.

5. Twist It Up! Once all your base pairs are attached, carefully twist your two pipe cleaners (or yarn) to form the famous double helix shape. It should look like a spiral staircase!

Reflection Questions (Discuss with your group):

• What did the pipe cleaners/yarn represent in your DNA model?
  
  
  
  
• What did the different colored beads represent?
  
  
  
  
• Why was it important that Adenine always paired with Thymine, and Guanine with Cytosine?
  
  
  
  
• How does building this model help you understand what DNA looks like?
  
  
  
  

Trait Tracker: What Makes You Unique?

Name: _________________________

Date: _________________________

Instructions: Observe yourself and your family members (if comfortable and appropriate) to identify different traits. Think about how these traits might be passed down through generations. Answer the questions below.

Part 1: Your Observable Traits

1. Eye Color: What color are your eyes? (e.g., Brown, Blue, Green, Hazel)
   
   
   
   

2. Hair Color: What is your natural hair color? (e.g., Brown, Blonde, Black, Red)
   
   
   
   

3. Hair Type: Is your hair straight, wavy, or curly?
   
   
   
   

4. Attached or Unattached Earlobes: Look in a mirror. Are your earlobes attached directly to your head, or do they hang free?
   
   
   
   

5. Dimples: Do you have dimples when you smile?
   
   
   
   

6. Freckles: Do you have freckles?
   
   
   
   

Part 2: Reflecting on Heredity

7. Choose one of your traits from Part 1. Do any of your parents or grandparents share this trait? Describe your observation.
   
   
   
   
   
   
   

8. What do you think is responsible for you having these specific traits? Where did this information come from?
   
   
   
   
   
   
   
   
   
   
   
   

9. Why do you think it's important to understand how traits are passed down from one generation to the next?
   
   
   
   
   
   
   
   
   
   
   
   

Genetic Graffiti: Your DNA Takeaway

Name: _________________________

Instructions: On the DNA strand below, write or draw one key thing you learned about DNA, genes, or heredity today. It could be a new vocabulary word, a concept, or something that surprised you!


```
/ \ /
/ \ /
| | | |
----- A === T ----- ----- A === T -----
| | | |
----- G === C ----- ----- G === C -----
| | | |
----- T === A ----- ----- T === T -----
| | | |
----- C === G ----- ----- C === G -----
| | | |
\ / \ /
\ / \ /

<br/><br/><br/><br/><br/><br/><br/><br/><br/><br/><br/><br/>