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DNA Model Project Assignment Activity NGSS Upcycled or Recycled Project

Grade Levels
7th - 10th
Formats Included
  • PDF
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2 pages
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Fun and fresh approach to building a DNA model - the results are quite diverse and interesting!

Related NGSS Standards: MS-LS3-1, HS-LS3-1, HS-LS3-2, and HS-LS3-3

NGSS Science & Engineering Practice: Developing and using models

This resource gives students clear and concise directions to build a DNA model out of upcycled or recycled "stuff". The straightforward directions help all students understand exactly what is required. To spark ideas about "stuff" to use, a helpful list of suggested materials is provided with the directions. A student-friendly, easy to follow rubric is also included.

This project really sparks some creativity - the results are certainly anything but the same old DNA model!

Please note: This resource is NOT editable.

Check out the DNA/Chromosomes Section of Our Store!

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Total Pages
2 pages
Answer Key
Rubric only
Teaching Duration
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to see state-specific standards (only available in the US).
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins. Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.
Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.
Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits. Assessment does not include Hardy-Weinberg calculations.


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