Woods to Wheels Unit Overview - Valerie Leveille
Teaching Unit: A set of lessons that are organized in manner to ensure student mastery of the
learning objectives of the unit. Each unit has a scope and sequence.
Scope: The knowledge and skills to be learned expressed in the learning objectives.
Sequence: The order in which learning objectives are taught in the particular lessons.
1. Unit Title: Gene Action (BSCS Biology: A Human Approach - Chapter 12 [Kendall Hunt
Publishing])
2. Target Grade Level: 10th grade
3. NGSS Addressed:
HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA
determines the structure of proteins which carry out the essential functions of life through
systems of specialized cells. [Assessment Boundary: Assessment does not include
identification of specific cell or tissue types, whole body systems, specific protein structures
and functions, or the biochemistry of protein synthesis.]
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into
smaller, more manageable problems that can be solved through engineering.
4. Learning Objectives for the Unit:
● I can describe the structure of DNA including the makeup of an individual nucleotide.
● I can model how the structure of DNA allows for information transfer (transcription) and
expression (translation-protein synthesis).
● I can describe the molecular basis of mutations whether natural or artificially induced.
● I can synthesize the process of gene expression in hybrid Poplar trees
● I can articulate the impact of genetic engineering on human societies and on evolution in
relation to hybrid poplar trees and the production of biofuels.
● I can explain the role of gene expression in heredity (Royal Family - hemophilia)
5. Brief Summary of Unit: The purpose of this unit is to introduce the structure of DNA and the
role it plays in gene expression (protein synthesis) and how genetic engineering is manipulating
the genetic code to produce better products and/or adding genes to a species to make them better
(subjective). [related back to Wood to Wheels and the production of biofuels]
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6. Table of Lessons (lesson plan to meet objective(s) - sequence is important - what builds on
what)
Lesson Title and
Brief Description
Learning Objectives
NGSS
Material Duration
Needed
HSLS1-1
BSCS
textbook
- CH 12
(pgs.
418419)
“In the
Beginning...”
(introduce
students to DNA,
gene expression
and heredity)
I can explain the role of gene
expression in heredity (Royal Family hemophilia) ENGAGE
“A’s T’s, C’s and
G’s...Oh My!”
I can describe the structure of DNA
including the makeup of an individual
nucleotide. EXPLORE
HS-LS1-1
2 days
“The Nuts and
Bolts”
(introduce the
Wood to Wheels
program)
I can model how the structure of DNA
allows for information transfer
(transcription) and expression
(translation-protein synthesis).
EXPLORE
HS-LS1-1
3 days
“From DNA to
Frankentrees”
I can describe the molecular basis of
mutations whether natural or
artificially induced. Specify the
difference between mutations and
recombination.
HS-ETS12
3-6 days
HS-ETS12
6-10 days
(quiz to make sure
they understand
the basic concepts
so far)
1 day
I can synthesize the process of gene
expression in hybrid Poplar trees with
recombination. ELABORATE
“What happens in
YOUR future?”
summative persuasive essay
use searching for
truth writing
strategy
(formative) and
argumentation
writing strategy
(summative)
I can articulate the impact of genetic
engineering on human societies and
on evolution in relation to hybrid
poplar trees and the production of
biofuels. EVALUATE
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7. Unit Assessment Plan: An overview of the formative and summative assessment tools that are
used to evaluate student understanding.
● “Search for the Truth” writing strategy - formative assessment tool
○ Students work in pairs
○ Each partner takes a position on the issue of genetic engineering - for or against.
○ Position A starts with discussion point written out on paper and then gives the paper to
position B to respond. The discussion continues WITHOUT talking.
○ Good technique because it...
■ forces the other person to listen because you have to respond to what they said
and not just state your position
■ makes you think about the other person's position
■ make students "think" more about their writing - what is a good justification or not
- can't be vague
● “Argumentation” writing strategy (writing to demonstrate knowledge - impt. in ACT) summative assessment tool.
○ Argumentation has its basis in:
■ CLAIM: A statement about the solution to a problem or answer to a question
■ EVIDENCE: Scientific data that supports the claim.
■ REASONING: A logical scientific argument that explains why the data counts as
evidence in support of the claim.
○ Argumentation involves:
■ Research on both positions of a controversial science related issue
■ Arguments and Counter Arguments
■ Prioritization of arguments in order of importance
■ Formal presentation of final product
8. How this unit relates to the Michigan Tech’s Wood to Wheels research:
This unit relates to the Wood to Wheels research done this summer in the Forest Plant
Biotechnology and the Molecular Biology labs by including the topics of DNA (replication,
transcription and translation) and bioengineering as it relates to the transformation of plant and
animal cells for use in the production of biofuels and research purposes. Students will first come
to understand DNA and its structure and function within plant or animal cells. With this
information as a foundation, students will begin to understand the process of bioengineering by
carrying out the process in the classroom setting. This unit will also focus on the reasons for the
development of the bioengineering technologies and the ethical dilemma that are raised.
9. Additional Resources: Each lesson contains a list of resources that may help with
implementation.
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