Mississippi Science GEN.1A.5
The Standard
- GEN.1A
- Students will demonstrate that all cells contain genetic material in the form of DNA.
Enrichment: Use an engineering design process to refine the methodology to optimize the DNA-extraction process for various cell types. *
2026 Mississippi College- and Career-Readiness Standards for Science · Structure and Function of DNA
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students extract DNA from two kinds of plant tissue, such as strawberry fruit and onion bulb. They set a goal, change one step at a time, and compare results before revising their method. They keep sample size and other steps fixed for a fair test.
What Mastery Looks Like
- A student can run repeated trials for each tissue and use recorded results to choose a better method. They know that visible white material is a rough sign of DNA yield, not proof of purity.
Common Misconceptions
- Students may change the soap, salt, and mashing time together, then credit one change for the result. They may assume the same method works equally well for strawberry and onion, or mistake any white cloudiness for pure DNA.
How to Assess It
- Exit ticket: An onion extraction produced fewer visible strands than a strawberry extraction. Name one step you would change for the onion, three things you would keep fixed, and how you would compare the results.
Lesson moves
Ways to Teach It
Use teacher-provided cold alcohol to extract DNA from equal masses of strawberry and onion, changing only mashing time within each tissue.
Ask students to write which mashing time worked best for each tissue, using their results and naming one limit of their evidence.
Give groups cards showing extraction trials and have them sort fair tests from trials that changed mass, soap, and alcohol together.
Show a seed lab's dry bean and fresh berry samples, then ask which extraction step students would test first for each.
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