Stoots 5E Unit Plan – DNA and Protein Synthesis

[Pages:10]Stoots 5E Unit Plan ? DNA and Protein Synthesis

Title

The Building Blocks of Our Lives

Purpose/Rationale

Enduring understanding: DNA and RNA are the blueprints for all of life's activities and they provide the instructions for our cells to function. All organisms use the same molecules, DNA and RNA, to provide information to cells, but different instructions are given for different purposes.

Big Ideas: 1. DNA and RNA provide the codes to determine the function of cells and organisms. 2. DNA is a "universal code" of all living things, but is unique to each individual organism. 3. DNA instructions allow organisms to make the proteins that result in different genes being expressed.

Essential Questions: 1. How do all living things have the same DNA molecules, yet possess such different traits and functions? 2. How are all of an organism's cellular functions and activities connected to DNA structure and function? 3. How are proteins produced in a cell and what are they used for?

Assessment Goals: 1. I plan to assess students using activity sheets with open ended questions pertaining to the material covered, but also to my overall goals. 2. I plan to assess students using a short quiz that will allow me adjust my instruction or return to material that was not well understood by students. 3. I plan to assess students by giving them hands-on and minds-on activities that will help them to make the abstract idea of DNA, RNA, and proteins more concrete. 4. I plan to assess my students by relating activities and labs to things that may occur in or affect their everyday lives or would be relevant to them.

SOLs

Bio.5: The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include:

g) the structure, function, and replication of nucleic acids and

Materials and Resources Overview of Unit Plans

h) events involved in the construction of proteins. Essential Knowledge and Skills:

? describe the basic structure of DNA and its function in inheritance

? describe the key events leading to the development of the structural model of DNA

? given a DNA sequence, write a complementary mRNA strand (A-U, T-A, C-G and G-C)

? explain the process of DNA replication ? explain the process of protein synthesis, including DNA

transcription and translation

Included with daily plan or on activity sheet.

Day 1: Bell Ringer: How do you think the structure of DNA was first discovered? Engage ? History of DNA story and DNA Rap Video with question sheet Explore ? Have Your DNA and Eat It Too! Activity with directions and Activity sheet Explain ? Students discuss activity questions with guidance from the teacher and this is followed by a PowerPoint presentation on DNA history, DNA structure, and DNA replication

Day 2: Engage: Your DNA is 50% similar to a banana's DNA. What could your cells have in common with a banana's cells? Elaborate ? DNA Extraction Lab with activity sheet questions Evaluate ? (Formative) Exit slip with rubric, homework reading and coloring assignment with questions packet about Nucleic Acids

Day 3: Engage ? Smart Board Team Review game about DNA history, structure, and replication, students share their extra credit findings (this time was used for a short discussion about the DNA Extraction Lab because of fire drill the previous day) Explore ? Model DNA replication in groups with activity sheet Explain ? Students share their replication models with the class and discuss answers to the activity sheet questions with guidance from the teacher and Amoeba Sisters video on DNA replication Evaluate ? (Summative) short quiz with rubric

Day 4: Engage ? Video and question about what protein means to them. Explore ? Students will try to put index cards with the steps of Protein synthesis in order. Then, Build-A-Protein Activity using banner and index cards Explain ? Students discuss what they learned from the activity and this is followed by a PowerPoint presentation on Protein synthesis Evaluate ? (Formative) Exit Slip = Solid, liquid, gas

Day 5: Engage - Why do you need to eat protein if your body already makes it? What do vegans do to get their 9 essential proteins or amino acids? Can you make your body make more protein? Where does the extra protein that you don't need go? Elaborate ? Students build a body cell using protein synthesis with Legos Evaluate ? (Formative) Student activity sheets with rubric

A summative assessment in the form of a unit test or quiz will be given after further instruction on mutations and DNA fingerprinting.

Procedures for Teaching Safety Issues

Day 1 1. Do not use toothpicks as weapons. 2. See teacher if you may have an allergy to any of the

material used to build the DNA molecule

Engage (15 min)

1. Students will complete the Bell Ringer, written on the board before they come into class, in their science notebooks: How do you think the structure of DNA was first discovered?

2. Students will listen to a story that elaborates on the fact that DNA was a long process and many different disciplines were used to help figure out the structure of DNA (attached). During this time, pictures of the different scientists being talked about will be projected to give students an idea of their appearance. a. Students will be offered the opportunity to receive extra credit if they research a scientist who had an interesting event, experience, or fact during the discovery they are know for.

3. Students will receive a copy of the Rap Video

Explore (45 min) Explain (30 min)

Questionnaire and watch a 4 min DNA Rap video. 4. Differentiated Instruction:

Students have the option of watching the video a second time if needed. We will also go over the questions as a class. 5. The answers will be used for the next part of class.

1. Students will receive the Have Your DNA and Eat It Too! activity sheet and the teacher will go over the safety precautions with students. The students will be encouraged to use the Rap Video Questionnaire answers to complete this portion of the lesson. The teacher will also give an overview of the directions for students and remind them not to eat their materials!

2. Students will get into groups of two and one student from each group will receive the materials for the lab which include: a. Color instruction sheet (p. 9-10) found at YourDNAandEatItToo.pdf (do not write on this because it will be used for other classes) b. 2 twizzler stands c. Mini colorful marshmallows i. 9 orange ii. 9 pink iii. 9 yellow iv. 9 green d. 17 toothpicks e. 3-4 inches of masking tape f. marker g. paper towel

3. Students will be directed to build a DNA molecule using one of the two sequences provided. Once they have matched the base pairs, they will need to let the teacher check their complementary bases.

4. Differentiated Instruction: Visuals of each step of the activity will be given in the instructions so that students spend more time focusing on getting the correct sequence instead of whether their molecule looks "right" or not.

1. Students will answer questions on the activity sheet and may share their thoughts with a partner. A short discussion will be done where a few groups are able to share their model with the class.

2. This will be a segway into the PowerPoint on DNA

Evaluate Safety Issues Engage (15 min)

history, structure, and replication. During the lecture, students will be asked predetermined questions to lead into the information. 3. Key Concepts include:

a. Describing the basic structure of DNA and its function in inheritance,

b. describe key events leading to the development of the structural model of DNA, and

c. write a complimentary DNA sequence given the original DNA sequence.

4. Vocabulary may include: DNA, complimentary, nitrogenous bases (A, T, C, G), nucleotide, and Chargaff's Rule

5. Differentiated Instruction: Students who need more time to complete work will have the option of finishing their discussion questions at home to be turned in the next day. Some students will receive a copy of the notes from the PowerPoint.

Formative: 1. Have Your DNA and Eat It Too! Activity sheet for student understanding. 2. Listening and guiding group discussion during the explore and explain portions. Day 2 1. MSDS sheet for 91% isopropyl alcohol, used from the following web address: nol_91.pdf 2. Wear goggles during the lab. 3. No food or drinks. 4. Wash hands after the lab is done.

1. Students will answer the following question in their science notebooks in a think-pair-share: Your DNA is 50% similar to a banana's DNA. What could your cells have in common with a banana's cells?

2. Students will be allowed to use their cell phones to explore some of the ways in which humans and bananas may have common traits or metabolic functions.

3. This will get students interested in the fact that we share common traits with other organisms that are not animals and that we are able to perform some of the same metabolic functions that plants have.

4. During the class sharing, a few questions that will asked by the teacher include:

Elaborate (75 min)

Evaluate Safety Issues Engage (15 min)

a. Do all organisms have the same basic DNA structure?

b. What traits might we share with bananas or other non-animal organisms?

5. Differentiated Instruction: Students will work in pairs or small groups to research on phones so that students who do not have phones will still benefit.

1. Students will perform the DNA extraction Lab in groups of 3-4.

2. Instructions and materials for this activity may be found on the attached modified activity sheet.

3. We will spend the first 5 minutes going over the MSDS sheet ? how to read it and what to do if there is a mishap.

4. During the downtime in this lab, students will complete an extra practice activity sheet that allows them to write the complementary strand of a DNA sequence, practice Chargaff's rule equations, and answer an extra credit question in which they will be analyzing data that compares the DNA of different organisms to see who is more closely related. This will be finished for homework if not finished in class.

5. Discussion questions from the lab will be asked at the end of this lab and will be discussed as a class after everyone has answered them.

6. Differentiated Instruction: The teacher will demonstrate methods of the lab that seem unclear, such as pouring the alcohol into the test tube and placing the filter into the funnel. The teacher will work the first problem of each section of the extra practice sheet with the whole class.

Formative: 1. DNA Extraction Lab activity sheet for understanding and completion. 2. Extra Practice activity sheet for understanding.

Day 3 No safety issues today.

1. Smart Board team review game about DNA history, structure, and replication.

2. Students will come up and roll "dice" that has a phrase about DNA on it or a problem that must be solved. If

their answer is right, they will score a point for their team. If not, the questions will be passed to the opposite team. This will help me to evaluate student understanding and evoke prior knowledge. 3. Students will then have a chance to share their extra credit findings about their scientists if they choose to. 4. Differentiated Instruction: The whole team will be allowed to help the student who rolled the dice if they do not know the answer to the problem or question.

Explore (45 min)

1. Students will perform the Make It A Double activity sheet in groups of 2-3. This will allow students to walk through the process of DNA replication using beads and pipe cleaners.

2. Instructions and materials (for each group) for this activity may be found on the attached activity sheet.

3. Differentiated instruction: The teacher may ask other students who are ahead to help those students who have questions or to show other groups what their DNA molecule(s) looks like when finished. Students will have a choice of working in groups on a DNA molecule made of beads and pipe cleaners or working by themselves on a paper model.

Explain (15 min)

Evaluate (15 min for quiz)

Safety Issues Engage (10 min)

1. Students share their replication models with the class and discuss answers to the activity sheet questions with guidance from the teacher.

2. Amoeba Sisters video on DNA replication to solidify understanding, time permitting.

3. Vocabulary may include: DNA polymerase, replication, okazaki fragments, primer, leading strand, lagging strand, helicase

Formative: 1. DNA Replication activity sheet for student understanding and completion. 2. Listening and guiding group discussion during the explore and explain portions.

Summative: 1. Short DNA quiz with rubric. Day 4

1. Students will watch a video about 10 amazing facts about protein -

Explore (45 min)

2. They will then be asked to talk about their favorite fact and why it might obtain to them (such as students with curly hair might think it is cool that protein makes their hair curl and talk about who has the most).

3. This will be followed by the question of how students think our body makes these proteins and a few students will give their thoughts.

1. Students will be asked to decode a joke using colored index cards (pink, yellow, green, and orange) and will be given different jobs, including the following: a. Code reader (holds up paper that has three different colored index cards and includes 15 different papers) b. Code messengers (3 people who will gather the correct index cards and hang them on a string with a clothespin, in order, for the class to see) c. Code checker (finds the correct popsicle stick with the correct word and code and checks it with what the messengers have brought over), and d. Code translator (writes the words on the board to find out the joke and answer to the joke).

2. This will get students thinking about the fact that codes are used to translate messages in certain ways. This will later be used to compare the way that protein synthesis works.

3. Questions will be asked about the significance of each job and what would happen if the code was not read in the correct order.

4. We will repeat this with a new joke and new students performed the jobs, time permitting.

5. Students will then complete the Translate My Transcript activity individually since each student will receive their own DNA sequence, but will be allowed to get help from other students. They will be asked to figure out a simple sentence using DNA sequences.

6. The classroom should be considered the inside of a cell. The following are parts of the cell that are used to make proteins: Cart at the front of the room = nucleus, student tables = ribosomes, the rest of the room = cytoplasm

7. 64 index cards with Tran anti-codons on one side and a word on the other side will be hanging on the walls around the room. This is what student will use to "decode" their sentence.

8. Differentiated instruction:

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