UNIT COVER PAGE
Bremen Dist. 228
School District:
Science
Department:
Unit Title: DNA/RNA and Meiosis
Course:
Biology
Grade Levels:
Topic Areas:
Time Frame:
3 weeks
Unit Designer(s):
Date Created:
5/19/08
Date Modified:
Leah Adams, Rob Swiech, Willus Vivian
Link to National/State Standards
11.11.01
12.11.13
12.11.17
12.11.21
12.11.22
12.11.23
13.11.01
13.A.4c
Understand and follow procedures relating to scientific investigations, including
understanding the design and procedures used to test a hypothesis, organizing and analyzing
data accurately and precisely, producing and interpreting data tables and graphs, performing
appropriate calculations, applying basic statistical methods to the data, and being able to
evaluate conclusions.
Identify and be able to apply the following concepts: trait, alleles, dominant allele, recessive
allele, gametes, genotype, homozygous, heterozygous, chromosome, meiosis, and mitosis.
Know why about half of an individual’s DNA sequence comes from each parent.
Understand that most of the cells in a human contain pairs of 22 different autosomes and
one pair of sex chromosomes.
Understand that, in all living things, DNA (deoxyribonucleic acid) carries the instructions for
specifying the characteristics of each organism. Understand that DNA is a large polymer
formed from four subunits: A, G, C, and T (adenine, guanine, cytosine, thymine, a 5-carbon
sugar and a phosphate). The chemical and structural properties of DNA explain how the
genetic information that underlies heredity is both encoded in genes (as a string of molecular
letters) and replicated (by a templating mechanism). Know that each DNA molecule in a
cell is a single chromosome.
Understand that a gene is a set of instructions in the DNA sequence of each organism that
specifies the sequence of amino acids in polypeptides characteristics of that organism.
Understand the general steps by which ribosomes synthesize proteins, using information
from mRNA and from amino acids delivered by tRNA.
Understand basic rules of safety in conducting scientific experiments in a laboratory or in
the field.
Describe how scientific knowledge, explanations and technological designs may change with
new information over time (e.g., the understanding of DNA, the design of computers).
Summary of Unit
DNA and RNA is the blueprint of all living organisms providing instructions for all cell
functions. These instructions can be passed on through the process of meiosis. During this
process, mistakes can happen resulting in mutations.
Resources
Textbook
Study guide
Meiosis video
DNA revolution video
Utahlearn.edu
Bead kit
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Key Words
Homologous
Haploid
Tetrad
Diploid
Meiosis
Crossing-over
Transformation
Bacteriophage
Nucleotide
Base pairing
Chromatin
Histone
Replication
DNA polymerase
Messenger RNA
Ribosomal RNA
Transfer RNA
Transcription
RNA polymerase
Promoter
Intron
Exon
Codon
Translation
Anticodon
Mutation
Point mutation
Frameshift mutation
Operon
Operator
Hox gene
STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
DNA structure determines the function of cells, tissues, organs and organisms.
DNA composes chromosomes; each “parent” donates half the genetic information in sexual
reproduction including genetic traits, diseases and defects.
DNA is the universal code of all living things, which is unique to each individual organism.
changes resulting from variations due to sexual reproduction is the driving force for change.
mistakes in DNA replication can result in either harmful or beneficial changes.
DNA provides the instructions for protein synthesis, which results in gene expression.
Essential Questions
How is the structure and function of DNA connected to all cellular activities?
What are the implications of a sequenced change in DNA?
What are the limitations of sexual reproduction?
How are my views about biotechnology shaped by my new knowledge of DNA?
How might transcription and translation help us to produce a protein?
What would it be like to walk in a nucleotide’s shoes?
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Knowledge and Skills
Students will know
structure (nucleotides, base-pairs, double helix)
universal genetic code
process of replication, transcription, translation (including types of RNA)
difference between DNA and RNA
chromosomes vs. genes
types of mutations (ins., del, frame shift, substitution)
location of DNA, RNA and protein production (cellular) (nucleoles, nucleus, ribosomes)
components of proteins (facts)
the stages of meiosis
the differences between haploid (n), diploid (2n) and polyploid
Students will be able to
extract DNA
construct DNA model then explain and demonstrate, replicate, transcribe and translate it
identify amino acids thru codon/anti codon
describe the effects of genetic mutation
locate processes within cell
recognize strand as DNA or RNA
draw and label the stages of meiosis
Students will be familiar with
other biotechnology techniques
phenotype/genotype
scientists in the field
forensic applications/analysis using DNA
the difference between male and female meiosis
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Banana extraction (explanation)
Other Assessments (brief description)
DNA crossover
DNA Café lab
Other DNA extraction
Venn diagram: DNA vs. RNA
Model building – DNA replication thru translation
Codon bingo
Gel electrophoresis (honors)
Simulation of gel electrophoresis (paper – regular)
RNA sequencing (practice with base pairing)
Build a baby DNA code
Guided reading
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Posting unit and daily objectives to that students will be able to complete the unit
performance task.
H
How will you hook students at the beginning of the unit?
It’s Thanksgiving – You just had a big meal. Why are you sleepy? (Tryptophan – amino
acid  hook back to DNA).
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Hands on learning
Modeling
Direct instruction
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Reflect on how DNA extraction can help to solve crimes.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
Venn diagrams
Complete performance task
KWL
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Student can choose to extract either plant (banana/strawberry) or animal (liver) DNA.
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O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
Hook with “you are what you eat” (amino acid building blocks).
Structure, function and location of DNA.
Replication
Types of mutations and their affects.
Types and functions and locations of RNA.
Transcription/translation
Meiosis (transition to Mendelian genetics).
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
Interpretation
What are the
implications of a
sequenced change
in DNA?
How is the
structure and
function of DNA
connected to all
cellular
activities?
Application
How might transcription and
translation help us to produce a
protein?
(Topic Area)
DNA/RNA and
Meiosis
Empathy
What would it be
like to walk in a
nucleotide’s shoes?
Perspective
Self-Knowledge
What are the
limitations of sexual
reproduction?
How are my views about
biotechnology shaped by my new
knowledge of DNA?
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Student Performance Task
Unit: DNA/RNA and Meiosis
Task: Explanation
Course: Biology
Time Frame: 2 days
Overarching Understanding:
 Students will understand that the inquiry process provides the framework of
scientific discovery, learning and understanding and the importance of communicating
ideas in order to understand the natural world.
Enduring Understanding:
 Students will understand that DNA is the universal code of all living things, which is
unique to each individual organism.
Essential Question:


How is the structure and function of DNA connected to all cellular activities?
How are my views of biotechnology shaped by my new knowledge of DNA?
Vignette:
You are a scientist who uses biotechnology to extract DNA from organisms. You
have been hired by a food company to extract DNA from bananas for possible genetic
recombination (to be discussed in the next unit). To demonstrate your knowledge you must
be able to extract a sufficient (visible) amount of DNA.
Standard:
You will be graded on the following scale:
 Successful extraction of DNA
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Performance Task Blueprint
Unit:
DNA/RNA and Meiosis
Topic Area:
Type: Explanation
Time Frame: 2 Days
Goal
The goal is to extract DNA.
Role
You are a scientist.
Audience
The target audience is a major food company.
Situation
The challenge involves dealing with extracting DNA from a living food
source.
Product or
Performance
You need to develop lab skills so that you can extract DNA from
bananas in sufficient quantity.
Standards
Your performance needs to be a successful collection. Your work will be
judged by banana DNA in your test tube and lab analysis questions.
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Biology
Name ___________________________________________ Period _________________ Date ____________
DNA IN MY FOOD?
Introduction:
DNA is present in the cells of all living organisms. This procedure uses household equipment and
common store supplies to extract DNA from bananas in sufficient quantity to be seen and spooled.
You will prepare a solution of banana treated with salt, water, and dishwashing soap. The salt
allows the DNA to precipitate out of a cold alcohol solution. The dishwashing soap breaks down the
cells membrane by dissolving the lipids (fatty molecules) and proteins of the cell and disrupting the
bonds that hold the cell membrane together. The dishwashing soap then bonds with these lipids
and proteins, allowing them to be filtered out of solution by the coffee filter leaving the cells’ DNA in
the filtrate.
Materials:
Plastic bag
Plastic cup
Coffee filter
Water
Ivory dishwashing liquid
Table salt
Isopropyl (rubbing) alcohol
Wood splint
Banana
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Procedure:
1. In a plastic bag with locking top, mix one-half banana with one teaspoon Ivory
dishwashing liquid, 10 ml of water and two pinches of salt. Remove the air and seal the
bag tightly. Macerate the banana completely.
2. While one member of the group mixes the banana solution, another member will place
the coffee filter inside the plastic cup. Fold the coffee filter’s edge around the cup so that
the filter does not touch the bottom of the cup.
3. Filter the mixture by pouring it into the filter and letting the solution drain for several
minutes until it covers the bottom of the cup.
4. Obtain 10 ml of COLD alcohol.
5. SLOWLY pour the alcohol into the cup.
6. Let the solution sit for 2 or 3 minutes WITHOUT DISTURBING IT. It is important
NOT to shake the cup!
7. The DNA will have the appearance of white, stringy mucus. Spool the DNA onto a
wooden splint.
Questions:
1. Did anyone see nucleotides with their naked eyes? Under the microscope?
2. What function do you think the salt performed in the extraction?
3. What function do you think the dish soap performed in the extraction?
4. What function do you think the rubbing alcohol performed in the extraction?
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5. What is the appearance of banana DNA?
6. What causes the DNA to precipitate?
7. What was the purpose for blending the banana?
8. What could you use the isolated DNA for?
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CATEGORY
4
Materials
All materials and
set up used in the
experiment are
clearly and
accurately
described.
Question/Purpose
The purpose of the
lab or the question
to be answered
during the lab is
clearly identified
and stated.
Spelling,
Punctuation and
Grammar
Two or fewer
errors in spelling,
punctuation and
grammar in the
report.
Clear, accurate
diagrams are
included and make
the experiment
easier to
understand.
Diagrams are
labeled neatly and
accurately.
Used time well in
lab and focused
attention on the
experiment.
Drawings/Diagrams
Participation
Procedures
Procedures are
listed in clear
steps. Each step
is numbered and
is a complete
sentence.
Journal/Notebook
Clear, accurate,
dated notes are
taken regularly.
3
Almost all
materials and the
set up used in the
experiment are
clearly and
accurately
described.
The purpose of the
lab or the question
to be answered
during the lab is
identified, but is
stated in a
somewhat unclear
manner.
Three or four
errors in spelling,
punctuation and
grammar in the
report.
Diagrams are
included and are
labeled neatly and
accurately.
Used time pretty
well. Stayed
focused on the
experiment most
of the time.
Procedures are
listed in a logical
order, but steps
are not numbered
and/or are not in
complete
sentences.
Dated, clear,
accurate notes are
taken occasionally.
2
1
Most of the
materials and the
set up used in the
experiment are
accurately
described.
Many materials
are described
inaccurately OR
are not described
at all.
The purpose of the
lab or the question
to be answered
during the lab is
partially
identified, and is
stated in a
somewhat unclear
manner.
Five errors in
spelling,
punctuation and
grammar in the
report.
Diagrams are
included and are
labeled.
The purpose of the
lab or the question
to be answered
during the lab is
erroneous or
irrelevant.
Did the lab, but
did not appear
very interested.
Focus was lost on
several occasions.
Procedures are
listed but are not
in a logical order
or are difficult to
follow.
Participation was
minimal OR
student was
hostile about
participating.
Procedures do not
accurately list the
steps of the
experiment.
Dated, notes are
taken occasionally,
but accuracy of
notes might be
questionable.
Notes rarely taken
or of little use.
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More than 5 errors
in spelling,
punctuation and
grammar in the
report.
Needed diagrams
are missing OR
are missing
important labels.
13
CATEGORY
Summary
Scientific
Concepts
Safety
4
3
2
Summary describes
the skills learned,
the information
learned and some
future applications
to real life
situations.
Report illustrates
an accurate and
thorough
understanding of
scientific concepts
underlying the lab.
Lab is carried out
with full attention
to relevant safety
procedures. The set
up, experiment, and
tear down posed no
safety threat to any
individual.
Summary describes
the information
learned and a
possible application
to a real life
situation.
Summary describes
the information
learned.
No summary is
written.
1
Report illustrates
an accurate
understanding of
most scientific
concepts underlying
the lab.
Lab is generally
carried out with
attention to
relevant safety
procedures. The set
up, experiment, and
tear down posed no
safety threat to any
individual, but one
safety procedure
needs to be
reviewed.
Report illustrates a
limited
understanding of
scientific concepts
underlying the lab.
Report illustrates
inaccurate
understanding of
scientific concepts
underlying the lab.
Lab is carried out
with some attention
to relevant safety
procedures. The set
up, experiment, and
tear down posed no
safety threat to any
individuals, but
several safety
procedures need to
be reviewed.
Safety procedures
were ignored and/or
some aspect of the
experiment posed a
threat to the safety
of the student or
others.
Name: ___________________________________
Total Points: ______________________________/40 points
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