Middle School Program
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.
In-school Programs
- In-school instruction is $1,450/day for up to 5 class periods
Field Trips at a DNALC
Teachers can select one, or a sequence of several of our Middle School Labs.
- DNALC classrooms are limited to 24 or 32 students, and are reserved on a first come, first served basis.
- 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 Harlem DNA Lab, which is a single classroom.
- Two-hour wet lab/museum tour (CSH and Brooklyn only) field trips are $375 per class .
- Two-hour wet lab/computer lab and two-hour wet lab trips are $425 per class.
- $5 per student materials fee applies to DNA Models field trip ONLY.
- Financial assistance is available for Title 1 schools booking field trips at the DNALC NYC or Harlem DNA Lab. Indicate that you are booking for a Title 1 school when making a reservation.
Two-hour field trip options include:
- 1 hour hands-on laboratory and 1 hour tour of the Our Human Inheritance museum exhibition (CSH and Brooklyn only);
- 1 hour hands-on laboratory and 1 hour computer lab, The Mystery of Anastasia;
- One 2-hour hands-on laboratory, such as Glowing Genes or DNA Fingerprint; and
- Two 1-hour hands-on laboratories such as DNA Models and DNA Extraction.
Extended day field trips
CSI: Learning Center | Grades 6–8 | $800/class |
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Survival of the Fittest | Grades 6–8 | $800/class |
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DNA Basics | Grades 5–7 | $800/class (+$5 per student for materials) |
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Ötzi the Iceman (CSH and Brooklyn only) |
Grades 5–8 | $800/class |
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Suggested for Grades 5 & 6:
Baggie Cell Model
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.
Students will:
- discover that in nature “form fits function”;
- understand that there is order to a living thing, and that cells give rise to tissues, tissues to organs, and organs to organ systems;
- identify organelles and other cellular structures by their scientific names;
- learn how organelles and other structures work together in a cell; and
- build a macroscopic model of an animal cell.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- Characteristics of life
- Cells as the basic units of life
Lab Skills
- Build a cell model.
Conceptual Knowledge/Skills
- Identify cellular structures and organelles by their scientific names.
- Use an example cell-type to demonstrate how cellular form fits its function.
- Explain how a cell is like a factory.
- Describe cellular organization from cells, to tissues and organs
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Developing and Using Models |
LS1.A: Structure and Function |
Scale, Proportion, and Quantity Structure and Function |
Information:
- Lab time: 1 hour
- Grades 5 & 6
- Download Prelab, Skills, and Standards Alignments
Diversity of Life
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.
Students will:
- view cells from all five kingdoms magnified through a compound microscope;
- record microscope observations;
- compare and contrast cell types; and
- learn how to prepare a wet mount slide with cheek cells and use a compound microscope.
Lab Length: 1–2 hours
Suggested Pre-Lab Teaching
- Compound microscope anatomy and use Characteristics of life
- Plant and animal cell structures
Lab Skills
- Operate a compound light microscope.
- Record microscope observations.
- Prepare a wet-mount slide.
Conceptual Knowledge/Skills
- Compare and contrast cell types.
- Describe characteristics that make each Kingdom unique.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Planning and Carrying Out Investigations |
LS1.A: Structure and Function |
Scale, Proportion, and Quantity Patterns Structure and Function |
Information:
- Lab time: 1–2 hours
- Grades 5 & 6
- Download Prelab, Skills, and Standards Alignments
DNA Models
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.
Students will:
- discuss the role of DNA in living things;
- explore the structure and function of the DNA molecule;
- learn about the base pairs of DNA and the importance of sequence; and
- construct a model of DNA.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- DNA function
- Cell anatomy
Lab Skills
- Construct a 3-D model of the double helix.
Conceptual Knowledge/Skills
- Describe the molecular components of DNA.
- Illustrate how a four-letter code can carry hereditary information for all organisms.
- Explain how although the structure is always the same, DNA differs among all living things.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Developing and Using Models |
LS3.A: Inheritance of Traits 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) |
Structure and Function |
Information:
- Lab time: 1 hour
- Grades 5 & 6
- Download Prelab, Skills, and Standards Alignments
Mendelian Inheritance
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.
Students will:
- collect data from corn crosses to show patterns of heredity;
- use Punnett squares to predict possible outcomes from genetic crosses; and
- learn how Mendel’s laws can be applied today.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- DNA structure, function and heredity
- DNA variation in humans
Lab Skills
- Observe and collect data on some common traits within the class.
- Use Punnett squares to predict possible outcomes from genetic crosses.
- Apply Mendel’s laws of heredity to build a fictitious “offspring” based on random selection of allele pairs from “parents.”
Conceptual Knowledge/Skills
- Use the “offspring” result to explain the terms genotype and phenotype.
- Demonstrate how Punnett squares are used to predict outcomes of genetic crosses.
- Explain why offspring have different traits from their parents, and their siblings.
- Describe how Punnett squares can be used in a field like medicine or genetic counseling.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Developing and Using Models Analyzing and Interpreting Data |
LS1.B: Growth and Development of Organisms LS3.A: Inheritance of Traits LS3.B: Variation of Traits |
Cause and Effect Patterns |
Information:
- Lab time: 1 hour
- Grades 5 & 6
- Download Prelab, Skills, and Standards Alignments
Observing Mutant Organisms
Mutations are changes in DNA that can sometimes lead to variation in traits. Through a comparison of wild-type and mutant strains of Drosophila 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.
Students will:
- observe fruit fly traits using a stereo microscope or pocket magnifier;
- describe and record traits of different fruit flies;
- draw conclusions about the fitness of flies with different trait variations; and
- discuss the role of mutations in species survival and evolution.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- DNA structure and function
- Heredity
Lab Skills
- Use a stereo microscope to magnify and view Drosophila fruit flies
- Record and describe observations of wild type and mutant fruit fly traits.
Conceptual Knowledge/Skills
- Classify the shared characteristics of model organisms used in genetic research.
- Draw conclusions about the fitness of flies with different observed trait variations.
- Describe the role of mutations in species survival and evolution.
- Explain why sometimes mutations have no effect on an organism’s traits.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Constructing Explanations and Designing Solutions Developing and Using Models |
LS1.A: Growth and Development of Organisms LS3.A: Inheritance of Traits LS3.B: Variation of Traits |
Structure and Function Cause and Effect |
Information:
- Lab time: 1 hour
- Grades 5 & 6
- Download Prelab, Skills, and Standards Alignments
Suggested for Grades 5-8:
Our Human Inheritance, featuring Ötzi the Iceman
Museum Tour, DNALC in Cold Spring Harbor
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.
Students will:
- take a tour of the exhibit;
- learn about Ötzi’s microbiome, medical and genetic history, and untimely death;
- see the world’s first reconstruction of a complete Neanderthal skeleton; and
- explore what we know about the history of our species using fossil and DNA evidence.
Information:
- Lab time: 1 hour
- Grades 5 and above
- Offered only at DNALC in Cold Spring Harbor
What DNA Says about Our Past and Future, featuring Ötzi the Iceman
Museum Tour, DNALC NYC at City Tech
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 DNALC NYC 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.
Students will:
- take a tour of the exhibit;
- learn about Ötzi’s microbiome, medical and genetic history, and untimely death;
- see a life-size reproduction of a 2900-year-old Philistine burial; and
- 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.
Information:
- Lab time: 1 hour
- Grades 5 and above
- Offered only at DNALC NYC in Brooklyn
DNA Extraction from Wheat Germ
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.
Students will:
- review the structure of plant cells;
- follow a simple lab procedure;
- explain how DNA can be visible without a microscope; and
- collect DNA and make a keepsake necklace.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- Plant cell anatomy
- DNA structure and function
Lab Skills
- Use graduated tubes and transfer pipettes to measure small volumes of liquid.
- Follow a multi-step protocol.
Conceptual Knowledge/Skills
- Explain how DNA can be visible without a microscope.
- Outline the process of DNA extraction from plant cells, including the purpose of detergent and alcohol.
- Describe real-world examples of professions that use DNA extraction.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Planning and Carrying Out Investigations |
LS1.A: Structure and Function |
Cause and Effect Structure and Function
|
Information:
- Lab time: 1 hour
- Grades 5, 6, 7, & 8
- Download Prelab, Skills, and Standards Alignments
Pollen Tells a Story
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.
Students will:
- learn how to use a compound microscope;
- explore how pollen can be used to track an individual’s location;
- view and identify pollen types found in Ötzi’s body; and
- use pollen observations to estimate Ötzi’s movement in the days before he died.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- Animal and plant cell anatomy
- Flowering plant (angiosperm) reproduction.
- Structure and function relationship
Lab Skills
- Use a compound microscope to magnify and view pollen samples.
- Identify pollen types found throughout Ötzi’s digestive system.
Conceptual Knowledge/Skills
- Describe the role of pollen in plant reproduction.
- Use lab pollen data to support an explanation of Ötzi’s movement in the days before he died.
- Explain how pollen can be used to track changes in an individual’s geographic location.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Constructing Explanations and Designing Solutions Analyzing and Interpreting Data |
S1.B: Growth and Development of Organisms LS4.A: Evidence of Common Ancestry and Diversity |
Interdependence of Science, Engineering, and Technology Patterns |
Information:
- Lab time: 1 hour
- Grades 5, 6, 7, & 8
- Download Prelab, Skills, and Standards Alignments
Ötzi FURensics
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.
Students will:
- learn how to use compound microscopes;
- view and identify hair types found on some of Ötzi’s clothes and gear; and
- interpret class data to draw conclusions about the origin of Ötzi’s clothing.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- Parts of the compound microscope, and microscope use
- Introduction to the technology and apparel of the Neolithic
Lab Skills
- Use compound microscopes to view hair samples.
Conceptual Knowledge/Skills
- Compare known hair-types to those from Ötzi’s clothing.
- Interpret class data to determine the origin of Ötzi’s clothing.
- Describe the anatomy and characteristics of hair.
- Explain how hair or fiber analysis could be used in another branch of forensic science.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence Analyzing and Interpreting Data |
LS1.A: Structure and Function |
Patterns Scientific Knowledge Assumes an Order and Consistency in Natural Systems |
Information:
- Lab time: 1 hour
- Grades 5, 6, 7, & 8
- Download Prelab, Skills, and Standards Alignments
The Mystery of Anastasia (computer lab)
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!
Students will:
- learn the story of the Romanovs and their disappearance in 1917;
- collect and interpret forensic evidence;
- perform DNA comparisons to identify important people; and
- use evidence to support a claim and solve the mystery.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- DNA structure, function, and heredity
- Parts of the animal cell
Lab Skills
- Collect and interpret forensic evidence.
- Perform DNA sequence alignments to determine relatedness.
Conceptual Knowledge/Skills
- Critically examine different forensic techniques.
- Explain how mitochondrial DNA is useful in genealogy.
- Use evidence to support or refute a claim.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Obtaining, Evaluating, and Communicating Information |
ETS1.B: Developing Possible Solutions |
Patterns Cause and Effect |
Information:
- Lab time: 1 hour
- Grades 5, 6, 7, & 8
- Download Prelab, Skills, and Standards Alignments
- Not offered at Harlem DNA Lab
Forensic Fingerprint Analysis
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.
Option 1: Loops, Whorls, and Arches (1 hour)
Students will:
- learn about the history of fingerprint analysis in forensics;
- explore the general classifications of different patent (visible) prints;
- analyze their own fingerprint minutiae.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- Difference between genetic and acquired traits
- Variation of traits in humans (all humans are unique)
Lab Skills
- Develop fingerprints on an identification card.
- Analyze fingerprints and identify class characteristics.
- Classify minutiae of fingerprints.
Conceptual Knowledge/Skills
- Explain how fingerprints are useful for identification.
- Describe class characteristics and minutiae of fingerprint patterns.
- Predict the occurrence of loops, whorls, and arches in a population.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Planning and Carrying Out Investigations Analyzing and Interpreting Data |
LS3.B: Variation of Traits |
Patterns Scale, Proportion, and Quantity |
Option 2: Dust Away Crime (2 hours)
Students will:
- learn about the history of fingerprint analysis in forensics;
- explore the general classifications of different patent (visible) prints;
- analyze their own fingerprint minutiae;
- lift and analyze fingerprints from surfaces; and
- apply their fingerprint analysis skills to solve a “mystery”.
Lab Length: 2 hours
Suggested Pre-Lab Teaching
- Difference between genetic and acquired traits
- Variation of traits in humans (all humans are unique)
Lab Skills
- Compare general classifications of different patent (visible) prints.
- Develop latent (invisible) prints on surfaces.
- Lift and analyze latent fingerprints to identify class characteristics.
- Classify minutiae of fingerprints.
Conceptual Knowledge/Skills
- Explain how fingerprints are useful for identification.
- Describe the methods used to develop latent fingerprints.
- Examine and compare fingerprints to solve a “crime.”
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence Planning and Carrying Out Investigations Analyzing and Interpreting Data |
LS3.B: Variation of Traits |
Patterns Scale, Proportion, and Quantity |
Information:
- Lab time: 1 or 2 hours (see options)
- Grades 5, 6, 7, & 8
- Download (Option 1) Prelab, Skills, and Standards Alignments
- Download (Option 2) Prelab, Skills, and Standards Alignments
Suggested for Grades 6, 7, & 8:
Bacteria and Antibiotics
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.
Students will:
- learn to culture bacteria in Petri dishes and perform antibiotic sensitivity tests;
- observe the effect of antibiotics on different bacterial strains; and
- discuss how antibiotics work and how bacteria become resistant to antibiotics.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- Although most are harmless, some bacteria can cause infection.
- Antibiotics are prescribed to treat bacterial infections.
Lab Skills
- Conduct a controlled experiment to determine antibiotic sensitivity.
- Use a transfer pipette or micropipette to measure small volumes of liquid.
- Use sterile technique to culture bacteria in Petri dishes.
Conceptual Knowledge/Skills
- Use experimental results to determine antibiotic sensitivity.
- Describe how experimental results support a claim about antibiotic resistance.
- Explain how bacteria develop antibiotic resistance in nature.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Analyzing and Interpreting Data Constructing Explanations and Designing Solutions |
LS4.B Natural Selection LS4.C Adaptation |
Patterns Cause and Effect |
Information:
- Lab time: 1 hour
- Grades 6 & 7
- Download Prelab, Skills, and Standards Alignments
Better Milk for Cats
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.
Students will:
- create enzyme "beads" using sodium alginate and use them in a "bioreactor";
- observe the enzyme substrate reaction of lactase and lactose;
- understand the genetics behind lactase production and lactose intolerance; and
- test for the product of an enzyme-catalyzed reaction to demonstrate enzyme efficiency.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- DNA structure and function
- Central Dogma (genes to proteins)
- Enzyme function
Lab Skills
- Use transfer pipettes to measure small volumes of liquid.
- Test for the product of an enzyme-catalyzed reaction.
Conceptual Knowledge/Skills
- Explain why lactose free milk is a “better milk for cats.”
- Describe the enzyme-substrate reaction that results in the digestion of lactose.
- Use experimental results to demonstrate if an enzymatic reaction occurred.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Constructing Explanations and Designing Solution |
LS.3.A: Inheritance of Traits LS3.B: Variation of Traits |
Structure and Function |
Information:
- Lab time: 1 hour
- Grades 6 & 7
- Download Prelab, Skills, and Standards Alignments
Enzymatic Food Production
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.
Students will:
- use enzymes to make two common foods;
- observe enzymes acting as catalysts of chemical reactions;
- discuss the relationship between structure and function of enzymes and their substrates; and
- discover factors that can affect enzyme function.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- Central Dogma (genes to proteins)
- Enzyme Function
Lab Skills
- Conduct an investigation following a multi-step protocol.
- Observe enzymes acting as catalysts of chemical reactions.
- Measure small volumes of liquid using transfer pipets, and graduated cylinders.
- Collect data to compare control and experimental results.
Conceptual Knowledge/Skills
- Describe the structure and function relationship between enzymes and their substrates.
- Use lab result data to draw conclusions about factors that affect enzyme efficiency and function.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Analyzing and Interpreting Data Constructing Explanations and Designing Solutions |
PS1.B: Chemical Reactions |
Patterns Cause and Effect Influence of Science, Engineering, and Technology on Society and the Natural World |
Information:
- Lab time: 1 hour
- Grades 6 & 7
- Download Prelab, Skills, and Standards Alignments
Glowing Genes
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 E. coli. 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.
Students will:
- observe the effect of antibiotics on bacteria;
- learn how plasmids are used to introduce new genes into bacterial cells;
- understand how bacteria can be used to make human proteins such as insulin; and
- discuss how GFP can be used as a molecular reporter in research.
Lab Length: 1 hour or 2 hours
Suggested Pre-Lab Teaching
- DNA Structure
- Bacterial cell components, including plasmids
- Central Dogma (genes to proteins)
Lab Skills
- Measure small volumes of liquid using micropipettes.
- Use sterile technique while working with bacteria.
- Culture experiment results in Petri dishes.
- Follow a multi-step procedure to conduct a controlled experiment.
Conceptual Knowledge/Skills
- Explain the steps of bacterial transformation.
- Predict experimental and control results.
- Construct an explanation of how the transformation technique can be used in industry.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Planning and Carrying Out Investigations Analyzing and Interpreting Data |
LS1.B Growth and Development of Organisms LS3.B: Variation of Traits |
Interdependence of Science, Engineering, and Technology Cause and Effect |
Information:
- Lab time: 1 or 2 hours
- Grades 6, 7, & 8
- Download Prelab, Skills, and Standards Alignments
RNA Transcription
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.
Students will:
- discover the differences between DNA and RNA;
- visualize how coded information in RNA is translated by ribosomes to make proteins;
- make connections between specific proteins and traits; and
- build a model that shows both RNA transcription and translation.
Lab Length: 2 hours
Suggested Pre-Lab Teaching
- DNA structure and function
- Heredity
- Cell anatomy
Lab Skills
- Compare and contrast DNA and RNA.
- Decode genetic information in RNA to reveal the amino acids involved in protein production.
- Build a model that shows understanding of both RNA transcription and translation.
Conceptual Knowledge/Skills
- Describe the steps of RNA transcription and translation using the 2-D model.
- Explain how a genetic mutation might affect the production of a protein, and why sometimes the mutation may be neutral.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Developing and Using Models |
LS1.A: Structure and Function LS3.A: Inheritance of Traits LS3.B: Variation of Traits |
Structure and Function Patterns Cause and Effect |
Information:
- Lab time: 1 hour
- Grades 6, 7, & 8
- Download Prelab, Skills, and Standards Alignments
Bubbling Liver
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.
Students will:
- observe the chemical reaction of catalase and hydrogen peroxide;
- explore factors that affect the function of enzymes; and
- demonstrate the structure and function relationship between enzyme and substrate.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- Central Dogma (genes to proteins)
- Enzyme Function
Lab Skills
- Follow a multi-step procedure to perform a controlled experiment.
- Observe enzymes acting as catalysts of chemical reactions.
- Collect data to compare control and experimental results.
Conceptual Knowledge/Skills
- Describe the structure and function relationship between enzymes and their substrates.
- Use lab result data to support or refute a claim about enzymes used in industry.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Analyzing and Interpreting Data Constructing Explanations and Designing Solutions |
PS1.B: Chemical Reactions |
Patterns Cause and Effect Structure and Function |
Information:
- Lab time: 1 hour
- Grades 6 & 7
- Download Prelab, Skills, and Standards Alignments
Bubbling Potatoes
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.
Students will:
- observe the chemical reaction of catalase and hydrogen peroxide;
- explore factors that affect the function of enzymes; and
- demonstrate the structure and function relationship between enzyme and substrate.
Lab Length: 1 hour
Suggested Pre-Lab Teaching
- Central Dogma (genes to proteins)
- Enzyme Function
Lab Skills
- Follow a multi-step procedure to perform a controlled experiment.
- Observe enzymes acting as catalysts of chemical reactions.
- Collect data to compare control and experimental results.
Conceptual Knowledge/Skills
- Describe the structure and function relationship between enzymes and their substrates.
- Use lab result data to support or refute a claim about enzymes used in industry.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Analyzing and Interpreting Data Constructing Explanations and Designing Solutions |
PS1.B: Chemical Reactions |
Patterns Cause and Effect Structure and Function |
Information:
- Lab time: 1 hour
- Grades 6 & 7
- Download Prelab, Skills, and Standards Alignments
Viral Infection
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.
Students will:
- learn how bacteriophage use host bacterial cells to reproduce;
- infect bacterial cells with a bacteriophage virus;
- culture bacteria in Petri dishes; and
- observe infection and spread of virus among cultured cells.
Information:
- Lab time: 1 hour
- Grades 6 & 7
- Download Prelab, Skills, and Standards Alignments
Suggested for Grade 7+:
DNA Fingerprint
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.
Students will:
- learn about restriction enzymes;
- observe how agarose gel electrophoresis is used to produce a DNA fingerprint;
- compare DNA fingerprints from “evidence” and “suspects”; and
- determine who left their DNA at a “crime scene”.
Lab Length: 1 hour or 2 hours
Suggested Pre-Lab Teaching
- DNA structure and function, heredity
Lab Skills
- Prepare an agarose gel.
- Use micropipettes to measure small volumes of liquid and load DNA into agarose gels.
- Perform agarose gel electrophoresis to visualize DNA.
- Analyze and interpret DNA fingerprints from “evidence” and “suspects.”
Conceptual Knowledge/Skills
- Use agarose gel electrophoresis results to determine whose DNA was at the “crime scene.”
- Explain how the agarose gel electrophoresis results support a conclusion.
- Describe how restriction enzymes cut DNA, and how they can be used to differentiate DNA sequences.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence |
LS3.A: Inheritance of Traits |
Cause and Effect Interdependence of Science, Engineering, and Technology |
Information:
- Lab time: 1 or 2 hours
- Grades 7, 8, & 9
- Download Prelab, Skills, and Standards Alignments
Gene Therapy
Gene therapy is an experimental technique that can be used to treat or prevent genetic disease. In this lab, a mutant strain of E.coli 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.
Students will:
- Perform a bacterial transformation;
- Culture bacteria in Petri dishes;
- Learn about enzyme mediated digestion of lactose; and
- Discuss medical applications of genetic engineering.
Lab Length: 1 hour or 2 hours
Suggested Pre-Lab Teaching
- DNA Structure
- Bacterial cell components, including plasmids
- Central Dogma (genes to proteins)
Lab Skills
- Measure small volumes of liquid using micropipettes.
- Use sterile technique while working with bacteria.
- Culture bacteria in Petri dishes.
- Follow a multi-step procedure to conduct a controlled experiment.
Conceptual Knowledge/Skills
- Explain the steps of bacterial transformation.
- Predict experimental and control results.
- Construct an explanation of how the results show the host bacteria were genetically modified.
- Describe an example of how gene therapy could be used in humans.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Planning and Carrying Out Investigations Analyzing and Interpreting Data |
LS1.B Growth and Development of Organisms LS3.B: Variation of Traits |
Interdependence of Science, Engineering, and Technology Cause and Effect |
Information:
- Lab time: 1 or 2 hours
- Grades 7 & 8
- Download Prelab, Skills, and Standards Alignments
Protein Purification
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.
Students will:
- learn how GFP is used as a molecular reporter in research;
- lyse engineered bacterial cells to release GFP and cellular proteins;
- use chromatography to separate GFP from other cellular proteins; and
- discuss how bacterial cells can be used to produce human proteins.
Lab Length: 2 hours
Suggested Pre-Lab Teaching
- Bacterial cell components, including plasmids
- Genetic Engineering
- Asexual reproduction
- Central Dogma (genes to proteins)
Lab Skills
- Lyse bacterial cells and isolate proteins from the cell lysate.
- Measure small volumes of liquid using micropipettes.
- Centrifuge samples to separate materials of different densities.
- Use hydrophobic interaction chromatography to separate proteins.
Conceptual Knowledge/Skills
- Explain how bacterial cells can be used to manufacture human proteins.
- Describe how GFP is used as a molecular reporter in research.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence |
LS1.B: Growth and Development of Organisms LS3.A: Inheritance of Traits LS3.B: Variation of Traits |
Structure and Function Patterns Cause and Effect |
Information:
- Lab time: 1 or 2 hours
- Grades 7 & 8
- Download Prelab, Skills, and Standards Alignments
The Importance of Field Trips for Middle School Education
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.
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 6th, 7th, and 8th-grade classes, and give them the opportunity to dive deeper into critical biology topics.
Why Take Your Middle School Class on a Field Trip to a DNALC?
What kinds of benefits can you expect from a field trip to a DNALC? Here are a few:
- Applied learning: 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.
- Improved discussions: 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.
- Access to experts and equipment: 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.
- Improved cognitive ability: 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.
- Higher student engagement: 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.
- Career exploration opportunities: 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.
Bring Your Middle Schoolers for a Lab-based Field Trip
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. Schedule your upcoming visit today and get ready to deliver a field trip to your middle schoolers that they will always remember.