lesson 1 dna and dna replication -...

Kathleen Mansur EDCI 5784 – Research and Assessment

May 2, 2014

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Lesson 1 – DNA and DNA Replication

Subject: Biology

Grade: 10th

Duration: 1 hour 30 minutes

Topic: DNA Structure and Replication

Virginia SOLs:

BIO.5 The student will investigate and understand common mechanisms of inheritance and protein synthesis.

Key concepts include

e) historical development of the structural model of DNA;

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

Prerequisite Knowledge:

Students will be expected to have the following prior knowledge before beginning this lesson:

- the structure and function of macromolecules

- evidence supporting the cell theory - characteristics of prokaryotic and eukaryotic cells

- similarities between the activities of the organelles in a single cell and a whole organism

- cell growth and division

- prediction of inheritance of traits based on the Mendelian laws of heredity

- historical development of the structural model of DNA

Enduring Understandings:

Why is DNA the Blueprint for Life?

Learning Objectives:

By the end of this lesson, students will be able to:

- Explain where DNA is found in our bodies.

- Define and Describe key terms involved in DNA structure and Replication DNA, nucleic acids, phosphate group, 5-C sugar, nucleotides, base pairs/pairing,

complementary, covalent bonds, hydrogen bonds, double helix, DNA polymerase,

nitrogen base - Explain the structure of DNA and why each component is significant - Define DNA replication and explain the steps and components involved. - Explain why DNA is necessary for life.


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- Explain broadly what DNA fingerprinting is and what is involved. - Explain how DNA is useful in real world situations.

Engage (10 minutes)

What is DNA? (with picture) What makes DNA so significant for life to be possible? How are dogs

dogs and cats cats? Why are you not a dog?

How is DNA related to our cells? Where is it found?

Video: CSI clip of Murder investigation showing how DNA is being used to solve the murder

Explore (15 minutes)

DNA Model and Replication Activity – Students will be handed out an activity sheet containing

directions and questions to answer. Students will have two bags filled with the main parts of a

DNA molecule and some extra parts that don’t belong. They will arrange the appropriate cards

to make a DNA molecule. They will do this in groups of 2, each group receiving 2 bags.

Each bag will contain cutouts of:

(16) Deoxyribose (4) Thymine

(16) Ribose (4) Guanine

(16) Phosphate Group (4) Cytosine

(4) Adenine (4) Uracil

(8) H-Bonds

Explain (20 minutes)

Group Discussion of Guided worksheet with questions to go along with DNA Model Activity

Group discussion of Guided worksheet with questions to go along with DNA Fingerprinting

Activity

Students will present their findings of the DNA fingerprinting activity to class. They will share

their hypothesis of who the murderer is, why they think so with supporting information.

Lecture over DNA

Elaborate (45 minutes)

DNA Fingerprinting – Murder in Biology Class! – Students will be given a crime scene and

evidence that has been found at the crime scene. In groups, they will work on the activity and

answer questions while proceeding through the activity. They will determine who has

committed the crime based on the evidence that will be passed out. Evidence includes the


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murder’s fingerprints as well as the other individual’s fingerprints. It also includes the

murderer’s DNA and 15 other strands of DNA to compare the murderer’s DNA to.

Evaluate

Worksheet for DNA Model Activity, DNA Fingerprinting, and class participation

Questions or “what are you doing and why are you doing this” during the activities.

Homework: Read part of chapter over RNA Transcription and Translation

Lesson 2 – RNA, Transcription, and Translation

Subject: Biology

Grade: 10th


Topic: RNA, Transcription, and Translation

Virginia SOLs:













- the structure, function, and replication of nucleic acids

- Structure of DNA




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- Explain the process of protein synthesis, including DNA Transcription and Translation

- Explain the relationship between RNA, transcription, translation, DNA, and replication.

- Define and describe key terms involved in Transcription and Translation:

RNA, mRNA, tRNA, codons, anticodons, polymerase, uracil, strand polarity

- Explain why transcription and translation are necessary in the process of inheritance.

Engage (10 minutes)

What is RNA? (with picture) How is it different from DNA? What is it used for? If DNA is the code

that allows us to be alive, then how does it do that?


Web Quest – Students will explore an online module containing sections about DNA, RNA,

Transcription and Translation. They will act as researchers to gather information and answer

questions that is on their worksheet. They will be given the chance to come up with questions of

their own that have come from their research and explore the website to find them. If there are

no answers in the module to their questions, they will note this on their worksheet.

http://learn.genetics.utah.edu/content/molecules/

CSI Las Vegas – Using DNA to solve a Robbery (First Half of Activity) – Students will be given a

crime scene to investigate. They will read the scenario and complete the first half of the

worksheet. Students will have Traffic Light Cups as they proceed through the activity as a

formative assessment


Guided worksheet to go along with Web Quest

Group discussion of Guided worksheet to go along with CSI Las Vegas – Using DNA to solve a

Robbery (First Half of worksheet)

Lecture over RNA, Transcription and Translation


RAFT – students will be given a RAFT to complete and to turn in. It should be 1-2 paragraphs.



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R – Reporter

A – General Public

F – New York Times Science Article

T – How DNA has been named as the most important molecule ever discovered

Evaluate

Traffic Light Cups

Worksheet for Web Quest

RAFT

Homework: Read part of Chapter over mutations

Lesson 3 – Mutations and Introduction to Traits

Subject: Biology

Grade: 10th


Topic: Mutations and Introduction to Traits

Virginia SOLs:













- the structure, function, and replication of nucleic acids

- Structure of DNA and RNA

- processes of transcription and translation


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- Explain why DNA is important or the process of inheritance.

- Explain how the components of DNA, RNA, and structures involved in replication, transcription and translation are related to expression of our genetic traits.

- Explain what mutations are and the different types of mutations.

- Explain how mutations can change the expression of our genetic traits

- Provide examples of mutations that are lethal, harmful, and beneficial.

- Analyze the relationship between DNA and process of inheritance and expression of genetic traits.

Engage (5 minutes)

Is everyone’s DNA the same? Why is your hair color different from his/hers? Eye color too?

What would happen if every person’s DNA was the same?

(Show an image of a chin dimple and Marfan’s Syndrome to illustrate mutations) What is a

mutation? Are our traits effected by mutations? What are some results of mutations that you

can think of?


CSI Las Vegas – Using DNA to solve a Robbery (Second Half of Activity) – Students will complete

the second half of the activity and draw a wanted poster of criminal. Students will have Traffic

Light Cups as they proceed through the activity as a formative assessment

Chain Letter Activity – Students will be grouped with at least 3 members in each group. They will

be given a letter to copy. They will copy the letter exactly how they see it, mistakes and all. Once

one person has copied the instructor’s original letter, the copy will be given to someone in their

group so they can copy it. This will continue until all members have copied down the letter. The

original instructor’s copy will be returned to the instructor. While students are waiting for the

letter to be copied, they will start to work on their Expert Speech activity. Once everyone is

done, they will translate the strand of DNA that is on the copy that they received and it will be

compared to the original instructor’s copy’s protein strand. Anticipation of mistakes while

copying will hopefully lead to a strand that is not the same as the original. Not everyone will

have the same strand so the translation will be different proteins will not match the ones

translated from the original strand. This is to show how mutations can occur during the process


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of replication, transcription and translation. Students will have Traffic Light Cups as they proceed

through the activity as a formative assessment


Group Discussions of Guided worksheet to go along with CSI Las Vegas – Using DNA to solve a

Robbery (First Half of worksheet)

Whole Class Discussion of Chain Letter Activity – make sure to note the different types of

mutations that can occur

Lecture over mutations and introduce expression of traits


Activity: Maury Show: That Ain’t My Baby! – Determine which man is the father of the child.

A picture of a mother, baby, and 2 potential fathers will be displayed for students to

observe and discuss.

Students will discuss in groups how paternity tests work (building from previous lessons)

and explain how the expression of genetic traits leads to why the each man thinks it is or

is not his baby.

Students will be prompted to explain how a mutation could influence the parents’

opinions of who is the father of the child in their groups.

Students will be told, “The real father receives report saying he is the father but he

disagrees. How can you convince him that he is the father so he will understand?”

Students will write a paragraph (4-5 sentences) explaining to the father that he is the

father through scientific explanation in groups. Groups will read their paragraphs to the

class.

Evaluate

Writing Prompt for Homework: “You’re an expert on DNA and you’ve been asked to speak at a

conference. Write a ¾ to 1 page speech that you will deliver to your fellow scientists. The topic

is: “DNA is a necessary part of life.” Be sure to include everything you have learned about DNA

so far.” This will be turned in to be graded.

Worksheet for CSI Las Vegas – Using DNA to solve a Robbery Activity

Traffic Light Cups

Summative Assessment:

Quiz at beginning of Next Class


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MATERIALS:

DNA Model and Replication Activity Name________________________________________

Step 1 – Build a model of DNA (use your textbook if necessary). 1. What sequence of bases did you use?

2. Does a DNA strand look exactly like your model? Is it flat like yours? Explain what a DNA strand

really looks like as it would in a cell.

3. What are the parts that make up a DNA strand? Give a definition of each term IN YOUR OWN WORDS.

Step 2 – Replicate your strand of DNA

4. Why would cells need to make identical copies of DNA?

5. Practice writing complementary strands of DNA before you replicate your model. a. ATCGCGTACTTACCGA

b. GAATCGTTGACGTACG

c. AACCGCTTAGCTAGAT

6. How does the fact that A always pairs with T and C always pair with G allow cells to create identical DNA molecules?

7. What are the two jobs that DNA polymerase does in DNA replication? Why is it necessary to

have DNA polymerase help during DNA replication?

Draw a picture to illustrate all three steps of DNA replication.

1. DNA unzips/unwinds

2. DNA polymerase attaches 3. New complementary strands of DNA are formed.


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Murder in Biology Class! Name___________________________________

The Facts: Friday morning, the mascot for Ms. Mansur’s favorite football team (Notre Dame), the

Leprechaun, was found dead. Cause of death has not yet been determined although the Leprechaun

was surrounded in vomit and was purple. All of the gold from the Leprechaun’s pot of gold was stolen!

A Biology book was found at the scene of the crime as well as one finger print and a piece of hair. All

students in Ms. Mansur’s class are suspects, and she needs your help to try and find out who the

murderer is!!!

The Clues: Biology book-must be a student!

A fingerprint-try to match this finger print up with your classmates!

A hair-we can take DNA out of the hair and try to find a match in this class!

The Crime Scene: In order to figure out who did it, we need to think like the murderer. As you walk in

the room, look at the outline of the Leprechaun and think about the facts of the case. Then answer the

questions below:

1. When did the Leprechaun die?

2. How do you think the Leprechaun was killed?

3. Why do you think the Leprechaun was killed?

The Fingerprint: Detectives can dust for fingerprints and use those to help solve crimes. Look at the

fingerprints from the suspects you have left and try to figure out who you think the murderer is.

1. List at least 4 people you think could be the murderer from the fingerprint you have:

1.

2.

3.

4.

2. Why is it hard to figure out who the murderer is from just the fingerprint?


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The DNA Sample: Developed in England in 1985, DNA fingerprinting is the process of figuring out the

order of nucleotides in a person’s DNA. Every person has unique or different DNA, so when detectives

find a piece of hair, or skin or blood at a crime scene, they take it to a laboratory where scientists can try

to match the nucleotide pattern (A, T, G and C) with suspect’s DNA. Today, I have given you DNA

samples from everyone in class. Try to match the DNA found at the crime scene with the DNA of one of

your classmates. If you find a match, than that person is the murderer!

1. What is DNA fingerprinting?

2. Why do you think DNA fingerprinting helps detectives solve murders better than fingerprints?

3. Look at the samples of DNA from the crime scenes and the samples of DNA from each

classmate. Try to find a match. What is your hypothesis --- that is, who do you think is the

murderer?

4. Why do you think he or she is the murderer? What evidence do you have that that person is the

murderer? (Does their DNA match? Does their fingerprint match?)

5. After I tell you who the murderer is, tell me if your hypothesis is correct or incorrect-then tell

me why!


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Web Quest – RNA, Transcription and

Translation Name________________________________

Act as researchers to find answers to the questions. Log onto

http://learn.genetics.utah.edu/content/molecules/ and explore the different sections in the

module to answer the questions. Researchers never find all of the answers in one place, so you

have to do some digging!

1. What are the base-pairing rules for DNA?

2. How is DNA replicated?

3. What are some similarities and differences between RNA and DNA?

4. What is meant by “The Central Dogma”?

5. The two-step process by which cells read a gene and produce a string of amino acids that will

eventually become a protein is called:

6. Transcribe and Translate a Gene.

How is mRNA different from DNA?

What is the correct starting position for translation?

Write the amino acids used to assemble your protein in order below.

Where does translation take place?

7. Once assembled, what is the key to a protein’s unique function?

8. Explain What Makes a Firefly Glow using all of the words below:

RNA Polymerase LUC gene Transcription mRNA Luciferase Enzyme

Ribosome Translation Amino Acids Luciferin Oxyluciferin

Functional Luciferase Enzyme Three dimensional

9. Write down any questions that you have generated as a result from doing this Web Quest. Try to find

the answers to these questions by exploring deeper into the module.

10. Write down any questions that you have that you were not able to find the answers to in the

module.



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CSI Las Vegas: Using DNA to Solve a Robbery

Name______________________________________

The year is 2023. You are a detective for the Las Vegas Police Department. You’re on the scene of a

crime where a man single-handedly just robbed a casino, then shot and killed 3 men working at the

casino. Luckily, being the ingenious detective that you are, you were able to find a little spot of the

man’s blood where he cut his arm as he made his escape through a broken window. You take the blood

to the lab so tests can be run.

Unfortunately, no one was able to see the face of the man, so there are no suspects yet. Thanks to a

study done in 2022, scientists have now figured which genes in DNA code for which characteristics in a

person.

On the back is a strand of the sample of DNA extracted from the blood at the crime scene. Follow the

steps below to help you come up with a sketch of the man who perpetrated this crime.

Step 1: Decode the DNA into mRNA

TACGATGAAGGCAATCAAGGGTTCTCCTGTCAAAGTACATTATAGGCAGACTTAGCGGTTGGAATGAAAATC

| ||

AUG

Step 2: Decode the mRNA into the corresponding amino acids from the codon chart on pg. 143 of your

book. Write the amino acids in the order of the codons from the mRNA.

Protein Sequence:

1. Methionine 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

13. 14. 15.

16. 17. 18.

19. 20. 21.

22. 23. 24.

DNA:

mRNA:


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Step 3: On a separate sheet of paper, draw a WANTED flyer with a sketch of what this person might

look like based on the traits you came up with. Compare your sketch to your classmates to see if they

look similar.

methionine-leucine-proline = Protein that causes DARK SKIN

methionine-leucine-leucine = Protein that causes LIGHT SKIN

valine-proline-proline-lysine = Protein that causes GREEN EYES

proline-leucine-valine-proline = Protein that causes BLUE EYES

proline-lysine-proline-proline = Protein that causes BROWN EYES

lysine-arginine-threonine-valine-serine-serine = BLOND HAIR

lysine-arginine-threonine-valine-serine-cystine = BLACK HAIR

lysine-arginine-threonine-valine-serine-valine = BROWN HAIR

asparagine-isoleucine-arginine = CURLY HAIR

asparagine-asparagine-isoleucine = STRAIGHT HAIR

leucine-arginine-glutamate-arginine = BIG NOSE

leucine-asparagine-arginine-glutamine = SMALL NOSE

leucine-asparagine-asparagine-glutamine = MEDIUM NOSE

proline-tyrosine-tyrosine-(stop) = SMALL EARS

proline-proline-tyrosine-(stop) = MEDIUM EARS

proline-tyrosine-phenylalanine-(stop) = BIG EARS


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Chain Letter

To Whom It May Concern,

If you are reading this letter, you have been successfully incorporated into our DNA project. Remember,

it is very important to copy down everything on this letter exactly as you see it. You will handwrite an

identical copy of this letter and send this identical copy that you have written to one individual in your

group. You will keep the letter that you are copying. Make certain to sign your name to the copy before

you send it. If you do not have any such individuals, you are to handwrite a copy and deliver it, in

person, to your teacher. Make sure your group number is on every copy that has been written. Thanks

for your participation. ATCGGCTAAAGGCTTCAAGCGGGGGCTATATATAGCGCCCCGCGCTATCTAT

CGATCAGATAGCTACGCTACGAGCTACGACTAGCATCGACGATACTAGCTAC

TTCAAGCGGGGGCTATATATAGCGTTCAAGCGGGGGCTATATATAGCGCTAC

Sincerely,


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Quiz:

DNA Structure and Replication, Transcription, Translation, Mutations, and Traits

Name________________________________________

1. Why is the nucleus called the “control center” of the cell?

2. What is a gene? / What are the purpose of genes (what do they do)?

3. DNA can be found in what organelles?

4. Transcribe the following DNA strand:

DNA Strand: ATACGACATAGGAACTATTTAAGTA

mRNA Strand:

5. What is a mutation?

6. Explain the relationship between DNA and traits.

7. Describe the relationship between bases, 5-C sugar, and phosphate. (Be sure to include the

bases’ names)

8. What is the significance of how bases pair up?

9. What sugar is found in DNA? In RNA?

10. How do the bases bond together in DNA? From what we have talked about this year regarding

this bond, how might this bond affect the overall stability of the DNA molecule?

11. Explain the relationship between DNA and DNA polymerase.

12. Why is RNA necessary to act as a messenger?

13. How and why is RNA different from DNA?

14. Why is DNA called the “Blueprint of Life”?

Extra Credit:

How do some cells become brain cells and others become skin cells, when the DNA in ALL cells is exactly

the same? In other words, if the instructions are exactly the same, how does one cell become a brain

cell and another become a skin cell?


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Rubric

Lesson 1: Murder in Biology Class

STUDENT NAME: __________________________________

4 Graded Sections Task Points/Comments

Participation in Group Activity

/10 points (Grade based upon

observation of participation (taking into account what

members are in each group); Progression will be monitored)

/10

Worksheet Questions 10 questions – 5 points each 5 pts = excellent understanding;

4 pts = adequate understanding, improvement

encouraged but not necessary; 3 pts = partial understanding,

could use improvement; 2 pts = needs improvement but

completed, 1 pts = incomplete

0 pts = not turned in

/50

Feedback: TOTAL /60 points

Sources:

betterlesson.com

Special thanks to Lezly Taylor

lesson 1 dna and dna replication -...

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