DNA MODEL

LT: I can create a functional model of DNA

NxtGnScncStndrd:
Develop and use a model to describe phenomena. (MS-LS3-1), (MSLS3-2)
Compone
nt

Description

Engage
and
Grapple

Today students will grapple with the task of building a

working model of DNA.
Students have already reviewed the parts of DNA and the shape of
DNA. The challenge is to build a model that accurately functions
like a real piece of DNA using a set of KNex.

5-10
minutes

First we will anchor chart the norms for working with KNEX.(see
chart next to board)
Pass out a box to each table group (Boxes are labeled)
Then introduce the grapple:
The parameters for the build are:
- Must have a piece that represents each part of DNA
- Must have the double helix shape (meaning it has 2
complimentary sides and can twist at every 4 nucleotides)
Students will be KNex pieces to create a model of DNA.
Students will have 10 minutes to work with their team to create a
model.
Jobs: (post on smart board slide)
Leader - makes final decisions, keeps group on task
Builder(s) - puts the parts together as directed
Record Keeper - Keeps track of what parts are being used, what
they represent and why the group chose each part.
As I circulate, Ill be looking specifically for:
The pieces students are choosing
The design students choose (shape of DNA)
Discuss

Stop students from building and begin discussing:

10-12
minutes

What are some challenges in designing your DNA model?

What can you do to persevere through these challenges?

How can we use the engineering design process to help us?

Focus
10 minutes
maximum

Discuss: How will our model have to look and move in order to
represent a functional model?
Ex. Answers: Model needs to twist and untwist in order for
replication and cell division to occur, must have base pairs,
repeating structure to backbone, all parts accounted for.
Show picture of DNA on board and direct students to continue
building.

Apply
10-15
minutes

Students will work with their team to improve on their DNA

models.
As students work the record keeper will need to keep track of the
pieces they use and why they chose each piece.
As you circulate, provide support to students having a difficult time
making their model or completing the note catcher.

Synthesiz
e

Students will synthesize as a whole class and individually

with a written response.

5-10
minutes

Each group will share their model and their reasoning behind the
pieces and design they chose.
Then students will answer the following questions on a sheet of
loose leaf in their science binder:
o What background knowledge helped us in creating our
DNA models?
o What makes your model functional?
o How can we use the models in the future to help us learn
about other DNA functions (i.e. replication)
I will ask for a few students to share their prediction and
then I will share that our next step is to look at the process
of DNA replication.
Possible HW:
Readings: What is DNA?, How Does DNA Work.