Biology Partnership Lesson Plan #1 RNA Transcription and ..., Lecture notes of Biology

Download Biology Partnership Lesson Plan #1 RNA Transcription and ... and more Lecture notes Biology in PDF only on Docsity! Biology Partnership Lesson Plan #1 RNA Transcription and Translation Identifying Information: Teachers in the Lesson Study Group: Amanda Bloomer, Teacher, Graceville High School, Graceville, FL Amanda.bloomer@jcsb.org Phillip Vosbrink, Teacher, Chipley High School, Chipley, FL phillip.vosbrink@washington.k12.fl.us Barbara Rutledge, Teacher, Gateway Military Academy, Bonifay, FL Barbara.rutledge@teenchallenge.cc Schellane Smith, Teacher, Marianna High School, Marianna, FL schell.smith@jcsb.org Mentor –Katie McCurdy Lesson: Time frame- Two 50 min period class periods Lesson #1 mRNA Transcription Lesson #2 tRNA Translation and mutation Level of course: Biology (General) Motivation: Prior to Lesson #1, the teacher will present a Pre-test (10 min) and follow-up with an identical Post-test at the conclusion of the class session. Bell-ringer (5-7 min): Students are presented with a small pastry to eat. Displaying to the class a large cookbook, the teacher offers to loan the cookbook (with the pastry recipe) to one student. If others want the recipe, the cookbook can be passed around from person to person, until all have copied and made the recipe. DISCUSSION QUESTIONS: What are some of the problems with this form of sharing information? The cookbook might get lost. The pages would become ragged or some may fall out. It would take a long time to get it into the hands of everyone who needs it. What is a more efficient way of getting the recipe to each of you who want it? Photocopying and distributing, writing it down on paper What are some problems that may occur in the copying process? Forget to copy the whole set of directions in the recipe/ not enough toner in the copier so recipe is not readable/wrong page gets copied/ Teacher will review the facts about DNA composition. It is the “blueprint” or “recipe” for all of our physical construction. It is necessary to copy the information accurately so that cells can build proteins. o Prior to Lesson #2, the students will view a YouTube clip on transcription of mRNA. The first 55 seconds will review the process. Use the following video from YouTube: "From RNA to Protein Synthesis". http://www.savetubevideo.com/?v=NJxobgkPEAo Needed Materials & Set-Up: Materials: • Before the lesson, the teacher will purchase one pastry or one cookie for each student in the class. • Before the lesson the teacher will need to make copies of the pre-test and post-test for each student. • Before the lesson, the teacher will need to make a copy of the student note taking worksheet, one copy for each student. • Before the lesson, the teacher will need one copy of the codes table for the role-play activity. • Before the lesson, the teacher will need 32 copies of the tRNA template card. These cards will be used for the role-play activity. Using the codes table, the teacher will copy one tRNA anticodon listed on the codes chart on each of the 32 tRNA template cards. • Before the lesson, the teacher will need one copy of the two-page amino acid cards for the role- play activity. The amino acid cards should be paired with the correct tRNA template card using the codes chart. Set-Up: • The layout for the room the desks will arranged into rows. As the students enter the room they will sit in their assigned seat. No specific groups are needed for this lesson. • After the students are seated the teacher will start the motivation section which is listed above. • After the motivation on Day 1, the lesson transitions to direct instruction. During this time students remain in their seats facing the board and remain seated for the duration of the lesson. • After the motivation on Day 2, the lesson transitions to direct instruction. During this time students remain in their seats facing the board while taking notes. • Following the note-taking segment of the lesson, students will be called in pairs to the whiteboard to participate in the role-play activity. Outcomes Next Generation Sunshine State Standards: SC.912.L.16.5 Explain the basic processes of transcription and translation, and how they result in the expression of genes. SC.912.L.16.4 Explain how mutations in the DNA sequence may or may not result in phenotypic change; Explain how mutations in gametes may result in phenotypic changes in offspring. SC.912.L.16.9 Explain how and why the genetic code is universal and is common to almost all organisms. Dimensions of K-12 Science Education Standards : Dimension 1: Scientific and Engineering Practices 1.Asking questions 2. Developing and using models Dimension 2: Crosscutting Concepts • The teacher will remove a single base to demonstrate the total “shift” of codons, now reading totally different amino acids in the protein structure. • The teacher will distribute one copy of the post-test to each student. Each student will complete the post-test in class (10 minutes). • The teacher will collect the post-test from each student and distribute the homework questions. • For homework, students are assigned six questions to answer about the processes of transcription and translation and mutations (see questions section). Questions: 1. Explain the relationship between DNA, mRNA and tRNA? Justify why all three are necessary to the process of building a single protein molecule. (ANALYSIS) All three use coded information to produce one end product- a protein-, although they have different functions. DNA is the code for making proteins; the mRNA (messenger) “copies” the code, and the tRNA (transfer) retrieves the “parts” for the building of the proteins. DNA must remain in the nucleus to be protected from any possible damage. The amino acid components are located in the surrounding cytoplasm, thus requiring an agent to “fetch” and deliver them. 2. Explain how the translation process knows when to begin and end the protein chain components. How do you justify mRNA having a “start” and “stop” codon on either end of the mRNA strand, even though they are not used to construct the protein? (ANALYSIS) Having the extra codons allows a sort of “lead tape” to insure that the full coded message is not accidently lost in the beginning or end of the protein production. 3. What would happen if a single base pair was changed to another base pair in the DNA coding? (SYNTHESIS) Potentially no change in amino acid production will occur as several combinations of base pairs produce the same amino acid. If the amino acid is altered by the substitution, then a change in the protein complex will occur. 4. How would a geneticist or a physician determine that a mutation had probably occurred? (SYNTHESIS) There would be evidence that a normal body function could not be performed, such as in the pancreas producing insulin (resulting in diabetes) or a tumor growing into a cancerous growth. 5. Suppose that an entire codon is deleted from the mRNA being read for building a protein that removes excess cholesterol from the blood stream. What would be the outcome? (ANALYSIS) The individual would most likely develop atherosclerosis from high cholesterol buildup in the arteries. They may shorten their lifespan with a heart attack. Criteria Superior (20 points) Adequate (10 points) Unacceptable (0 points) The process of protein The process is The process is not in production is in chronological, but one chronological order Order of process chronological order or two steps are and more than two 6. Explain the potential value of human gene altering by geneticists. An example of this would be to add to the DNA the protein for uptake of cholesterol from the blood. Justify why or why not this is ethical.(EVALUATION) If an embryo stage individual was known to carry a detrimental gene, geneticists might “correct” the gene and increase the individual’s quality of life. Students may suggest that there is no evidence that an alteration would not be damaging to other parts of the genetic code. It is difficult to test on living specimens outside of bacteria, lower life forms or plant life. Genes create a probability that error or disability may occur, but there are many factors on many different genes that appear to work together to produce the outcome expressed. Reflection: An initial pre-test at the onset of the day 1 lesson plan will provide the teacher an assessment of the students’ initial set of knowledge prior to the instruction. An identical post test administered at the close of the day 2 class session will measure cognitive growth. The test consists of 13 multiple-choice questions and two completion questions. Formative assessment will also occur throughout the lesson as the teacher circulates and asks questions during the teaching session. Verbal feedback will be provided to individuals throughout the lesson based on their answers to the teacher’s oral questions as well as during the groups’ interpretation of RNA data. The results of the post-test will be provided to the students on the following day. Students who fail to accurately answer 80% of the questions on the post-test will be required to complete a homework project. Homework project details: Students are assigned a homework project- “Draw a flow chart depicting the protein building process of cells from transcription to translation.” The teacher will show an example of a flow chart using a recipe in the cookbook. A rubric of 50 points will be awarded as follows, with a 5 point reduction for each error : Students are assigned a homework project- “Draw a flow chart depicting the protein building process of cells from transcription to translation.” The teacher will show an example of a flow chart using a recipe in the cookbook. Preheat oven Gather all ingredients Mix dry ingredients A rubric of 50 points will be awarded as follows. and includes all of the mechanisms involved. omitted, or one main component (rRNA, tRNA, ribosome, amino acid) is missing. components are omitted. All terms from the One or two terms More than two terms Terms usage term list provided are incorporated into the flow chart and applied accurately. There are no spelling errors. have been omitted, or one or two terms are not identified accurately. One to three spelling errors are evident. are missing or incorrectly used in the flow chart. There are more than three spelling errors. Appearance and flow The flow chart is neat and clearly drawn, of sufficient size, and easy to follow. The flow chart is small and somewhat “congested” to read or it contains some text boxes that are Disorganized. Text boxes are sloppily drawn and difficult to distinguish. The print is difficult to not neatly drawn. understand in some parts. Safety: On the day prior to beginning this lesson, the teacher will advise the students that pastries will be provided for the next day. Students with food allergies should be advised that the pastries may contain nuts. During the motivation activity on Day 1, students will be offered a pastry to eat. Students with allergies should be advised that the product may contain nuts in the event that a student has a food allergy. To prevent overcrowding or behavioral conflicts during the role-play activity, students are called up to the board in pairs instead of the entire class at one time. The room lights will be darkened during the note-taking segment of the lesson and during videos. Adequate safety lighting should be available in case students need to exit the room. Transformative: 1. Visual learners-The lesson includes videos that model the concepts discussed in the lecture segments. 2. ESE/ESOL – The lesson is broken into two instructional days to reduce the content into smaller, more manageable chunks. 3. ESOL/LEP students- As the key terms are introduced during lecture, the teacher should address the root words, suffixes and prefixes to help students correlate new vocabulary with existing vocabulary with the same root words, prefixes or suffixes.