5 Day Lesson Plan

Five Day Lesson Plan, Alison Trimble and Brandy Borg, EDUC236, Dr.
Kruse, 11/15/2014
Five Day Lesson Plan
Secondary Science Methods
Alison Trimble and Brandy Borg
Class: Biology
Grade: 9th
Unit: DNA and the Language of Life
I.
Student Goals:
A. Students will demonstrate a deep and robust understanding of STEM content and apply
that knowledge wherever possible.
B. Students will be confident, curious and open-minded individuals.
C. Students will support their position by using factual evidence and make informed
decisions.
D. Students will communicate and collaborate critically and effectively through written and
verbal methods.
E. Students will think critically and use problem-solving skills.
F. Students will be active and respectful members of their communities.
G. Students will use technology appropriately.
H. Students will use creativity and imagination.
I. Students will demonstrate a strong understanding of the nature of STEM.
J. Students will be autonomous, self-motivated learners who will develop goals and utilize
resources to seek out information to become lifelong learners.
II.
Logic Flow http://standards.nsta.org/DisplayStandard.aspx?view=topic&id=45

A. DNA is found in cells (Most Concrete)
B. Double Helix and Nucleotides Base Pairs are the Structure of DNA
C. DNA contains all the genes to make-up an organism (mini conclusion)
D. DNA is copied in order for cells to reproduce.--where replication occurs in cell cycle
E. Transcription of DNA makes RNA
F. Ribosomes is where Protein Synthesis occurs
G. Translation of RNA makes Proteins (mini Conclusion)
H. Genes make proteins that determine traits
I. Storage of the Code for Proteins is a Function of DNA
J. Mutations change DNA language, and can result in different offspring phenotypes
K. DNA is the Language of Life (Most Abstract)
Five Day Lesson Plan, Alison Trimble and Brandy Borg, EDUC236, Dr. Kruse, 11/15/2014
L. LS1.A: Structure and Function: All cells contain genetic information in the form of
DNA molecules. Genes are regions in the DNA that contain the instructions that code for
the formation of proteins. (HS-LS1-1) (Note: This Disciplinary Core Idea is also
addressed by HS-LS3-1.)
III.
Objectives For Students and InTASC Standards

A. Objectives: Student will:
1. Develop a deeper understanding of the nature of science.
2. Learn and evaluate procedures relevant to DNA extraction.
3. Create a strong image of the structure of DNA and RNA in their own minds
through a creative process.
4. Explicitly articulate the process of change from DNA to RNA to proteins.
5. Develop an understanding of how DNA is the language of life.
B. NSTA Content Standards and Relevant Objectives:
6. LS1.A: Structure and Function: All cells contain genetic information in the
form of DNA molecules. Genes are regions in the DNA that contain the
instructions that code for the formation of proteins. (HS-LS1-1) (Note: This
Disciplinary Core Idea is also addressed by HS-LS3-1.)
a. All of the objectives for students are relative to the NSTA content standard we
chose.
B. InTASC Teaching Standards and Relevant Objectives:
1. Content Knowledge: the teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and creates learning
experiences that make these aspects of the discipline accessible and meaningful
for learners to assure mastery of the content.
2. Application of Content: The Teacher understands how to connect concepts and
use differing perspectives to engage learners in critical thinking, creativity,
collaborative problem solving related to authentic local and global issues.
3. Assessment: The teacher understands and uses multiple methods of assessment to
engage learners in their growth, to monitor learner progress, and to guide the
teacher's and learner's decision making
4. Instructional Strategies: The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of
content areas and their connections, and to build skills to apply knowledge in
meaningful ways.
IV.
General Teacher Behaviors and Strategies

As teachers, we have learned to use open ended questions, which promotes student
understanding when used to build upon a students prior knowledge. By addressing all students
equally and encouraging participation during group discussions, we will be able to have a
strategy in place demonstrating proactive classroom management strategies, which promote
student safety and on-task behavior. Another way we plan on achieving classroom management
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throughout the lesson is to monitor groups and break them up into smaller sizes, when
appropriate, to encourage greater classroom participation. We also plan to reflect upon and
monitor our interaction patterns by static coding ourselves periodically throughout the lesson to
encourage effective teacher behaviors.
Activating prior knowledge is one of the foremost strategies to engage students in
learning. By accessing this knowledge, students can have something to build upon when
learning new concepts. In genetics, many students do not have a robust knowledge of the topic.
By starting with a DNA extraction, we are helping students to realize all living organisms
contain DNA, and foods are often thought of by the general public as not containing DNA (ISU,
Office of Biotechnology). Through the use of videos and hands on construction, we are trying to
build a foundation for students to make the connections necessary to organize this new
information, which is very abstract. A teachers purpose is to try to guide the students to make
their own connections by comparing new information with their previous ideas. (CLT)
Students in high school are capable of thinking abstractly, but it enhances their learning
by using concrete examples to solidify the content. By following our logic flow, we can carefully
introduce information consistent with our students readiness from most concrete to most
abstract, and structure the content so our students make lasting connections to their prior
knowledge. Students will be demonstrating DNA schemas via concrete models during these five
days. They will be performing an experiment in order to extract DNA, which is a concrete
example of how DNA could look to the human eye. In order to help students zoom in to what
the more microscopic version of the clump of DNA is, students will be creating a candy version
of a double helix. They will also be creating DNA and RNA sequences from given sequences.
Students will be applying the DNA concepts to the concrete models during their working time,
through group and classroom discussion. (DLT)
In order to promote learning, we will have students work in partners and groups. The
purpose of group work is students often learn from others through language. Working in groups
allows students to practice learning from others while communicating with their peers. (SLT)
Class discussion is very important, as discussion allows the teacher to model behavior relating to
the content and ask higher order thinking questions which will allow the students to make
connections appropriate with their individual developmental level. (CLT) Class discussions can
also be broken down into group or table discussions, in order for students to actively bounce
ideas off of each other. Then the group discussion can be added back into the class discussion.
This gives students the opportunity to collaborate in many different ways. (SLT)
Each day will encompass these strategies and concepts. We realize CLT, SLT and DLT
theories are all intertwined to support our goals for students. The use of these strategies also
involves asking the right kind of questions; questions that get students actively involved in their
learning process, and actively making connections to their prior knowledge.
V.
Five Day Lesson Plan:
Classroom: Students are arranged into groups of 3-4 with tables seating 2 students, facing towards each
other to easily support small group sizes and pair interaction to enhance content understanding. Students
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are arranged so we can easily walk the entire perimeter of the classroom, and so all students can see both
the front and back of the classroom. The seating arrangement is assigned based upon whom the students
work the best with using both student feedback and teacher notes.
Resources: Classroom computer, elmo and digital projector are necessary for the daily classroom
lessons. Blender. Student access to WiFi Connectivity for personal devices, or with classroom computer
equipment.
Text: Biology Exploring Live,
Available Online at: http://apps.cmsfq.edu.ec/biologyexploringlife/units/%2F../text/
Previous Instruction: Students will have just finished learning about the cellular basis of inheritance;
patterns of Inheritance, meiosis and mitosis.
Day 1:
Lesson Title: DNA is in Cells, Is There DNA in My Food?
Objectives: Students will:
1.
Think about DNA being inside every living organism.
2.
Think critically about the foods they eat as originating from living organisms.
3.
Work collaboratively in a group to make procedure decisions
4.
Engage in critical thinking and problem solving skills by taking on the perspective of a scientist
5.
Extract DNA from a fruit and witness how DNA is found inside of living things.
Materials:
1.
Bananas solution, kiwi solution, Strawberry solution, Pea solution.
2.
Blender, plastic cups, plastic spoon, plastic knife, coffee filter, shampoo, table salt, transfer
pipette, rubbing alcohol, container of ice
3.
Kiwi, Bananas, strawberries, tofu, orange juice and honey,
4.
Laboratory gloves
5.
DNA Extraction protocol available online:
http://www.biotech.iastate.edu/publications/lab_protocols/DNA_Extraction_Smoothie.pdf
Procedure:
1.
On the board when students enter, we will have written "Where can we find DNA?" Students
would write a response on their blog, discuss in pairs, and then share their ideas. Working in
small groups might help students be more comfortable in their choices. We would ask students
for ideas per group, not by student, to get more class participation.
2.
On the board, student would make a list of where students say they can find DNA. Here we
would assess for pre-existing ideas about where DNA can be found. Students misconceptions
might include thinking DNA, itself, is living, different cells within an organism have different
DNA, and only animal cells have DNA.
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Ask Students, What do we know about what the inside of a cell looks like? Students
would likely respond with information from their prior knowledge as well as the previous
lesson on inheritance and chromosomes.
2.2. Ask Students, What are chromosomes made of? To which all students will likely
quickly answer DNA, and genes and we will use this targeted level 3 question to move
the lesson forward with our next request. We will be looking for them to reference
information from the introductory unit when they had a brief exposure to DNA and
genes.
2.3. If we could look in detail at the mucus obtained from different plants, how do you think
it would be the same?... and how would it be different? Here we are looking for students
to think about individual organisms having different DNA genes, or instructions.
2.4. Tell Students, Lets brainstorm about the variety of things (animals, plants) that have
DNA inside them. Students will likely think of animal based answers.
Students then read the abstract of Discovering DNA detailing the discovery of DNA in 1868.
http://www.ncbi.nlm.nih.gov/pubmed/17901982
After all of the students have finished reading, teacher will ask the students to journal in their lab
books, How do you think the discovery of DNA changed science? They will then discuss their
answers with a partner, and then we will have a class discussion.
Students are instructed to form collaborative groups of 2-3. In their groups, students would
come to a consensus, choosing which food they would like to experiment with, kiwis or bananas,
and take a sample to their bench. We would also remind them here of our laboratory safety
procedures, including the importance of not smelling or drinking laboratory solutions. This is
done with class discussion having the students voice their laboratory safety rules in response to
the question,
5.1. Ask students, When working with solutions in the lab, what are the safety rules we
should keep in mind? Any rule skipped over by the students is reviewed before starting
the laboratory procedure.
Students would follow the instructions to isolate DNA from their fruit of choice.
Students will make a solution of shampoo, salt, distilled water and their fruit mix. (The detergent
dissolves the lipids holding the cell membranes together, which releases the DNA into the
solution. The salt enables the DNA strands to come together.)
7.1. Ask students, How might we separate the liquid from the solid component? Can you
describe a situation when you separated or strained anything before? Why were you
separating things? They may not know what we could do, and in that case, we would
model for the class how to filter.
Using a coffee filter, students will filter the mixture by pouring it into the filter and letting the
solution drain for several minutes.
8.1. Ask students, Why do you think filtering this material important? When have you
observed filtering materials before in other ways? Here we would help the students
make connections between the filtering to extract DNA, and filtering they have observed
in real life. They may relate it to a furnace filtering the air, or the filters in a car among
others.
2.1.
3.
4.
5.
6.
7.
8.
Have a discussion about what occurs during the blending process, Where in the plant is
the DNA that we are trying to extract? Here we would informally assess if students
realize we are blending to access the content in the center of the cell nucleus, breaking
open cell walls.
8.3. What other things do you think we might be extracting with the DNA? Because this
process also extracts RNA present in the cells, here we would assess for content
knowledge of RNA to determine our students prior knowledge for later in our 5 day
lesson plan. This is also a question if they do not relate back to RNA we can go back to
after learning about RNA in later days to see if they can make connections back to the
extraction process in later days.
Fill a plastic pipette with banana solution and add it to the alcohol. Let the solution sit for 2-3
minutes without disturbing it.
9.1. (DNA is not soluble in alcohol. When alcohol is added to the mixture, the components of
the mixture, except for DNA, stay in solution while the DNA precipitates out into the
alcohol layer.)
Students watch the white DNA precipitate out into the alcohol layer. When good results are
obtained, there will be enough DNA to spool on to a glass rod. Or by using a Pasteur pipette that
has been heated at the tip to form a hook, you can retrieve some of the DNA. DNA has the
appearance of white, stringy mucus.
10.1. Ask students, Record your observations in your notebook, and then discuss with a
partner what you are observing in your tubes? Here we will walk the room to see if the
students are making observations and further direct the conversations.
10.2. We will then have a discussion with the entire class. What do you think the mucus is?
To which they will all likely respond DNA. We will use this targeted 3c response to
guide the discussion forward to thinking about the DNA.
10.3. Describe what you think has happened to the DNA? Here we want the students to make
connections to the steps they followed and the DNA mucus they obtained.
After they have obtained their DNA, we will have them pair with a group that choose a different
option (kiwi, banana, strawberry, pea) and record their observations in their notebooks. They
will now be in groups of a4-8, although this could also be achieved by having students pair with
members of other groups and then rotate through all 3 other options to keep the group sizes
smaller if needed for classroom management.
11.1. Ask them, What do you think the importance of steps 6 and 8 were? and How do you
think we could compare the results from different samples? Here we can also compare
the results of students altering the protocol, and scientific error through open ended
questions, and encouraging our students to think like scientists
As a class we will discuss the importance of the steps 6 and 8 in the extraction protocol.
12.1. Ask students, Why do you think steps 6 and 8 are important to extracting DNA?
12.2. What might happen if steps 6 and 8 are omitted? Allow students to redesign their
extraction omitting a step, and then comparing their results to the original results.
Students then will create a cartoon illustration showing what happened to their banana cell or
kiwi cell through the steps of a DNA extraction.
8.2.
9.
10.
11.
12.
13.
14.
15.
Finally to end the period, we will return to our original question and have a classroom discussion
going back to the earlier class list adding more to what other things might also have DNA in
them.
14.1. Ask students, In what ways do you think DNA is important to living organisms? They
will likely have explanations about DNA containing genes we can see in organism
phenotypes from their previous unit.
14.2. If the school was a cell, where what would represent where DNA is stored, and why?
We would expect the students to think of the school library and make comparisons of the
library to the cell nucleus, using their prior knowledge from the previous unit.
For a thought provoking after class student discussion, students will also post on the online
Graffiti board about the information presented today. Each student has to read two other
students blog and pose a question to them. If a student already has two questions asked of them,
they must choose a different students blog entry. They also must keep their blog entries
respectful. Students can add any thoughts, questions or concepts they want to discuss in their
initial blog entry. Students original questions are posted in green, peer questions are posted in
orange and answers to questions are posted in blue.
Assessment:
Informal assessments would occur through discussions during the class. As students are
discussing, I would circle throughout the classroom to gather informal assessment information.
Formal assessment would occur by the collection of the DNA extraction cartoons. Teachers
should be walking around during the lab to encourage everyone to participate in the hands-on activity. It
is important for the teacher to ask groups open ended questions pertaining to the lab and the topic of
DNA extraction. In a group setting, teachers need to be sure all students understand the concepts they
are learning and practicing by asking students directly. After the lab is completed, completion of the lab
can be assessed by viewing the slimy mucus (DNA) being produced. Students are also required to post
on Graffiti board about this material every night. This will allow the teacher to see the thought
processes and questions the students are generating.
Day 2:
Lesson Title: The Structure of DNA, What Does DNA Look Like?
1.
Understand the structure of the DNA molecule
2.
Create a strong image of the structure of DNA in their own minds through a creative process.
3.
Learn about base pairing in DNA and be able to make base pair connections.
Materials:
1.
2 colors of Sugar Backbone Twizzlers, one to designate Ribose, and another to designate
Deoxyribose sugar.
2.
3.
Bases consisting of 3 colors of mini marshmallows (or gumdrops) representing GC and U base
pairs, and 2 colors of mini marshmallows (or gumdrops) of a slightly different shape for A and
T.
Toothpicks
Procedure:
1.
First, we will remind them how yesterday we saw that all cells contain DNA, today we want to
explore more about what DNA looks like.
2.
Reference the online blog and answer questions or concerns students may have. Be sure to
address any misconceptions students have posted, guiding their thoughts with open ended
questions.
3.
To start, we will watch a video https://www.youtube.com/watch?v=8kK2zwjRV0M starting at
the beginning and continue to 8:50 to give some preliminary information about todays activity.
4.
The class would discuss the video including questions such as:
4.1. Can you explain why DNA is important to all organisms? They may relate DNA to the
parts of the human body, so we would direct the conversation to include the experiment
they did yesterday exploring DNA in foods.
4.2. How does DNA make copies so we get more DNA?-students might reply by babies or
that it reproduces. Taking the reproduction answer, we would ask students to think
about the cell cycle, and make connections to the cell cycle from the previous unit.
4.3. Ask them Where do you think this occurs in the cell cycle? Here we will be accessing
their prior knowledge from the previous unit so they can make connections between what
they have learned, and this new information.
4.4. What is the main idea of the video clip we watched?
4.5. What are parts compose DNA? or What is DNA made of? Here we would expect the
students to reference the information they observed in the video, and think about the parts
of DNA to start visualizing the creation of DNA models.
5.
We would then have a discussion about making DNA models out of candy (Twizzlers and
Marshmallows or gumdrops) and we would have the class come to a consensus on what color
marshmallow (or gumdrop) would represent each base. Twizzlers would represent the phosphate
backbone, and marshmallows would represent the bases. Although this activity could also be
done making jewelry models, we feel Twizzlers better represent the phosphate backbone. We as
teachers might make and wear DNA jewelry in class to show the students. The jewelry could
also serve as a way to model the thinking process we went through to develop our jewelry.
5.1. We would ask, Considering the materials available to us, Twizzlers, toothpicks, and
marshmallows (or gumdrops), how do you think we could create our own DNA models?
Here we can model the use of having students think like scientists to develop a procedure
to create DNA models. We would also be careful to remind the students these materials
are for model creation, and should not be eaten for safety and hygienic reasons.
5.2. What is your rationale for choosing ___?, to see the students thought process for picking
gumdrops as the base pairs etc...
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6.
7.
8.
Each table would get a set of candy, as well as a sequence guide sheet with example sequences
from different organisms found here:
http://www.yourgenome.org/downloads/pdf/teachers/seq/FT_sequence_bracelets.pdf . The
students would then draft their own DNA models, based upon one of the sequences of their
choice.
This lesson will continue on day 3 with exploration of RNA structure and function.
Remind students to post on Graffiti board about todays activities and ideas or questions.
Example of a candy based DNA model:

http://aclassofone.blogspot.com/2013/09/apologia-anatomy-physiology-unit-one_9971.html
Assessment: The assessment this day will include informal assessment by the teacher circling the room
and observing the group discussions. When students are finished with their models, we will discuss, as a
class, different ways they represented the double helix and base pairs. We will also assess the student
formally by comparing their DNA models to the sequences they choose for accuracy and understanding
of the underlying concepts. Again, the Graffiti board response will also be part of the daily formal
assessment.
Day 3:
Lesson Title: Transcription and Translation, What is the Structure and Function of RNA?
Objectives: Students Will:
1.
Understand Transcription of DNA is required to make RNA
2.
Understand the structure of the RNA
3.
Create a strong image of the structure of RNA in their minds through a creative process.
4.
Understand ribosomes are where protein synthesis occurs.
5.
Be able to explicitly explain how DNA and RNA differ.
Materials:
4.
2 colors of Sugar Backbone Twizzlers, one to designate Ribose, and another to designate
Deoxyribose sugar.
5.
Bases consisting of 3 colors of mini marshmallows (or gumdrops) representing GC and U base
pairs, and 2 colors of mini marshmallows (or gumdrops) of a slightly different shape for A and
T.
6.
Toothpicks
Procedure:
1.
Reference Graffiti board and answer questions or concerns students may have. Be sure to
address any misconceptions students have posted.
2.
Watch video about DNA and RNA contrasts, Why RNA is Just as Cool as DNA:
https://www.youtube.com/watch?v=0Elo-zX1k8M
3.
Have students discuss the differences between DNA and RNA. In our discussion we would want
students to begin to understand how DNA and RNA are different and the same. They need to
understand the differences so they can understand the purpose of RNA and be able to
discriminate between the two in a sequence. The questions we will ask include:
3.1.
How is DNA different from RNA? Students would reflect upon the differences
in the phosphate backbones, the differences in bases, and also how DNA and RNA
perform different functions in the cell.
3.2. In what ways is DNA similar to RNA? Students would reflect upon how both code for
cellular genetic information DNA to make RNA and RNA to make functional proteins.
3.3. Why do you think there are 3 different types of RNA? and Where do you think RNA
comes from? Here we could direct the discussion to how some genes code for RNA
specific products instead of proteins and enzymes. This will also provide an opportunity
to correct a common misconception that all genes code for proteins.
3.4. How is making an RNA copy different from copying DNA? Here we would also look
for misconceptions about RNA being replicated from DNA instead of being
transcribed, and guide our instruction so the difference is clear.
3.5. From the information given, what is the process to translate a strand of your DNA model
into RNA? Here we would expect the students to discuss and hopefully suggest making
RNA models with candy. Here we will look for the students to make connections to the
knowledge they observed and discussed in the video with creating RNA models. The
student then would explore making RNA models of their original DNA models.
4.
Introduce transcription and translation as a discussion. Here we would ask the students to think
of what they were doing as what the cell actually does in copying the information for RNA
synthesis (Transcription)
Translation video DNA Transcription, Translation and Replication
https://www.youtube.com/watch?v=Kzgnl5-8WAk (watch from 1:16-6:55)
5.1. Ask students Why do you think scientists would order proteins? What would a
scientist do with a protein? Students may answer, scientists may want to see how a
protein works or study its function.
Students will draw a random DNA code (out of a bag from the teacher) to convert into RNA.
They will need to post the original DNA code and the RNA pairing on Graffiti board. Students
will check two peers post for accuracy.
Followed by a class discussion to discuss how the students think RNA turns into protein to assess
prior knowledge.
5.
6.
7.
Assessment:
Students will be evaluated informally through the group and classroom discussion. In this
process, teachers should look for students who dont have a very good understanding of how DNA and
RNA differ. This could be exhibited by lack of participating or unclear answers during discussion.
Teacher should be sure to make rounds to each discussion group and attempt to ask questions directly to
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each student. Our formal assessment will come from our students decoding lines of DNA to RNA in
their Graffiti board responses.
Day 4: Protein Production
Lesson Title: Decoding DNA into Protein Words and Phrases, What Happens During
Transcription?
1.
Examine how just 4 letters of DNA can be made into so many individual proteins.
2.
Explore how genes get translated into Proteins.
3.
Challenged to decipher DNA codes into written protein English words and phrases
4.
Understand the connection between DNA and RNA.
5.
Appreciate how changes in amino acid sequences alter the properties of proteins.
Materials:
1.
Pre-cut Cardboard, paper templates, thin cardboard
2.
Amino Acid abbreviation table
3.
Glue
4.
Instructions located: http://www.asm.org/images/Education/K-12/rna%20decoder%20ring.pdf
Procedure:
1.
At the beginning of class, students will draw a picture of DNA in their notebooks. This should
include the double helix they learned about from the prior day and correct labeling of the
nucleotides.
2.
address any misconceptions students have posted through the use of open ended questions.
3.
Students will watch the animation video Protein Synthesis and the Lean, Mean Ribosome
Machines https://www.youtube.com/watch?v=h5mJbP23Buo&list=UUb2GCoLSBXjmI_Qj1vk44g&src_vid=0Elo-zX1k8M&feature=iv&annotation_id=annotation_3679416813
3.1.
After video discussion points: Where are protein made in the cell? and What cellular
components are important to making proteins? We would highlight points from video to
students. Ribosomes are the location of protein synthesis. Ribosome is the production
facility where mRNA is converted into proteins. Students probably wont have previous
knowledge to build on in this topic, so the video will give students the same base
knowledge of protein production.
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3.2.
3.
4.
5.
6.
7.
Describe the function of RNA in the cell? -RNA is an intermediary between DNA and
protein. -DNA>Messenger RNA>proteins; Ribosomal RNA forms the Ribosome
structure; Transfer RNA carries the protein building blocks to the correct spot on a
growing piece of RNA.
Teacher will have some components pre-made for students to assemble the RNA Decoder Ring.
Students will get appropriate pieces of material required to assemble the decoder ring and
assemble with glue.
3.1. Ask the students, Describe how does the gene know where to start? Students should
give answers from the video just watched, including the start codon and stop codon.
First, the teacher will demonstrate with the students, how to go from DNA to mRNA to protein.
4.1.
Explain why we start with DNA? Students will likely answer because it contains the
information (genes) to make the protein.
4.2. What do you think the importance of copying to RNA first is? and What do we do to
copy the DNA into RNA? Students may talk about the need to copy DNA because they
need to get the genetic information to the ribosome.
Students will be given a list of DNA sequences. They will be practicing the use of their decoder,
how to copy DNA into RNA, and RNA into an amino acid sequence. Teacher will be walking
around the room working with individual students and discussing the conversions between each
step.
Have students create their own coded message.
Student must post on the Graffiti board. Todays post should involve students posting their
coded message and explanation about their message, such as how they designed it and how it
connects with protein production. They will still need to post a response on two other students
post.
Assessment: During the daily activities, the teacher should walk around the room and observe the
making of the DNA ring decoder. When decoding, the teacher will be discussing the conversions and
making sure students understand the process and why they are doing this as the informal assessment.
The teacher will also need to evaluate students understanding through conversation. Students should
hand in written examples of their work for the teacher to evaluate and participate in the online Graffiti
board for examples of the formal assessments.
Day 5:
Lesson Title: Messages and Mutations, How do Mutations Change Protein Messages?
Objectives:
1.
Explore the different types of mutations
2.
Understand mutations change DNA, and can result in different phenotypes
3.
Put everything together, DNA is where the language of life is stored.
Materials:
12
1.
N/A
Procedure:
1.
address any misconceptions students have posted.
2.
Beginning of class, students will work on finishing their coding from the prior day.
3.
Then post the answer of DNA to RNA problem from day 3. Students will code their RNA
sequence into a protein.
3.1. Ask students, Explain what might happen if the code gets mixed up? This question is
targeted to assess students prior knowledge of mutations. They may answer with things
to do about cancer. If appropriate, we will discuss with the class the mutations that may
happen: silent, missense, nonsense and frameshift to use the students ideas to further
their understanding. They should then google blog their ideas.
4.
Next, we would have them watch the video: https://www.youtube.com/watch?v=GieZ3pk9YVo
and then
5.
Since todays lesson is about mutations, we would first start talking about missense, nonsense
and frame shifts using sentences on the board.
5.1. The original sentence would be The cat pounces the mouse One letter P from pounces
would be deleted to read The cat ounces the mouse and then we would ask the students
How does this deletion affect the sentence? In what ways is the meaning of the
sentence different now? Students will likely point out the meaning of the sentence is
different now. The cat appears to be weighing the mouse instead of pouncing on it.
5.2. We could then take the same sentence and add the letter h to cat so the sentence reads
The chat ounces the mouse and again ask the students to discuss in pairs and then with
the class how the addition of one letter changed what the sentence reads.
5.3. Lastly, taking the same sentence we would replace the letter M in mouse with the letter H
so it finally reads The chat ounces the house and discuss how it affects every word in
the sentence. We would have them again discuss these concepts in pairs.
5.3.1.
How do changing just one letter, deleting, adding and replacing affect every
word in the sentence?
5.3.2.
How does it affect what the sentence means?
5.3.3.
In what ways does the sentence not make sense anymore?
5.3.4.
Describe the types of mutations the changes to this sentence represent." Here we
will guide the students thoughts, build upon them, and encourage our students to
make connections to the information they were provided in the video clip. We
expect them to possibly relate the activity to sickle cell anemia.
5.3.5.
If each word is a protein, how does it relate to what we know about DNA? here
we are looking for students to make connections about proteins coming from
DNA.
6.
Next we would have the students form lines of 10-12 students and we would give the first
student a list of directions, each set of group directions is in a slightly different order.
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Before beginning the students are reminded Not to do anything they knew we as
teachers would not tell them to do.
6.2. The directions would include Pat your head 3 times, Turn 360 degrees to your right.
Touch your knees, jump three times and take a bow.
6.3. The students are instructed to pass the directions along to the last student in the line. The
last student in line would do whatever the directions said to do.
At the end of the activity, each group would compare the differences between the original list
and the last persons actions.
7.1. In what ways does our activity today reflect the learning we have done over the last 5
days? Here we are looking for the students to make connections to the physical
representation of DNA into Protein, a message in words being changed into actions; and
the types of mutations. If the students are struggling to answer we will direct them to talk
with their partners, and then in their groups to share their ideas.
7.2. What types of mutations may have been represented in the final actions shown and why?
Here we are looking for students to talk about and relate the activity to the previous
activities, and the video making their observations for the day even more concrete.
Examples of what may be discussed include substitution mutation (changing the number
of times or head changing to hand might could be correlated to changing a single base
resulting in a different sequence which can be tied to the video sickle cell anemia
example. A complete deletion of one or more of the original instructions could be related
to a larger part of the sequence being deleted.
7.3. Now that the code is mutated, what do you think the consequences for future
generations are? Students may answer, people will have diseases, or people might find a
new adaptive benefit for them to survive better than others. Teacher needs to explain this
can be good and bad. Good examples eye color changes or hair color, bad examples
could cancer. An example of both good and bad is sickle cell anemia because it also
provides malaria resistance when you have one copy of the gene. Here we are looking for
them to make connections between mutations and phenotypes.
7.4. How do mutations change the genetic material so that you see differences in living
populations? Here we would have a discussion of genotypes and phenotypes from
variations of mutations.
Student must post on the Graffiti board about the different types of mutations, and how
mutations affect protein products. They need to make sure they post their original and pose
questions to two more students.
6.1.
7.
8.
Assessment:
This day would consist of mostly informal assessment with the teacher walking around the room and
observing and directing the discussion through the use of open ended questions. The formal assessment
is the Graffiti board posts. The posts are reviewed and graded at this point, specifically looking for the
developments in the students thoughts from day 1 to day 5.
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Next Week and Rest of the Unit: In the next week the students will have an opportunity to explore
more about DNA and mutations. They will each choose a genetic topic to research and create a
presentation on. The topics they may choose include: cancer, Cystic Fibrosis, Down Syndrome, Gene
Therapy, Hemophilia, Huntington Disease, Sickle Cell Anemia, and Tay-Sachs Disease, or they may
also suggest a topic of interest to be approved by the teacher. They will be asked to include information
on their topic, how it relates to the genetic topics we covered earlier the previous week and give
examples of traits in humans. We will also ask students to make connections between mutations and
genes.
VI.
Rationale for the Unit

We chose this unit because we could visualize a way to move through the content logically from
concrete to more abstract utilizing inquiry science activities to teach our content objective. We also were
able to use this content to demonstrate the use of 3cs, 4s, 11s and 12s SATIC questioning. In
addition, we saw this lesson as a way to utilize the teacher behaviors we have learned in class to promote
our goals for students. We want to allow students to construct their own understanding of DNA and
RNA structure and functions. The design of the activities allows for the students to use the concrete
representations and ideas learned to understand abstract genetic concepts. (A,E,H)
Genetics is a topic often discussed in the media and by medical professionals. DNA is the
language of life and we are living beings. It is very important for students to have an understanding of
genetics in order to understand health issues, genome projects, and the bioengineering going on around
them. This understanding may even evolve into a desire to learn more about this field, as they observe
new insights on this topic in the media. There could even come a time in the students life when they
have a medical condition requiring treatment based on genetics, and they need to make an informed
decision based on factual evidence. In todays world, it is very necessary for students to gain this
understanding so they can relate to this topic in their adult life. (B,C, F, J)
Our 5 day lesson plan (unit) is in line with the NSTA content standards for students. The student
standard has students learning that cells contain genetic information, which is DNA. Day 1 starts off
with students understanding what things have DNA. They are exploring and posing questions for
students inquire and investigate further. (I) This exploration is what teaches students how to think
creatively and for themselves. Days 2 and 3 take the students into exploration of creating DNA and
RNA base pairing. Students will make their own concrete representations to build their learning on.
Moving to the more abstract representations, students will learn how to code from DNA to proteins on
Day 4. Students are using the concrete representations they learned on Days 2 and 3 to make informed
decisions on how to code for proteins. During Day 5, we take students into the abstract idea of
mutations and how they can cause phenotypic changes in people. This is expecting students to have had
the prior days to build on their learning from the previous unit, inheritance of traits.
On this 5 day journey, students will be participating in an online Graffiti board, where they post
statements and questions and respond to each others statements and questions from the privacy of the
internet. The use of technology will help students connect in places other than the classroom. Classroom
rules apply to the discussions and questions posted and replied to, in regards to respect and appropriate
language. (G) Students will be using the technology to communicate, as well as in group and class
15
discussions that we as teachers will participate in, on a daily basis. Their use of discussion, in class and
online, is meant to have students build upon each others ideas and think collaboratively. (D)
We believe students should be active learners. The types of scientific inquiry were formatted,
and the activities were designed to allow students to construct their own meaningful ideas. We also
believe teachers need to exhibit behaviors to encourage students to explore their thoughts and make
connections to the materials. When inquiry based science is done carefully with attention to a logical
flow of the lesson, students are more likely to achieve higher order thinking skills, and make lasting
cognitive connections as they move from concrete to more abstract. Lastly, as teachers we want to also
pay special attention to our goals for students and ensure we are also encouraging our students to make
connections between the classroom and real life, so they will become more well-rounded members of
the community capable of more mature, and thoughtful personal interactions both in person and in social
media.
Course Standards
5.
Lesson plans clearly aligned with goals for students.
6.
Lesson plans clearly and accurately aligned with learning theory.
7.
Learning activities accurately and closely tied to appropriate learning objectives.
8.
Formative assessments designed to expose student thinking.
9.
Learning activities based on coherent flow of logic.
10.
Learning activities use student experiences and student ideas so students generate accurate
conceptions.
11.
Learning activities are designed to confront student misconceptions.
12.
Learning activities require students to make decisions and solve problems.
13.
Assessments closely aligned with objectives for content, process, and science practices.
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Five Day Lesson Plan, Alison Trimble and Brandy Borg, EDUC236, Dr.

Logic Flow http://standards.nsta.org/DisplayStandard.aspx?view=topic&id=45

Objectives For Students and InTASC Standards

General Teacher Behaviors and Strategies

Five Day Lesson Plan:

Example of a candy based DNA model:

Rationale for the Unit

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