Grade 12 Biology (SBI4U) Unit Plan --- Molecular Genetics
Summary:
In this unit, students will continue to build on their knowledge on Genetics from Grade 11 Biology with more emphasis at the molecular level,
examining how DNA is the genetic blueprint for all living organisms and how it can be modified to form new products used in medicine,
agriculture, and other industries. Students will begin the unit by examining an issue over our own personal genetic information between an
individual and the insurance company and write a position paper based on the views of one of the stakeholders involved. Students will
continue to carry out discussions over some other potential social, ethical, and legal issues associated with genetic research and
biotechnology throughout this unit. Other major concepts covered include DNA replication, protein synthesis, and cell components and
techniques used in genetic modification. Students will conduct both wet labs and virtual/simulated labs to help them further reinforce
understanding of those concepts and to provide them with opportunities to demonstrate their scientific investigation skills. In addition to a
final unit test, students will also demonstrate learning of the overall expectations of this unit in a culminating task where they are asked to
evaluate and take a stand on the use of a genetically modified organism in our society.
Big Ideas:
 DNA contains all the genetic information for any living organism.
 Proteins control a wide variety of cellular processes.
 Genetic research and biotechnology have social, legal, and ethical implications
Overall Expectations:
A1. Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning,
performing and recording, analyzing and interpreting, and communicating)
A2. Identify and describe careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to
those fields.
D1. Analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology.
D2. Investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell.
D3. Demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and
agriculture.
Key Questions:
1. How can understanding the concept of gene expression help us improve our quality of life?
2. How do we make sound ethical decision regarding genetic research and biotechnology?
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Topic
STSE
Day
1
2
3
Learning Goals
Teaching & Learning Strategies
 review what is the
function DNA
(hereditary genetic
material from grade
11 biology)
 introduce the term
“biotechnology”
 acquire a broad
overview of the
applications of
biotechnology
Introduce unit with a couple of short video clips discussing
some of the implications of genetic modifications.
http://www.pbs.org/wgbh/nova/genome/program.html
(show clip #1, 15)
 discussion on some of
the potential social,
ethical, and legal
implications of
biotechnology
 introduce STSE Case
Study assignment
Students summarize key findings from their article with class
and discuss some of the social, ethical, and legal issues
implied in their topic. (45 min)
 analyze some key
aspects of Canadian
regulations pertaining
to genetic testing and
ownership of genetic
information
 continue discussion
on STSE Case Study
Brief class discussions on Canadian regulations on Health,
Environmental, Agricultural, and Industrial Biotechnology.
Refer to following website:
http://www.bioregulations.gc.ca/english/BioRegLinks.asp?x=1
Specifically highlight information on ownership of genetic
information, which would assist students in formulating their
views for their STSE Case Study. (30 min)
Students complete anticipation guide to get them thinking
about concepts and issues they will encounter in this unit.
(Appendix A)
Assessment &
Evaluation /
Learning Skills
Assessment (LS)
Curriculum
Expectations
D1.1
diagnostic
(anticipation guide)
Working in groups of 2 or 3, students will read and discuss
one case study article on a biotechnology issue presented in
either websites listed below. They will then share their
findings with the class next day.
http://www.actionbioscience.org/genomic/
http://www.actionbioscience.org/biotech/
formative
(Discussion)
D1.1
LS: collaboration
Introduce and outline expectations for STSE Case Study
assignment. (20 min)
Summative (I/T, C, A)
D1.2
formative
(completion of chart,
checklist)
STSE Case Study: Students will begin with the role-play
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DNA Structure
&
DNA
replication
4
 review what students
know about DNA
structure
 understanding of DNA
structure and function
 describe scientific
contributions by key
scientists that led to
our current
understanding of DNA
structure and function
activity in groups of 4.
Concept map: think-pair-share (Appendix B)
LS: collaboration
diagnostic (Thinkpair-share)
D3.7
Outline key concepts with board notes or Powerpoint.
Jig saw activity: Divide class into 7 groups, each group is
assigned a scientist that students need to identify his/her
contribution to our current understanding of DNA.
Once students have completed their research, divide class
into groups so that each group has an ‘expert’ on each of the
scientists that they were asked to investigate. Students share
findings with each other and complete worksheet.
(Appendix C)
formative (jig saw)
LS: responsibility
Homework: Preparation for DNA Extraction Lab for tomorrow.
(Appendix D)
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 laboratory skills
Conduct DNA extraction lab in groups of 2 or 3. (Appendix D)
Alternatively, if materials are limited, virtual lab is possible:
http://learn.genetics.utah.edu/content/labs/extraction/
formative
(observation)
LS: organization
collaboration
A1.5
A1.8
D2.3
summative
(lab discussion
questions-- I/T, C) –
due 1 week
6
 review the
importance of DNA
replication in mitosis
and meiosis
 understanding of DNA
replication process
and repair
mechanisms that
correct mistakes
First provide an overview of the DNA replication process by
showing this animation: http://highered.mcgrawhill.com/sites/0072507470/sitemap.html (Chapter 3)
D2.1
D3.1
Teach concepts with board notes or Powerpoint.
Additional resources:
http://www.wiley.com/legacy/college/boyer/0470003790/
animations/replication/replication.htm
http://www.phschool.com/science/biology_place/biocoach/
3
7
Protein
Synthesis
8
 review DNA
replication
 introduce
Culminating Task
 further discussion on
some of the potential
social, ethical, and
legal implications of
biotechnology
 compare the
structures and
functions of RNA and
DNA
 introduce overview of
protein synthesis
process and the
genetic code
Student complete flow chart summarizing key steps in DNA
replication. (Appendix E)
formative (flow
chart)
Exit Card: “One thing you learn today that was interesting.
One thing you are still unclear about.”
formative (exit card)
Veritech tile activity: review DNA replication concepts
(Appendix F)
formative (Veritech
tile)
Introduce and outline expectations for Culminating Task.
Show video on a company from PEI working on creating a
genetically modified salmon that would reach its full size in
one quarter of normal time.
http://www.pbs.org/wgbh/harvest/etc/video.html
summative (KU, T/I,
A, C) – due in 2
weeks
Small group discussion on factors that would affect your
decision on whether GM crops should be grown.
Complete Venn diagram comparing structure and function of
RNA and DNA. (Appendix G)
D1.1
LS: collaboration,
initiative
formative (Venn
diagram)
D3.2
Provide an overview of the protein synthesis process by
showing this animation: http://highered.mcgrawhill.com/sites/0072507470/sitemap.html (Chapter 3)
Explain genetic code with overhead chart.
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 describe the cell
Teach concepts with board notes or Powerpoint.
components and steps
involved in
Additional resource: For teachers or students as review
transcription and
http://www.phschool.com/science/biology_place/biocoach/
translation
formative
(questioning)
D2.1
D3.3
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 review concept of
protein synthesis
 investigate the cell
components involved
in the process of
formative (Gizmo
quiz)
LS: independent
work, responsibility
D2.4
Have students complete the following two simulation
activities:
1) Gizmo: “RNA and Protein Synthesis”
http://www.wiley.com/legacy/college/boyer/0470003790/
animations/translation/translation.htm
4
protein synthesis
using a computer
simulation exercise
11
12
13
2) Transcribe and translate a gene
http://learn.genetics.utah.edu/content/begin/dna/transcribe/
 analyze a simulated
DNA sequence to
determine its genetic
code
Complete protein synthesis simulation activity. (Appendix H)
 compare how genetic
expression is
controlled in
prokaryotes and
eukaryotes
 explain and provide
examples of how
mutagens can cause
changes in the genetic
sequence
 Culminating Task
research time in
library
Teach concepts with board notes or Powerpoint.
Look for student roadblocks or misconceptions.
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 describe the functions
of some of the cell
components used in
biotechnology
D2.2
formative (question
completion)
D3.3
D3.4
Read article and answer questions. (Appendix I)
Quiz: protein synthesis (Appendix J)
20-question multiple choice quiz (optional: using Clickers)
Give students time to work on Culminating Task in library.
Monitor student’s progress on task and provide feedback.
Genetic
Modification
&
Biotechnology
formative (concept
check)
LS: organization,
self regulation
Teach concepts with board notes or Powerpoint.
formative (quiz)
LS: responsibility,
organization
D3.6
Bacterial transformation virtual lab:
http://www.phschool.com/science/biology_place/labbench/
lab6/concepts1.html
Cloning: restriction enzyme/plasmid map activity---students
should complete exercise 1 in class and exercise 2 for
homework. (Appendix K)
5
15
 describe examples of
how genetic
modification is
applied in industry
and agriculture
DNA sequencing: Discuss the implications of the Human
Genome Project
http://www.ornl.gov/sci/techresources/Human_Genome/
home.shtml
D3.5
Divide class into 4 groups, each explore how biotechnology
has applied in food, in medicine, in industry, and in the
environment, and then share findings with class.
http://www.iptv.org/exploremore/ge/uses/index.cfm
LS: collaboration
formative
16
 explore biotechnology
techniques and their
applications in society
Complete simulation DNA Fingerprinting activity.
http://www.pbs.org/wgbh/nova/sheppard/analyze.html
or
Field trip to the Ontario Science Centre
http://www.ontariosciencecentre.ca/
2 school programs relevant to this unit:
-Program: “Way to Glow! Bacterial Transformation” --transform E.coli bacteria with genes from a bioluminescent
jellyfish
-Program: “DNA Fingerprinting”---amplify own DNA using PCR
and analyze it using gel electrophoresis
17
unit review
Review key concepts from unit and anticipation guide
Address student difficulties.
Ask students to each make up 5 questions from this unit.
Exchange questions with a partner and try to answer them.
18
Unit Test
Unit Test
summative (KU, T/I,
A, C)
Planning Notes:
Timeline for case study – 1 week (start on lesson #2)
Timeline for culminating – 3 weeks (start on lesson #7)
Wet lab: DNA extraction (1 period), see appendix D
Dry lab: Plasmid restriction enzyme (1 period)
Field trip option: Ontario Science Centre (1/2-1 day field trip)
6
Accommodations for Special Needs and ELL:
Strategies to help ELL students be successful:
Use lots of diagrams with labeling
Vocabulary lists
Extra time during tests and quizzes
Alternative textbook reference
More scaffolding for case study and culminating activity or extended time
Special Needs students’ accommodation should be addressed according to their IEP
Annotated Resources
Cracking the Code of Life (from http://www.pbs.org/wgbh/nova/genome/program.html )
Contains 16 different video clips that ranges from the basic knowledge to societal
application (DNA codes, Human Genome Project, Variations, Mutations, STSE connections
to genetic engineering and business). Each video is less than 10 min long.
A
B
C
D
E
F
G
H
I
J
K
L
M
Appendices
Anticipation guide
DNA concept map
Historical view of DNA Structure
DNA extraction lab
DNA replication flowchart
Veritech tile activity
Venn diagram DNA vs RNA
Protein synthesis simulation
Article on mutagen
Quiz protein synthesis
Restriction enzyme/plasmid activity
Case study
Culminating activity
Gizmos (from http://www.explorelearning.com/)
Activity: Building DNA
Students construct a DNA molecule, examine its double-helix structure, and then go through the DNA replication process. Learn how each component fits
into a DNA molecule, and see how a unique, self-replicating code can be created.
Activity: RNA and Protein Synthesis
Students go through the process of synthesizing proteins through RNA transcription and translation. Learn about the many steps involved in protein
synthesis including: unzipping of DNA, formation of mRNA, attaching of mRNA to the ribosome, and linking of amino acids to form a protein.
Harvest of Fear: Exploring the Growing Fight over Genetically Modified Food (from http://www.pbs.org/wgbh/harvest/)
This site from NOVA offers many perspectives on whether GM crops should be grown. Teachers will be able to select from 12 valid arguments that they
can put on the board as the starting point for discussion. Website also offers two flash plug-ins for “selective breeding” and “transgenic manipulation”.
Anatomy and Physiology Student Edition Resource from McGraw Hill (from http://highered.mcgraw-hill.com/sites/0072507470/sitemap.html )
Chapter 2 contains animation of protein synthesis and quizzes
Chapter 3 contains animation of DNA replication, Transcription and quizzes
Explore more Genetic Engineering (from http://www.iptv.org/exploremore/ge/default.cfm )
http://www.iptv.org/exploremore/ge/Teacher_Resources/Teacher_Resources.cfm
This is a large bank of teacher resources for teaching genetic engineering. Resources include lesson plans, Web links, teaching strategies, worksheets.
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