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8/9/2019 Unit Plan- Science
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Five Day Lesson PLan, Alison Trimble and Brandy Borg, EDUC236, Dr.Kruse, 11/18/2014
Five Day Lesson Plan
Secondary Science Methods
Alison Trimble and Brandy Borg
Class: Biology
Grade: 9thUnit: DNA and the Language of Life
I. Student Goals:
A. Students will demonstrate a deep and robust understanding of STEM content and
apply that knowledge wherever possible.
B. Students will be confident, curious and open-minded individuals.
C. Students will support their position by using factual evidence and make informed
decisions.
D. Students will communicate and collaborate critically and effectively through
written and verbal methods.E. Students will think critically and use problem-solving skills.
F. Students will be active and respectful members of their communities.
G. Students will use technology appropriately.
H. Students will use creativity and imagination.
I. Students will demonstrate a strong understanding of the nature of STEM.
J. Students will be autonomous, self-motivated learners who will develop goals and
utilize resources to seek out information to become lifelong learners.
II. Logic Flow http://standards.nsta.org/DisplayStandard.aspx?view=topic&id=45
A. DNA is found in cells (Most Concrete)B. Double Helix and Nucleotides Base Pairs are the Structure of DNA
C. DNA contains all the genes to make-up an organism (mini conclusion)
D. DNA is copied in order for cells to reproduce.--where replication occurs in cell
cycle
E. DNA is coded into RNA
F. Translation of RNA makes Proteins (mini Conclusion)
G. Ribosomes are where Protein Synthesis occurs
H. Genes make proteins that determine traits
I. Storage of the Code for Proteins is a Function of DNA
J. Mutations change DNA language, and can result in different offspring phenotypes
K. DNA is the Language of Life (Most Abstract)
L. LS1.A: Structure and Function: All cells contain genetic information in the form
of DNA molecules. Genes are regions in the DNA that contain the instructions that
code for the formation of proteins. (HS-LS1-1)
III. Objectives For Students and InTASC Standards
A. Objectives: Student will:
1. Articulate a deeper understanding of the nature of science.
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http://www.google.com/url?q=http%3A%2F%2Fstandards.nsta.org%2FDisciplinaryCoreIdeas.aspx%3Fid%3D14%26detailid%3D301&sa=D&sntz=1&usg=AFQjCNHNFGd9qyTNcZnz6TcaxTUGyV-dFwhttp://www.google.com/url?q=http%3A%2F%2Fstandards.nsta.org%2FDisplayStandard.aspx%3Fview%3Dtopic%26id%3D45&sa=D&sntz=1&usg=AFQjCNHORH6695MGU-6hUXpU0fasqA9Arwhttp://www.google.com/url?q=http%3A%2F%2Fstandards.nsta.org%2FDisplayStandard.aspx%3Fview%3Dtopic%26id%3D45&sa=D&sntz=1&usg=AFQjCNHORH6695MGU-6hUXpU0fasqA9Arwhttp://www.google.com/url?q=http%3A%2F%2Fstandards.nsta.org%2FDisciplinaryCoreIdeas.aspx%3Fid%3D14%26detailid%3D301&sa=D&sntz=1&usg=AFQjCNHNFGd9qyTNcZnz6TcaxTUGyV-dFwhttp://www.google.com/url?q=http%3A%2F%2Fstandards.nsta.org%2FDisciplinaryCoreIdeas.aspx%3Fid%3D14%26detailid%3D301&sa=D&sntz=1&usg=AFQjCNHNFGd9qyTNcZnz6TcaxTUGyV-dFwhttp://www.google.com/url?q=http%3A%2F%2Fstandards.nsta.org%2FDisciplinaryCoreIdeas.aspx%3Fid%3D14%26detailid%3D301&sa=D&sntz=1&usg=AFQjCNHNFGd9qyTNcZnz6TcaxTUGyV-dFwhttp://www.google.com/url?q=http%3A%2F%2Fstandards.nsta.org%2FDisplayStandard.aspx%3Fview%3Dtopic%26id%3D45&sa=D&sntz=1&usg=AFQjCNHORH6695MGU-6hUXpU0fasqA9Arw -
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2. Evaluate procedures relevant to DNA extraction.
3. Demonstrate the ability to create accurate DNA and RNA models through a
creative process.
4. Explicitly articulate the process of change from DNA to RNA to proteins.
5. Present more than one piece of evidence to support that DNA is the
language of life.B. NSTA Content Standards and Relevant Objectives:
6. LS1.A: Structure and Function: All cells contain genetic information in
the form of DNA molecules. Genes are regions in the DNA that contain the
instructions that code for the formation of proteins. (HS-LS1-1) (Note: This
Disciplinary Core Idea is also addressed by HS-LS3-1.)
a. All of the objectives for students are relative to the NSTA content standard
we chose.
B. InTASC Teaching Standards and Relevant Objectives:
1. Content Knowledge: the teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and createslearning experiences that make these aspects of the discipline accessible
and meaningful for learners to assure mastery of the content.
2. Application of Content: The Teacher understands how to connect concepts
and use differing perspectives to engage learners in critical thinking,
creativity, collaborative problem solving related to authentic local and
global issues.
3. Assessment: The teacher understands and uses multiple methods of
assessment to engage learners in their growth, to monitor learner
progress, and to guide the teacher's and learner's decision making
4. Instructional Strategies: The teacher understands and uses a variety ofinstructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to
apply knowledge in meaningful ways.
IV. General Teacher Behaviors and Strategies
As teachers, we have learned to use open ended questions, to promote student
understanding when used to build upon a students prior knowledge. Our strategy to
demonstrate proactive classroom management includes the following teacher behaviors that
encourage participation: addressing all students equally, using effective wait time of at least three
seconds, and enacting think-pair-share partner activities during group discussions. This strategy
also promotes student safety and on-task behavior because students are expressing more of their
thoughts related to the content, and the teacher can also use the response time to develop better
questions.
Another way we plan on achieving classroom management throughout the lesson is to
monitor groups and break them up into smaller sizes, when appropriate, to encourage greater
classroom participation. We also plan to reflect upon and monitor our interaction patterns by
static coding ourselves periodically throughout the lesson to encourage effective teacher
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behaviors. The SATIC coding patterns that we seek to achieve are 3cs, 4s, 6's, 11's and 12s for
teacher behaviors.
Additionally, an effective teacher behavior is to circle the classroom to encourage all
students to stay better on-task and be sure not to turn our back to any students. As one student
responds to a question, we would strategically move away from their voice so that all students
have an opportunity to hear their response. We will encourage our students to form more solidideas about what they are learning by challenging them to answer questions that will guide their
inquiry. We will also encourage other students to add their ideas formed from the original
student's statement to encouraging discussions to grow.
V. Five Day Lesson Plan:
Classroom: Students are arranged into groups of 3-4 with tables seating 2 students, facing
towards each other to easily support small group sizes and pair interaction to enhance content
understanding. Students are arranged so we can easily walk the entire perimeter of the
classroom, and so all students can see both the front and back of the classroom. The seatingarrangement is assigned based upon whom the students work the best with using both student
feedback and teacher notes.
Resources: Classroom computer, elmo and digital projector are necessary for the daily classroom
lessons. Blender. Student access to WiFi Connectivity for personal devices, or with classroom
computer equipment.
Text: Biology Exploring Live,
Available Online at: http://apps.cmsfq.edu.ec/biologyexploringlife/units/%2F../text/
Previous Instruction: Students will have just finished learning about the cellular basis of
inheritance and patterns of inheritance.
Day 1: Lesson Title: Morse Code DNA
Objectives: Students will:
1. Cipher Morse codes and learn the relationship between the code and a message.
2. Discuss the relationship between Morse Code and their prior knowledge of DNA.
3. Construct a representation of Morse code to create a foundation for understanding how
proteins are produced.
Materials: teachers computer, copies of Morse code to distribute to students
Procedures:
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1. When students enter the classroom, they are to answer this question in their journals, If
you were a spy, how would you write a message to headquarters in a way that if the
enemy intercepted it, they would not know what the message said? We will later
connect the students prior knowledge of spies and secret messages to this new concept of
DNA. After a few minutes, have a few students share their ideas. Discuss these ideas as a
class.2. Introduce the idea of Morse code, where certain letters are represented as dashes and
dots. Tell them, Morse code is a cipher, a method of transforming text in order to conceal
its meaning. Give students a representation of the Morse code to keep. Allow them a few
minutes to look over this series of dashes and dots.
3. On the teachers computer, using the Morse code translator, found at
http://morsecode.scphillips.com/jtranslator.html
allow students to give you sentences to type in. Hit translate, then play and the students
can hear what their sentence will sound like in Morse code. This will get students
interested in wanting to code messages.
-Its better to do it on our computer only so the students dont try to translateinappropriate messages.
4. Have students work on their own and code a message from English to Morse code. Give
them certain requirements, such as it needs to be at least 3 sentences long.
5. Have students exchange their message with a partner and decode their message.
6. Students will discuss in their groups why it is much easier to figure out a secret message if
we have the cipher.
7. We would close the lesson telling students, in the coming days we will be exploring DNA.
a. In what ways do you think that DNA is related to Morse Code? Here we can assess
our students prior knowledge of DNA, and see what relationships they are able to
make based upon their prior knowledge of DNA to Morse Code.
Assessment: Informal assessments of student understanding will occur during the class and
group discussions. We will also evaluate students as they are creating and decoding the Morse
code messages. The formal assessment will include the written Morse code and deciphered text.
Lastly, through discussion we will seek to assess our student's prior knowledge of DNA and see if
they are able tape make connections to their prior knowledge of DNA and the Morse code
content.
I want to omit this sentence... This will help us see how students think about secret codes in order
to make the connections to protein production.
Day 2: Lesson Title: DNA is in Cells, Is There DNA in My Food?
Objectives: Students will:
1. Describe how DNA is inside every living organism.
2. Investigate that foods they eat originate from living organisms.
3. Work collaboratively in a group to make procedure decisions
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4. Engage in critical thinking and problem solving skills by taking on the perspective of a
scientist
5. Extract DNA from a food and witness how DNA is found inside of living things.
Materials:
1. Bananas solution, kiwi solution, Strawberry solution, Pea solution.
2. Blender, plastic cups, plastic spoon, plastic knife, coffee filter, shampoo, table salt, transferpipette, rubbing alcohol, container of ice
3. Kiwi, Bananas, strawberries, tofu, orange juice and honey,
4. Laboratory gloves
5. DNA Extraction protocol is available online at:
http://www.biotech.iastate.edu/publications/lab_protocols/DNA_Extraction_Smoothie.pdf
Procedure:
1. On the board when students enter, we will have written "Where can we find DNA?"
Students would write a response on their blog, discuss in pairs, and then share their ideas.Working in small groups might help students be more comfortable in their choices. We
would ask students for ideas per group, not by student, to get more class participation.
2. Onthe board, student would make a list of where students say they can findDNA. Here we
would assess for pre-existing ideas about where DNA can be found. Students
misconceptions might include thinking DNA, itself, is living, different cells within an
organism have different DNA, and only animal cells have DNA.
2.1. Ask Students, What do we know about what the inside of a cell looks like?
Students would likely respond with information from their prior knowledge as
well as the previous lesson on inheritance and chromosomes.
2.2. Ask Students, What are chromosomes made of? To which all students will likelyquickly answer DNA, and genes and we will use this targeted level 3 question to
move the lesson forward with our next request. We will be looking for them to
reference information from the introductory unit when they had a brief exposure
to DNA and genes.
2.3. If we could look in detail at the mucus obtained from different plants, how do you
think it would be the same?... and how would it be different? Here we are looking
for students to think about individual organisms having different DNA genes, or
instructions.
2.4. Tell Students, Lets brainstorm about the variety of things (animals, plants) that
have DNA inside them. Students will likely think of animal based answers.
3. Students are instructed to form collaborative groups of 2-3. We will tell students that
today we are exploring the types of foods one might find DNA in. In their groups, students
would come to a consensus, choosing which food they would like to see if they can find
DNA in. Their choices would be kiwis, strawberries, peas or bananas, and take a sample
to their bench. There would be 2 sample cups of each food for the students to choose
among to ensure a variety is still selected for later discussion and comparison. We would
also remind them here of our laboratory safety procedures, including the importance of
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not smelling or drinking laboratory solutions. This is done with class discussion having
the students voice their laboratory safety rules in response to the question,
3.1. Ask students, When working with solutions in the lab, what are the safety rules
we should keep in mind? Any rule skipped over by the students is reviewed
before starting the laboratory procedure.
4. Students would follow the instructions to isolate DNA from their food of choice.5. Students will make a solution of shampoo, salt, distilled water and their food mix. (The
detergent dissolves the lipids holding the cell membranes together, which releases the
DNA into the solution. The salt enables the DNA strands to come together.)
5.1. Ask students, How might we separate the liquid from the solid component?
Describe a situation when you separated or strained something. Why were you
separating things? They may not know what we could do, and in that case, we
would model for the class how to filter.
6. Using a coffee filter, students will filter the mixture by pouring it into the filter and letting
the solution drain for several minutes.
6.1. Ask students, Why do you think filtering this material important? When haveyou observed filtering materials before in other ways? Here we would help the
students make connections between the filtering to extract DNA, and filtering they
have observed in real life. They may relate it to a furnace filtering the air, or the
filters in a car among others.
6.2. Have a discussion about what occurs during the blending process, Where in the
plant is the DNA that we are trying to extract? Here we would informally assess if
students realize we are blending to access the content in the center of the cell
nucleus, breaking open cell walls.
6.3. What other things do you think we might be extracting with the DNA? Because
this process also extracts RNA present in the cells, here we would assess forcontent knowledge of RNA to determine our students prior knowledge for later in
our 5 day lesson plan. This is also a question if they do not relate back to RNA we
can go back to after learning about RNA in later days to see if they can make
connections back to the extraction process in later days.
7. Fill a plastic pipette with banana solution andadd it to the alcohol. Let the solution sit for
2-3 minutes without disturbing it.
7.1. (DNA is not soluble in alcohol. When alcohol is added to the mixture, the
components of the mixture, except for DNA, stay in solution while the DNA
precipitates out into the alcohol layer.)
8. Students watch the white DNA precipitate out into the alcohol layer. When good results
are obtained, there will be enough DNA to spool on to a glass rod. Or by using a Pasteur
pipette that has been heated at the tip to form a hook, you can retrieve some of the DNA.
DNA has the appearance of white, stringy mucus.
8.1. Ask students, Record your observations in your notebook, and then discuss with
a partner what you are observing in your tubes? Here we will walk the room to
see if the students are making observations and further direct the conversations.
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8.2. We will then have a discussion with the entire class. What do you think the mucus
is? To which they will all likely respond DNA. We will use this targeted 3c
response to guide the discussion forward to thinking about the DNA.
8.3. Describe what you think has happened to the DNA? Here we want the students
to make connections to the steps they followed and the DNA mucus they obtained.
9. After they have obtained their DNA, we will have them pair with a group that choose theother option (kiwi, banana, strawberry, pea) and record their observations in their
notebooks. They will now be in groups of 4-6, although this could also be achieved by
having students pair with a member of a different group, and then rotate through all 4
different options to keep the group sizes smaller if needed for classroom management.
9.1. Ask them, What do you think the importance of steps 6 and 8 were? and How
do you think we could compare the results from different samples? Here we can
also compare the results of students altering the protocol, and scientific error
through open ended questions, and encouraging our students to think like
scientists
10. As a class we will discuss the importance of the steps 6 and 8 in the extraction protocol.10.1. Ask students, Why do you think steps 6 and 8 are important to extracting DNA?
10.2. What might happen if steps 6 and 8 are omitted? Allow students to redesign
their extraction omitting a step, and then comparing their results to the original
results.
10.3. In todays lab you followed step by step directions. How is that different from
what scientists might do?
11. Students then will create a cartoon illustration showing what happened to their banana
cell or kiwi cell through the steps of a DNA extraction.
Assessment:Informal assessments would occur through discussions during the class. As students are
discussing, I would circle throughout the classroom to gather informal assessment information.
Formal assessment would occur by the collection of the DNA extraction cartoons.
Teachers should be walking around during the lab to encourage everyone to participate in the
hands-on activity. It is important for the teacher to ask groups open ended questions pertaining
to the lab and the topic of DNA extraction. In a group setting, teachers need to be sure all
students understand the concepts they are learning and practicing by asking students directly.
After the lab is completed, completion of the lab can be assessed by viewing the slimy mucus
(DNA) being produced.
Day 3: Lesson Title: The Structure of DNA, What Does DNA Look Like?
Objectives: Students will:
1. Demonstrate their understanding of the structure of the DNA molecule
2. Create a model of DNA through a creative process.
3. Learn about base pairing in DNA and be able to make base pair connections.
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4. Articulate the relationship of DNAs 4 base pairs to Morse codes collection of dots and
dashes.
Materials:
1. 2 colors of Sugar Backbone Twizzlers, one to designate Ribose, and another to designate
Deoxyribose sugar.
2. Bases consisting of 3 colors of mini marshmallows (or gumdrops) representing GC andU base pairs, and 2 colors of mini marshmallows (or gumdrops) of a slightly different
shape for A and T.
3. Toothpicks
Procedure:
1. First, we will remind them how yesterday we saw that all cells contain DNA, today we
want to explore more about what DNA looks like.
2. To start, we will watch a video https://www.youtube.com/watch?v=8kK2zwjRV0M
starting at the beginning and continue to 8:50 to give some preliminary information about
todays activity.
2.1. Stop at 2:50 and have students draw what they think the double helix looks like intheir journals. Have a short discussion about the make up of DNA, with a couple of
students sharing their drawing on the board.
2.2. Stop at 4:27. Students should consider how their model was different than the
actual representation. They will document the differences between their model
and the way the DNA double helix actually looks.
2.3. Stop at 5:23 and have students answer the question from the video in their
notebooks.
2.4. Stop at 7:30. Ask students, How was what Miescher did similar to what you did
during the DNA extraction? Have them write this down in their notebooks.
3. The class would discuss the video including questions such as:3.1. Explain why DNA is important to all organisms? They may relate DNA to the
parts of the human body, so we would direct the conversation to include the
experiment they did yesterday exploring DNA in foods.
3.2. How does DNA make copies so we get more DNA?-students might reply by
babies or that it reproduces. Taking the reproduction answer, we would ask
students to think about the cell cycle, and make connections to the cell cycle from
the previous unit.
3.3. Ask them Where do you think this occurs in the cell cycle? Here we will be
accessing their prior knowledge from the previous unit so they can make
connections between what they have learned, and this new information.
3.4.
4. Introduce the connection that:
4.1. DNA is the coded statement.
4.2. We practiced Morse code on the first day of this unit. Say to students, This code is
composed of dots and dashes, but can make any word in our language. How could
a molecule contain simple units, but still provide a lot of information? Have
students discuss this in groups.
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4. Laying out the candy provided for the DNA representation (Twizzlers and marshmallows
or gumdrops), ask students, Using only these limited types of candy, how could you
convey information to another group?
4.1. Allow time for groups to discuss and share out information with the class. If we
feel that students are not quite getting to the coding concept, we might show thestudents a candy model and ask, How could this model pass information to
another strand?
4.2. We would have the class decide, as a group, what each color represented in order
to have consistency with creating the candy models. Although this activity could
also be done making jewelry models, we feel Twizzlers better represent the
phosphate backbone. We as teachers might make and wear DNA jewelry in class to
show the students. The jewelry could also serve as a way to model the thinking
process we went through to develop our jewelry.
5. Each table would get a set of candy, as well as a sequence guide sheet with example
sequences from different organisms found here:http://www.yourgenome.org/downloads/pdf/teachers/seq/FT_sequence_bracelets.pdf .
The students would then draft their own DNA models, based upon one of the sequences of
their choice.
5.1. We would also be careful to remind the students these materials are for model
creation, and should not be eaten for safety and hygienic reasons.
6. This lesson will continue on day 4 with exploration of RNA structure and function.
7. Student assignment is to post on Graffiti board about todays activities and write about
200 words pertaining to DNA sequences. Students will be required to post on Graffiti
board on certain days through the lesson. This will allow the teacher to see the thought
processes and questions the students are generating.
Example of a candy based DNA model:
http://aclassofone.blogspot.com/2013/09/apologia-anatomy-physiology-unit-one_9971.html
Assessment: The assessment this day will include informal assessment by the teacher circling
the room and observing the group discussions. When students are finished with their models, we
will discuss, as a class, different ways they represented the double helix and base pairs. We will
also assess the student formally by comparing their DNA models to the sequences they choose to
represent for accuracy. Today, students Graffiti board posts will also be assessed.
Day 4: Lesson Title: Transcription of DNA into RNA, What is the Structure and Function of
RNA?
Objectives: Students Will:
1. Articulate that transcription of DNA is required to make RNA
2. Articulate the structure of the RNA
3. Create models that they can use to explain the structure of RNA through a creative
process.
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4. Explicitly explain how DNA and RNA differ, citing evidence.
5. Articulate concept of codes and ciphers to understanding of how DNA translates to RNA.
Materials:
4. 2 colors of Sugar Backbone Twizzlers, one to designate Ribose, and another to
designate Deoxyribose sugar.
5. Bases consisting of 3 colors of mini marshmallows (or gumdrops) representing GC andU base pairs, and 2 colors of mini marshmallows (or gumdrops) of a slightly different
shape for A and T.
6. Toothpicks
Procedure:
1. Open class with a class discussion of misconceptions we noticed from Graffiti board. We
will look for questions that students have asked that might work to cause our students to
become dissatisfied with the misconceptions, and the question discussion session can act
as a way to encourage our students to want to remove or replace them from their
thinking. Write the correct thinking, so students can see how they should change theirthinking.
2. Tell students, Yesterday, we created a coded DNA candy message. We need to get this
coded message into something that we can read and understand. Thinking of the activity
we did using Morse code, how do you think we could achieve this? Students will likely say
that we need something to cypher the DNA code with like we had with Morse code.
Students will discuss this in their groups how DNA might be cyphered into a message by
cells.
3. Come together as a class and discuss how deciphering the code is important in order to
read the original message. Lead questioning toward helping students understand that we
need the intermediary, such as RNA (Morse code) to understand the message.4. We will then introduce the concept of Uracil, and how base pairing works between DNA
and RNA to make RNA copies of a specific sequence.
5. Offer students the ability to use the candy again to create an RNA sequence that would be
base pair matching to a portion of their DNA chain. Students will draw a random DNA
code (out of a bag from the teacher) to convert into RNA.
6. As students are creating their RNA, prompt students to think about ways that DNA and
RNA are different and the same and discuss in their groups. The questions we will ask
include:
6.1. How is DNA different from RNA? Students would reflect upon the differences in
the phosphate backbones, the differences in bases, and also how DNA and RNA
perform different functions in the cell.
6.2. In what ways is DNA similar to RNA? Students would reflect upon how both code
for cellular genetic information DNA to make RNA and RNA to make functional
proteins.
6.3. How is making an RNA copy different from copying DNA? Here we would also
look for misconceptions about RNA being replicated from DNA instead of being
transcribed, and guide our instruction so the difference is clear.
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7. Followed by a class discussion to discuss:
7.1. How the students think RNA turns into protein
7.2. How the process of DNA to RNA to protein is similar to decoding a Morse code
message.
7. Introduce the idea that:
7.1. RNA is the morse code (cipher) to help decode the statement.7.2. As an exit ticket, students will answer the question, How are DNA and RNA
related to Morse code?
Assessment:
Students will be evaluated informally through the group and classroom discussion. In this
process, teachers should look for students who dont have a very good understanding of how
DNA and RNA differ. This could be exhibited by lack of participating or unclear answers during
discussion. Teacher should be sure to make rounds to each discussion group and attempt to ask
questions directly to each student. Our formal assessment will come from our students decoding
lines of DNA to RNA on their representation of RNA candy model and the exit ticket answers to
see if they are making new connections between Morse Code and the new information theylearned today about RNA.
Day 5: Lesson Title: Messages and Mutations, How do Mutations Change Protein Messages?
Objectives:
1. Explore the different types of mutations by classroom participation in discussions and
activities.
2. Articulate their understanding of how ribosomes are where protein synthesis occurs
citing evidence to support their understanding.3. Cite evidence from classroom activities to articulate how mutations change DNA, and can
result in different phenotypes.
4. Accurately explain the concept of DNA, and it's purpose of storing the language of life.
5. Articulate concept of codes and ciphers to understanding of how DNA translates to RNA
to proteins.
Materials: N/A
Procedure:
1. Beginning of class, students will work on finishing their coding from the prior day, if
needed.
2. Ask students, When decoding Morse code, what would happen if one of the portions of
the code were mixed up?
2.1. This question is targeted to assess students prior knowledge of mutations and the
following discussion will help build students present knowledge of them.
2.2. Use the example if in Morse code the code reads a dash and 3 dots (B), instead of 3
dots (S). Have students look it up on their Morse code sheet. How would this
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change the word sash? So my mom tells me she wants a Bash instead of a Sash.
There is a big difference there.
2.3. We could also use this original sentence The cat pounces the mouse One letter P
from pounces would be deleted to read The cat ounces the mouse
2.3.1. we would ask the students How does this deletion affect the sentence?
2.3.2. In what ways is the meaning of the sentence different now? Students willlikely point out the meaning of the sentence is different now. The cat
appears to be weighing the mouse instead of pouncing on it.
2.3.3. Describe how altering the DNA code is similar to altering Morse code?
2.4. We could then take the same sentence and add the letter h to cat so the sentence
reads The chat ounces the mouse and again ask the students to discuss in pairs
and then with the class how the addition of one letter changed what the sentence
reads.
2.5. Lastly, taking the same sentence we would replace the letter M in mouse with the
letter H so it finally reads The chat ounces the house and discuss how it affects
every word in the sentence. We would have them again discuss these concepts inpairs.
2.5.1. How do changing just one dash or dot in the Morse code affect what the
secret message is?
2.5.2. How could this be a problem if spys from our country cannot
communicate efffectively with each other through Morse code?
2.5.3. What do you think these kinds of problems could lead to when DNA is not
decoded properly to proteins because the code was misinterpreted?
2.5.4. If each word is a protein, how does it relate to what we know about DNA?
here we are looking for students to make connections about proteins
coming from DNA.
3. At this point, we will tell the students that the location of protein synthesis in a cell is the
ribosome. When the message is taken to the ribosome, there are pieces of RNA that get it
formed into a protein. Some of the mixing up of these messages occurs here.
4. Next we would have the students form lines of 10-12 students and we would give the first
student a list of directions, each set of group directions is in a slightly different order.
4.1. Before beginning the students are reminded Not to do anythingthey knew we as
teachers would not tell them to do.
4.2. The directions would include Pat your head 3 times, Turn 360 degrees to your
right. Touch your knees, jump three times and take a bow.
4.3. The students are instructed to pass the directions along to the last student in the
line. The last student in line would do whatever the directions said to do.
5. At the end of the activity, each group would compare the differences between the original
list and the last persons actions.
5.1. In what ways does our activity today relate to the activity we did on the first day
using Morse code? How does what we learned about Morse code also relate the
learning we have done over the last 4 days? Here we are looking for the students
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to make connections to the physical representation of DNA into Protein, a coded
message being changed into English; and the types of mutations. We are also
looking for students to make connections between these ideas and the concept of
Morse code. If the students are struggling to answer we will direct them to talk
with their partners, and then in their groups to share their ideas.
5.2. Now that the code is mutated, what do you think the consequences for futuregenerations are? Are these consequences as dire as those when Morse code is
mutated? Students may talk about the consequences of not having a message
received in war, and compare that to a baby being born with a disease. Students
may answer, people will have diseases, or people might find a new adaptive
benefit for them to survive better than others. Teacher needs to explain this can
be good and bad. Good examples eye color changes or hair color, bad examples
could cancer. An example of both good and bad is sickle cell anemia because it also
provides malaria resistance when you have one copy of the gene. Here we are
looking for them to make connections between mutations and phenotypes.
5.3. How do mutations change the genetic material so that you see differences inliving populations? Here we would have a discussion of genotypes and
phenotypes from variations of mutations.
6. Introduce the idea that
6.1. Protein is the meaning in a language the body understands.
7. Student will write a 1 page reflection of new learnings and understandingthat they have
made over the past 5 days, due the next school day.
Assessment:
This day would consist of mostly informal assessment with the teacher walking around the room
and observing and directing the discussion through the use of open ended questions. The formal
assessment will be the 1 page reflection of new learnings and understandings.
Next Week and Rest of the Unit: In the next week the students will have an opportunity to
explore more about DNA and mutations. They will each choose a genetic topic to research and
create a presentation on. The topics they may choose include: cancer, Cystic Fibrosis, Down
Syndrome, Gene Therapy, Hemophilia, Huntington Disease, Sickle Cell Anemia, and Tay-Sachs
Disease, or they may also suggest a topic of interest to be approved by the teacher. They will be
asked to include information on their topic, how it relates to the genetic topics we covered earlier
the previous week and give examples of traits in humans. We will also ask students to make
connections between mutations and genes.
VI. Rationale for the Unit
We chose this unit because we could visualize a way to move through the content logically
from concrete to more abstract utilizing inquiry science activities to teach our content objective.
We also were able to use this content to demonstrate the use of 3cs, 4s, 11s and 12s SATIC
questioning. As teachers we want to pay special attention to our goals for students and ensure
we are also encouraging our students to make connections between the classroom and real life,
so they will become more well rounded members of the community capable of more mature, and
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lesson will allow student to construct their own ideas about DNA, RNA and proteins. We also
believe teachers need to exhibit behaviors to encourage students to explore their thoughts and
make connections to the materials. When inquiry based science is done carefully with attention
to a logical flow of the lesson, students are more likely to achieve higher order thinking skills, and
make lasting cognitive connections as they move from concrete to more abstract. Lastly, as
teachers we want to also pay special attention to our goals for students and ensure we are alsoencouraging our students to make connections between the classroom and real life, so they will
become more well rounded members of the community capable of more mature, and thoughtful
personal interactions.
Students in high school are capable of thinking abstractly, but their learning is enhanced
by using concrete examples to solidify the content. By following our logic flow, we can carefully
introduce information consistent with our students readiness from most concrete to most
abstract, and structure the content so our students make lasting connections to their prior
knowledge. Students will be demonstrating DNA schemas via concrete models during these five
days. They will be performing an experiment in order to extract DNA, which is a concrete
example of how DNA could look to the human eye. In order to help students zoom in to what themore microscopic version of the clump of DNA is, students will be creating a candy version of a
double helix. They will also be creating DNA and RNA sequences from given sequences. Students
will be applying DNA concepts to the concrete models during their working time, through group
and classroom discussion. (DLT)
Course Standards
5. Lesson plans clearly aligned with goals for students.
6. Lesson plans clearly and accurately aligned with learning theory.
7. Learning activities accurately and closely tied to appropriate learning objectives.8. Formative assessments designed to expose student thinking.
9. Learning activities based on coherent flow of logic.
10. Learning activities use student experiences and student ideas so students generate
accurate conceptions.
11. Learning activities are designed to confront student misconceptions.
12. Learning activities require students to make decisions and solve problems.
13. Assessments closely aligned with objectives for content, process, and science practices.
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