Teacher Demo: A-T G-C White board
Subject
|
Integrated Science 2
|
Theme
|
DNA Replication (Lesson 3)
|
Grade
|
10th
|
Duration of lesson
|
90 min
|
Materials
|
-Smart Board
-Handouts (DNA skeleton notes + DNA scavenger hunt)
-Pencil
-Notebook
|
Common Core Standard(s)
|
SC.16.3: Describe the basic process of DNA replication and
how it relates to the transmission and conservation of the genetic
information.
|
Lesson/Instructional Objective(s)
|
After the power point presentation of chapter 13.3
students will complete Day 1 of the worksheet (DNA replication) with 70%
accuracy (7/10).
·
Students will recognize that a substance called DNA carries
genetic information in all organisms, and changes (mutations) in DNA can
be helpful or harmful to an organism.
·
·
Students will recognize that all organisms have a
substance called DNA with unique information.
·
·
Students will recognize similarities in
characteristics of plants and animals of the same type (species).
|
Hook/Anticipatory Set
(How will you motivate the students?)
|
-Stop after Bill removes DNA strand from cell!
-Since DNA is a very abstract concept I thought seeing it
with the naked eye (thanks to Bill Nye) would get them excited to learn and
more open to the concept of replication, translation and protein synthesis.
|
Procedures
|
1)
Class will begin with a Bell ringer where students
will fill out a Venn diagram comparing and contrasting meiosis and mitosis.
This should be very simple because last class the students were required to
write an essay doing the exact same thing. While they do so videos showing
mitosis, meiosis and asexual reproduction will be shown (approx. 1 min each)
in order to help jog their mind in case they forgot over the weekend.
(5-8min)
2)
Students will be given a pretest covering chapter 13
(standards: SC16.3-5) (20 min.).
3)
After the pre-test tudents will be presented with the
end game (aka incentive) for the next two chapters, which is Codon bingo. I
will explain to them that if they do not pay attention and work hard these
next two days we will play bingo. The only way you can play if you understand
the process of replication, transcription and translation. (10 min)
4)
A presentation covering replication and transmission.
(20 min)
5)
Students will then work on Day 1 (part 1) of the DNA
scavenger hunt. Students will get used to working with base pairs. (20 min.)
*Filler = For students who finish early I will briefly
touch on the basics of transcription (Uracil instead of Thymine) and allow
them to begin transcribing the DNA into RNA sequences.
|
Assessment of learning Outcomes
(This should have been identified in the objective.)
Test and quizzes are only one type of assessment and are
not the best way to check for understanding.
(Unit plans should have an informal assessment)
|
After the power point presentation of chapter 13.3 students
will complete Day 1 of the worksheet (DNA replication) with 70% accuracy
(7/10).
Student progress will be monitored informally throughout
the activity.
Students are also responsible for filling out skeleton
notes for a participation grade (80% accuracy).
|
Closure
(How will you summarize what you have discussed?)
|
-This animation is a good representation of the DNA
replication process, a very good summary of the lesson.
|
Accommodations and Modifications for
ELLs
|
Level 1-3
YouTube closed captioning (preview before), Translated
text (run by para for accuracy), frequent parent contact, hands on
activities, graphs, drawing figures, samples of completed work, groups work
Level 4-5
Frequent parent contact, hands on activities, graphs,
drawing figures, samples of completed work, groups work
|
Accommodations and Modifications for
ESE
|
Can record lectures (with awareness of instructor), extra
time of test, hands on activities, group work, Use charts, tables, and graphic organizers, skeleton
notes, translating key concepts.
|
Extensions for Gifted Students
|
This lesson can be combined with the RNA/protein synthesis
lesson (4) and the bingo game used in the RNA lesson can be removed and used
as a study session practice. Also question 11 will be required, whereas the
lower level students will use #11 as extra credit
|
Possible connections to other content areas
|
Math – deciphering tables and decoding
|
DNA Scavenger
Hunt
Day 1 –Replicate the DNA
(A-T & G-C)
Day 2 – Transcribe and Translate into RNA and Amino Acids (letters) *Remember:
in RNA Thyamine is replaced by Uracil! (A-U
T ) (G-C)
DNA → GCA
AAT CTC CAG TAT AAT
Item
#eg. - Replication → CGT
TTA GAG
GTC ATA TTA
mRNA →
GCA AAU CUC CAG UAU AAU
Letter → B E N I C E = “Be nice!”
DNA -
Item
#1 – ATA TTA GTA
GTG TAC ACG TTC GAG TTG
RNA
-
DNA
-
Item
#2 – TAT TTA ATA
ACA AAA GAC GTT ATG AAG GTA TAC TTG GAA ATA GTC GTA
RNA-
DNA-
Item
#3 – ACC AAA TGT
ATG ACG
RNA-
DNA
-
Item
#4 – AGA ATA GTT
TTA AAT ATG TTG
RNA
-
DNA-
Item
#5 – CTA GTG GTC
TAC CTG GTA TTC TAC
RNA-
DNA-
Item
#6 – CTG GTT TGA
TTA GCG TTC GTA GTG AAG GGA CGT GTC GTG GTA
RNA-
DNA-
Item
#7 – TCG ATG ACG
TTT TTC GTA GTC GCC
RNA-
DNA-
Item
#8 – TCG ATA GTT
TTG GAC ATG TTA CTG TTT GTA GCA AAA CGT GTG TTG
RNA-
DNA-
Item
#9 – ACG AAA GAA
GCG TCG AAA GAC GTT TGT GTC CAA TTG GGA
RNA-
DNA-
Item
#10 – TAC CGA GGG
TAC GTA TTA TAC TTG GAG
RNA-
Item #11: Working Backwards! Create your own word (at least 5 letters) by
translating the letters of your word into RNA and transcribe the RNA into DNA
then replicate into your second strand of DNA.
First
mRNA codon letter
|
Second
mRNA codon letter
|
||||||||||
U
|
C
|
A
|
G
|
Third
mRNA codon letter
|
|||||||
U
|
UUU a
|
UCU s
|
UAU c
|
UGU h
|
U
|
||||||
UUC a
|
UCC s
|
UAC c
|
UGC h
|
C
|
|||||||
UUA n
|
UCA s
|
UAA g
|
UGA g
|
A
|
|||||||
UUG n
|
UCG s
|
UAG g
|
UGG w
|
G
|
|||||||
C
|
CUU n
|
CCU r
|
CAU l
|
CGU d
|
U
|
||||||
CUC n
|
CCC r
|
CAC l
|
CGC d
|
C
|
|||||||
CUA n
|
CCA r
|
CAA i
|
CGA d
|
A
|
|||||||
CUG n
|
CCG r
|
CAG i
|
CGG d
|
G
|
|||||||
A
|
AUU m
|
ACU v
|
AAU e
|
AGU s
|
U
|
||||||
AUC m
|
ACC v
|
AAC e
|
AGC s
|
C
|
|||||||
AUA m
|
ACA t
|
AAA o
|
AGA d
|
A
|
|||||||
AUG p
|
ACG t
|
AAG o
|
AGG d
|
G
|
|||||||
G
|
GUU z
|
GCU u
|
GAU f
|
GGU k
|
U
|
||||||
GUC z
|
GCC u
|
GAC f
|
GCC k
|
C
|
|||||||
GUA y
|
GCA b
|
GAA j
|
GGA k
|
A
|
|||||||
GUG y
|
GCG b
|
GAG j
|
GGG k
|
G
|
|||||||
a = phenylalanine b & u = alanine c = tyrosine d = arginine e = asparagine
|
|||||||||||
f = aspartic acid g = stop codon h = cystenine i = glutamine j = glutamic acid
|
|||||||||||
k = glycine l = histidine m = isoleucine n = leucine o = lysine
|
|||||||||||
p = methionine r = proline s = serine t & v = threonine w = tryptophan
|
|||||||||||
y & z = valine
|
|||||||||||
***a-z = names of 20
amino acids
No comments:
Post a Comment