Geniverse Link to Lesson/Unit Plan
For example, will this lesson serve as a review for students who have already studied protein synthesis ?
I would use this lesson as an extension of the specifics outlined above. For my ESL class, I would have them explore Cases 1-5 with in a week’s time, then continue with the Genie. Get feedback from my students’ formative assessment that is provided by Geniverse and continue.
Will this use of the Genie be the first time students see DNA structure or protein synthesis?
If so, when will you revisit these concepts and to what depth do you intend to go?
No, this will not be the first time my students see DNA structure and the process of protein synthesis. They would have had already completed some of the processes, such as model making and answering essential questions above. I would use the Genie as part of the lesson as well as an extension of the lesson.
Reproduction and Genetics: DNA Replication/Transcription/Translation/Protein
Synthesis Unit
Content:

Conduct Meiosis Investigations in conjunction to Geniverse Cases (2, 7.3,
7.4, and 9.1).

Describe the structure of DNA: Students may build models and use Genie

Relate how DNA sequence determines the genetic code. Students may build models and use Genie

Describe the relationship between the specialized structure of DNA and protein production. Students answer in essay writing and use Genie.

Explain the different types of mutations that occur in a DNA strand.
Students write essays and use Genie.

Explain how mutations affect genes/heredity. Students write essays, uses
Genie

Describe how DNA codes for the production of specific proteins: Students write essays, and use Genie


Describe how alterations in the DNA code may produce changes in the resulting protein. Students write essays and use Genie .
Processes using Geniverse:

Make and interpret models: Target-matching (1, 2, 3, 7.4, 8.1, 9.2, 10.2, 13, 15)

Make inferences: Argumentation (4, 6, 7.3, 8.2, 9.1, 9.3, 11, 12, 14, 16-18)

Make claims and use supporting evidence: Argumentation (4, 6, 7.3, 8.2, 9.1, 9.3, 11,
12, 14, 16-18)

Predict outcomes: Target-matching (1, 2, 3, 7.4, 8.1, 9.2, 10.2, 13, 15)

Use data and observations to make connections: Target-matching (1, 2, 3, 7.4, 8.1,
9.2, 10.2, 13, 15), Argumentation (4, 6, 7.3, 8.2, 9.1, 9.3, 11, 12, 14, 16-18)
Students should be able to answer the following essential questions:

How does complementary base pairing impact the transfer of information from parent to offspring?

What are the opportunities for variation among the offspring of organisms that reproduce asexually and sexually?

How does the nucleus control cell processes?

How does DNA provide a genetic code for specific proteins?
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In what ways do alterations in the sequence of nucleotide bases in the gene sequence impact protein production?
Lesson/Unit Ideology:

Students describe the flow of the central dogma of biology. They describe the location and events of transcription of mRNA from the DNA template strand of a gene.
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Students describe the location and events of translation from mRNA to protein. They take a DNA gene sequence and interpret the code for the production of a specific protein segment. They should also be able to explain and supply examples of how changes in the

base sequence of the DNA (mutation) can change the amino acid sequence of the resulting protein.

Students relate changes in amino acid sequences to changes in the three-dimensional structure of the protein, which may alter its function. Students interpret charts and graphs, make scientific drawings, and label scientific diagrams.

Students use a section of DNA code to transcribe a short mRNA molecule. They then use a codon chart to translate the code into the specific amino acid sequence found in the protein for which the DNA is coded. Students have very little entering knowledge about transcription and translation.

Students learn that proteins determine traits. It is important for students to understand that changes in DNA that alter protein structure can produce variations of a trait. These variations may have important evolutionary consequences