Spark 101 Lesson Plan
Video Presentation Title: Methodology and Tools to Measure and Observe Transcription Factors in DNA
Unit of Instruction:
Cell Communication & DNA synthesis
Subject/Course: Advanced Placement Biology
Standard(s): AP Biology: Big Ideas 2 and 3 and Science Practices #6
Enduring understanding 2.E: Many biological processes involved in
growth, reproduction and dynamic homeostasis include temporal
regulation and coordination.
Essential knowledge 2.E.1: Timing and coordination of specific events are
necessary for the normal development of an organism, and these events
are regulated by a variety of mechanisms.
b. Induction of transcription factors during development results in
sequential gene expression.
Enduring understanding 3.B: Expression of genetic information involves
cellular and molecular mechanisms.
Essential knowledge 3.B.1: Gene regulation results in differential gene
expression, leading to cell specialization.
c. In eukaryotes, gene expression is complex and control involves
regulatory genes, regulatory elements and transcription factors that act
in concert.
Science Practice 6: The student can work with scientific explanations and
theories.
 Role of microscopy in understanding the linkage between
chromosomes and the transmission of genetic traits.
Objective(s):
Relate the methodology and tools used to study transcription factors to
our understanding of transcription factors.
Assessment/Demonstration of Learning:
Resources Needed: Educator Tools:
Spark 101 Consensogram and Consider Your Options classroom
templates
Spark 101 case study video
© 2015 Spark 101
Developed by Catherine Sobieszczyk, Wheaton High School, Wheaton, Maryland
Page 1 of 6
Lesson Component
Activator
(Prior to showing the video presentation)
Time Allotted
Time:
15 minutes
Teacher Procedure
Display an enlarged Spark 101 Consensogram
(classroom template found in educator resources)
featuring the following questions along the bottom:
 Transcription factors are important
because:
 Tools that can be used to study tiny
molecules include:
 Ways to study the movement and processes
of biomolecules include:
 A cell biologist studies:
Give students post-it notes to record their ideas.
After 5 minutes, ask that students place their ideas
along the consensogram. Ask that they stack the
ideas that are in common. This will form a graph
displaying the number of students familiar with
particular ideas. Share a few comments from each
category.
Distribute “Consider Your Options” from the
educator tools. The template could also be given to
students in segments, as they record portions in
small groups; use large wipe boards or poster/
chart paper.
Ask that students record notes in the first two
blocks: the problem and the limitations or
constraints (this could be changed to: challenges)
while watching the first segment.
© 2015 Spark 101
Developed by Catherine Sobieszczyk, Wheaton High School, Wheaton, Maryland
Page 2 of 6
Problem/Motivation
(Part I of video)
Time:
2-5 minutes
Show this first segment of the video to your
students, letting them know that they will be
working on solving the real-world problem after
viewing.
Dr. Tjian is looking for ways to access the coded
information found in DNA. He hopes to learn the
answers to: What is the process that regulates gene
expression? What is the molecular machinery that
regulates gene expression? How does this process
work in both a temporal and dynamic way?
Questions students should be able to answer
after viewing this first segment: Why are these
transcription factors important to study? How are
transcription factors involved in cell specialization
(cell differentiation)? What do we already know
about HOW transcription factors work? What do
Transcription factors (TFs) do? Scan a chromosome
to find the DNA to turn on….. What was the
metaphor used for scanning TFs? Finding friends in
a stadium of people
What we don’t know:
How transcription factors are able to find specific
genes at the specific time and turn them on?
What are the challenges in studying TFs?
 Large quantity of DNA scanned in seconds
 TFs move at incredible speed
 Very densely packed DNA environment
What are the 2 possible “tricks” for studying
Transcription Factors?
 Since they are VERY densely packed DNA
environment:
o Use dyes to Light-up what you want
to see.
 Since they are fast moving:
o Record a movie of them
© 2015 Spark 101
Developed by Catherine Sobieszczyk, Wheaton High School, Wheaton, Maryland
Page 3 of 6
Problem Solving Activity
(Describe process for identifying possible
solution(s) to the problem presented)
Time:
15 minutes
Grouping:
Small groups (3-5)
Pause at: 8 minutes
What research methodology and tools would you
use/ imagine to measure and observe transcription
factors in DNA?
 Consider ways to understand how the
process is regulated, what molecular
machinery is involved, and how to observe
what is happening in a cell in “real-time”.
 Solutions could include improvements on
existing technology and research tools.
In small groups, have the students discuss and
record their solutions as they complete the Spark
101 Consider Your Options classroom template
(space for 2 solutions).
Checks for Understanding
Student discourse should occur, if not, you will
want to revisit the challenges each group recorded
and discuss any and all related DNA or protein labs
and content studied in class.
Solving the Problem
(Part II of video)
Time:
2-5 minutes
Comparing Solutions and Meaning
(Describe process for identifying possible
solution(s) to the problem presented)
Time:
5 minutes
Grouping:
Small groups (3-5)
and
Whole group
© 2015 Spark 101
Show this second segment of the video to your
students, letting them know that they will be
comparing their solutions to the actual solution
shared by the industry professional(s).
Allow students 5 minutes to regroup and discuss
how student solutions compared to Dr. Tjian. Ask
that each group share a solution and why it should
be considered. Possibilities include:
 Tools used historically:
 Genetic tools, Genomic tools, Protein
structure tools, electron microscopes.
 Challenge has been the temporal dynamics.
 A super resolution light microscope has
been one solution, since the light
microscope allows the chromosome to
Developed by Catherine Sobieszczyk, Wheaton High School, Wheaton, Maryland
Page 4 of 6
remain intact.
Checks for Understanding
Future Impact and Meaning
(Part III of video)
Future Impact and Meaning
(Have students reflect on how solving the
problem might relate to current or future
goals)
Summarizer/Closure
Time:
2-5 minutes
Time:
2 minutes
Grouping:
Whole group
Time:
3 minutes
Show this third and final segment of the video to
your students, letting them know that they will be
reflecting on their thoughts related to pursing
possible education pathways and careers presented
in the video.
Ask students to raise their hand: “Who felt inspired
by Dr. Tjian?” and “Will you share why?” Call on
students to share aspects of Dr. Tjian work they felt
were inspiring. You could also share how you felt
inspired.
Checks for Understanding
Students will likely share how Dr. Tjian changed his
field of study. The passion for his research will also
be evident.
Revisit and list content chapters and labs that relate
to this work. If you use Campbell Biology (9th
edition), chapter 17 Gene to Protein connects.
Assessment (if applicable)
Additional Notes (if needed)
© 2015 Spark 101
Unwinding DNA
All of our cells contain specific instructions for what they will do in the body, but when
and how those instructions are read — and when chunks of our DNA become active —
is still largely a mystery.
Rockefeller University biochemist Robert G. Roeder and University of California,
Berkeley biologist Robert Tjian found a new class of special proteins that help control
how and when genes are switched on. These proteins work by helping to open up the
tightly wound coils of DNA inside our cells, making their instructions more easily
accessible.
Developed by Catherine Sobieszczyk, Wheaton High School, Wheaton, Maryland
Page 5 of 6
Rockefeller University biologist James E. Darnell identified another class of molecules
that bind to our DNA and tell the cell when to start copying the instructions that will
allow it to function. Together, their findings will help doctors understand how we might
be able to control the genetic risks for a wide variety of diseases.
Read more: http://www.businessinsider.com/who-will-win-the-nobel-prize-formedicine-2014-9#ixzz3GpQgeXFo
CK12 Connections (if available)
OpenStax Connections (if available)
Additional videos, text, diagrams, etc. may be accessed for free at:
http://www.ck12.org/search/?q=transcription%20factors&referrer=stu
dent_landing&autoComplete=false
Access a free college multimedia text related to this case study video at:
https://openstaxcollege.org/textbooks/biology
© 2015 Spark 101
Developed by Catherine Sobieszczyk, Wheaton High School, Wheaton, Maryland
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