G C S U n i i t P l l a n T e m p l l a t e
Unit Author
Teacher(s) Name Teri Campbell
School
Unit Overview UNIT 3
GCHS
Unit Title DNA, Protein Synthesis, Mendelian & Nonmendelian Genetics, Biotechnology
Students will understand the history of DNA, the processes of replication and protein synthesis.
Students will be able to describe and explain the process of cell division.
Students will be able to predict the heredity of traits in populations using the Mendelian model of heredity.
Students will be able to explain the molecular basis of heredity at the level of chromosomes, DNA and individual genes.
Students will be able to analyze various points of view to make informed decisions and evaluate the impacts of biotechnology.
Subject Area
Biology
Grade Level
9 & 10
Approximate Time Needed
20 x 90 minutes
Unit Foundation
Targeted Content Standards and Benchmarks
Bio.1.2.2 Analyze how cells grow and reproduce in terms of interphase, mitosis and cytokinesis.
Bio.3.1.1 Explain the double-stranded, complementary nature of DNA as related to its function in the cell.
Bio.3.1.2 Explain how DNA and RNA code for proteins and determine traits.
Bio.3.1.3 Explain how mutations in DNA that result from interactions with the environment (i.e. radiation and chemicals) or new combinations in existing genes lead to changes in function and phenotype.
Bio.3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation.
Bio.3.2 Understand how the environment, and/or the interaction of alleles, influences the expression of genetic traits.
Bio.3.2.2 Predict offspring ratios based on a variety of inheritance patterns (including: dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits).
Bio.3.3 Understand the application of DNA technology.
Bio.3.3.1 Interpret how DNA is used for comparison and identification of organisms.
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Bio.3.3.2 Summarize how transgenic organisms are engineered to benefit society.
Bio.3.3.3 Evaluate some of the ethical issues surrounding the use of DNA technology (including: cloning, genetically modified organisms, stem cell research, and Human Genome Project
).
Bio.4.1.2 Summarize the relationship among DNA, proteins and amino acids in carrying out the work of cells and how this is similar in all organisms.
Bio.3.2.3 Explain how the environment can influence the expression of genetic traits.
Bio 1.1.3 Explain how instructions in DNA lead to cell differentiation and result in cells specialized to perform different functions in multicellular organisms
Student Objectives/Learning Outcomes
Students will…
-understand the structure of DNA and RNA and the purposes of each
-understand the process of replication and protein synthesis
-discuss how cells that contain the exact same DNA carry out a variety of functions
-learn how the knowledge gained from the Human Genome Project has benefitted mankind
-understand the stages in the cell cycle and how the processes of mitosis and meiosis are alike and different.
-know the definitions of terms associated with Mendelian and Non-mendelian genetics
-be able to complete monohybrid and dihybrid crosses as well as sex linked, incomplete and codominance crosses
-have an understanding of the genetic causes and impact on animals of albinism, sickle cell anemia, cystic fibrosis, and Huntington’s disease
-understand and conduct labs using restriction enzymes and produce DNA fingerprints
-understand how the environment effects the expression of genes in humans
Cross-Curricular Connections
Literacy – reading documents to create their unit projects
Health Science – understanding the causes of genetic disorders
ITES – creation of project using technology skills
Curriculum-Framing Questions
 Why is it important for cells to replicate?
Essential
Question
 Defend the statement “Government backed stem cell research should be
 continued.”
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Unit
Questions
Content
Questions
 What patterns do various gene combinations produce in the next generation?
 Evolutionarily speaking, why are pluripotent stem cells important.
 How is genetic information passed on through generations?
 On a molecular basis why is DNA the key to life?
 What makes us different from each other while retaining all traits that make us human?
How do the four bases on DNA code for the multiple amino acids?
How does DNA replicate?
How do the processes of transcription and translation occur?
What are the three types of RNA? What are their roles?
Assessment Summary
Students will be given multiple opportunities for formative and non-formative assessments including white board challenges, quizzes and tests. There will be a unit test given as a culminating activity.
Unit Details
Prerequisite Skills
Students should have a basic knowledge of DNA
Instructional Procedures
Days 1-3
1- Circle map on DNA created by the class as a whole.
2- History of DNA research with the contributions and names of the scientists
3- Photo 51 – Contributions of Rosalind Franklin video in T. Campbell’s room HONORS
Assignment – Choose one of the scientist from the video and write a short essay on the race to discover DNA from their perspective
4- http://www.dnai.org/timeline/ timeline of the historical research of DNA
5- http://www.ted.com/talks/james_watson_on_how_he_discovered_dna.html
James Watson presenting his story at a TED conference
6- http://www.teachertube.com/viewVideo.php?video_id=113347
Concise video on DNA structure
7- DNA replication
Days 4-5
1- Compare DNA and RNA using a Double Bubble Map
2- Identify the roles of each type of RNA in the process of protein synthesis
3- Understand the process of transcription and translation
4- DNA extraction activity
5- Internet resources
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http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535::/sites/dl/free/0072437316/120077/micro06.swf
::Protein%20Synthesis video on the process including excellent role assignments for the types of RNA http://www.youtube.com/watch?v=lpb5s2F1pyM excellent video on protein synthesis.
5- Students will develop a strand of DNA that is that codes for 7 amino acids (including the start codon) and a stop codon. They will exchange strands and their classmates will have to take the left strand through the process of transcription and translation.
Day 6
Test
Days 7 & 8
1- Discussion of the cell cycle and the events that occur in each stage
2- View video from library on Mitosis and its stages
3- Arrange the stages in the correct order and predict the next stage in a series of events
4- Use formative assessment activities to review mitosis
5- View plant and animal cell slides in varying stages of mitosis. http://highered.mcgrawhill.com/sites/0072495855/student_view0/chapter2/animation__how_the_cell_cycle_works.html
Great cell cycle video clip with questions http://vimeo.com/9536315
Discovery Streaming http://app.discoveryeducation.com/player/view?assetGuid=eb6bc0ad-3dea-
43d2-b252-a445689f2fa4 cell division 20 minute video
Days 9-14
1- Mendelian genetics
a- terminology
b- monohybrid crosses
c- dihybrid crosses
2- Non-Mendelian genetics
a- Incomplete Dominance
b- Codominance
c- Sex linked traits
3- Human genetics
a- Project on Genetic Disease/Disorder of choice
b- karyotypes and pedigrees web-quest
4- Test
Resources: http://app.discoveryeducation.com/search?Ntt=mendelian+genetics&N=18343&N=4294949582&N=
4294939055 video clip 37 minutes
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Days 15 – 20
1- DNA technology
a- gel electrophoresis http://www.sumanasinc.com/webcontent/animations/content/gelelectrophoresis.html
http://learn.genetics.utah.edu/content/labs/gel/
b- reading fingerprints for identification of a person or parent http://highered.mcgrawhill.com/sites/9834092339/student_view0/chapter54/dna_fingerprinting.html
http://www.pbs.org/wgbh/nova/education/body/create-dna-fingerprint.html
2- Lab activity on the Destiny Bus “Get a Clue”
a- pre-lab activity
b- lab on bus
c- post lab activity
3- Polymerase Chain Reactions http://learn.genetics.utah.edu/content/labs/pcr/
4- Cloning http://learn.genetics.utah.edu/content/tech/cloning/clickandclone/
5- Unit Test
Accommodations for Differentiated Instruction
Special Needs
Students
Hands on activities, preferred grouping, special project accommodations
Gifted/Talented
Students
Details on dihybrid crosses, PCR, Photo 51
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
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X Interactive Technology
Computer(s)/iPads, etc.
Student Response
System/Clickers
Printer
Cell Phone
Video Camera
Digital Camera
X DVD Player
X Internet
X Projection System
Scanner
X Television
Technology – Software (Click boxes of all software needed.)
Video Conferencing Equip.
Document Camera
Other
Database/Spreadsheet
Desktop Publishing
E-mail
X Web-Based Encyclopedia
Image Processing
Internet Web Browser
Multimedia
Web Page Development
Word Processing
Other
Printed Materials
Supplies
Text book
Articles and books on genetic disorders
Lab materials for lab
-strawberries, clear dishwashing detergent, salt
Destiny materials
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Describe any adaptations or “tweaks” to the resource or lesson plan that were needed:
What do you plan to do differently the next time you teach this unit?:
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