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.
Kathleen Mansur EDCI 5784 – Research and Assessment
May 2, 2014
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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
Kathleen Mansur EDCI 5784 – Research and Assessment
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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
Duration: 1 hour 30 minutes
Topic: RNA, Transcription, and Translation
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
- the structure, function, and replication of nucleic acids
- Structure of DNA
Enduring Understandings:
Why is DNA the Blueprint for Life?
Kathleen Mansur EDCI 5784 – Research and Assessment
May 2, 2014
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Learning Objectives:
By the end of this lesson, students will be able to:
- 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?
Explore (45 minutes)
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
Explain (15 minutes)
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
Elaborate (15 minutes)
RAFT – students will be given a RAFT to complete and to turn in. It should be 1-2 paragraphs.
Kathleen Mansur EDCI 5784 – Research and Assessment
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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
Duration: 1 hour 30 minutes
Topic: Mutations and Introduction to Traits
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
- the structure, function, and replication of nucleic acids
- Structure of DNA and RNA
- processes of transcription and translation
Kathleen Mansur EDCI 5784 – Research and Assessment
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Enduring Understandings:
Why is DNA the Blueprint for Life?
Learning Objectives:
By the end of this lesson, students will be able to:
- 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?
Explore (55 minutes)
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
Explain (15 minutes)
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
Elaborate (15 minutes)
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
Kathleen Mansur EDCI 5784 – Research and Assessment
May 2, 2014
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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.
Kathleen Mansur EDCI 5784 – Research and Assessment
May 2, 2014
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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?
Kathleen Mansur EDCI 5784 – Research and Assessment
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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!
Kathleen Mansur EDCI 5784 – Research and Assessment
May 2, 2014
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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.
Kathleen Mansur EDCI 5784 – Research and Assessment
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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
Kathleen Mansur EDCI 5784 – Research and Assessment
May 2, 2014
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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,
Kathleen Mansur EDCI 5784 – Research and Assessment
May 2, 2014
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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?
Kathleen Mansur EDCI 5784 – Research and Assessment
May 2, 2014
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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