Middle School Program - CSHL DNA Learning Center

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</header>  <main> <section id="services"> <div class="container inner-top inner-bottom-xs" style="padding-top: 0;"> <img src="/assets/images/ms-lab-header.jpg" class="img-responsive" alt="wide photo of student wearing a silicone protective glove pouring agarose into a gel electrophoresis tray. Other laboratory equipment is set up on the lab bench. "> <div class="row"> <div class="col-md-8 col-sm-9 center-block text-center"> <header> <h1 style="padding-top: 20px;"><span class="tint-bg">Middle School</span> Program</h1> </header> </div> </div> <div class="row"> <div class="col-md-9 col-sm-10 center-block"> <header> <p>Our program of genetics laboratory field trips includes a variety of hands-on experiments to introduce elementary and middle school students to genetics and molecular biology. Instructors encourage a student-centered approach linking the process of discovery to learning and guide students through cutting-edge experiences inspired by techniques and tools used by research scientists. </p> <div class="text-center"> <a class="btn btn-small btn-dnalcgreen" href="/programs/fieldtrips/field-trip-reservations.html" style="font-size: 25px;">Reservation Details</a>    <a href="/programs/fieldtrips/inquire.html" class="btn btn-small btn-red text-center" style="font-size: 25px;">Initiate Reservation</a> <p class="text-small text-center"><a href="/programs/fieldtrips/index.html#matrix" class="txt-btn"><strong>DNALC Activity Matrix</strong></a></p> <p class="text-small text-center"><a href="/assets/files/Middle-School-Field-Trips-2024-25.pdf" class="txt-btn"><i class="icon-download"></i>  <strong>Middle School Field Trip Flyer (PDF) </strong> </a></p> <a href="/programs/fieldtrips/inquire.html" class="btn btn-med btn-red text-centers" style="margin: 3px; position: fixed; bottom: 15px; right: 80px; z-index: 99999;">Initiate Reservation</a> </div> </header> <div id="accordion-pricing" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title "> <a class="panel-toggle collapsed text-center " data-toggle="collapse" data-parent="#accordion2" href="#pricing">Lab Options and Pricing <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="pricing" class="panel-collapse collapse"> <div class="panel-body"> <h3>In-school Programs </h3> <ul class="circled"> <li>In-school instruction is <strong>$1,450/day</strong> for up to 5 class periods</li> </ul> <h4 >  </h4> <h4 >Field Trips at a DNALC</h4> <p>Teachers can select one, or a sequence of several of our <a href="/programs/fieldtrips/mschool.html">Middle School Labs</a>.</p> <ul class="circled"> <li>DNALC classrooms are limited to 24 or 32 students, and are reserved on a first come, first served basis. </li> <li>For most field trips, we can accommodate two classes (64 students max) at the same time (9:30-11:30 am or 12:00-2:00 pm). This excludes the <em>Harlem DNA Lab</em>, which is a single classroom.</li> <li>Two-hour wet lab/museum tour (CSH and Brooklyn only) field trips are <strong>$375</strong> per class .</li> <li>Two-hour wet lab/computer lab and two-hour wet lab trips are <strong>$425</strong> per class.</li> <li>$5 per student materials fee applies to <em><a href="/programs/fieldtrips/mschool.html#dnamodels">DNA Models</a></em> field trip ONLY.</li> <li>Financial assistance is available for Title 1 schools booking field trips at the <em>DNALC NYC</em> or <em>Harlem DNA Lab</em>. Indicate that you are booking for a Title 1 school when making a reservation.</li> </ul> <p style="margin-top: 20px;"><em ><strong>Two-hour field trip options include:</strong></em></p> <ul class="circled"> <li>1 hour hands-on laboratory <strong>and</strong> 1 hour tour of the <em><a href="/programs/fieldtrips/mschool.html#otzi">Our Human Inheritance</a></em> museum exhibition (CSH and Brooklyn only);</li> <li>1 hour hands-on laboratory <strong>and</strong> 1 hour computer lab, <em><a href="/programs/fieldtrips/mschool.html#anastasia">The Mystery of Anastasia</a></em>;</li> <li>One 2-hour hands-on laboratory, such as <em><a href="/programs/fieldtrips/mschool.html#glowing">Glowing Genes</a></em> or <em><a href="/programs/fieldtrips/mschool.html#dnafingerprint">DNA Fingerprint</a></em>; and </li> <li>Two 1-hour hands-on laboratories such as <em><a href="/programs/fieldtrips/mschool.html#dnamodels">DNA Models</a></em> and <em><a href="/programs/fieldtrips/mschool.html#wheat">DNA Extraction</a></em>.</li> </ul> <p style="margin-top: 20px;"><em ><strong>Extended day field trips</strong></em></p>  <div class="table-responsive-sm table-responsive"> <table class="table table-striped" >  <tbody> <tr class="table-info"> <th scope="row">CSI: Learning Center</th> <td>Grades 6–8</td> <td><strong>$800</strong>/class</td> <td> <ul class="circled" style="line-height: 140%;"> <li>9:30–11:30 <em><a href="/programs/fieldtrips/mschool.html#wheat">DNA Extraction</a></em> & <em><a href="/programs/fieldtrips/mschool.html#anastasia">Mystery of Anastasia</a></em></li> <li>11:30–12:00 Lunch </li> <li>12:00–2:00 <em><a href="/programs/fieldtrips/mschool.html#dnafingerprint">DNA Fingerprint</a></em> (recommended for 8<sup>th</sup> Grade) <br> <strong><em>OR</em></strong></li> <li>12:00–2:00 <em><a href="/programs/fieldtrips/mschool.html#dusting">Dust Away Crime: The Science Behind Fingerprints</a></em> (learn how to collect and analyze human fingerprints, recommended for 6<sup>th</sup>/7<sup>th</sup> Grades)</li> </ul> </td> </tr> <tr class="table-info"> <th scope="row"><strong>Survival of the Fittest</strong></th> <td>Grades 6–8</td> <td><strong>$800</strong>/class<br> </td> <td> <ul class="circled" style="line-height: 140%;"> <li>9:30–11:30 Exhibit Tour (CSH only) or <em><a href="/programs/fieldtrips/mschool.html#antibiotics">Bacteria and Antibiotics</a></em> & <em><a href="/programs/fieldtrips/mschool.html#mutants">Observing Mutant Organisms</a></em></li> <li>11:30–12:00 Lunch</li> <li>12:00-2:00 <em><a href="/programs/fieldtrips/mschool.html#wheat">DNA Extraction</a></em> & <em><a href="/programs/fieldtrips/mschool.html#catmilk">Better Milk for Cats</a></em></li></ul></td> </tr> <tr class="table-info"> <th scope="row"><strong>DNA Basics</strong></th> <td>Grades 5–7</td> <td><strong>$800</strong>/class <br> (+$5 per student for materials)</td> <td> <ul class="circled" style="line-height: 140%;"> <li>9:30–11:30 <a href="/programs/fieldtrips/mschool.html#diversity"><em>Diversity of Life</em></a> (plant and animal cells) & <em><a href="/programs/fieldtrips/mschool.html#otzi">DNA Models</a></em>*</li> <li>11:30–12:00 Lunch</li> <li>12:00–2:00 <em><a href="/programs/fieldtrips/mschool.html#wheat">DNA Extraction</a></em> & <a href="/programs/fieldtrips/mschool.html#mendelian"><em>Mendelian Inheritance</em></a></li> </ul> </td> </tr> <tr class="table-info"> <th scope="row"><strong>Ötzi the Iceman<br> </strong><em style="font-weight: normal; ">(CSH and Brooklyn only)</em></th> <td>Grades 5–8</td> <td><strong>$800</strong>/class<br> </td> <td> <ul class="circled" style="line-height: 140%;"> <li>9:30–11:30 Exhibit Tour & <em><a href="/programs/fieldtrips/mschool.html#pollen">Pollen Tells a Story</a></em></li> <li>11:30–12:00 Lunch</li> <li>12:00–2:00 <em><a href="/programs/fieldtrips/mschool.html#wheat">DNA Extraction from Wheat Germ</a></em> & <em><a href="/programs/fieldtrips/mschool.html#catmilk">Better Milk for Cats</a></em></li> </ul> </td> </tr>  </tbody>  </table> </div>  </div> </div> </div> </div> </div> </div> </div> </section> <section> <div class="container "> <div class="row inner-top-sm reset-xs"> <h3 class="sidelines text-center"><span>Suggested for Grades 5 & 6:</span></h3> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="baggie"> <div class="col-sm-2 "> <div class="icon pull-right "> <img src="/assets/images/baggie-cell-icon.png" alt="circle with simple line drawing of a sandwich baggie with squiggles representing cellular components."> </div> </div> <div class="col-sm-6" > <h2>Baggie Cell Model</h2> <p>Students will explore the structure and function of cells—the building blocks of life. Using a simple factory analogy, students will discover how the major parts of a cell work together to make a product. Each student will build a 3-D cell model to help visualize the abstract world of the microscopic cell. </p> <p style="margin-bottom: 10px;">Students will: </p><ul class="circled"> <li>discover that in nature “form fits function”;</li> <li> understand that there is order to a living thing, and that cells give rise to tissues, tissues to organs, and organs to organ systems; </li> <li>identify organelles and other cellular structures by their scientific names; </li> <li>learn how organelles and other structures work together in a cell; and </li> <li>build a macroscopic model of an animal cell.</li> </ul><p></p> <div id="accordion-baggie-cell" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#baggie-cell-standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="baggie-cell-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Baggie-Cell-Model-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Characteristics of life</li> <li>Cells as the basic units of life</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Build a cell model.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Identify cellular structures and organelles by their scientific names.</li> <li>Use an example cell-type to demonstrate how cellular form fits its function. </li> <li>Explain how a cell is like a factory.</li> <li>Describe cellular organization from cells, to tissues and organs</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Developing and Using Models</strong><br> Develop a model to describe phenomena.</p></td> <td bgcolor="#F9E2D2" style="width: 33%;"><p class="small"><strong>LS1.A: Structure and Function</strong><br> All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells. (multicellular). (MS-LS1-1) Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2) In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3) </p></td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Scale, Proportion, and Quantity</strong><br> Phenomena that can be observed at one scale may not be observable at another scale.</p> <p class="small"><strong>Structure and Function</strong><br> Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 5 & 6</li> <li>Download <a href="/assets/files/standards/Baggie-Cell-Model-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="diversity"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/diversity-icon.png" alt=" circle with simple line drawing of a phylogenetic tree with leaves, fish, snail and beetle silhouettes."> </div> </div> <div class="col-sm-6" > <h2>Diversity of Life</h2> <p>Examine the five kingdoms of life through a microscope! Slides of animal, plant, fungi, protist, and bacteria cells are magnified up to 400x in a compound microscope as part of an exploration of biodiversity and classification.</p> <p style="margin-bottom: 10px;">Students will:</p> <ul class="circled"> <li>view cells from all five kingdoms magnified through a compound microscope;</li> <li>record microscope observations;</li> <li>compare and contrast cell types; and</li> <li>learn how to prepare a wet mount slide with cheek cells and use a compound microscope.</li> </ul> <div id="accordion-diversity" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#diversity-standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="diversity-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Diversity-of-Life-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1–2 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Compound microscope anatomy and use</li> <li></li>Characteristics of life <li>Plant and animal cell structures</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Operate a compound light microscope.</li> <li>Record microscope observations.</li> <li>Prepare a wet-mount slide.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Compare and contrast cell types.</li> <li>Describe characteristics that make each Kingdom unique.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Planning and Carrying Out Investigations</strong><br>Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.A: Structure and Function</strong><br>All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)</p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Scale, Proportion, and Quantity</strong><br>Phenomena that can be observed at one scale may not be observable at another scale.</p> <p class="small"><strong>Patterns</strong><br>Similarities and differences in patterns can be used to sort and classify organisms.</p> <p class="small"><strong>Structure and Function</strong><br>Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1–2 hours</li> <li>Grades 5 & 6</li> <li>Download <a href="/assets/files/standards/Diversity-of-Life-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="dnamodels"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/dna-model-icon.png" alt="circle with simple drawing of DNA double-helix structure."> </div> </div> <div class="col-sm-6"> <h2>DNA Models</h2> <p>Understanding the structure of DNA helps to explain its function. In this lab, students are introduced to the composition of DNA building blocks called nucleotides. They will discover how the subunits of the nucleotides - nitrogenous bases, phosphate groups and deoxyribose sugars—fit together to form the double helix. The lab concludes with the construction of 3-D models that show the famous structure. </p> <p style="margin-bottom: 10px;">Students will: </p> <ul class="circled"> <li>discuss the role of DNA in living things;  </li> <li>explore the structure and function of the DNA molecule;  </li> <li>learn about the base pairs of DNA and the importance of sequence; and</li> <li>construct a model of DNA. </li> </ul> <div id="accordion-dna_models" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#dna_models_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="dna_models_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/DNA-Models-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA function</li> <li>Cell anatomy</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Construct a 3-D model of the double helix.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Describe the molecular components of DNA.</li> <li>Illustrate how a four-letter code can carry hereditary information for all organisms.</li> <li>Explain how although the structure is always the same, DNA differs among all living things.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Developing and Using Models</strong><br>Develop and use a model to describe phenomena.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS3.A: Inheritance of Traits</strong><br>Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1)</p> <p class="small">Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2)</p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Structure and Function</strong><br>Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 5 & 6</li> <li>Download <a href="/assets/files/standards/DNA-Models-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="mendelian"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/mendel-corn-icon.png" alt="circle with simple drwaing of a cob of corn with outer leaves pulled away and kernel revealed."> </div> </div> <div class="col-sm-6"> <h2>Mendelian Inheritance</h2> <p>Gregor Mendel is known as the “Father of Genetics.” His proposed principles of heredity—based on his own observations of heredity in garden plants—formed the basis of our understanding of classical genetics. In this lab, kernel color in corn is used to illustrate some of Mendel’s laws of inheritance.</p> <p style="margin-bottom: 10px;">Students will: </p> <ul class="circled"> <li>collect data from corn crosses to show patterns of heredity;</li> <li>use Punnett squares to predict possible outcomes from genetic crosses; and</li> <li>learn how Mendel’s laws can be applied today.</li> </ul> <div id="accordion-mendelian" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#mendelian_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="mendelian_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Mendelian-Inheritance-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure, function and heredity </li> <li>DNA variation in humans </li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Observe and collect data on some common traits within the class.</li> <li>Use Punnett squares to predict possible outcomes from genetic crosses.</li> <li>Apply Mendel’s laws of heredity to build a fictitious “offspring” based on random selection of allele pairs from “parents.”</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Use the “offspring” result to explain the terms genotype and phenotype. <li>Demonstrate how Punnett squares are used to predict outcomes of genetic crosses.</li> <li>Explain why offspring have different traits from their parents, and their siblings.</li> <li>Describe how Punnett squares can be used in a field like medicine or genetic counseling.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Developing and Using Models</strong><br>Develop and use a model to describe phenomena.</p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br> Apply concepts of statistics and probability (including mean, median, mode, and variability) to analyze and characterize data, using digital tools when feasible.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.B: Growth and Development of Organisms</strong><br> Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (MS-LS3-2)</p> <p class="small"><strong>LS3.A: Inheritance of Traits</strong><br> Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2)</p> <p class="small"><strong>LS3.B: Variation of Traits</strong><br>In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2)</p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Cause and Effect</strong><br>Cause and effect relationships may be used to predict phenomena in natural systems.</p> <p class="small"><strong>Patterns</strong><br>Patterns can be used to identify cause and effect relationships.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 5 & 6</li> <li>Download <a href="/assets/files/standards/Mendelian-Inheritance-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="mutants"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/mutations-icon.png" alt="circle with simple line drawing of a fruit fly"> </div> </div> <div class="col-sm-6 "> <h2>Observing Mutant Organisms</h2> <p>Mutations are changes in DNA that can sometimes lead to variation in traits. Through a comparison of wild-type and mutant strains of <em>Drosophila</em> fruit flies—a common model organism in genetic research—students will observe how mutations in DNA can affect the traits of a living thing and draw conclusions about the role that mutations play in natural selection, evolution, and genetic disease.</p> <p style="margin-bottom: 10px;">Students will: </p> <ul class="circled"> <li>observe fruit fly traits using a stereo microscope or pocket magnifier;</li> <li>describe and record traits of different fruit flies;</li> <li>draw conclusions about the fitness of flies with different trait variations; and</li> <li>discuss the role of mutations in species survival and evolution.</li> </ul> <div id="accordion-mutant" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#mutant_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="mutant_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Observing-Mutant-Organisms-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure and function</li> <li>Heredity</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Use a stereo microscope to magnify and view Drosophila fruit flies</li> <li>Record and describe observations of wild type and mutant fruit fly traits.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Classify the shared characteristics of model organisms used in genetic research.</li> <li>Draw conclusions about the fitness of flies with different observed trait variations.</li> <li>Describe the role of mutations in species survival and evolution.</li> <li>Explain why sometimes mutations have no effect on an organism’s traits.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Constructing Explanations and Designing Solutions</strong><br> Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.</p> <p class="small"><strong>Developing and Using Models</strong><br> Develop and use a model to describe phenomena.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.A: Growth and Development of Organisms<br> </strong>Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (MS-LS3-2) </p> <p class="small"><strong>LS3.A: Inheritance of Traits</strong><br> Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) </p> <p class="small"><strong>LS3.B: Variation of Traits</strong><br> In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Structure and Function</strong><br> Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.</p> <p class="small"><strong>Cause and Effect</strong><br> Cause and effect relationships may be used to predict phenomena in natural or designed systems.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left "> <h4>Information:</h4> <ul class="circled"> <li>Lab time: 1 hour</li> <li>Grades 5 & 6</li> <li>Download <a href="/assets/files/standards/Observing-Mutant-Organisms-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs"> <h3 class="sidelines text-center"><span>Suggested for Grades 5-8:</span></h3> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="otzi"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/otzi-icon.png" alt="circle with simple silhouette drawing of the Ötzi the Iceman mummy."> </div> </div> <div class="col-sm-6"> <h2><em>Our Human Inheritance</em>, featuring Ötzi the Iceman</h2> <h3>Museum Tour, <span class="redtext">DNALC in Cold Spring Harbor</span> </h3> <p>In the fall of 1991, two hikers in the Ötztal Alps came upon the mummified remains of a 5,300-year-old man. Now preserved in a climate-controlled freezer at the South Tyrol Museum of Archaeology, Ötzi's body and accompanying artifacts provide a window into life in Europe during the Copper Age. The DNALC worked with the South Tyrol Museum of Archaeology to make a 3D replica of the Ötzi the Iceman mummy that is now installed in the exhibit at the DNALC in Cold Spring Harbor.</p> <p style="margin-bottom: 10px;">Students will:</p> <ul class="circled"> <li>take a tour of the exhibit;</li> <li>learn about Ötzi’s microbiome, medical and genetic history, and untimely death;</li> <li>see the world’s first reconstruction of a complete Neanderthal skeleton; and</li> <li>explore what we know about the history of our species using fossil and DNA evidence.</li> </ul> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 5 and above </li>  <li>Offered only at DNALC in Cold Spring Harbor</li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="bk-exhibit"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/otzi-icon.png" alt="circle with simple silhouette drawing of the Ötzi the Iceman mummy."> </div> </div> <div class="col-sm-6"> <h2><strong><em>What DNA Says about Our Past and Future</em></strong>, featuring Ötzi the Iceman</h2> <h3>Museum Tour, <span class="redtext"><em>DNALC NYC</em> at City Tech</span></h3> <p>In the fall of 1991, two hikers in the Ötztal Alps came upon the mummified remains of a 5,300-year-old man. Now preserved in a climate-controlled freezer at the South Tyrol Museum of Archaeology, Ötzi's body and accompanying artifacts provide a window into life in Europe during the Copper Age. The DNALC worked with the South Tyrol Museum of Archaeology to make a 3D replica of the Ötzi the Iceman mummy now installed in the exhibit at the <em>DNALC NYC</em> in Brooklyn. At around the same time, from 1985-2016, scientists from the Leon Levy Expedition uncovered 2900-year-old graveyards in Ashkelon, Israel where ancient DNA has revealed evidence of human migration, and gene mixing in the middle east. See some of the artifacts found on this expedition, along with a life-size reproduction of one of the burials.  </p> <p style="margin-bottom: 10px;">Students will:</p> <ul class="circled"> <li>take a tour of the exhibit;</li> <li>learn about Ötzi’s microbiome, medical and genetic history, and untimely death;</li> <li>see a life-size reproduction of a 2900-year-old Philistine burial; and</li> <li>explore how ancient DNA and artifacts from Ashkelon, Israel show that there was not only sharing of technology in the Bronze age, but also gene mixing among ancient populations.</li> </ul> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 5 and above </li> <li>Offered only at <em>DNALC NYC</em> in Brooklyn</li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="wheat"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/wheat-icon.png" alt="circle with simple line drawing of the grain end of wheat stalks."> </div> </div> <div class="col-sm-6 "> <h2>DNA Extraction from Wheat Germ</h2> <p>DNA is a molecule inside the cells of all living things, including things we eat! In this lab students will follow a simple procedure to extract DNA from wheat germ. Upon completion, they will have a visible DNA sample that can be collected and preserved.</p> <p style="margin-bottom: 10px;">Students will: </p> <ul class="circled"> <li>review the structure of plant cells;</li> <li>follow a simple lab procedure;</li> <li>explain how DNA can be visible without a microscope; and</li> <li>collect DNA and make a keepsake necklace.</li> </ul> <div id="accordion-wheatgerm" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#wheatgerm_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="wheatgerm_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/DNA-Extraction-from-Wheat-Germ-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Plant cell anatomy  </li> <li>DNA structure and function</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li> Use graduated tubes and transfer pipettes to measure small volumes of liquid.</li> <li>Follow a multi-step protocol.  </li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain how DNA can be visible without a microscope.</li> <li>Outline the process of DNA extraction from plant cells, including the purpose of detergent and alcohol.</li> <li>Describe real-world examples of professions that use DNA extraction. </li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Planning and Carrying Out Investigations</strong><br> Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. </p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.A: Structure and Function </strong><br> All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)<br> Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)</p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Cause and Effect</strong><br> Cause and effect relationships may be used to predict phenomena in natural or designed systems. </p> <p class="small"><strong>Structure and Function</strong><br> Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. (MS-LS3-1) </p> <p class="small"> </p></td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 5, 6, 7, & 8</li> <li>Download <a href="/assets/files/standards/DNA-Extraction-from-Wheat-Germ-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="pollen"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/pollen-icon.png" alt="circle with simple line drawing of five pollen grains."> </div> </div> <div class="col-sm-6"> <h2>Pollen Tells a Story</h2> <p>Discovered in the Italian Alps in 1991, the 5,300-year-old mummy nicknamed Ötzi the Iceman has become an important source of information about the Neolithic. Still, there are many unanswered questions about his life and death. Discover how pollen in Ötzi’s digestive system was used as a forensic tool to track where he may have been in the final 36 hours before his untimely demise.</p> <p style="margin-bottom: 10px;">Students will:</p> <ul class="circled"> <li>learn how to use a compound microscope;</li> <li>explore how pollen can be used to track an individual’s location;</li> <li>view and identify pollen types found in Ötzi’s body; and</li> <li>use pollen observations to estimate Ötzi’s movement in the days before he died.</li> </ul> <div id="accordion-pollen" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#pollen_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="pollen_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Pollen-Tells-a-Story-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Animal and plant cell anatomy</li> <li>Flowering plant (angiosperm) reproduction.</li> <li>Structure and function relationship </li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Use a compound microscope to magnify and view pollen samples.</li> <li>Identify pollen types found throughout Ötzi’s digestive system. </li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Describe the role of pollen in plant reproduction.</li> <li>Use lab pollen data to support an explanation of Ötzi’s movement in the days before he died.</li> <li>Explain how pollen can be used to track changes in an individual’s geographic location. </li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Constructing Explanations and Designing Solutions</strong><br> Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.</p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br> Analyze and interpret data to provide evidence for phenomena.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>S1.B: Growth and Development of Organisms</strong><br> Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. (MS-LS1-4)</p> <p class="small"><strong>LS4.A: Evidence of Common Ancestry and Diversity</strong><br> The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Interdependence of Science, Engineering, and Technology</strong><br> Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. </p> <p class="small"><strong>Patterns</strong><br> Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 5, 6, 7, & 8</li> <li>Download <a href="/assets/files/standards/Pollen-Tells-a-Story-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="fur"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/fur-ensics-icon.png" alt="circle with sketches of Otzi's hat coat and shoe"> </div> </div> <div class="col-sm-6"> <h2>Ötzi FURensics</h2> <p>Learn how forensic scientists analyze materials to understand ancient life and then use these techniques to examine Ötzi the Iceman’s clothes and gear. Using microscopes to analyze fabric, hair, and fur from different animals, identify which materials the Iceman sourced for his Neolithic wardrobe and toolkit.</p> <p style="margin-bottom: 10px;">Students will:</p> <ul class="circled"> <li>learn how to use compound microscopes;</li> <li>view and identify hair types found on some of Ötzi’s clothes and gear; and</li> <li>interpret class data to draw conclusions about the origin of Ötzi’s clothing.</li> </ul> <div id="accordion-otzi_furensics" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#otzi_furensics_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="otzi_furensics_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Otzi-Furensics-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Parts of the compound microscope, and microscope use</li> <li>Introduction to the technology and apparel of the Neolithic</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Use compound microscopes to view hair samples.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Compare known hair-types to those from Ötzi’s clothing.</li> <li>Interpret class data to determine the origin of Ötzi’s clothing.</li> <li>Describe the anatomy and characteristics of hair.</li> <li>Explain how hair or fiber analysis could be used in another branch of forensic science.  </li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Engaging in Argument from Evidence</strong><br> Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence.</p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br> Analyze and interpret data to determine similarities and differences in findings. </p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.A: Structure and Function</strong><br> In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)</p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Patterns</strong><br> Similarities and differences in patterns can be used to sort and classify organisms.<br> Macroscopic patterns are related to the nature of microscopic and atomic-level structure.</p> <p class="small"><strong>Scientific Knowledge Assumes an Order and Consistency in Natural Systems</strong><br> Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 5, 6, 7, & 8</li> <li>Download <a href="/assets/files/standards/Otzi-Furensics-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="anastasia"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/anastasia-icon.png" alt="circle with simple line drawing of scattered parts of human skeletons"> </div> </div> <div class="col-sm-6"> <h2>The Mystery of Anastasia (computer lab)</h2> <p>During the Russian Revolution of 1917 the last royal family of Russia—the Romanovs—went missing. It was determined that that the family was likely murdered, yet in 1920 a mysterious woman resurfaced in Germany and claimed to be the missing Grand Duchess Anastasia Romanov. Learn about this very interesting time in Russian history and use computers to see how modern science was used to solve the mystery of Anastasia!</p> <p style="margin-bottom: 10px;">Students will:</p> <ul class="circled"> <li>learn the story of the Romanovs and their disappearance in 1917;</li> <li>collect and interpret forensic evidence;</li> <li>perform DNA comparisons to identify important people; and</li> <li>use evidence to support a claim and solve the mystery.</li> </ul> <div id="accordion-anastasia" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#anatasia_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="anatasia_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Anastasia-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure, function, and heredity</li> <li>Parts of the animal cell</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Collect and interpret forensic evidence.</li> <li>Perform DNA sequence alignments to determine relatedness.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Critically examine different forensic techniques. </li> <li>Explain how mitochondrial DNA is useful in genealogy. </li> <li>Use evidence to support or refute a claim.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Obtaining, Evaluating, and Communicating Information</strong><br> Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>ETS1.B: Developing Possible Solutions</strong><br> A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (MS-ETS1-4) There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Patterns</strong><br> Graphs, charts, and images can be used to identify patterns in data. </p> <p class="small"><strong>Cause and Effect</strong><br> Mechanism and Prediction: Phenomena can be classified as causal or correlational, and correlation does not necessarily imply causation.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> <div> <div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 5, 6, 7, & 8</li> <li>Download <a href="/assets/files/standards/Anastasia-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> <li>Not offered at <i>Harlem DNA Lab</i></li> </ul> </div> </div>  <div class="row inner-top-sm reset-xs inner-bottom-xs" id="dusting"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/dustingfingerprint-icon.png" alt="circle with simple line drawing of a human fingerprint"> </div> </div> <div class="col-sm-6 "> <h2>Forensic Fingerprint Analysis</h2> <p>In the late 1800’s, anthropologist Francis Galton established that the microscopic ridges and valleys on the pads of our fingers make uniquely identifiable patterns. In the early 1900’s, scientists and criminologists began to realize that fingerprints could be used in criminal investigation, linking evidence to suspects.  In these labs, learn more about fingerprint collection, differentiation and analysis. </p> <p>Option 1:<strong> <span style="color: #426E9A;">Loops, Whorls, and Arches</span> (1 hour)</strong></p> <p style="margin-bottom: 10px;">Students will: </p> <ul class="circled"> <li>learn about the history of fingerprint analysis in forensics; </li> <li>explore the general classifications of different patent (visible) prints; </li> <li>analyze their own fingerprint minutiae. </li> </ul> <div id="accordion-fingerprints_loops" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#fingerprint_loops_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="fingerprint_loops_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Fingerprints-Loops-Etc-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Difference between genetic and acquired traits</li> <li>Variation of traits in humans (all humans are unique)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Develop fingerprints on an identification card.</li> <li>Analyze fingerprints and identify class characteristics.</li> <li>Classify minutiae of fingerprints. </li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain how fingerprints are useful for identification.</li> <li>Describe class characteristics and minutiae of fingerprint patterns.</li> <li>Predict the occurrence of loops, whorls, and arches in a population.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Planning and Carrying Out Investigations</strong><br> Conduct an investigation to produce data to serve as the basis for evidence that meets the goal of the investigation.</p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br> Analyze and interpret data to provide evidence for phenomena. </p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS3.B: Variation of Traits</strong><br> Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)<br> The environment also affects the traits that an organism develops. (3-LS3-2) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Patterns</strong><br> Macroscopic patterns are related to the nature of microscopic and atomic-level structure.</p> <p class="small"><strong>Scale, Proportion, and Quantity</strong><br> Phenomena that can be observed at one scale may not be observable at another scale. </p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> <br> <p>Option 2:<strong> <span style="color: #426E9A;">Dust Away Crime</span> (2 hours)</strong></p> <p style="margin-bottom: 10px;">Students will: </p> <ul class="circled"> <li>learn about the history of fingerprint analysis in forensics; </li> <li>explore the general classifications of different patent (visible) prints; </li> <li>analyze their own fingerprint minutiae; </li> <li>lift and analyze fingerprints from surfaces; and </li> <li>apply their fingerprint analysis skills to solve a “mystery”. </li> </ul> <div id="accordion-fingerprint_dust" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#fingerprint_dust_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="fingerprint_dust_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Dust-Away-Crime-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 2 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Difference between genetic and acquired traits</li> <li>Variation of traits in humans (all humans are unique)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Compare general classifications of different patent (visible) prints.</li> <li>Develop latent (invisible) prints on surfaces.</li> <li>Lift and analyze latent fingerprints to identify class characteristics.</li> <li>Classify minutiae of fingerprints. </li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain how fingerprints are useful for identification.</li> <li>Describe the methods used to develop latent fingerprints.</li> <li>Examine and compare fingerprints to solve a “crime.”</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Engaging in Argument from Evidence</strong><br>Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence. </p> <p class="small"><strong>Planning and Carrying Out Investigations</strong><br>Conduct an investigation to produce data to serve as the basis for evidence that meets the goal of the investigation.</p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br>Analyze and interpret data to provide evidence for phenomena.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS3.B: Variation of Traits</strong><br>Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)<br> The environment also affects the traits that an organism develops. (3-LS3-2) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Patterns</strong><br>Macroscopic patterns are related to the nature of microscopic and atomic-level structure.</p> <p class="small"><strong>Scale, Proportion, and Quantity</strong><br>Phenomena that can be observed at one scale may not be observable at another scale.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 or 2 hours (see options)</li> <li>Grades 5, 6, 7, & 8</li> <li>Download <a href="/assets/files/standards/Fingerprints-Loops-Etc-Standards.pdf">(Option 1) Prelab, Skills, and Standards Alignments</a></li> <li>Download <a href="/assets/files/standards/Dust-Away-Crime-Standards.pdf">(Option 2) Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs" > <h3 class="sidelines text-center"><span>Suggested for Grades 6, 7, & 8:</span></h3> </div>  <div class="row inner-top-sm reset-xs inner-bottom-xs" id="antibiotics"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/bacteria-antibiotics-icon.png" alt="circle with simple line drawing of E. coli bacteria; oval shapes with radiating lines."> </div> </div> <div class="col-sm-6"> <h2>Bacteria and Antibiotics </h2> <p>In this lab, two different strains of bacteria are treated with two different antibiotics. After a day of growth, the presence or absence of growth inhibition zones indicates the effect of each antibiotic and helps to determine if any of the bacterial strains are antibiotic resistant. </p> <p style="margin-bottom: 10px;">Students will:</p> <ul class="circled"> <li> learn to culture bacteria in Petri dishes and perform antibiotic sensitivity tests;</li> <li>observe the effect of antibiotics on different bacterial strains; and</li> <li>discuss how antibiotics work and how bacteria become resistant to antibiotics.</li> </ul> <div id="accordion-bacteria" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#bacteria_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="bacteria_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Bacteria-and-Antibiotics-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Although most are harmless, some bacteria can cause infection.</li> <li>Antibiotics are prescribed to treat bacterial infections.</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Conduct a controlled experiment to determine antibiotic sensitivity.</li> <li>Use a transfer pipette or micropipette to measure small volumes of liquid. </li> <li>Use sterile technique to culture bacteria in Petri dishes.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Use experimental results to determine antibiotic sensitivity.</li> <li>Describe how experimental results support a claim about antibiotic resistance.</li> <li>Explain how bacteria develop antibiotic resistance in nature.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Analyzing and Interpreting Data</strong><br>Analyze and interpret data to determine similarities and differences in findings.</p> <p class="small"><strong>Constructing Explanations and Designing Solutions</strong><br>Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events.<br> Construct an explanation that includes qualitative or quantitative relationships between variables that describe phenomena. </p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS4.B Natural Selection</strong><br>Natural selection can lead to an increase in the frequency of some traits and the decrease in the frequency of other traits. (MS-LS4-4)</p> <p class="small"><strong>LS4.C Adaptation</strong><br>Adaptation by natural selection acting over generation is one important process by which species change over time in response to changes in environmental conditions. (MS-LS4-6) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Patterns</strong><br>Patterns can be used to identify cause and effect relationships.</p> <p class="small"><strong>Cause and Effect</strong><br>Cause and effect relationships may be used to predict phenomena in natural or designed systems.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 6 & 7</li> <li>Download <a href="/assets/files/standards/Bacteria-and-Antibiotics-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="catmilk"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/cat-milk-icon.png" alt="circle with simple line drawing of a cat walking towards a milk bottle"> </div> </div> <div class="col-sm-6 "> <h2>Better Milk for Cats</h2> <p>In this laboratory students will learn the interesting combination of genetics and culture that led to lactase persistence - the ability to digest lactose in milk - in humans. Next, they will build a “bioreactor” where the enzyme lactase can be used to remove lactose from milk, as is done in industry to produce some lactose free products. </p> <p style="margin-bottom: 10px;">Students will: </p> <ul class="circled"> <li>create enzyme "beads" using sodium alginate and use them in a "bioreactor"; </li> <li>observe the enzyme substrate reaction of lactase and lactose; </li> <li>understand the genetics behind lactase production and lactose intolerance; and</li> <li>test for the product of an enzyme-catalyzed reaction to demonstrate enzyme efficiency. </li> </ul> <div id="accordion-better_milk" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#better_milk_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="better_milk_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Better-Milk-for-Cats-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure and function</li> <li>Central Dogma (genes to proteins)</li> <li>Enzyme function</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Use transfer pipettes to measure small volumes of liquid.</li> <li>Test for the product of an enzyme-catalyzed reaction.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain why lactose free milk is a “better milk for cats.”</li> <li>Describe the enzyme-substrate reaction that results in the digestion of lactose.</li> <li>Use experimental results to demonstrate if an enzymatic reaction occurred.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Constructing Explanations and Designing Solution</strong><br>Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS.3.A: Inheritance of Traits</strong><br>Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1)</p> <p class="small"><strong>LS3.B: Variation of Traits</strong><br>In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1)</p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Structure and Function</strong><br>Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts; therefore, complex natural and designed structures/ systems can be analyzed.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 6 & 7</li> <li>Download <a href="/assets/files/standards/Better-Milk-for-Cats-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="enzymes"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/food-enzyme-icon.png" alt="circle with simple line drawing of a triangular block holey cheese and a drinking glass with liquid in it"> </div> </div> <div class="col-sm-6 "> <h2>Enzymatic Food Production</h2> <p>Using the enzymes emporase and pectinase, students will make cheese and juice, and observe how enzymes can be used in the food production industry. The concepts of enzymes as catalysts and enzyme-substrate specificity are demonstrated in these two simple activities.</p> <p style="margin-bottom: 10px;">Students will: </p> <ul class="circled"> <li>use enzymes to make two common foods;</li> <li>observe enzymes acting as catalysts of chemical reactions;</li> <li>discuss the relationship between structure and function of enzymes and their substrates; and</li> <li>discover factors that can affect enzyme function. </li> </ul> <div id="accordion-enzymatic" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#enzymatic_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="enzymatic_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Enzymatic-Food-Production-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Central Dogma (genes to proteins)</li> <li>Enzyme Function</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Conduct an investigation following a multi-step protocol.</li> <li>Observe enzymes acting as catalysts of chemical reactions.</li> <li>Measure small volumes of liquid using transfer pipets, and graduated cylinders.</li> <li>Collect data to compare control and experimental results.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Describe the structure and function relationship between enzymes and their substrates.</li> <li>Use lab result data to draw conclusions about factors that affect enzyme efficiency and function.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Analyzing and Interpreting Data</strong><br>Analyze and interpret date to determine similarities and differences in findings. </p> <p class="small"><strong>Constructing Explanations and Designing Solutions </strong><br>Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>PS1.B: Chemical Reactions</strong><br>Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different particles and these new substances have different properties from those of the reactants. (MS-PS1-2) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Patterns</strong><br>Macroscopic patterns are related to the nature of microscopic and atomic level structure.</p> <p class="small"><strong>Cause and Effect</strong><br>Cause and effect relationships may be used to predict phenomena in natural or designed systems.</p> <p class="small"><strong>Influence of Science, Engineering, and Technology on Society and the Natural World </strong><br>The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 6 & 7</li> <li>Download <a href="/assets/files/standards/Enzymatic-Food-Production-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="glowing"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/glowing-genes-icon.png" alt="circle with simple drawing of E. coli bacteria - oval shapes with radiating lines - that have a gradient edge so they appear to be glowing."> </div> </div> <div class="col-sm-6"> <h2>Glowing Genes</h2> <p>This experiment illustrates the direct link between an organism's genetic complement (genotype) and its observable characteristics (phenotype). Two genes, for antibiotic resistance and luminescence, are introduced into the bacterium <em>E. coli</em>. Following overnight incubation, transformed bacteria are compared to non-transformed bacteria for their ability to grow in the presence of ampicillin and glow when exposed to ultraviolet light. </p> <p style="margin-bottom: 10px;">Students will: </p> <ul class="circled"> <li>observe the effect of antibiotics on bacteria;</li> <li>learn how plasmids are used to introduce new genes into bacterial cells;</li> <li>understand how bacteria can be used to make human proteins such as insulin; and</li> <li>discuss how GFP can be used as a molecular reporter in research.</li> </ul> <div id="accordion-glowing_genes" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#glowing_genes_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="glowing_genes_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Glowing-Genes-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour or 2 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA Structure</li> <li>Bacterial cell components, including plasmids</li> <li>Central Dogma (genes to proteins)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Measure small volumes of liquid using micropipettes.</li> <li>Use sterile technique while working with bacteria.</li> <li>Culture experiment results in Petri dishes.</li> <li>Follow a multi-step procedure to conduct a controlled experiment.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain the steps of bacterial transformation.</li> <li>Predict experimental and control results.</li> <li>Construct an explanation of how the transformation technique can be used in industry.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Planning and Carrying Out Investigations</strong><br>Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation.</p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br>Analyze and interpret data to provide evidence for phenomena.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.B Growth and Development of Organisms</strong><br>Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (MS-LS3-2)</p> <p class="small"><strong>LS3.B: Variation of Traits</strong><br>In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) (NYSED) Mutations may result in changes to the structure and function of proteins. (MS-LS3-1)<br> (NYSED) Advances in biotechnology have allowed organisms to be modified genetically. (HS-LS3-2) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Interdependence of Science, Engineering, and Technology</strong><br>Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. </p> <p class="small"><strong>Cause and Effect</strong><br>Cause and effect relationships may be used to predict phenomena in natural or designed systems.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 or 2 hours</li> <li>Grades 6, 7, & 8</li> <li>Download <a href="/assets/files/standards/Glowing-Genes-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> <p class="small" style="line-height: 14pt;"> </p> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="rna"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/rna-icon.png" alt="circle with simple line drawing of strand of RNA attached to a section of a DNA double-helix."> </div> </div> <div class="col-sm-6 "> <h2>RNA Transcription</h2> <p>Genes are like recipes that tell cells how to make proteins, and proteins give us traits! In this lab students will explore the processes of RNA transcription and translation, two important steps used by cells in the protein production pathway. They will then build a 2-D model that shows both steps.</p> <p style="margin-bottom: 10px;">Students will: </p> <ul class="circled"> <li>discover the differences between DNA and RNA;</li> <li>visualize how coded information in RNA is translated by ribosomes to make proteins;</li> <li>make connections between specific proteins and traits; and</li> <li>build a model that shows both RNA transcription and translation.</li> </ul> <div id="accordion-rna_trascription" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#rna_transcription_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="rna_transcription_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/RNA-Transcription-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 2 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure and function</li> <li>Heredity</li> <li>Cell anatomy</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Compare and contrast DNA and RNA.</li> <li>Decode genetic information in RNA to reveal the amino acids involved in protein production.</li> <li>Build a model that shows understanding of both RNA transcription and translation.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Describe the steps of RNA transcription and translation using the 2-D model.</li> <li>Explain how a genetic mutation might affect the production of a protein, and why sometimes the mutation may be neutral.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Developing and Using Models</strong><br>Develop and/or use a model to predict and/or describe phenomena.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.A: Structure and Function</strong><br>Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)</p> <p class="small"><strong>LS3.A: Inheritance of Traits</strong><br>Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1)</p> <p class="small"><strong>LS3.B: Variation of Traits</strong><br>In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-2)</p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Structure and Function</strong><br>Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function.</p> <p class="small"><strong>Patterns</strong><br>Patterns can be used to identify cause and effect relationships.</p> <p class="small"><strong>Cause and Effect</strong><br>Cause and effect relationships may be used to predict phenomena in natural or designed systems.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 6, 7, & 8</li> <li>Download <a href="/assets/files/standards/RNA-Transcription-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="liver"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/bubbling-liver-icon.png" alt="circle with simple line drawing of a laboratory flask with liquid and bubbles."> </div> </div> <div class="col-sm-6"> <h2>Bubbling Liver</h2> <p>By placing small pieces of liver into a cup of hydrogen peroxide, chemical activity of the enzyme catalase is visible as it splits hydrogen peroxide into water and oxygen. Draw conclusions about enzymes and the chemical reactions that they catalyze upon observation and implementation of variables.</p> <p style="margin-bottom: 10px;">Students will:</p> <ul class="circled"> <li>observe the chemical reaction of catalase and hydrogen peroxide;</li> <li>explore factors that affect the function of enzymes; and</li> <li>demonstrate the structure and function relationship between enzyme and substrate.</li> </ul> <div id="accordion-bubbling" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#bubbling_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="bubbling_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Bubbling-Liver-Potato-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Central Dogma (genes to proteins)</li> <li>Enzyme Function</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Follow a multi-step procedure to perform a controlled experiment.</li> <li>Observe enzymes acting as catalysts of chemical reactions.</li> <li>Collect data to compare control and experimental results.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Describe the structure and function relationship between enzymes and their substrates.</li> <li>Use lab result data to support or refute a claim about enzymes used in industry.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Analyzing and Interpreting Data</strong><br>Analyze and interpret date to determine similarities and differences in findings. </p> <p class="small"><strong>Constructing Explanations and Designing Solutions</strong><br>Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>PS1.B: Chemical Reactions</strong><br>Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different particles and these new substances have different properties from those of the reactants. (MS-PS1-2)<br> (NYSED) Some chemical reactions release energy, others absorb energy. (MS-PS1-6) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Patterns</strong><br>Macroscopic patterns are related to the nature of microscopic and atomic level structure. </p> <p class="small"><strong>Cause and Effect </strong><br>Cause and effect relationships may be used to predict phenomena in natural or designed systems.</p> <p class="small"><strong>Structure and Function</strong><br>Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 6 & 7</li> <li>Download <a href="/assets/files/standards/Bubbling-Liver-Potato-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="potatoes"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/bubbling-liver-icon.png" alt="circle with simple line drawing of a laboratory flask with liquid and bubbles."> </div> </div> <div class="col-sm-6"> <h2>Bubbling Potatoes</h2> <p>By placing small pieces of potato into a cup of hydrogen peroxide, students will see the enzyme catalase chemically change hydrogen peroxide into water and oxygen. Upon observation and implementation of variables, several conclusions can be drawn about enzymes and the chemical reactions that they catalyze.  </p>  <p style="margin-bottom: 10px;">Students will: </p> <ul class="circled"> <li>observe the chemical reaction of catalase and hydrogen peroxide;</li> <li>explore factors that affect the function of enzymes; and</li> <li>demonstrate the structure and function relationship between enzyme and substrate.</li>  </ul> <div id="accordion-bubbling" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#bubbling2_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="bubbling2_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Bubbling-Liver-Potato-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Central Dogma (genes to proteins)</li> <li>Enzyme Function</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Follow a multi-step procedure to perform a controlled experiment.</li> <li>Observe enzymes acting as catalysts of chemical reactions.</li> <li>Collect data to compare control and experimental results.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Describe the structure and function relationship between enzymes and their substrates.</li> <li>Use lab result data to support or refute a claim about enzymes used in industry.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Analyzing and Interpreting Data</strong><br>Analyze and interpret date to determine similarities and differences in findings. </p> <p class="small"><strong>Constructing Explanations and Designing Solutions</strong><br>Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>PS1.B: Chemical Reactions</strong><br>Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different particles and these new substances have different properties from those of the reactants. (MS-PS1-2)<br> (NYSED) Some chemical reactions release energy, others absorb energy. (MS-PS1-6) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Patterns</strong><br>Macroscopic patterns are related to the nature of microscopic and atomic level structure. </p> <p class="small"><strong>Cause and Effect </strong><br>Cause and effect relationships may be used to predict phenomena in natural or designed systems.</p> <p class="small"><strong>Structure and Function</strong><br>Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 6 & 7</li> <li>Download <a href="/assets/files/standards/Bubbling-Liver-Potato-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="viral"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/viral-infection-icon.png" alt="circle with simple line drawing of a bacteriophage - a hexagon with legs - attached to E. coli bacteria - oval shape with radiating lines - with DNA double-helix segments inside."> </div> </div> <div class="col-sm-6 "> <h2>Viral Infection</h2> <p>Bacteriophage are viruses that use bacteria as a host to reproduce. In this lab, a harmless strain of bacteria is infected with the T4 bacteriophage. After a day of growth in a Petri dish, small plaques indicate where infected bacterial cells have died.</p> <p style="margin-bottom: 10px;">Students will:</p> <ul class="circled"> <li>learn how bacteriophage use host bacterial cells to reproduce;</li> <li>infect bacterial cells with a bacteriophage virus;</li> <li>culture bacteria in Petri dishes; and</li> <li>observe infection and spread of virus among cultured cells.</li> </ul> <div id="accordion-viral_infection" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#viral_infection_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="viral_infection_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Viral-Infection-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Characteristics of Life</li> <li>DNA structure and function</li> <li>Asexual reproduction</li> <li>Central Dogma (gene to protein)</li> <li>Introduction to infectious disease, and pathogens</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Measure small volumes of liquid with micropipettes.</li> <li>Culture bacteria in petri dishes.</li> <li>Follow a multi-step procedure for a controlled experiment.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain the difference between genetic and infectious disease.</li> <li>Describe how viruses reproduce.</li> <li>Analyze and interpret results to assess spread of virus and formation of plaques among cultured cells.</li> <li>Construct an argument supporting an alternative to antibiotic treatment for bacterial infection. </li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Planning and Carrying Out Investigations</strong><br>Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. </p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br>Analyze and interpret data to provide evidence for phenomena.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.A: Structure and Functi</strong><br>All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)<br> Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2)<br> Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2) </p> <p class="small"><strong>LS3.A: Inheritance of Traits</strong><br>Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1)</p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Structure and Function</strong><br>Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function</p> <p class="small"><strong>Cause and Effect</strong><br>Cause and effect relationships may be used to predict phenomena in natural or designed systems.</p> <p class="small"><strong>Patterns</strong><br>Macroscopic patterns are related to the nature of microscopic and atomic-level structure.<br> Patterns can be used to identify cause and effect relationships. </p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 hour</li> <li>Grades 6 & 7</li> <li>Download <a href="/assets/files/standards/Viral-Infection-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs "> <h3 class="sidelines text-center"><span>Suggested for Grade 7+:</span></h3> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="dnafingerprint"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/fingerprint-icon.png" alt="circle with simple drawing of a DNA fingerprint; pattern of white rectangles on a blue background"> </div> </div> <div class="col-sm-6"> <h2>DNA Fingerprint</h2> <p>Human DNA is more alike than different, so how do we find the differences? Restriction enzymes are proteins that recognize specific DNA sequences and can be used to determine whether a particular DNA sequence is present. In this lab, DNA from “evidence” and “suspects” will be compared using restriction enzyme digest and agarose gel electrophoresis. DNA analysis will then be combined with crime scene data to draw conclusions about each suspect.</p> <p style="margin-bottom: 10px;">Students will:</p> <ul class="circled"> <li>learn about restriction enzymes;</li> <li>observe how agarose gel electrophoresis is used to produce a DNA fingerprint;</li> <li>compare DNA fingerprints from “evidence” and “suspects”; and</li> <li>determine who left their DNA at a “crime scene”.</li> </ul> <div id="accordion-dna_fingerprint" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#dna_fingerprint_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="dna_fingerprint_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/DNA-Fingerprint-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour or 2 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure and function, heredity</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Prepare an agarose gel.</li> <li>Use micropipettes to measure small volumes of liquid and load DNA into agarose gels.</li> <li>Perform agarose gel electrophoresis to visualize DNA.</li> <li>Analyze and interpret DNA fingerprints from “evidence” and “suspects.”</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Use agarose gel electrophoresis results to determine whose DNA was at the “crime scene.”</li> <li>Explain how the agarose gel electrophoresis results support a conclusion.</li> <li>Describe how restriction enzymes cut DNA, and how they can be used to differentiate DNA sequences.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Engaging in Argument from Evidence</strong><br>Use an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or model for a phenomenon or a solution to a problem. </p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS3.A: Inheritance of Traits</strong><br>Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1)<br> Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Cause and Effect</strong><br>Cause and effect relationships may be used to predict phenomena in natural systems.</p> <p class="small"><strong>Interdependence of Science, Engineering, and Technology</strong><br>Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 or 2 hours</li> <li>Grades 7, 8, & 9</li> <li>Download <a href="/assets/files/standards/DNA-Fingerprint-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="genetherapy"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/gene-therapy-icon.png" alt="circle with simple line drawing of a vial with liquid medicine and a circular plasmid with a section highlighted to represent a gene."> </div> </div> <div class="col-sm-6"> <h2>Gene Therapy</h2> <p>Gene therapy is an experimental technique that can be used to treat or prevent genetic disease. In this lab, a mutant strain of <em>E.coli </em>is genetically engineered with a missing gene so it can survive in a Petri dish with a selective food source. After overnight growth, a color change indicates the bacteria have been transformed and the “therapy” was a success.</p> <p style="margin-bottom: 10px;">Students will:</p> <ul class="circled"> <li>Perform a bacterial transformation;</li> <li>Culture bacteria in Petri dishes;</li> <li>Learn about enzyme mediated digestion of lactose; and</li> <li>Discuss medical applications of genetic engineering.</li> </ul> <div id="accordion-gene_therapy" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#gene_therapy_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="gene_therapy_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Gene-Therapy-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour or 2 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA Structure</li> <li>Bacterial cell components, including plasmids</li> <li>Central Dogma (genes to proteins)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Measure small volumes of liquid using micropipettes.</li> <li>Use sterile technique while working with bacteria.</li> <li>Culture bacteria in Petri dishes.</li> <li>Follow a multi-step procedure to conduct a controlled experiment. </li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain the steps of bacterial transformation.</li> <li>Predict experimental and control results.</li> <li>Construct an explanation of how the results show the host bacteria were genetically modified.</li> <li>Describe an example of  how gene therapy could be used in humans.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Planning and Carrying Out Investigations</strong><br>Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation. </p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br>Analyze and interpret data to provide evidence for phenomena.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.B Growth and Development of Organisms</strong><br>Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (MS-LS3-2)</p> <p class="small"><strong>LS3.B: Variation of Traits</strong><br>In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) (NYSED) Mutations may result in changes to the structure and function of proteins. (MS-LS3-1)<br> •(NYSED) Advances in biotechnology have allowed organisms to be modified genetically. (HS-LS3-2) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Interdependence of Science, Engineering, and Technology</strong><br>Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. </p> <p class="small"><strong>Cause and Effect </strong><br>Cause and effect relationships may be used to predict phenomena in natural or designed systems.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 or 2 hours</li> <li>Grades 7 & 8</li> <li>Download <a href="/assets/files/standards/Gene-Therapy-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> <div class="row inner-top-sm reset-xs inner-bottom-xs" id="proteinpure"> <div class="col-sm-2"> <div class="icon pull-right "> <img src="/assets/images/protein-purification-icon.png" alt="circle with simple drawing of E. coli bacteria - oval shape with radiating lines - and dimensional model of a protein that have gradient edges so they appear to be glowing."> </div> </div> <div class="col-sm-6"> <h2>Protein Purification</h2> <p>In this lab, green fluorescent protein (GFP) is isolated from genetically engineered bacterial cells. Using a technique called hydrophobic interaction chromatography (HIC), GFP is separated from cellular proteins through binding with a hydrophobic resin. Upon completion of the lab, tubes of purified GFP fluoresce bright green when exposed to UV light.</p> <p style="margin-bottom: 10px;">Students will:</p> <ul class="circled"> <li>learn how GFP is used as a molecular reporter in research;</li> <li>lyse engineered bacterial cells to release GFP and cellular proteins;</li> <li>use chromatography to separate GFP from other cellular proteins; and</li> <li>discuss how bacterial cells can be used to produce human proteins.</li> </ul> <div id="accordion-protein_purification" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#protein_purification_standards">Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="protein_purification_standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Protein-Purification-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 2 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>Bacterial cell components, including plasmids </li> <li>Genetic Engineering</li> <li>Asexual reproduction</li> <li>Central Dogma (genes to proteins)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Lyse bacterial cells and isolate proteins from the cell lysate.</li> <li>Measure small volumes of liquid using micropipettes.</li> <li>Centrifuge samples to separate materials of different densities.</li> <li>Use hydrophobic interaction chromatography to separate proteins.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain how bacterial cells can be used to manufacture human proteins.</li> <li>Describe how GFP is used as a molecular reporter in research.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "><br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"> <p class="small"><strong>Engaging in Argument from Evidence</strong><br>Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.B: Growth and Development of Organisms </strong><br>Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (MS-LS3-2)</p> <p class="small"><strong>LS3.A: Inheritance of Traits </strong><br>Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. (MS-LS3-1)</p> <p class="small"><strong>LS3.B: Variation of Traits</strong><br>(NYSED) Advances in biotechnology have allowed organisms to be modified genetically. (HS-LS3-2)</p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Structure and Function</strong><br>Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function.</p> <p class="small"><strong>Patterns</strong><br>Patterns can be used to identify cause and effect relationships.</p> <p class="small"><strong>Cause and Effect</strong><br>Cause and effect relationships may be used to predict phenomena in natural or designed systems.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> <div> <div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li>Lab time: 1 or 2 hours</li> <li>Grades 7 & 8</li> <li>Download <a href="/assets/files/standards/Protein-Purification-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li> </ul> </div> </div> </div> </section> <section class="light-bg"> <div class="container inner-top-sm inner-bottom-xs" > <div class="row"> <div class="col-md-9 col-sm-10 center-block"> <h2>The Importance of Field Trips for Middle School Education</h2> <p>Middle schoolers have the distinction of being in a wonderful stage of life. No longer young kids, but not quite teens, they are eager to learn and extremely curious. Nothing excites them quite as much as field trips custom-designed to inspire excitement about science.</p> <p> At the DNALC, we specialize in offering biology field trips for the middle school market. From gene therapy and genetics to cell models and pollen analysis, our specially created curricula span the scientific world. Book field trips for your 6<sup>th</sup>, 7<sup>th</sup>, and 8<sup>th</sup>-grade classes, and give them the opportunity to dive deeper into critical biology topics.</p> <h2>Why Take Your Middle School Class on a Field Trip to a DNALC?</h2> <p>What kinds of benefits can you expect from a field trip to a DNALC? Here are a few:</p> <ul class="circled"> <li><strong>Applied learning:</strong> Kids may not understand how what they are learning in the classroom or in a book applies to the real-world. Field trips provide them with fresh perspectives and a deeper understanding of how everyday professionals utilize science.  </li> <li><strong>Improved discussions: </strong>Middle school youngsters like to share their opinions. However, they might not have the background for robust debates and classroom conversations about science concepts and theories. Going on a middle school field trip can improve their know-how and guide them toward more detailed, healthy dialogue with teachers and peers.</li> <li><strong>Access to experts and equipment:</strong> Many schools do not have state-of-the-art science equipment capable of helping students view cells or explore genetic engineering. A leading science center like DNALC has all the tools necessary to breathe life into the scientific realm. Plus, expert staff members can explain scientific principles and answer questions on the spot.</li> <li><strong>Improved cognitive ability:</strong> Kids tend to be visual learners, especially in today’s environment where devices and screens are the norm. Being able to read about a concept and apply it boosts memory and deepens personal knowledge. One of the best ways to foster a broader understanding of any concept is to put it into action.</li> <li><strong>Higher student engagement:</strong> Although middle schoolers have a reputation for soaking up new information, not all students are always engaged in an in-person or virtual classroom environment. Getting them away from the status quo assists in removing the barriers to their success. A well-planned gene therapy, genetic engineering, or cell model lab field trip can revitalize the desire to learn.</li> <li><strong>Career exploration opportunities: </strong>The middle school years are a time when kids begin branching out when thinking about what they might want to do professionally. Taking field trips opens their eyes to occupations they might never otherwise consider. Plenty of kids end up falling in love with specific careers after hearing more about them.</li> </ul><br> <h2>Bring Your Middle Schoolers for a Lab-based Field Trip</h2> <p>Are you ready to bring the benefits of a middle school field trip to your students? The DNALC makes it easy to arrange a field trip to our bustling, leading-edge lab. <a href="https://dnalc.cshl.edu/programs/fieldtrips/">Schedule your upcoming visit</a> today and get ready to deliver a field trip to your middle schoolers that they will always remember.</p> </div> </div> </div> </section> </main>    <footer id="colophon" class="site-footer" role="contentinfo"> <div class="container-fluid"> <section><br/></section> <div class="row"> <div class="col-lg-offset-1 col-lg-11 col-xs-12"> <div class="row"> <div class="col-lg-3 col-md-3 col-sm-3 col-xs-12 bottom-footer-column"> <h3 class="footer-contact-h3">CSHL Menu</h3> <ul id="footer-column-1" class="menu"><li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-29002"><a href="https://www.cshl.edu/about-us/">About</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-29003"><a href="https://www.cshl.edu/public-events/">Events</a></li> <li class="menu-item 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Middle School Program - CSHL DNA Learning Center