Stoots 5E Unit Plan – DNA and Protein Synthesis

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:

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