DNA for Dinner Lesson 2: Language of Life

What You Will Need

Modern apple and crabapple; modern tomatoes and heirloom varieties; and colored Indian corn or color pictures of these fruits and vegetables.

Discussion with Participants

Have participants think about the activities they did with codes and come up with some general conclusions about how important codes are in general and, particularly for the genomes of organisms. Have participants talk about how their views of the importance of genomes have changed with these two lessons. Encourage them to compare differing thoughts and views. The goal is to have participants use the new terms introduced in the two lessons and come to some conclusions about the concepts introduced. Try to bring out the important points of the lesson. If needed, use the targeted questions below to stimulate discussion. Give participants time to discuss each question.

Can you explain how the genetic instructions in the genome are similar to and different from instructions contained in a computer folder created with a word processing system? (Encourage participants to use the terms introduced in this lesson.)

Can you think the differences in genetic information in different organisms affect the genetic diversity that we talked about in Lesson 1?

Genetic diversity occurs in humans as well. Identical twins have exactly the same sets of genes and so their genomes are essentially identical. Immediate family members share most genes – about 99.5% or 199 out of 200 genes – since they were conceived from the same parents. Unrelated individuals share about 99% or 198 out of every 200 genes. Even humans and animals share many genes and, perhaps surprisingly, plants and humans share 40 to 60% of their genes.

Some diversity results from mutations in genomes. Sometimes this occurs from mistakes in decoding. Mutations can also result from, for example, radiation from the sun, which can cause changes in the chemical units in the DNA. Some different colors, tastes and shapes of apples are from mutations in the original wild apple variety, called a crabapple. Modern tomatoes also developed in part from mutations in the heirloom varieties sometimes found in the market.

Genome change can also occur because of what are called “jumping genes”. They are small pieces of DNA that move around the genome. When they jump, they change the sequence of the genome and this can change characteristics. The different colors and stripes in the kernels of Indian corn are examples of genes jumping around in the color genes.

Since plants and humans share 40 to 60% of their genes, can you think about any characteristics that plants might have in common with humans? Some that might be different?

Please describe what you think might happen when the cellular machinery makes a mistake while decoding the genome?

Explain how you think such a mistake might affect genetic diversity?

Next: Dessert



		Final Course What You Will Need Modern apple and crabapple; modern tomatoes and heirloom varieties; and colored Indian corn or color pictures of these fruits and vegetables. Discussion with Participants Have participants think about the activities they did with codes and come up with some general conclusions about how important codes are in general and, particularly for the genomes of organisms. Have participants talk about how their views of the importance of genomes have changed with these two lessons. Encourage them to compare differing thoughts and views. The goal is to have participants use the new terms introduced in the two lessons and come to some conclusions about the concepts introduced. Try to bring out the important points of the lesson. If needed, use the targeted questions below to stimulate discussion. Give participants time to discuss each question. Can you explain how the genetic instructions in the genome are similar to and different from instructions contained in a computer folder created with a word processing system? (Encourage participants to use the terms introduced in this lesson.) Can you think the differences in genetic information in different organisms affect the genetic diversity that we talked about in Lesson 1? Genetic diversity occurs in humans as well. Identical twins have exactly the same sets of genes and so their genomes are essentially identical. Immediate family members share most genes – about 99.5% or 199 out of 200 genes – since they were conceived from the same parents. Unrelated individuals share about 99% or 198 out of every 200 genes. Even humans and animals share many genes and, perhaps surprisingly, plants and humans share 40 to 60% of their genes. Some diversity results from mutations in genomes. Sometimes this occurs from mistakes in decoding. Mutations can also result from, for example, radiation from the sun, which can cause changes in the chemical units in the DNA. Some different colors, tastes and shapes of apples are from mutations in the original wild apple variety, called a crabapple. Modern tomatoes also developed in part from mutations in the heirloom varieties sometimes found in the market. Genome change can also occur because of what are called “jumping genes”. They are small pieces of DNA that move around the genome. When they jump, they change the sequence of the genome and this can change characteristics. The different colors and stripes in the kernels of Indian corn are examples of genes jumping around in the color genes. Since plants and humans share 40 to 60% of their genes, can you think about any characteristics that plants might have in common with humans? Some that might be different? Please describe what you think might happen when the cellular machinery makes a mistake while decoding the genome? Explain how you think such a mistake might affect genetic diversity? Next: Dessert
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