Fill in the boxes of the timeline. The answers are in the PowerPoint above.

Review what you learned in the previous lesson by completing this worksheet.

Do Now I created to help scaffold the steps of SCNT. Fill in the boxes with what is happening in each step.

Purpose: I created this activity to allow the students to connect the dots and piece together the material themselves.

Prep: I used the DNA strips from this activity to create my own. I cut off the bits that said dormouse and counted the number of telomere sequences. After I knew how many sequences were on each DNA strip I labelled them SC Donor age 0, 1, 2, 3, 4, 5, 6 and Dolly age 0, 1, 2, 3, 4, 5, 6. I started with the strip that had the most telomere sequences and named it SC Donor age 0 until I reached Dolly age 6 (this one had the lowest number of telomere sequences).

Activity Directions: Students are told what telomeres are. Then each student is given a strand of DNA (SC Donor age 0-6 and Dolly age 0-6) and told the telomere sequence. They are to count how long their telomere strand is and put their number in the chart on the board (chart has all the strands on it). Once all the data has been collected, students are asked questions and they are able to piece together that telomeres shorten with age and that Dolly’s telomeres were shorter than average at birth.

Do Now I created to help scaffold the steps of SCNT. Fill in the boxes with what is happening in each step. You will notice this is a bit harder than the Do Now from lesson 3.

Answer these questions to reflect on how well you know the material.

Wanting some extra practice with SCNT?

Read through the instructions, cut out the pieces, and work through this activity. It will help you solidify the steps to Somatic Cell Nuclear Transfer.