Step 1 Lesson Plan



|Author (s): Chris Wicks |Title of Lesson: |

|Team Members: | |

| |Central Dogma of Biology: Transcription |

|Lesson #4 |Lesson Source (kit, lesson): |

|Date lesson will be taught: 4/17/2013 | |

|Grade level: 9th and 10th | |

|Concepts/Main Idea – in paragraph form give a broad, global statement about the concepts and vocabulary you want students to understand as a result of doing this activity (see Model lesson example): |

|Students will be introduced to the main idea surrounding biology that explains function and mechanics of DNA and connect prior knowledge from the DNA structure lesson and inheritance lessons taught prior to |

|this. This lesson will be broken into two parts that will focus on how a protein gets created from pre-existing DNA material and what the purpose and function of the RNA is via DNA replication and DNA |

|transcription. |

|Objective/s- Write objectives in SWBAT form… |Evaluation |

|The Students Will Be Able To: |In the space below, explain the type(s) of evaluation that will provide evidence that students have learned |

|Understand that Transcription occurs in the nucleus of a cell |the objectives of the lesson (formative and summative). You will provide student copies at the end of the |

|Identify differences between RNA and DNA |lesson. |

|Synthesize new RNA strands from the DNA sequences given |There will be an assessment given at the end of the lesson, and a worksheet to label during the lesson. An |

| |activity will be used to reinforce objectives and identify misconceptions students have. |

| | |

Kansas Science and Math Standards- Include standard, benchmark and indicator where applicable

Science: (standard, benchmark, indicator)

STANDARD 1: SCIENCE AS INQUIRY Benchmark 1: The student will demonstrate the abilities necessary to do scientific inquiry.

STANDARD 3: LIFE SCIENCE Benchmark 2: The student will demonstrate an understanding of chromosomes, genes, and the molecular basis of heredity.

STANDARD 7: HISTORY AND NATURE OF SCIENCE Benchmark 1: The student will develop an understanding that science is a human endeavor that uses models to describe and explain the physical universe.

Math: Must include Common Core Math Practice Standard and tested indicator (2003 standards), if applicable.

|Materials list (BE SPECIFIC about quantities) |Accommodations: Include a general statement and any specific student needs |

|for Whole Class: |Placing students in groups will help students work together or help with any |

| |possible disabilities that are appropriate for them to help with. Listing |

|per Group: |directions on the board and modeling activities and concepts will help students |

| |that may need supportive and alternate styles of learning. |

|per Student: two colored balloons, Replication worksheet, post assessment, |Tables and chair will have to be moved so that adequate space is given for the |

| |activity, please allow for extra space for students with physical disabilities so|

|Advance preparation: assign each person a specific colored balloon and create a DNA sequence that will be used for the |they can participate in the activity. |

|students to follow as they act out the transcription sequence. | |

| | |

|Include handouts at the end of this lesson plan document (blank page provided) | |

| |Safety: Include a general statement and any specific safety concerns |

| |Students need to be reminded that they are in a laboratory and washing hands after|

| |class is important so as not ingest foreign chemicals that could potentially be |

| |harmful. There will also be balloons used as part of an activity, please advise |

| |students not to throw or mishandle materials in any way that has not been |

| |designated to limit harm to surrounding students. |

|Engagement: Estimated Time: ___5____ |

|What the teacher does AND how will the teacher direct students: |Probing Questions: Critical questions that will connect prior |Expected Student Responses AND Misconceptions - think like a student to |

|(Directions) |knowledge and create a “Need to know” |consider student responses INCLUDING misconceptions: |

|Hand out the replication worksheet and have students label and then go|Who Has donated blood before or lost blood in an accident? |Let students share. |

|over it to ensure understanding. | | |

|Lead students in a discussion towards the objective by asking |How much blood does an average adult have in their body? | |

|questions to stimulate thinking. | |Body has approx. 4.5 – 6 liters |

| |If the avg. adult has only 4-6 liters of blood, how does the | |

| |body get it back when some is lost? | |

| | |Varying answers, looking for protein synthesis |

| |What does the Central Dogma explain? Parts to it? | |

| | | |

| | |Protein making, dna, rna, protein |

| | | |

|Teacher Decision Check Point: how do you know your students are ready to move forward? Students are able to show understanding that the body needs to replace proteins (blood) that are lost and give |

|suggestions on how it’s done; possibly referring to DNA replication. |

| |

| |

| |

| |

| |

|Exploration: Estimated Time: ____25______ |

|What the teacher does AND what the teacher will direct students to |Probing Questions: Critical questions that will guide students|Expected Student Responses AND Misconceptions - think like a student to |

|do: (Directions) |to a “Common set of Experiences” |consider student responses INCLUDING misconceptions: |

|Cookbook analogy: Let’s say you want to cook Mr. Ralph his favorite |How does the body know how to make the right blood type or | |

|dinner b/c he has been such a great teacher…find recipe in your |other proteins needed?( And it only needs that one protein) | |

|friends parents cookbook, can’t take it so must make copy…make at | | |

|your house. | | |

| |From the analogy what similarities to Dogma can you identify? | |

|Cookbook=DNA; recipe=RNA; cooked meal=protein | | |

| |What shape is RNA? | |

|Prompt students to relate replication to translation. | | |

| |What are the building blocks to RNA? | |

|Set up balloon activity, put DNA sequence on board so that students | | |

|can refer to it. Have students line up with their balloons in one |Recall what happens to DNA in replication? | |

|hand (nucleotides) and their other hand on the shoulder of the | | |

|person in front (body simulates the DNA backbone). Remind students |How does it make a copy? | |

|through questions that DNA is anti-parallel and have the | | |

|complimentary strand (other students) line up opposite from first |How do you think transcription works? | |

|with balloons touching in the center. 2 students will act as the RNA| | |

|polymerase and mimic the splitting of DNA and formation of RNA from | | |

|one of the student strands using balloons set aside and pipe | | |

|cleaners to hold the RNA strand together. Be mindful to point out | | |

|that there is now five nucleotides, instead of the familiar four. | | |

| | | |

|Green= G Yellow= C | | |

|Orange= A Blue=T Lt. Blue= U | | |

| | | |

|12,14,16 students= DNA strand (2 balloons per student) | | |

|2 students= RNA polymerase | | |

|Teacher Decision Check Point: how do you know your students are ready to move forward? |

| |

| |

|Students can correctly narrate and explain what is happening as they simulate transcription |

|Explanation: Estimated Time: ____25______ |

|What the teacher does AND what the teacher will direct students to |Clarifying Questions: Critical questions that will help |Expected Student Responses AND Misconceptions - think like a student to |

|do: (Directions) |students “Clarify their Understanding” and introduce |consider student responses INCLUDING misconceptions: |

| |information related to the lesson concepts & vocabulary – | |

| |check for understanding (formative assessment) | |

|Ask questions to identify mis-conceptions and clarify them. Define |What was copying the DNA? | |

|and explain vocab. Id=f students cannot produce correct one. | | |

| |What was the product made? | |

| | | |

| |What is the name of this process? | |

| | | |

| |Was it exactly the same? What’s different? | |

| | | |

| |How did you know where to start? | |

| | | |

| |Why did you choose that side? | |

| |Why did you start and stop there? | |

| | | |

| |Where does this happen? | |

| |Is this molecule the protein we need? | |

| | | |

| |Where does RNA go now? | |

|Teacher Decision Check Point: how do you know your students are ready to move forward? |

| |

| |

| |

|Students can identify and explain the process as it is explained and discussed |

|Elaboration: Estimated Time: ____25______ |

|What the teacher does AND what the teacher will direct students to |Probing Questions: Critical questions that will help students |Expected Student Responses AND Misconceptions - think like a student to |

|do: (Directions) |“Extend or Apply” their newly acquired concepts/skills in new |consider student responses INCLUDING misconceptions: |

| |situations | |

|Have students do the activity again and narrate while doing so. | | |

| | | |

|Watch video of transcription | | |

|Evaluation: Estimated Time: __5________ |

|Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives. |

|Formative Assessment(s): In addition to the final assessment (bell ringer or exit slips), how will you determine students’ learning within this lesson: (observations, student responses/elaborations, white |

|boards, student questions, etc. Look at your Teacher Decision Check Point)? |

|Summative Assessment: Provide a student copy of the final assessment/exit slips or other summative assessments you use in the lesson |

| |

| |

| |

| |

| |

| |

[pic]

1) Which of the following identifies the process shown at point Y?

a. Translation

b. Translocation

c. Replication

d. Transcription

2) What did the DNA sequence that produced an mRNA strand with the sequence AGUACA look like?

a. UCAUGU

b. AGTACA

c. AGUACA

d. TCATGT

3) Transcription creates an mRNA molecule using DNA as a template. Where does this occur?

a. in the cell membrane

b. in the cytoplasm

c. in the nucleus

d. in the ribosomes

4) How is RNA different from DNA

a. DNA contains the sugar ribose

b. RNA contains the sugar deoxyribose

c. RNA is single-stranded

d. RNA contains thymine

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download