Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
LU Title: DNA, Protein Synthesis and Mutations |
Author(s): Rebecca Buckingham |
| Grade Level: Tenth Grade |
School Address: Lisbon Central School, 6866 Co. Route 10, Lisbon, NY 13658 |
| Subject Area: Biology |
School Phone/Fax: (315)393-4951/7666 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
What is Cheyrnobl? Ask for ideas from the students. Then show a video clip on Cherynobyl that depicts what is and what were the results.
Connection to State Learning Standards
Content Area: Biology/Genetics
Level: Tenth Grade
| Benchmarks: Key Idea - 2 - Organisms inherit genetic information in a variety of way that result in continuity of structure and function between parents and offspring. |
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Benchmarks: Listening and Reading - Students can acquire and analytically use information from a wide variety of sources for many purposes. |
| Standard: MST - Science - Standard 4 - Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. |
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Standard: ELA - Standard 1 - Language for information and understanding. |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| The chemical composition and role of DNA Comparing DNA and RNA chemical composition and roles Comparing the three types of RNA with each other Gene chromosome theory How the environment influences our appearance How mutations influence genetic codes |
CD ROM of DNA composition called "Life Story" (Clearvue) students use disks to discover what DNA is and who contributed to its discovery Multimedia CD ROM "From DNA to Protein" (Cyber Ed Inc. Products) laser disk player lecture with discussion CD ROM tutorial "Glencoe Interactive Life Science" (Glencoe Textbook publisher) with discussion on their role with protein synthesis Lecture Discussion of blond hair in winter in NNY versus summer, if boards are on grass what color is the grass, etc. Worksheet in pairs, do protein synthesis, then change one base by addition, deletion, or substitution and have pairs redo protein synthesis Lecture gene versus chromosomal mutation |
C - KWL; O - graphic organizer; concept map C - three minute pause strategy; O - comparison graphic organizer C - reciprocal teaching strategy; O - graphic organizer; concept map C - bookends before lecture; O - flow chart C - word splash; O - web diagram C - paired partners activity; O - graphic organizer to show mutation types; M - coop group posters using color and verbally explaining their meaning to the class |
Students do a KWL of DNA. Students then work in small groups using the computer program "Life Story" from Clearvue. They take notes on what new information that they learn or what they find out interesting. We use these notes to do the "L" and organize the information into a concept map. We do a three minute pause to review information from DNA and then student groups use the CD program to find out the connection between DNA and RNA. They are given a comparison graphic organizer to complete. Students work in small groups to discover how protein synthesis involves the three types of RNA. They complete a graphic organizer to compare and contrast the three types. Students discuss relationship of genes, DNA and chromosomes. Lecture is given, then they complete a flow chart with their partner to show this relationship. Terms of phenotype, genotype, and environment are on a word splash for students to consider. Notes given on a web. Students complete a worksheet on pairs that show effects of various gene mutations. Lecture is given on a variety of chromosomal mutations. Graphic organizers are used to organize notes. Cooperative groups then work on an activity to compare a gene mutation with a chromosomal mutation. |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Simulating DNA replication Simulating DNA and RNA working together to synthesis protein |
Teacher will show a video clip from the laser disk on DNA replication. Teacher will model using a think aloud, then model again, but this time ask students questions about the process, then give students an example to do as a think/pair/share. Think/pair/share will de done several times as needed. Think/pair/share flow chart of procedure. Think aloud and modeling followed with think/pair/share for individual understanding. Students work in collaborative pairs to develop a flow chart of the process. |
Think aloud and modeling followed with think/pair/share for individual understanding. Teacher assigns roles to students of either DNA, one type of RNA, or an amino acid. Students then are led through a play about protein synthesis. Students then become directors of the play and assign new roles. Students use cards with their role for their "costume". |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Gene Chromosome theory Protein synthesis |
Comparing
Inductive Reasoning Deductive Reasoning Error Analysis Analyzing Perspectives
Other: |
Induction: The teacher will prepare materials for this activity. Students will simulate electrophoresis of DNA strands that have been cut with enzymes to determine relationships of individuals. Students will be using DNA strands from a mother, husband, child, and child's supposed biological father to determine the child's paternity (and child support payments). Students will write a report of their findings to the lab chairman. Error Analysis: Students will analyze the results of a report from a murder scene of DNA results that was developed by the teacher. Students will analyze a sequence of amino acids and the DNA strand that they were formed from to see if there were any errors and describe these errors and how to correct them. The students then write a report to the head forensic specialist to confirm his/her findings. |
| Planning Guide |
Unit: |
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
| [ ] Decision Making |
Products/Performances |
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| Criteria for evaluation |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
| Element #1 |
Element #2 |
Element #3 |
Element #4 |
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| Elements Scale |
Identifies known information |
Identifies problems |
Provides and supports a position |
Uses proper grammar, punctuation and spelling, cites work properly |
| Weights |
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| 4 |
Information is correct and covers topic completely |
Information is correct and shows great insight into the problem(s) |
Provides a clear position with strong support |
No errors in grammar, spelling, punctuation, or citing of work |
| 3 |
Information is correct, but lacks some important aspects of the topic |
Information is correct and shows some insight into the problem(s) |
Provides a clear position with weak support |
Few errors in grammar, spelling, punctuation, or citing of work |
| 2 |
Information is mainly correct, but lacks many important aspects of the topic |
Information is correct, but shows little insight into the problem(s) |
Position is unclear so support is hazy |
Many errors in grammar, spelling, punctuation, or citing of work |
| 1 |
Information is mainly incorrect |
No problems are identified |
No position is given or there is no support for the position |
Numerous errors in grammar, spelling, punctuation, or citing of work |
NOTE: Rubric or other performance assessment instruments may be used.
Have You Considered These Yet?
Learn to Learn Skills:
Students use outside resources to obtain information.
Students practice notetaking skills to share for class notes.
Assessment Modifications:
Students who have problems with the writing tasks are given opportunities to verbally explain the information.
Unit Schedule/Time Plan:
3-4 weeks
Written Overview:
Students are led through a series of computer tutorials and lectures to build their understanding of DNA replication and its role in protein synthesis and mutation. This prepares the class for discussion of genetic engineering and its role in creating an "improved" population. This also sets the stage for discussion of evolution.