Jelly Genes

Jelly Genes

Science Process Skills

Comparing

Organizing

Relating

Inferring

Materials (per group)

Jar of peanut butter

Jar of jelly

Locking plastic bag with six to eight crackers inside

Plastic knife

Napkin or paper towel

Someone to read aloud the instructions for each sandwich

Doing the Activity

You can work in teams or as individuals. If working as a team, then team members should take turns as each instruction is read. Wash your hands before you start this activity.

Choose someone to be the narrator. It is their job to read the list of instructions out loud.

Teams or individuals will need to listen to the instructions. They should do exactly as they are directed (no more, no less).

Case One: Normal-> Have narrator read these instructions to the group.

Open the bag of crackers.
Remove two crackers.
Close the bag of crackers.
Open the jar of jelly.
Pick up the knife to use as a spreader.
Use the knife to spread jelly on one cracker.
Wipe the knife with a napkin.
Put the knife down.
Close the jelly jar.
Open the jar of peanut butter.
Pick up the knife to use as a spreader.
Using the knife, spread peanut butter over the jelly you just spread.
Wipe your knife with a napkin.
Put the knife down.
Close the peanut butter jar.
Pick up a clean cracker.
Put the clean cracker on the peanut butter you spread before.
Observe your sandwich.

Case Two: Deletion-> Have the narrator read these instructions to the group.

Open the bag of crackers.
Remove two crackers.
Close the bag of crackers.
Open the jar of jelly.
Spread jelly on the cracker.
Wipe the spreader with a napkin.
Put the spreader down.
Close the jelly jar.
Open the jar of peanut butter.
Spread peanut butter over the jelly you just spread.
Wipe the spreader with a napkin.
Put your spreader down.
Close the peanut butter jar.
Pick up a clean cracker.
Put the clean cracker on the peanut butter you just spread.
Observe your new sandwich.

Case Three: Insertion
-> Have the narrator read these instructions.
Open the bag of crackers.
Remove two crackers.
Close the bag of crackers.
Open the jar of jelly.
Pick up the knife to use as a spreader.
Spread jelly on your hand.
Wipe your spreader with a napkin.
Put your spreader down.
Close the jar of jelly.
Open the jar of peanut butter.
Pick up the knife to use as a spreader.
Spread peanut butter over the jelly you just spread.
Wipe your spreader with a napkin.
Put your spreader down.
Close the peanut butter jar.
Pick up a clean cracker.
Put the cracker on the peanut butter you just spread.
Observe your sandwich!

Reflecting
Case One represents information on a normal strand of DNA as it goes through reproduction.
Case Two represents the information on a DNA strand that is missing one bit of key information.
Case Three represent the information on a DNA strand that has new information inserted into it as reproduction takes place.

How does sandwich number one compare to sandwich number two? To sandwich three?

Why did we use such a long list of instructions? (making new DNA is very complex!)

What might happen to the DNA if a mistake is made during it's reproduction?

How does a deletion mistake compare to an insertion mistake?

Would all changes in DNA be bad or harmful to the living things it is part of?

What would happen to a cell that contained this changed DNA? What could happen to a person whose DNA has been changed?

Can you think of other things in life where you have to follow a set of instructions?

Applying

Generate your own list of instructions for an activity (baking a cake, wrapping a present, tying your shoes). Delete or insert one change in your instructions. Share you instructions with someone else to see what bizarre results you might have.

What's Happening

Mutations or changes in DNA occur all the time. Most mutations in living things are not obvious. Some mutations benefit the generations that follow. If a mutation is serious or harmful, it usually results in the death of the living thing. Things that cause mutations are called mutagens.

More Challenges

Do the scenario "March of the Mutants" from SimLife.

Visit the following web sites to find out more about genes:

Beginners Guide to Microbiology www.iacr.bbsrc.ac.uk/notebook/courses/guide/

Genetic TrailBlazing a Genetic Trail www.hhmi.org

Glossary of Genetic Terms www.bix.med.jhmi.edu/Dan/DOE/prim6.html

Human Genetics www.lfc.edu/~crecemw/

Create your own Fruit Flies by visiting: www.exploratorium.edu/exhibits/mutant_flies/mutant/flies.html

Find another gene activity to do be visiting: http://raven.umnh.utah.edu

Activity Source

Iowa State University Extension, Biotechnology School Enrichment for Grades 5-6. October 1997. Order # 4H-955C. Biotechnology School Enrichment for Grades 6-8, Order # 4H-955D. www.extension.iastate.edu/Pages/pubs

IOWA STATE UNIVERSITY
University Extension

Site contact
E-SET ISU Extension Extension Sites Search
Contact information: Sarah McArdell mcard002@umn.edu
Updated: January, 2000

NNST CYFERNet

	Jelly Genes
	Science Process Skills Comparing Organizing Relating Inferring
	Materials (per group) Jar of peanut butter Jar of jelly Locking plastic bag with six to eight crackers inside Plastic knife Napkin or paper towel Someone to read aloud the instructions for each sandwich
	Doing the Activity You can work in teams or as individuals. If working as a team, then team members should take turns as each instruction is read. Wash your hands before you start this activity. Choose someone to be the narrator. It is their job to read the list of instructions out loud. Teams or individuals will need to listen to the instructions. They should do exactly as they are directed (no more, no less). Case One: Normal-> Have narrator read these instructions to the group. Open the bag of crackers. Remove two crackers. Close the bag of crackers. Open the jar of jelly. Pick up the knife to use as a spreader. Use the knife to spread jelly on one cracker. Wipe the knife with a napkin. Put the knife down. Close the jelly jar. Open the jar of peanut butter. Pick up the knife to use as a spreader. Using the knife, spread peanut butter over the jelly you just spread. Wipe your knife with a napkin. Put the knife down. Close the peanut butter jar. Pick up a clean cracker. Put the clean cracker on the peanut butter you spread before. Observe your sandwich. Case Two: Deletion-> Have the narrator read these instructions to the group. Open the bag of crackers. Remove two crackers. Close the bag of crackers. Open the jar of jelly. Spread jelly on the cracker. Wipe the spreader with a napkin. Put the spreader down. Close the jelly jar. Open the jar of peanut butter. Spread peanut butter over the jelly you just spread. Wipe the spreader with a napkin. Put your spreader down. Close the peanut butter jar. Pick up a clean cracker. Put the clean cracker on the peanut butter you just spread. Observe your new sandwich. Case Three: Insertion -> Have the narrator read these instructions. Open the bag of crackers. Remove two crackers. Close the bag of crackers. Open the jar of jelly. Pick up the knife to use as a spreader. Spread jelly on your hand. Wipe your spreader with a napkin. Put your spreader down. Close the jar of jelly. Open the jar of peanut butter. Pick up the knife to use as a spreader. Spread peanut butter over the jelly you just spread. Wipe your spreader with a napkin. Put your spreader down. Close the peanut butter jar. Pick up a clean cracker. Put the cracker on the peanut butter you just spread. Observe your sandwich!
	Reflecting Case One represents information on a normal strand of DNA as it goes through reproduction. Case Two represents the information on a DNA strand that is missing one bit of key information. Case Three represent the information on a DNA strand that has new information inserted into it as reproduction takes place. How does sandwich number one compare to sandwich number two? To sandwich three? Why did we use such a long list of instructions? (making new DNA is very complex!) What might happen to the DNA if a mistake is made during it's reproduction? How does a deletion mistake compare to an insertion mistake? Would all changes in DNA be bad or harmful to the living things it is part of? What would happen to a cell that contained this changed DNA? What could happen to a person whose DNA has been changed? Can you think of other things in life where you have to follow a set of instructions?
	Applying Generate your own list of instructions for an activity (baking a cake, wrapping a present, tying your shoes). Delete or insert one change in your instructions. Share you instructions with someone else to see what bizarre results you might have.
	What's Happening Mutations or changes in DNA occur all the time. Most mutations in living things are not obvious. Some mutations benefit the generations that follow. If a mutation is serious or harmful, it usually results in the death of the living thing. Things that cause mutations are called mutagens.
	More Challenges Do the scenario "March of the Mutants" from SimLife. Visit the following web sites to find out more about genes: Beginners Guide to Microbiology www.iacr.bbsrc.ac.uk/notebook/courses/guide/ Genetic TrailBlazing a Genetic Trail www.hhmi.org Glossary of Genetic Terms www.bix.med.jhmi.edu/Dan/DOE/prim6.html Human Genetics www.lfc.edu/~crecemw/ Create your own Fruit Flies by visiting: www.exploratorium.edu/exhibits/mutant_flies/mutant/flies.html Find another gene activity to do be visiting: http://raven.umnh.utah.edu
	Activity Source Iowa State University Extension, Biotechnology School Enrichment for Grades 5-6. October 1997. Order # 4H-955C. Biotechnology School Enrichment for Grades 6-8, Order # 4H-955D. www.extension.iastate.edu/Pages/pubs