DNA/RNA Set
Everything you need to teach with the MIT Edgerton Center DNA/RNA Set and DNA/RNA Booklet 1:
1. Curriculum Info and Ordering
2. Set Contents and Kit Management
3. Teacher Training
4. Lesson Preparation
5. Classroom Presentation
Models and lessons created by Kathleen M. Vandiver.
Graphics by Amanda Mayer. ©MIT. All Rights Reserved
About the Slide Deck
Why a Slide Deck?
We chose to use this format because you can easily save the content to your Google Drive (File -> Make a Copy) and also print slides (File -> Download As or Print) for reference. If you already have a purchased your kit, we recommend you go to directly to Set Organization/Kit Management.
In this slide deck you’ll find everything you need to teach with the MIT Edgerton Center DNA/RNA Set and DNA/RNA Booklet 1: How to Use the Slide Deck
Distribution and Use
These materials are copyrighted by the Massachusetts Institute of Technology. You are free to copy and distribute our materials to teachers and students, provided that you acknowledge the source and retain any copyright statements on the materials.
Help others to find us by citing the MIT Edgerton Center website where much of the curriculum materials are available for download: https://edgerton.mit.edu/DNA-proteins-sets
These materials can be adapted by individual teachers for their classroom, but the alterations to the MIT Edgerton Center materials cannot be redistributed beyond your school or host organization.
Use of the MIT name: In your advertising materials, you may say that your program uses curriculum developed by the MIT Edgerton Center, and where appropriate, provide a link to our home page. You may not describe your program as a partnership or collaboration with MIT or the MIT Edgerton Center.
Select images and graphics in this slide deck are Public Domain and not under copyright.
Table of Contents
(Click to jump to slide)
1. Curriculum Info and Ordering (slide 5)
2. Set Contents and Kit Management (slide 16)
3. Teacher Training (slide 21)
4. Lesson Preparation (slide 33)
5. Classroom Presentation (slide 38)
Curriculum Info
and Ordering
DNA/RNA Set
Teacher Testimonials
“Game changer. I feel more comfortable going deeper with middle school students.”
“Engaging and interesting. Will transform the way you teach/understand this topic.”
“Very tactile, excellent way to differentiate instruction to address different learning/ability levels of students.”
“Indispensable for developing a thorough, almost intuitive base of knowledge about this complex subject.”
Link to order form:
https://edgerton.mit.edu/mit-edgerton-center-classroom-sets-order-form
An Innovation in Molecular Models
Today’s biology teachers need to teach about molecular function. This is hard to do! Students find it difficult to follow the many structural changes that molecules can undergo.
How the innovative MIT models help
Unlike most teaching aids, the MIT models are designed to teach what the molecules do, not just what molecules look like. These injection molded molecules are made to be manipulated. In this way, educators can teach abstract concepts in concrete ways.
Diverse populations including English language learners, middle schoolers, and AP biology students all have found the learning experience interesting and memorable.
Appropriate for Multiple Instructional Levels
The models were designed for multiple levels of instruction: middle school, high school and the university/professional levels.
EXAMPLE: The model's universal design supports nucleotide chemistry at the university level with the 3' designation on the sugar to show directionality. The middle school teacher can also teach about the antiparallel nature of DNA, using the arrows on the model nucleotides.
NGSS Performance Expectations
Grades 6-8:
MS-LS3-1
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Grades 9-12:
HS-LS1-1
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.
HS-LS3-1
Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
NGSS Cross-Cutting Concepts
Systems and System Models
Grades 6-8:
Grades 9-12:
NGSS Cross-Cutting Concepts
Structure and Function
Grades 6-8:
Grades 9-12:
Where can I order a set?
https://edgerton.mit.edu/mit-edgerton-center-classroom-sets-order-form
Please note that a classroom set consists of 14 kits for both the
Protein and the DNA curriculum. The classroom tRNA set consists of 4 kits.
We do not sell individual kits at this time.
Set Ordering
Set Contents and Kit Management
DNA/RNA Set
Set Contents
This Contents List is included with your DNA/RNA classroom set. Download a copy from our website.
Check the set using the Contents List to make sure nothing is missing.
DNA/RNA kit contents will be checked and maintained using the Kit Care Record (slide 19).
Kit Preparations
There are 14 kits in the DNA/RNA Set:
Prepare all kits before use:
1. Place strips of labeling or masking tape
numbered #1-14 between the two
latches on the side of each kit.
2. Number the top label on each kit #1-14
to match the strip on the side.
3. Print 14 double-sided copies of this file:
4. Fold the Team Kit Care Record papers into
quarters so page 1 faces out. Place one paper
inside each kit. Check off the kit type and write
the number of the kit on the paper.
2.
4.
3.
How to Use the Kit Care Record
Why is this Team Kit Care
System Effective?
?
Teacher Training
DNA/RNA Set
Teaching Essentials
Since our models are unique, they bring a unique set of challenges to the classroom and to modeling know-how! Please be attentive to the essential information that we will describe in detail:
Practice with the models
Our 1-hour teacher training video shows the entire DNA lesson being taught in a high school classroom.
Watch the DNA Set Teacher Training Video with DNA/RNA Booklet 1 and a kit.
Complete all the activities the way a student would:
Mastering the modeling yourself first is important. Students will be acting out the cell processes with the models to learn the steps, so they need to physically do it correctly to learn it correctly.
EXAMPLE: The two strands of the double helix are held together by weak hydrogen bonds and are easily separated and easily rejoined. With the right technique (as shown in the video) the model DNA strands should pop apart easily.
1.
Use the models at multiple levels
2.
Teach Proteins before DNA
Educators usually teach DNA first and then move on to teaching protein synthesis. This sequence mimics the central dogma sequence of molecular biology (DNA-> RNA-> protein) but...it makes the content more difficult to learn!
Proteins are unfamiliar molecules to most students who are learning protein synthesis. Thus, students are trying to learn about proteins and about protein synthesis at the same time. Teachers have also had difficulty teaching about proteins in the past because suitable models were unavailable. Our amino acids make the assembly and folding of protein chains into understandable and satisfying hands-on activities.
If you teach proteins before DNA, students will be able to focus on the process of synthesizing a protein from a gene. Students can anticipate that the amino acids will be joined into a long chain and they recognize that the order of the amino acids determines a protein's shape and function.
3.
Prepare and Maintain the Kits
4.
If your classroom set is new, prepare your kits using slides 16-20.
If your classroom set has been used, check that the kits have been properly prepared:
2.
4.
3.
Booklet Tips
Lesson Presentation Tips
Additional Teaching Tips
General Tips:
Specific Tips:
Short Instructional Videos for Students
These video links are included in the classroom presentation slides. The videos are useful for showing students before the lesson activity as part of the instructions or after as a short review.
MIT Edgerton Center DNA/RNA Set videos:
*Because DNA replication is an additional activity, this video is included with presentation slides 68-73.
Videos for other sets:
MIT Edgerton Center Protein Set videos
MIT Edgerton Center tRNA Set video
Additional Resources
Summary/Review Questions
DNA Booklet 1 has questions (page 28) that cover the most important content of the lesson. We recommend you assign your students these questions for homework or go over them together in class.
Lesson Preparation
DNA/RNA Set
Recommended Room Set-Up
Requirements:
Student Materials
Assign each team a kit/booklet number. Teams pick up the same numbered kit and booklet at the start of each class. Distribute other materials as needed during the lesson (codon cards and gene strips).
Required materials for each team (2 students):
*Make sure you have distributed at least 1 of each kind of gene strip.
Teacher Materials
You will need a few models for teacher demonstrations. Build them and place them on your teacher demo table.
Build these 3 models prior to the lesson:
Incorrect pairs +
not antiparallel
DNA Double Strand with 12 Nucleotides
2 Potential Base Pair Configurations
Correct pairs +
antiparallel
Presentation Tip Reminders
Classroom Presentation
DNA/RNA Set
Teaching with the MIT Edgerton Center Models and Curriculum
PART 2: DNA�DNA/RNA Booklet 1 – including the Teacher Guide Commentary �July 30, 2021
Copyright MIT. All Rights Reserved. Funded in part by NIEHS P30‐ES002109
40
Complete the Kit Care Record each time: name, date, and check all pieces
Students will need for this lesson:
*Have students use their gene strip
to make sure they have enough space
to build their gene before starting the lesson!
41
Review of Protein Structure
Before starting with DNA, let’s review the key features about protein structure!
Please find and open DNA/RNA Booklet 1
43
Explain the booklet instructions.
The text is formatted to help students – explain carefully.
44
Demonstrate how to keep 2 booklet pages open at a time.
45
RNA nucleotides are orange. For now, use only DNA nucleotides – no orange!
46
Learn the parts of a nucleotide and look at differences between the bases.
Take out and compare the sizes of the 4 model bases. Which 2 bases are bigger? Why? Look at the chemistry for the differences.
Have all students build a 4 nucleotide DNA ladder. Encourage finding different ways a ladder could be built with the models! (This is not a test for the right base pairs.)
Ask for some different ways to make a ladder, then show some common results.
47
Students discover the famous base pairing rule
(A-T and C-G) and why it works. They also realize that DNA is antiparallel.
48
Play Video: Introduction to Nucleotides
Key Concepts in the Video:
1. Nucleotides are the building blocks of DNA
2. There are 4 DNA nucleotides: A, T, G, C
3. All nucleotides have 3 parts: sugar, phosphate, base
49
Play Video: Building a DNA Double Helix
Key Concepts in the Video:
1. The DNA double helix is antiparallel.
2. Build the helix using the base pairing rules.
3. Open the model helix by pinching and pulling up.
50
Now that you know the base pairing rules - build the double helix!
51
Twist the DNA strands to make the double helix shape.
Push the ends towards each other first before pick up.
52
Play Video: Opening DNA
Key Concepts in the Video:
1. Open the model helix by pinching and pulling up.
2. Hydrogen bonds hold the base pairs together.
3. Three reasons DNA needs to open regularly.
53
Replication on slide 68
Practice pinching the DNA strands open several times.
This demonstrates hydrogen bonding between the bases.
54
Define a gene for the class. Use the chromosome diagram to explain how DNA is organized in cells.
55
Students construct genes on top of the strip!
Students have different gene strips - check 1 of each gene strip is being built (alpha, alpha mutated, beta, beta mutated)
Gene building and decoding video is next.
56
Play Video: Decoding a Gene
Key Concepts in the Video:
1. A group of 3 nucleotides is a codon.
2. Each codon codes for an amino acid.
3. Use the Chart of DNA Codons to decode your gene strip.
IMPORTANT NOTE: The video says page 21 for the chart, but in the new booklet the Chart of DNA Codons is on page 17.
57
Decode your gene using the Codon Cards.
Slide the Met card under the strip until
just the amino acid shows.
58
Scan for each nucleotide triplet
59
Different students have built different gene strips. Explain how the mutation in the beta mutated gene strip changed the protein sequence.
60
Explain how the mutation in the alpha mutated gene strip did NOT change the protein sequence.
61
Time for Transcription! Students already know:
62
Introduce differences between DNA and RNA:
63
Which side (top or bottom) will you pair the RNA with?
(Do not advance slide until choice is made!)
64
Base pair the RNA with the TOP strand!
Transcription video next!
65
Play Video: Transcription
Key Concepts in the Video:
1. Pair mRNA with the strand opposite the gene.
2. T is replaced by U in RNA.
66
Review where in the cell transcription is occurring and what will happen next to the RNA. What function does RNA serve?
Save the mRNA strand - we will use it for the next activity!
Take apart ONLY your DNA double strand.
67
Writing out the answers to these questions in full sentences will create a summary of the key ideas.
Use the booklet to look up the answers on these pages.
Additional Activity:
DNA Replication
69
Play Video: Replication
Key Concepts in the Video:
1. DNA replication creates an exact copy of the DNA sequence.
2. DNA replication is semi-conservative.
70
71
72
73
Back to slide 54
End of Slide Deck
DNA/RNA Set