WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Matcuk/ Grischow
week:
Date 12/03/12
Length of Lesson 10 daysContent Area Biology
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STAGE I – DESIRED RESULTS
LESSON TOPIC:How Proteins Are Made
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
• DNA segments contain information for the production of proteins necessary
for growth and function of cells
• Explain the process of protein synthesis (i.e., transcription, translation, and
protein modification).
• Explain how genetic information is expressed. .
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
• Explain the functional relationships between DNA, genes, alleles, and
chromosomes and their roles in inheritance.
•The basic molecular and the associated genetic code structure of DNA are
universal, revolutionizing our understanding of disease, heredity and evolution.
• Describe processes that can alter composition or number of chromosomes (i.e.,
crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and
inversion).
• One or more pairs of genes on one or more chromosomes code for the
expression of inherited traits.
• Two or more versions of a gene (alleles) contribute to the expression of inherited
traits.
• Describe how the processes of transcription and translation are similar in all
organisms.
• Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and
the nucleus in the production of specific types of proteins.
• Describe how genetic mutations alter the DNA sequence and may or may not
affect phenotype (e.g., silent, nonsense, frame-shift).
VOCABULARY: Replication, transcription, translation,
codon, anticodon, base pairs, RNA, uracil, gene expression,
RNA polymerase, mRNA, genetic code, tRNA, rRNA,
operator, operon, lac operon, repressor, intron, exon, point
mutation
ESSENTIAL QUESTIONS:
• What is the relationship between structure and function at
biological levels of organization?
• Why is DNA called the “blueprint of life”?
• How is the hereditary information in genes inherited and
expressed?
• How do we scientifically explain the evidence and
mechanisms for biological evolution?
• What is protein synthesis?
• How does protein synthesis occur?
• How is genetic information expressed?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
• Pose questions and provide evidence-based explanations
about understanding and observations of biological
phenomena and processes.
• Identify and describe various ways models are used to
explain, interpret, and predict, biological
phenomena/systems.
• Develop a model of the DNA structure.
• Describe base pairing rules.
• Compare the structure of RNA with that of DNA.
• Summarize the process of transcription.
• Outline the major steps of translation.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
• Warm-up activity
• Etymology
• DNA modeling for structure
• DNA modeling for transcription
FORMATIVE ASSESSMENTS:
#1. Open Ended Questions
#2. Graphic Organizers
#3. Exit Tickets
Others: Teacher questioning, class discussion, simulations,
labs, event retelling, think-pair-share, small group talk, game
DNA modeling for translation
playing, thumbs up, think aloud, read aloud, demonstrations
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Whole Class Response
Others: Cooperative learning
Lab
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
• Colorforms of DNA &
RNA & nucleotides of
eachColorforms of DNA
& RNA & nucleotides of
each
Describe usage:
• Students will be able to discuss
how DNA controls protein
synthesis.
• Students will model
transcription and translation.
CONTENT AREA
READING:
Scaffolding used:
#1. Build on Prior Knowledge
#2 . Chunking
Others:
Describe usage:
• Build on chromosome structure
to explain how transcription and
translation occurs.
• Use a paper model of DNA and
the processes of transcription
and translation to demonstrate
the efects of point mutations,
such as substitution, deletion and
insertion.
Other techniques used:
• Create an animal using DNA
"genes" to determine the
animal's traits by transcribing
the DNA into mRNA and then
translating the mRNA into a
sequence of amino acids that will
identify the traits of their animal.
• Prompting if necessary.
•
MINI LESSON:
• Base pairing
• Transformation
• Modeling DNA structure
• Modeling DNA replication
Chapter 10
INTERVENTIONS:
ASSIGNMENTS:
• Student portfolio
• Test Corrections
• Extended time for
homework and tests
• Alternative assignments
• Tutoring
• College Access
• Directed Readings
• Active Readings
• Protein Synthesis Skills
Worksheet
• Animal Traits Lab
• Mutation Lab
• Study Guide