Follow-on assignment to Andrew's presentation on student-centered project.

1. Dinosaurs and Me
A Guided Discovery
that DNA = Traits = Adaptability
Developed by: Denise, Tariq, and Jim
That’s Tariq’s head in the lower left – he’s a little camera shy.

2. REAL WORLD ALIGNMENT
“Relevancy”
1. Let’s grasp how DNA determines traits
A. Enables construction leading to understanding of contemporary
applications. If we know how to predict traits of offspring (e.g.
dominant - recessive) at the cellular and organismal levels, then
we can understand
• Stem cell therapy
• Pros and cons of crossbreeding organisms
• How increasing genetic diversity can enhance survivability of species
• Paternity and maternity confirmation
B. “Examine” dinosaur DNA – what traits did it provide and allow?

3. Relevancy (cont.)
2. Now fuse 1A and 1B to understand evolution and
extinction of species: fundamental concepts in biology.

4. “EXAMINE” DINOSAUR DNA
Can a dinosaur be recreated today?
Maybe we can use DNA from dinosaur
blood found in fossilized mosquitoes
which were trapped and preserved in
amber (petrified sap) from the
Carboniferous to Recent periods.
What were their known traits?
Plant material might also be available in
amber, giving us an idea of food sources
during the time of the dinosaurs.

5. Paleo-environment v. 21st Century
To understand the nature of competition, we must
correlate each organism’s traits with its environment
and habitat: the paleo-environment.
Environment Pre-historic Today + 100,000 years
Flora
Fauna
Climate
Major Threats

6. Traits and Adaptability
• During their era of dominance, how did the dinosaurs’ traits help and
hinder their ability to compete?
• Which traits would allow dinosaurs to compete in today’s world, and
which traits would hinder them?

7. Dinosaur DNA (cont.)
• Describe the possible results of crossbreeding a Stegasaurus (short-neck)
with a Brontosaurus (long-neck).
– Which outcomes would be advantageous,
and which would be disadvantageous to
the offspring?

8. Thinking about the Future
With the DNA they have today, will giraffes
compete successfully for the next 100,000 years?
Use your new knowledge to explain why.

9. CONTENT KNOWLEDGE TO BE REFINED
• Earth Science, especially paleontology: the study of pre-historic life via
fossils to determine interactions of organisms with each other and their
environments.
• Biology, especially understanding that structure correlates with function,
which determines adaptability and evolution. Also that cells are the basic
units of life and genes are the basic units of heredity.
• Chemistry, especially that DNA replication and protein synthesis is
determined by the properties of chemical bonds.

10. SKILLS TO BE DEVELOPED / REFINED
• Mindmeister (or similar) to
visualize plan and track progress
• Punnett Squares to predict probability of expression of dominant and
recessive genes.
Physical traits
• Eye and hair
color
• Height
• Susceptibility to
specific diseases
• Parts of
personality

11. SKILLS TO BE DEVELOPED / REFINED (cont.)
• Excel spreadsheets to record data sets
• Research, mostly via interweb
– Develop judgmental ability to filter out
incredible info, of which there is plenty
in the field of genetics, both scientific
and non-scientific!
• Present findings in compelling visual and oral formats

12. RESOURCES AVAILABLE
• DNA test kits
• Every student is a DNA source!
• Scale models of double helices and base pairs

13. CHALLENGES
• Students will need a good outline to stay within practical limits.
– Teacher will guide development of outlines with the class on Day 2, after
students have brainstormed their unlimited approaches among themselves on
Day 1. Teacher’s role is to guide development of their strategies to stay within
limits of the available resources, including time.
• In support of a student-centered approach, the teacher will need to
avoid rushing to assist, yet be especially vigilant throughout the
project to recognize when students have hit a research wall rather
than a speed bump; whether they’re losing heart rather than just
lacking ideas or patience.
• To sustain enthusiasm within each three-member team, the teacher
will also need to ensure reasonably equitable contributions from each
team member.

14. Thank you, and we would
appreciate your comments.