Blackline Master c. A DNA molecule has a ladder shape. Deoxyribose molecules bond with phosphate molecules to make up the sides of the ladder (a). The bases bond to form the rungs of the ladder (b). Hundreds of thousands of nucleotides make up DNA. DNA is twisted tightly to make up a chromosome (c). Segments of DNA make up genes. A gene provides each cell with instructions for making a particular protein. Fit six nucleotides together to form a row with the following sequence of bases. guanine thymine adenine cytosine cytosine guanine a. b. new nucleotides are added here This arrangement of nucleotides will be used to represent the left half of the molecule. Now, complete the right side. Can you make up a rule to follow when pairing the bases? Rule: Your completed model should look like a ladder. DNA model closed DNA model open ready for replication * Visit the Human Genome pod of Genetics: Decoding Life
(2 copies per student) Blackline Master * Visit the Human Genome pod of Genetics: Decoding Life
Blackline Master The Museum has put together a survey in which we ask our guests about their opinions on the use of technologies associated with the Human Genome Project. The same genetic technologies that allow us to analyze our own DNA offering new opportunities for the diagnosis and treatment of diseases also raise complex social and ethical questions. Before your visit to the Museum, read the statements below. We present these statements to our visitors and ask them to choose the area that is most important to them. At the Museum, interact with the voting panel and think of two of your own issues to add to the survey. Large DNA databases are important in understanding the genetic cause of disease. There would be no guarantee that an individual s genetic information would remain private. Having my DNA profile on record could put me at risk for discrimination. Scientists could use this information to quickly develop drugs for more diseases. The complex issue of gene patenting should be carefully studied. DNA databases could aid in identifying missing persons and victims of war or natural disasters. Large DNA databases could have enormous potential for medical research. We would not have control over how our DNA information is being used.
Genetic Engineering Genes can be moved around, even between species. That s because DNA is the same kind of molecule no matter what organism it comes from. Scientists can cut and paste pieces of DNA in the same way we cut and paste words in a word processing document. The process of cutting and pasting DNA is called recombinant DNA technology or genetic engineering. Scientists use genetic engineering for agriculture, medicine and research. One of the benefits of genetic engineering is the development of plants that are resistant to disease or infestation. Without this biotechnology, if one plant species gets a disease, others of its kind get it, too. Preparing for your visit Complete one or more of the following activities: Visit the Museum s website at www.msichicago.org/exhibit/genetics/enginee ring.html and watch the video Green-Eyed Frogs. Discuss the following: In nature, frogs do not have eyes that glow in the dark. Why do scientists genetically engineer frogs to make their eyes glow? How did these frogs get their glow-in-the-dark eyes? Engage in the hands-on genetic engineering activity Yellow Dent Corn. Read the Genetic Engineering reading passage (page 27) with your class. As a class, brainstorm questions you can investigate about genetic engineering while at the Museum. (Suggestions for questions: How is genetic engineering used? What are the ethical issues of genetic engineering? How can genetic engineering improve life on Earth?) Focus words should be chosen on the day the questions are formed. As the questions are formed, list words on the
board, and then groups choose words that are related to a question they want to research. Have each student choose a question to research and write it at the top of his or her Museum Trip Organizer. In groups, begin to fill out the Word Knowledge sheet for a word related to genetic engineering. (Suggestions: DNA, genes, genetic engineering) During your visit Engage in the interactive kiosks in the Genetic Engineering Pod of the Genetics: Decoding Life exhibit: Be a Scientist, Doctoring or Designing, and watch the engineering genes video. Visit the Corn shed in The Farm exhibit. What did you find out about hybrids in this exhibit? Using their Museum Trip Organizer, have student collect information that will help answer their questions. After your visit Complete the Word Knowledge sheet. Create class displays or interactive activity to teach other classes about genetic engineering.
Blackline Master Use index cards to demonstrate how corn and genetically engineered corn react differently to disease. Side one of each index card will represent the original organism, specifically Yellow Dent corn plants. When disease hits a field of regular corn, it spreads quickly because all the plants are the same. Side two will represent genetically engineered corn. With this type of corn, the field still gets a disease, but its spread is controlled because the corn plants have been genetically engineered to resist the disease. Regular Corn: 1. Mark side one of each card with a C For Yellow Dent corn. 2. Give each student one card. 3. Instruct each student to have five other students write their names on the side of the card where the C was written and to remain standing when they are finished. 4. You will represent the disease. Touch one of the students. That student sits down (they are dead ) and reads the names on her card. As the names are read, those students also sit since they have been "touched" by the disease. 5. Have another of the seated dead read the names on their card. This process continues until almost all of the students are sitting. 6. Ask students to explain why the disease spread so fast (they are genetically similar). Genetically Engineered Corn: 1. Flip over each card and label one-fourth of the cards with C for Yellow Dent corn and three-fourths with CGE for Corn that has been Genetically Engineered. 2. Repeat steps 2-6 above. This time only those students who are connected to the diseased C and are C themselves will sit. The CGE don't die even if they are touched by disease. 3. Almost all of the students will remain standing ( alive ). 4.Ask students to explain why the disease didn't spread as fast among the genetically engineered corn plants as it did among the regular corn. In which cornfield would you need to use more chemicals to control disease? Why? 5. Ask students to summarize what this simulation symbolized. * Visit the Genetic Engineering pod of Genetics: Decoding Life
Cloning Cloning is using DNA of one organism to make another that shares the same genes. While many different kinds of animals have been clones, the first advanced mammal to be cloned was Dolly, a sheep, in 1996. Scientists used three different sheep to create Dolly; the DNA donor, the egg donor and the surrogate. Preparing for your visit Complete one or more of the following activities: Use the blackline master, Cloning, to foster discussion on cloning. Visit the Museum web site www.msichicago.org/exhibit/genetics/cloning.htm l and engage in the activities Has this animal been cloned? and Cloning a Mouse. Discuss why scientists use three different colored mice for cloning. Read the Cloning reading passage (page 27) with your class. As a class, brainstorm questions you can investigate about cloning while at the Museum. (Suggestions for questions: Why should cloning be done? Can cloning be used for medical purposes? Why do scientists make clones? How can cloning be used to improve the quality of life?) Focus words should be chosen on the day the questions are formed. As the questions are formed, list words on the board, and then groups choose words that are related to a question they want to research. Have each student choose a question to research and write it at the top of his or her Museum Trip Organizer. In groups, begin to fill out the Word Knowledge sheet for a word related to the topic cloning. Suggestions: clone, identical, twin, copy)
As a class, brainstorm questions you can investigate about cloning while at the Museum. Have each student choose their own question to research and write it at the top of their Museum Trip Organizer. During your visit Engage in the interactive kiosks in the Cloning Pod of the Genetics: Decoding Life exhibit: Be a Scientist, Cloning People, You Decide, My Clone/My Twin, and watch the Cloning at Work video. Using the Museum Trip Organizer, students collect information that will help answer their questions. After your visit Complete the Word Knowledge sheet. Create class displays or interactive activities to teach other classes about cloning.
Blackline Master Sheep A Sheep B Nuclear DNA taken from udder cell from sheep A DNA removed from egg cell of sheep B DNA from sheep A implanted in enucleated cell from sheep B Embryo grown in test tube Embryo placed in womb of sheep C Dolly born as sheep A s clone Sheep C Surrogate Mother * Visit the Cloning pod of Genetics: Decoding Life
Development How does a fertilized egg become a fish, a mouse, a chicken or a human baby? It s all related to DNA, genes and the environment. Different animals require different lengths of time for development, but the basic process inside the embryo is similar for all of them. Preparing for your visit Complete one or more of the following activities: Visit the Museum website at www.msichicago.org/exhibit/genetics/develop.html and engage in the activity Elderly Worms. Discuss why a scientist would study worms to learn about aging. Use the blackline master Development of an Egg to foster discussion on the changes taking place as the egg develops into a chick. Dissect a raw, unfertilized egg. 1. Students in groups carefully break open an egg and record their observations. 2. Students should hypothesize the functions of the various structures they see. 3. Give out the reading passage on development and tell the students to draw a picture of their egg and identify structures. 4. Have students share their pictures. 5. Finally, put up the blackline overhead and have students compare their drawings to the overhead. As a class, read the development reading passage, Development: Structure of the Egg, (page 28) and brainstorm questions you can investigate about development while at the Museum. (Suggestions for questions: How does an egg become a chick? Why do scientist study development in animals? How do you construct an animal from a single cell?)
Focus words should be chosen on the day the questions are formed. As the questions are formed, list words on the board, and then groups choose words that are related to a question they want to research. Have each student choose a question to research and write it at the top of his or her Museum Trip Organizer. In groups, begin to fill out the Word Knowledge sheet for a word related to the topic development. Suggestions: development, fertile, embryo, germinal disc) During your visit Engage in the interactive kiosks in the development pod: Nematode Worms, Zebrafish, Make a Fish video and Chromosome 21. Explore the Prenatal Development exhibit on the back wall of the west balcony. Using their Museum Trip Organizer, have students collect information that will help answer their questions. After your visit Complete the Word Knowledge sheet. Create class displays or interactive activities to teach other class about development.
Unfertilized Egg Blackline Master air cell shell Germinal Disc: a disk-like spot on the yolk where fertilization takes place Albumen (or white of the egg): a nutrient protein Yolk (or yellow part of the egg): nourishes a developing embryo Vitelline membrane; the outer covering of the yolk Chalazae: the twisted bands of dense albumen attached to the yolk that serve to support the yolk. yolk germinal disc vitelline membrane albumen or white chalaza membranes 1 day 7 days 14 days 21 days * Visit the Development pod of Genetics: Decoding Life and prenatal development in the Grainger Hall of Basic Science
General Post-Visit Activities Create classroom displays about genetics, highlighting the five areas focused on in the Genetics: Decoding Life exhibit. Write a poem or song about genetics. The activity Journey into DNA on the PBS website at www.pbs.org/wgbh/nova/genome/dna.html uses a poem to explain DNA.
Blackline Master We often take the word mutant to mean something strange or deformed. But really we are all mutants of one another. Mutations random genetic accidents are the ultimate source of all genetic variation. Without mutations, there would be no variety; and without variety there would be no evolution. If it wasn t for mutations, the earth would still be populated by a mass of identical molecules swimming around in the primordial soup. (excerpted from Get a Grip on Genetics, Time Life Books) Any type of organism can be identified by examination of DNA sequences unique to that species. Identifying individuals within a species is less precise at this time, although when DNA sequencing technologies progress farther, direct comparison of very large DNA segments, and possibly even whole genomes, will become feasible and practical and will allow precise individual identification. To identify individuals, forensic scientists scan about 10 DNA regions that vary from person to person and use the data to create a DNA profile of that individual (sometimes called a DNA fingerprint). There is an extremely small chance that another person has the same DNA profile for a particular set of regions. Some Examples of DNA Uses for Forensic Identification: identify potential suspects whose DNA may match evidence left at crime scenes exonerate persons wrongly accused of crimes identify crime and catastrophe victims establish paternity and other family relationships identify endangered and protected species as an aid to wildlife officials (could be used for prosecuting poachers) detect bacteria and other organisms that may pollute air, water, soil and food match organ donors with recipients in transplant programs (excerpted from www.ornl.gov/hgmis, a website sponsored by the U.S. Department of Energy Office of Science, Office of Biological and Environmental Research, Human Genome Program) * Visit the Mutations and Human Genome pods of Genetics: Decoding Life
Blackline Master Imagine that, you are a scientist who specializes in genetic engineering. For the past few years, farmers have been complaining about potatoes beetles eating their crops. Since potatoes are one of your favorite foods, you take a personal interest in this problem. The first thing you do is visit potato farms and ask farmers what type of potato seeds they re planting. Some of the farmers report they are trying a new hybrid seed that was made by crossing a high-yield plant with a fast-growing plant. Although this hybrid does increase yield slightly, most of the crop is still lost to the beetles. The farmers tell you the only way they can increase their potato yield is to spray pesticides, which consumers don t like. After much research, you discover that a certain type of bacteria repels insects. You cut a DNA strand from this bacterium and insert it into potato DNA. The new genetically engineered potato plant is bug-resistant. Now, farmers will be able to harvest more potatoes and feed more people. Time magazine interviews you for a feature story on genetic engineering. The reporter asks what your next project will be. What do you say? The year 1996 saw a scientific breakthrough that few people had expected so early. It was the cloning of a sheep, an animal much more complex than simple plants or bacteria. To create the sheep, a team of scientists from Scotland, led by researcher Ian Wilmut, took a nucleus from the udder of a female sheep. They joined this to an unfertilized egg cell from another sheep, having first removed all nuclear material from the egg. The joined cells grew into an embryo, which was then put into the womb of a third sheep. From there on, pregnancy and birth were normal. When born, the lamb (named Dolly) was also perfectly normal, except that she had no father. She was exactly like the sheep from whose udder the cell had been taken. (excerpted from Cloning Frontiers of Genetic Engineering, David Jefferis) * Visit the Genetic Engineering and Cloning pods of Genetics: Decoding Life
Blackline Master The egg is a biological structure intended by nature for reproduction. It protects and provides a complete diet for the developing embryo and serves as the principal source of food for the first few days of the chick's life. The egg is also one of the most nutritious and versatile of human foods. When the egg is freshly laid, the shell is completely filled. The air cell is formed by contraction of the contents during cooling and by the loss of moisture. A high-quality egg has only a small air cell. The yolk is well-centered in the albumen and is surrounded by the vitelline membrane, which is colorless. The germinal disc, where fertilization takes place, is attached to the yolk. On opposite sides of the yolk are two twisted, whitish cord-like objects known as chalazae. Their function is to support the yolk in the center of the albumen. Chalazae may vary in size and density but do not affect either cooking performance or nutritional value. A large portion of the albumen is thick. Surrounding the albumen re two shell membranes and the shell itself. The shell contains several thousand pores that permit the egg to "breathe." (excerpted from www.urbanext.uiuc.edu) * Visit the Development pod of Genetics: Decoding Life
Genetics: Decoding Life Module was funded by a grant from the Polk Brothers Foundation. Curriculum writers Pamela Barry, education coordinator, Museum of Science and Industry Joy Reeves, teacher, Chicago Public Schools Sarah Tschaen, education coordinator, Museum of Science and Industry Melanie Wojulewicz, teacher/administrator (retired), Chicago Public School Science Design, illustration and production by KerrCom Multimedia