5E Unit Plan Unit: DNA and RNA Background: This unit is designed for 9th grade students in Honors

Biology. This is a unit that will be covered in the second semester. Students have already learned an introduction to genetics. Standards: Arizona State Standards: SCHS-S1C1-01: Evaluate scientific information for relevance to a given problem. SCHS-S1C2-05: Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers. SCHS-S1C4-03: Communicate results clearly and logically. SCHS-S1C4-04: Support conclusions with logical scientific arguments. SCHS-S2C1-01: Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide. SCHS-S2C1-02: Describe how diverse people and/or cultures, past and present, have made important contributions to scientific innovations. SCHS-S4C2-01: Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes. SCHS-S4C2-02: Describe the molecular basis of heredity, in viruses and living things, including DNA replication and protein synthesis. (http://www.azed.gov/standards-practices/files/2011/09/sciencehighschool.pdf) Next Generation Science Standards HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. (http://www.nextgenscience.org/sites/ngss/files/HS%20LS%20DCI%20combined%206.1 3.13.pdf) Common Core Standards CCSS.ELA-Literacy.RST.9-10.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS3-1),(HS-LS3-2) CCSS.ELA-Literacy.RST.9-10.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-LS3-1) CCSS.ELA-Literacy.WHST.9-12.1: Write arguments focused on discipline-specific content. (HS-LS3-2) (http://www.corestandards.org/ela-literacy) Objectives: Students will be able to describe the components of DNA Students will be able to describe the process of DNA replication.

Students will be able to analyze how DNA is transcribed into RNA. Students will be able to analyze how proteins are made. Students will be able to compare and contrast transcription and translation. Students will be able to describe the central dogma of molecular biology.

Calendar: Monday (50 min) January 27 Engage: DNA as a library Explain: History of DNA February 3 Explore: Transcription Engage: Writing a sentence. Explain: Translation Wednesday (95 min) January 29 Block Day Explain: DNA components and replication Explore: Building DNA February 5 Block Day Explain: Translation continued. Elaborate: Transcription/ Translation Lab Activity Thursday (50 min) January 30 Elaborate: Advanced DNA replication Evaluate: Quiz on DNA and DNA replication. February 6 Evaluate: Quiz on Transcription/ Translation Explain/Evaluate: Review of DNA transcription, and translation. Friday (50 min) January 31 Engage: Transcription and Morse code. Explain: Process of Transcription February 7 Evaluate: Unit Test

Day-by-day: Day 1: Engage: DNA as a library activity. Have students think about how the nucleus is similar to a library. Ask them questions about what the DNA is similar to, why is there control of some of the information, and how can the information that is not allowed to leave, leave? Students will write down their answers to this and we will share it as a class. Prior knowledge will be accessed through seeing what students already know about DNA to compare it to a library. Teacher will walk around and ask questions to help students thinking, and answer any questions students have. Explain: PowerPoint presentation. Students will be provided with the slides/note-taker to use during the lecture for notes. The students will learn about how DNA was discovered and what led to the discovery of DNA. The teacher will teach in a lecture format and using questioning. Day 2: Explain: PowerPoint Presentation. Students will use their note-taker to learn about the components of DNA and DNA replication. The terms chromatin, histone, replication, and

DNA polymerase will be introduced. Ties to the library from the engage activity will be made. The teacher will teach in a lecture and questioning format. Explore: Building DNA activity. Students will be given pictures of the different DNA bases and they will need to build a strand of DNA. They will then be provided with pictures of DNA in different stages of DNA replication and they will explain and write a written description of what is going on in each stage using the correct vocabulary. The teacher will walk around and ask questions and help the students with the activity. Day 3: Elaborate: Advanced DNA replication activity. Using the different ways prokaryotes and eukaryotes perform DNA replication, students will create a diagram/table/other type of organization technique to differentiate between these two. Teacher will provide blank note-takers for the students to fill out. The teacher will provide feedback and help to the students while they are completing the activity. Evaluate: Using the information that they have learned about DNA and DNA replication, students will take a quiz on the topic. The teacher will provide the quiz and upon completion of the quiz will review answers with the students and provide feedback to them. Day 4: Engage: Using what students know about Morse code, students will compare how Morse code is used to transfer a message and compare this to how DNA transfers its information to RNA. Students will answer these questions in groups and provide their answers as a class. The teacher will provide questions and help students in small groups to answer these questions. The answers will then be discussed as a class upon completion of small group work on answering the questions. Prior knowledge about RNA will be assessed in this activity. Explain: PowerPoint Presentation. Students will be taught the process of transcription and will take notes on the topic during the presentation. The teacher will connect this to the engage activity of Morse code. Vocabulary words of gene, messenger RNA, ribosomal RNA, transfer RNA, transcription, RNA polymerase, promoter, intron, exon, and codon will be introduced. The teacher will teach in a lecture format with questioning to assess understanding. Day 5: Explore: Transcription Activity. Students will be provided with a worksheet with pictures and a DNA sequence and will complete the transcription of the DNA into RNA. The teacher will walk around and help students with the activity and will also provide feedback to the students upon completing the activity. Students will also write a summary of what is going on in the process of translation using their new vocabulary. Engage: Students will think about how they write a sentence. They will think about the components that are needed to create a sentence and how a sentence is created. They will then compare this translation and the making of proteins and how this may work in the body. Students will write down the answers to these questions on a piece of paper. During the activity the teacher will walk around and help the students and talk with them

to see their thinking. The teacher will provide feedback on their answers to these questions when discussing them as a class. Explain: PowerPoint presentation on translation. Students will learn and take notes on the components of translation. The teacher will tie this to answers from the engage activity. Vocabulary of translation and anticodon will be introduced. The teacher will teach in a lecture and questioning format. Day 6: Explain: PowerPoint presentation on translation continued. The process of translation will be taught to the students. Students will be taking notes on the content during the presentation. The teacher will make ties to writing a sentence from the engage activity. The teacher will teach in a lecture and questioning format. Elaborate: Transcription/Translation lab activity. Students will perform a lab involving transcription and translation. They will be provided with instructions and a DNA sequence. They will then transcribe the sequence into RNA where they need to then find the anticodon and a word that the anticodon codes to build a sentence. The teacher will provide the necessary materials and help during the lab and walk around to help during the lab. After the lab is complete students are to complete post-lab questions and the teacher will talk with the students about the questions and provide feedback on their work. Day 7: Evaluate: Quiz on transcription and translation. Students will take a quiz on transcription and translation and upon completion of the quiz students will be given feedback on their performance once going over the answers. Evaluate/Explain: Review of DNA and RNA. Students will play a jeopardy game to help review the material learned. Students will be broken up into teams to answer the questions provided by the teacher. Students are to write down the answers they dont know to study from. The teacher will provide explanations/feedback to questions that students do not understand. Day 8: Evaluate: Unit test. Students will take a multiple-choice test on DNA and RNA. Students will answer the questions to the test. The teacher will make themselves available for help to the students during the test.