T E AC H E R G UIDE

STRAWBERRY DNA
EXTRACTION
MATERIALS PER GROUP:
• One strawberry (frozen work well)
• 50 mL tube (lysis buffer tube)
• Pipette
• 5 mL clear liquid detergent (e.g., Woo-
lite®, Ivory, hand soap or other clear
liquid detergent)
• 45 mL water
• 5 g salt
• 25 mL ethanol or ice-cold 91% isopropyl
(rubbing) alcohol
• One quart-sized Ziploc® bag
• One coffee filter
• Funnel
• Inoculating loop (Popsicle stick, cotton
swab, coffee straw or similar instru- LESSON OVERVIEW:
ment)
Deoxyribonucleic acid (DNA) is a molecule that encodes genetic
• 250 mL collection cup
instructions. These instructions guide the development and func-
tioning of all known living organisms and many viruses, and are used
for building and regulating proteins which build and run an organ-
TOTAL DURATION: ism’s body. Similar to the way a builder uses a blueprint to construct
10 min. pre-lab prep time; 40-60 min. a house, cells use information from DNA to construct an organism.
class time DNA is sometimes called the “blueprint for life.”

SAFETY PRECAUTIONS: ESSENTIAL QUESTION:

• Do not eat or drink in the laboratory.
How is all life on Earth connected?
(Ethanol and rubbing alcohol may
cause blindness if ingested.)
• Wear safety glasses, lab coat and TOPICAL ESSENTIAL QUESTION:
gloves when performing the experi-
ment. How can DNA be extracted from cells?

• Materials should not be removed from

the classroom.
LESSON OBJECTIVES:
Students will be able to:
An education and outreach program of: 1. Learn the simple steps to extract DNA from strawberries.
2. Construct an explanation for each step of DNA extraction.
3. Explain the importance of extracting DNA from the cells of
organisms.

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
T E AC H E R G UIDE STRAWBERRY DNA EXTRACTION

STANDARDS:
Middle School MS-LS3-2 High School
MS-LS3-1 Students who demonstrate un- HS-LS3-1
Students who demonstrate un- derstanding will be able to: Students who demonstrate un-
derstanding will be able to: Develop and use a model to de- derstanding will be able to:
Develop and use a model to scribe why asexual reproduction Ask questions to clarify relation-
describe why structural changes results in offspring with identical ships about the role of DNA and
to genes (mutations) located on genetic information and sexual chromosomes in coding the in-
chromosomes may affect pro- reproduction results in offspring. structions for characteristic traits
teins and may result in harmful, passed from parents to offspring.
beneficial, or neutral effects to
the structure.

Science and Engineering Practices: Crosscutting Concepts:

1. Asking questions 1. Patterns

2. Developing and using models 2. Cause and Effect: Mechanisms and explanations

3. Planning and carrying out investigations 3. Scale, Proportion and Quantity

4. Analyzing and interpreting data 4. Systems and System Models

5. Using mathematics and computational thinking 5. Energy and Matter: Flows, cycles and conserva-
tion
6. Constructing explanations and designing solu-
tions 6. Structure and Function

7. Engaging in scientific argument from evidence 7. Stability and Change

8. Obtaining, evaluating and communicating

information

KEY VOLCABULARY:
DNA Lysate LysisProtein
Gene Lipids
Precipitate Filtrate

LAB BACKGROUND INFORMATION:

NOTE: This is background information for the teacher to assist in facilitating learning and will be explained to
the students after the Explore section.

Deoxyribonucleic acid (DNA) is a molecule that encodes genetic instructions. These instructions guide the
development and functioning of all known living organisms and many viruses, and are used for building and
regulating proteins which build and run an organism’s body. Similar to the way a builder uses a blueprint to
construct a house, cells use information from DNA to construct an organism. DNA is sometimes called the
“blueprint for life.”

An education and
outreach program of:

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
T E AC H E R G UIDE STRAWBERRY DNA EXTRACTION

DNA instructions are divided into segments called genes. All organisms have genes that determine various
biological traits. Some of these are immediately visible, such as eye color or hair color, and some are not,
such as blood type or musical talent. Each gene provides the information for making a protein that carries
out a specific function in the cell.

The world depends on plants and animals for food, clothing, shelter and fuel every day. These plants and
animals are comprised of cells that rely on DNA for their development, functioning and reproduction. In
agriculture, scientists evaluate the DNA to find genes that code for specific traits, such as disease resistance,
drought tolerance and higher yield, to improve the plants. These improvements benefit you as consumers
when you purchase products with improved nutrition, larger size and better taste.

In this activity, students will break open strawberry cells and extract DNA. Some fruits are especially well
suited for DNA extractions due to their multiple sets of chromosomes. Strawberries are octoploid, which
means they have eight copies of each chromosome. In comparison, human cells are diploid, which means
they contain two copies of each chromosome.

In this activity, students will learn the simple method of DNA extraction, be able to explain the rationale of
each step, and use simple household chemicals to extract DNA from a strawberry.

DNA extraction is a fairly simple process. The first step is to create the lysis buffer. Lysis is a Greek word that
means to break open. The lysis buffer (water, detergent and salt) breaks open the cells by destroying the fat-
ty membranes that enclose the cells as well as the nuclear membranes within the cells. DNA is released into
the solution. The salt in the lysis buffer strips away proteins associated with the DNA molecules, and alcohol
helps the DNA precipitate out of the solution. The colder the alcohol, the more DNA will precipitate. Chill the
alcohol on ice for one hour prior to performing the experiment or place in the freezer overnight.

ENGAGE:
Give students a strawberry and let them observe it. On a separate sheet of paper, have students list five
descriptive observations about the strawberry. Have the students do a chain note pre-assessment. At the
top of the paper write “DNA …” and have the students complete the sentence. Give the students a time limit
and have them come up with as many ideas as they can to complete the sentence. This is an opportunity to
uncover student misconceptions prior to the lesson.

Sample student responses:

DNA … is in cells ... is a large molecule ... makes genes ... makes up people ... codes for proteins (not makes) ...
comes from my parents

Introduction
In this activity, you will learn the simple method of DNA extraction, be able to explain the rationale of each
step, and use simple household chemicals to extract DNA from a strawberry.

An education and
outreach program of:

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
T E AC H E R G UIDE STRAWBERRY DNA EXTRACTION

EXPLORE:
Pre-lab Questions:
1. Do strawberries contain DNA? Yes
2. Where is DNA found? DNA is found in the nucleus of each cell.
3. What do you think the DNA will look like? Accept all reasonable answers.
4. What barriers must be broken to access the DNA? Cell wall (plants), cell membrane (animals), nuclear
envelope.

PROCEDURE:
Note: Every activity could be completed by students or could be prepared ahead of time by the instructor.

Activity 1: Make Lysis Buffer

1. Add 5 g of salt (NaCl) to the empty 50 mL lysis buffer tube.
2. Add 45 mL of water (H₂O) and 5 mL of clear liquid detergent to the lysis buffer tube.
3. Place the cap securely on the tube and mix gently by swirling or inverting the tube.
4. You have made a lysis buffer.

Activity 2: Make Strawberry Lysate

1. Place the strawberry in the sturdy plastic
bag.
2. Remove all air from the bag and seal.
3. Mash the strawberry in the bag to a pulp.
(Be careful not to break the bag!)
*Ask the students if the cells have been
broken open. Most will say no, but reinforce
that the cells have not been opened or de-
stroyed because it takes more than physical
force to do this. The cells have simply been
rearranged into a different form. Tell the
students the definition of “lysis” (Greek for:
to break open).
4. Open the bag and add all of the lysis buffer.
5. Remove the air, seal the bag and mix the
strawberry pulp with the added lysis buffer.
*Ask the students if the cells have been
broken open. Most students will say no, but
reiterate the definition of lysis and that they
just added a lysis buffer; ask the question
again. Students should now understand that
the soap has broken open the lipid mem-
brane around the cell and nuclear membrane
making the DNA accessible.
An education and
outreach program of:

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
T E AC H E R G UIDE STRAWBERRY DNA EXTRACTION

6. You have made a strawberry lysate, which is lysed strawberry cells, meaning that the cells have been
“broken open.”
Note: As an option, the instructor can mix all of the components of the lysis buffer and the alcohol to a
bag WITHOUT the strawberry to emphasize the importance of a control and to show that the extracted
DNA came from the strawberry and was not due to a chemical reaction between the lysis buffer solution
and the alcohol (added at Step 4).

Activity 3: Filter the Strawberry Lysate

1. Place the coffee filter into the funnel, and place the funnel into the collection cup. (Note: The instructor
should demonstrate how to properly place the filter in the funnel.)
2. Pour the strawberry lysate from the bag into the filter.
3. The liquid that drips from the funnel into the collection cup is called a filtrate.
4. To speed up the process, pick up the filter from the top and gently squeeze the bottom of the filter.
5. The filtrate includes the strawberry DNA.

Activity 4: Visualize the Strawberry DNA

1. Remove the funnel from the collection cup.
2. Add 25 mL of ethanol slowly to the collection cup by pouring down the side.
3. Observe the interface between the ethanol and strawberry lysate layer. The DNA will begin to precipitate
out of the strawberry lysate. Note the appearance and texture of the DNA. A “precipitate” is an insoluble
compound that forms when two solutions interact.
4. Collect the strawberry DNA using the inoculating loop.

EXPLAIN: (SEE LAB BACKGROUND)

The Lab Background information from the Teacher Guide is repeated in the Explain section of the Student
Guide. Below is additional information to help aid explanations.

In order to improve plants and animals, agriculturalists have been studying genes and DNA for many years.
The process of choosing the best or most desirable traits from each generation and selecting those individu-
als to breed together is the basis of agriculture. It has allowed scientists to create plants and animals that are
more disease resistant and drought tolerant; produce more offspring; have better mothering ability; and have
higher quality meat, eggs or wool.

ELABORATE:
Optional Extension Activities
• Use varying concentrations of alcohol (50 percent to 100 percent) to determine how ethanol concentra-
tion affects the yield of DNA.
• Calculate the yield of DNA isolated, relate it to the mass of the strawberry, and express yield as mg DNA/
gram tissue.

An education and
outreach program of:

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
T E AC H E R G UIDE STRAWBERRY DNA EXTRACTION

• Using the procedure above, try extracting DNA from other fruits or vegetables.
• Try extracting your own DNA by using the following procedure:

° To an empty collection cup, add 15 drops (2.5 mL) of clear liquid detergent and 5 g (1 tsp.) of salt
(NaCl)

° Gently chew the inside of the cheek for 30 seconds.

° Put approximately 25 mL (1.5 Tbsp.) of clear Gatorade in your mouth and swish it around for 30
seconds.

° Spit the Gatorade into the collection cup containing the detergent and salt.
° Gently stir with a plastic spoon.
° Slowly add 15 mL of ethanol to the collection cup by pouring it down the side of the cup.
° Wait a few minutes for the DNA to precipitate out of the solution.
° Collect your DNA using the inoculating loop.

EVALUATE:
1. Use this acrostic device to list words related to DNA and GENES. Add words that contain at least one of
the following letters:
Example: inDividuals
N
A
G
E
N
E
S
Students will do a First Word/Last Word Activity (Keely, 2008). Students will use this as an acrostic
device to describe what they know about DNA and GENES. This can be done in student groups or
pairs. Students can share these with the class and compare the words they used to describe DNA and
GENES.
Example: inDividuals
Nucleus
LAdder
Genome
hElix
plasma membraNe
protEins
traitS

An education and
outreach program of:

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
T E AC H E R G UIDE STRAWBERRY DNA EXTRACTION

2. “DNA” is a shorthand version of: DeoxyriboNucleicAcid

3. DNA is the blueprint for life.

4. DNA forms a double helix .

C 5. The fruit used in this experiment is:

A. Diploid
B. Haploid
C. Octoploid
D. Tetraploid

6. The nucleus contains DNA .

7. It is important that you understand the steps in the extraction procedure and why each step was
necessary. Each step in the procedure aided in isolating the DNA from other cellular materials.

Match the procedure with its function:

PROCEDURE FUNCTION

A. Filter strawberry slurry through coffee filter A Precipitate DNA from solution

B. Smash the strawberry in the plastic bag D Separate components of the cell

C. Mix strawberry with salt/soap solution B Break open the cells

C Break up proteins and dissolve cell

D. Add alcohol to the filtered solution
membranes

8. DNA is often referred to as the “blueprint for life.” Why?

DNA contains the code to construct the molecules for all living organisms.

9. From what other fruits or vegetables could we extract DNA? Accept a range of answers. Why?
The cells of all living organisms contain DNA.

10. There are approximately 10 feet of DNA in a single plant cell. We eat an average of 50 million cells in a
single meal. How many miles of DNA do we eat in a single meal (hint: a mile equals 5,280 feet)?
Approximately 100,000 miles – it could stretch around the Earth about four times.

An education and
outreach program of:

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
T E AC H E R G UIDE

11. Why is it important for scientists to be able to extract DNA from an organism? List two reasons.
To study DNA to identify organisms, to solve crimes, to manipulate DNA in research, to sequence
DNA, to detect mutations, for personalized medicine, etc.

12. What factors could affect the success of extraction of DNA from strawberries or other plants?
Answers may include: amount of DNA in a particular fruit, the number of cells in the fruit, ripeness of
the fruit, following procedures, etc.

13. A person cannot see a single cotton thread 100 meters away, but if they wound thousands of threads
together into a rope, it would be visible. Is this statement analogous to our DNA extraction? Explain.
By extracting condensed DNA from multiple cells and collecting it together, we are able to see DNA
with the naked eye.

References:
Keeley, P. (2008). Science formative assessment: 75 practical strategies for linking assessment, instruction
and learning: SAGE.

Noble Academy would like to thank the following people for their contributions to this lesson:
• Quentin Biddy • Susie Edens • Kay Gamble
• Janie Herriott • Fiona McAlister • Julie Smiley-Foster

An education and
outreach program of:

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
 ST U D E NT G U ID E

STRAWBERRY DNA
EXTRACTION
MATERIALS PER GROUP:
• One strawberry (frozen work well)
• 50 mL tube (lysis buffer tube)
• Pipette
• 5 mL clear liquid detergent (e.g., Woo-
lite®, Ivory, hand soap or other clear
liquid detergent)
• 45 mL water
• 5 g salt
• 25 mL ethanol or ice-cold 91% isopropyl
(rubbing) alcohol
• One quart-sized Ziploc® bag
• One coffee filter
• Funnel LESSON OVERVIEW:
• Inoculating loop (Popsicle stick, cotton Deoxyribonucleic acid (DNA) is a molecule that encodes genetic
swab, coffee straw or similar instru-
instructions. These instructions guide the development and func-
ment)
tioning of all known living organisms and many viruses, and are used
• 250 mL collection cup for building and regulating proteins which build and run an organ-
ism’s body. Similar to the way a builder uses a blueprint to construct
a house, cells use information from DNA to construct an organism.
DNA is sometimes called the “blueprint for life.”
SAFETY PRECAUTIONS:
• Do not eat or drink in the laboratory.
(Ethanol and rubbing alcohol may ESSENTIAL QUESTION:
cause blindness if ingested.)
How is all life on Earth connected?
• Wear safety glasses, lab coat and
gloves when performing the experi-
ment.
TOPICAL ESSENTIAL QUESTION:
• Materials should not be removed from
the classroom. How can DNA be extracted from cells?

LESSON OBJECTIVES:
You will be able to:
An education and outreach program of: 1. Learn the simple steps to extract DNA from strawberries.
2. Construct an explanation for each step of DNA extraction.
3. Explain the importance of extracting DNA from the cells of
organisms.

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
ST U D E NT G U ID E STRAWBERRY DNA EXTRACTION

ENGAGE:
Look closely at the strawberry in front of you. On a separate sheet of paper, list five descriptive observations
you can make by just looking at the strawberry. After you have listed your descriptions, use complete sen-
tences to complete the phrase “DNA…” to write everything you know about DNA.

INTRODUCTION:
In this activity, you will learn the simple method of DNA extraction, be able to explain the rationale of each
step, and use simple household chemicals to extract DNA from a strawberry.

EXPLORE:
Pre-lab Questions:
1. Do strawberries contain DNA?

2. Where is DNA found?

3. What do you think the DNA will look like?

4. What barriers must be broken to access the DNA?

PROCEDURE:
Activity 1: Make Lysis Buffer
1. Add 5 g of salt (NaCl) to the empty 50 mL lysis buffer
tube.
2. Add 45 mL of water (H₂O) and 5 mL of clear liquid
detergent to the lysis buffer tube.
3. Place the cap securely on the tube and mix gently by
swirling or inverting the tube.
4. You have made a lysis buffer.

Activity 2: Make Strawberry Lysate

1. Place the strawberry in the sturdy plastic bag.
2. Remove all air from the bag and seal.
3. Mash the strawberry in the bag to a pulp. (Be careful
not to break the bag!)
4. Open the bag and add all of the lysis buffer.

An education and
outreach program of:

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
ST U D E NT G U ID E STRAWBERRY DNA EXTRACTION

5. Remove the air, seal the bag and mix the strawberry pulp with the added lysis buffer.
6. You have made a strawberry lysate, which is lysed strawberry cells, meaning that the cells have been
“broken open.”

Activity 3: Filter the Strawberry Lysate

1. Place the coffee filter into the funnel, and place the funnel into the collection cup.
2. Pour the strawberry lysate from the bag into the filter.
3. The liquid that drips from the funnel into the collection cup is called a filtrate.
4. To speed up the process, pick up the filter from the top and gently squeeze the bottom of the filter.
5. The filtrate includes the strawberry DNA.

Activity 4: Visualize the Strawberry DNA

1. Remove the funnel from the collection cup.
2. Add 25 mL of ethanol slowly to the collection cup by pouring down the side.
3. Observe the interface between the ethanol and strawberry lysate layer. The DNA will begin to precipitate
out of the strawberry lysate. Note the appearance and texture of the DNA. A “precipitate” is an insoluble
compound that forms when two solutions interact.
4. Collect the strawberry DNA using the inoculating loop.

EXPLAIN:
Deoxyribonucleic acid (DNA) is a molecule that encodes genetic instructions. The instructions coded into
the DNA guide the development and functioning of all known living organisms and many viruses.
Similar to the way a builder uses a blueprint to construct a house, cells use DNA to construct an organism.
DNA is therefore often considered the “blueprint for life.”

DNA instructions are divided into segments called genes. All organisms have genes that determine vari-
ous biological traits. Some are immediately visible, such as eye color or hair color, and some are not, such
as blood type or musical talent. Each gene provides the information for making a protein that carries out a
specific function in the cell.

The world depends on plants and animals for food, clothing, shelter and fuel every day. These plants and
animals are comprised of cells that rely on DNA for their development, functioning and reproduction. In
agriculture, scientists evaluate the DNA to find genes that code for specific traits, such as disease resistance,
drought tolerance and higher yield, to improve the plants. These improvements benefit you as consumers
when you purchase products with improved nutrition, larger size and better taste.

An education and
outreach program of:

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
ST U D E NT G U ID E STRAWBERRY DNA EXTRACTION

ELABORATE:
• Use varying concentrations of alcohol (50 percent to 100 percent) to determine how ethanol concentra-
tion affects the yield of DNA.
• Calculate the yield of DNA isolated, relate it to the mass of the strawberry, and express yield as mg DNA/
gram tissue.
• Using the procedure above, try extracting DNA from other fruits or vegetables.
• Try extracting your own DNA by using the following procedure:

° To an empty collection cup, add 15 drops (2.5 mL) of clear liquid detergent and 5 g (1 tsp.) of salt (NaCl)
° Gently chew the inside of the cheek for 30 seconds.
° Put approximately 25 mL (1.5 Tbsp.) of clear Gatorade in your mouth and swish it around for 30 seconds.
° Spit the Gatorade into the collection cup containing the detergent and salt.
° Gently stir with a plastic spoon.
° Slowly add 15 mL of ethanol to the collection cup by pouring it down the side of the cup.
° Wait a few minutes for the DNA to precipitate out of the solution.
° Collect your DNA using the inoculating loop.

EVALUATE:
Name: ______________________________________________

Use knowledge gained from this lesson to complete the questions.

1. Use this acrostic device to list words related to DNA and GENES. Add words that contain at least one of
the following letters:
Example: inDividuals
N
A
G
E
N
E
S

2. “DNA” is a shorthand version of: D N A

3. DNA is the for life.

4. DNA forms a double .

An education and
outreach program of:

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
ST U D E NT G U ID E STRAWBERRY DNA EXTRACTION

5. The fruit used in this experiment is:

A. Diploid
B. Haploid
C. Octoploid
D. Tetraploid

6. The nucleus contains .

7. It is important that you understand the steps in the extraction procedure and why each step was neces-
sary. Each step in the procedure aided in isolating the DNA from other cellular materials.

Match the procedure with its function:

PROCEDURE FUNCTION

A. Filter strawberry slurry through coffee filter Precipitate DNA from solution

B. Smash the strawberry in the plastic bag Separate components of the cell

C. Mix strawberry with salt/soap solution Break open the cells

Break up proteins and dissolve cell

D. Add alcohol to the filtered solution
membranes

8. DNA is often referred to as the “blueprint for life.” Why?

9. From what other fruits or vegetables could we extract DNA? Accept a range of answers. Why?

10. There are approximately 10 feet of DNA in a single plant cell. We eat an average of 50 million cells in a
single meal. How many miles of DNA do we eat in a single meal (hint: a mile equals 5,280 feet)?

An education and
outreach program of:

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810
ST U D E NT G U ID E

11. Why is it important for scientists to be able to extract DNA from an organism? List two reasons.

12. What factors could affect the success of extraction of DNA from strawberries or other plants?

13. A person cannot see a single cotton thread 100 meters away, but if they wound thousands of threads
together into a rope, it would be visible. Is this statement analogous to our DNA extraction? Explain.

References:
Keeley, P. (2008). Science formative assessment: 75 practical strategies for linking assessment, instruction
and learning: SAGE.

An education and
outreach program of:

Noble Research Institute, LLC • 2510 Sam Noble Parkway • Ardmore, OK 73401 • www.noble.org • 580-223-5810