HARNETT COUNTY HIGH SCHOOLS
Course: Biology
Title of Unit: DNA, RNA and Protein Synthesis
Timeframe: 6-10 days
Content Area Standard(s):
3.1.1 Explain the double-stranded, complementary nature of DNA as related to its function
in the cell.
3.1.2 Explain how DNA and RNA code for proteins and determine traits.
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.
Related Standards
1.1.2 Compare prokaryotic and eukaryotic cells in terms of their general structures (plasma
membrane and genetic material) and degree of complexity. (Compare and contrast
prokaryotic and eukaryotic chromosomes.)
2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral,
structural, and reproductive adaptations. (Replication of DNA is necessary for
mitosis/asexual and meiosis/sexual reproduction. Mutations may result in increased or
decreased reproductive success.)
3.2.3 Explain how the environment can influence the expression of genetic traits. (Cancer and
genetic disorders such as diabetes, PKU, etc are influenced by environmental conditions
such as UV exposure diet and exercise.)
3.4.1 Explain how fossil, biochemical, and anatomical evidence support the theory of evolution.
(Comparison of DNA fingerprints, percent composition of nitrogenous bases and amino
acid sequences as evidence of evolution and genetic relatedness.)
3.4.3 Explain how various disease agents (bacteria, viruses, chemicals) can influence natural
selection. (The role of mutations in antibiotic or vaccine resistance in bacteria/viruses,
etc leading to evolution of these disease causing agents and natural selection in organisms
they infect.)
3.5.2 Analyze the classification of organisms according to their evolutionary relationships
(including dichotomous keys and phylogenetic trees). (Using DNA fingerprints, percent
composition of nitrogenous bases and amino acid sequences to create
cladograms/phylogenetic trees.)
4.1.1 Compare the structures and functions of the major biological molecules (carbohydrates,
proteins, lipids, and nucleic acids) as related to the survival of living organisms.
(Continuity and changes in DNA, RNA and protein structure as a result of replication and
mutations lead to traits essential for survival by natural selection.)
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. (Biochemical similarities in
molecules such as DNA, insulin, cytochrome c, etc are evidences of genetic relatedness.)
Reading Standard(s):
1. Cite specific textual evidence to support analysis of science and technical texts, attending to
important distinctions the author makes and to any gaps or inconsistencies in the account.
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes,
or information presented in a text by paraphrasing them in simpler but still accurate terms.
3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations
in the text.
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases
as they are used in a specific scientific or technical context relevant to grades 11–12 texts and
topics.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a
coherent understanding of a process, phenomenon, or concept, resolving conflicting information
when possible.
10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR
text complexity band independently and proficiently.
Writing Standard(s):
2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to
the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile,
and analogy to manage the complexity of the topic; convey a knowledgeable stance in a
style that responds to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or
explanation provided (e.g., articulating implications or the significance of the topic).
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
7. Conduct short as well as more sustained research projects to answer a question (including a
selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the
specific task, purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
10. Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Math Practice(s):
2. Reason abstractly and quantitatively. Mathematically proficient students make sense of
quantities and their relationships in problem situations.
4. Model with mathematics. Mathematically proficient students can apply the mathematics
they know to solve problems arising in everyday life, society, and the workplace. They are
able to identify important quantities in a practical situation and map their relationships using
such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze
those relationships mathematically to draw conclusions.
7. Look for and make use of structure. Mathematically proficient students look closely to
discern a pattern or structure. They can see complicated things, such as some algebraic
expressions, as single objects or as being composed of several objects.
8. Look for and express regularity in repeated reasoning. Mathematically proficient students
notice if calculations are repeated, and look both for general methods and for shortcuts. As
they work to solve a problem, mathematically proficient students maintain oversight of the
process, while attending to the details. They continually evaluate the reasonableness of their
intermediate results.
Technology Standard(s):
HS.S1.1.1 Evaluate resources for reliability. (Reliability can be determined by currency,
credibility, authority, etc. depending on the curriculum topic).
HS.TT.1.1 Use appropriate technology tools and other resources to access information (multidatabase search engines, online primary resources, virtual interviews with content
experts).
HS.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g.
online note-taking tools, collaborative wikis).
HS.TT.1.3 Use appropriate technology tools and other resources to design products to share
information with others (e.g. multimedia presentations, Web 2.0 tools, graphics,
podcasts, and audio files).
HS.RP.1.1 Design global-awareness project-based products individually and collaboratively.
HS.SE.1.1 Analyze ethical issues and practices related to copyright, not plagiarizing, and
netiquette.
HS.SE.1.2 Analyze safety issues and practices when using online resources (legal and criminal
consequences, long-term career consequences of behavior).
Learning Experiences:
A2

DNA Models: paper, 3-D, electronic
DNA Bead Kits
B2

Cut and Paste Paper DNA Models
http://biology.about.com/od/biologysciencefair/a/aa102005a.htm
http://www.yourgenome.org/teachers/origami.shtml
http://www.carolina.com/category/teacher+resources/classroom+activities/building+
a+dna+model.do
B2
 Activities, SmartBoard lesson, Documents—I need to scan or drop these
into our folder once I retrieve them from my files. Will do next week.
C3

DNA Spooling Lab
C2

RNA Models
C3

Protein Synthesis Activities
D6

Mutations worksheet
A6

Genetic Disorder Research Project (Global education)—Research paper, brochure
or multi-media presentations
Project Goals and Description of Unit:
See Genetic Disorder Research Project above. (Incorporate global education by including
disorders unique to or originating in specific ethnic groups.) Students should make the
connections between DNA, RNA, proteins, traits, environmental impact on DNA and gene
expression, and how mutations result in genetic diseases and evolution of a species.
Essential Questions:

How does DNA determine traits?

From given information, can you develop a model of DNA, RNA, and protein?

What would happens if there is a mistake in DNA?
Vocabulary:
General Level Vocabulary
DNA
Nucleotide
Complimentary
base pairs
Double helix
Replication
RNA
Transcription
mRNA
tRNA
rRNA
Protein
Translation
Codon
Anticodon
Amino acid
Ribosome
Traits
Mutation
Mutagen
Gene mutation
Point mutation
Frameshift
mutation
Chromosome
mutation
Crossing over
Honors/AP Level Vocabulary
Somatic mutation
Germ mutation
Semiconservative replication
Antiparallel
DNA helicase
RNA primase
DNA polymerase
DNA ligase
5' – 3' orientation
Instructional Resources (print materials technology):

Cut and Paste Paper DNA Models
http://biology.about.com/od/biologysciencefair/a/aa102005a.htm
http://www.yourgenome.org/teachers/origami.shtml
Translocation
Nondisjunction
Monosomy
Trisomy
Cancer
Carcinogen
http://www.carolina.com/category/teacher+resources/classroom+activities/building+
a+dna+model.do

Replication Animations
http://www.dnai.org/?gclid=CKzv1e-QzrACFTRe7Aod6FDtMQ
http://www.wiley.com/college/pratt/0471393878/student/animations/dna_replication/
index.html
http://www.hhmi.org/biointeractive/dna/animations.html
http://www.johnkyrk.com/DNAreplication.html
http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535::/sites/dl/free/0072437316/12007
6/micro04.swf::DNA%20Replication%20Fork

Transcription Animations
http://highered.mcgrawhill.com/sites/0072507470/student_view0/chapter3/animation__mrna_synthesis__tra
nscription___quiz_1_.html
http://www.johnkyrk.com/DNAtranscription.html
http://bcs.whfreeman.com/thelifewire/content/chp12/1202001.html
http://www.dnalc.org/resources/3d/12-transcription-basic.html
http://www.dnalc.org/resources/3d/13-transcription-advanced.html

Translation Animations
http://www.biostudio.com/demo_freeman_protein_synthesis.htm
http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535::/sites/dl/free/0072437316/12007
7/micro06.swf::Protein%20Synthesis
http://www.johnkyrk.com/DNAtranslation.html

Mutation Animations
http://highered.mcgrawhill.com/sites/0072556781/student_view0/chapter11/animation_quiz_4.html
http://highered.mcgrawhill.com/sites/0072556781/student_view0/chapter11/animation_quiz_3.html
http://www.dnalc.org/resources/3d/18-dna-damage.html
http://www.dnalc.org/resources/3d/17-sickle-cell.html
http://highered.mcgrawhill.com/sites/0070960526/student_view0/chapter18/animation_quiz_1.html

Genetic Disorder Research Project (Global eduction)—Research paper, brochure or
multi-media presentations
http://www.knowyourgenes.org/genetic_diseases.shtml?_kk=genetics%20disorders
&_kt=3e666340-f928-469d-9000-b1224bc2ad28&gclid=CMn2seUzrACFc1k7AodOmqqYQ
http://www.genome.gov/10001204
http://alex.state.al.us/lesson_view.php?id=23931
Facilitator’s Role:

Lecture and/or provide instruction on new content

Use technology to deliver content

Provide materials and instructions for modeling activities

Provide interactive board activities for modeling the steps of replication,
transcription and translation

Use kinesthetic activities to model the steps of replication, transcription and
translation

Help students develop thinking maps for comparing and contrasting DNA and RNA

Help students develop thinking maps for the steps of replication, transcription and
translation

Provide and narrate animations of replication, transcription and translation

Lead discussions on implications of mutations

Provide rubrics and expectations for research projects

Provide safety instructions, materials and procedural instructions for DNA labs

Make global connections about the cooperative nature of the Human Genome
Project and genetic disorders unique to or originating in specific ethnic groups
Assessment:








Interactive board activities
Student response system quizzes
QuizStar
DPI Released EOC test items
ClassScape Questions
DNA models
RNA models
Genetic Research project
Notes and Additional Information: