Unit Plan Overview
Grade 12 U Biology
Unit: Molecular Genetics
Submitted to: Janine Extavour
Submitted By: Hina Laxmi Trivedi
Title
DNA:
Molecula
r Basis of
Life
Topic
Exp
ectat
ion
Cod
e
Learning Strategy
and Assessment
Evaluation
1. Hereditary Material
 Discovery of DNA
 Location of Hereditary
Information
D2.2
Lecture:
PowerPoint presentation
on the founder of DNA
and location of DNA in
the cell.
Reference:
Nelson Biology 12 –
Chapter 4
Assessment
of
Learning:
Multiple
choice and
short essay
answers
based on
textbook.
2. Hammerling’s Experiment and
Hershey and Chase’s
Experiment
D2.3
D3.7
Assessment
as
Learning:
Response
Journal on
isotope
bacteriophag
e or
Anecdotal
record.
3. Structure of DNA
 Chemical Composition of
DNA
 Franklin Model for DNA
structure
 Double Helical Structure
D2.2
Lecture:
Demonstration of
Hammerling’s,
Hershey’s and Chase’s
experiment on how they
came up with the fact
that hereditary material
is found in nucleus.
Reference:
Nelson Biology 12 –
Chapter 4
Simulation:
Demonstration of DNA
model on power point.
Lab Activity:
DNA model prepared by
students with the help of
Gummy beads, toothpick and thread.
Reference:
Nelson Biology 12 –
Chapter 4
Assessment
of
Learning:
Multiple
choice
questions
from
textbook.
Assessment
as
Learning:
Lab Activity
Protein
Synthesis
4. DNA Repair and Replication
 Process of DNA replication
 Complimentary Strand
Formation
 DNA repair
D2.1
D3.1
Lecture:
PowerPoint presentation
depicting pictorial
representation of DNA
replication and
duplication.
Reference:
Nelson Biology 12 –
Chapter 4
Assessment
for
Learning:
Multiple
choice
questions
and short
answer
essay based
on the
textbook.
5. One – Gene – One – polypeptide
Hypothesis
 Garrod’s Hypothesis
 Beadle’s and Tatum’s
Hypothesis
D2.4
Lecture:
Presentation on how
these hypotheses
indicate that specific
type of gene produces
specific type of protein.
Assessment
as
Learning:
Checklist or
peer
evaluation
or self
evaluation.
6. Protein Synthesis Overview
 The Central Dogma
 Ribonucleic Acid (RNA)
D3.2
Lecture:
Demonstration by power
point which would
include explanation of
transcription and
translation with pictorial
representation and
YouTube videos.
References:
Nelson Biology 12 –
Chapter 5,
http://www.youtube.com
/watch?v=PEDQoQuIhk
g
Lecture:
Lecture about the start
and stop codon followed
by demonstration on
how to use codon chart.
References:
Nelson Biology 12 –
Chapter 5
Assessment
of
Learning:
Extended
Essay
Lecture:
PowerPoint presentation
which will be used to
cover the production of
m-RNA from DNA.
Each slide would show
Assessment
of
Learning:
Multiple
choice
questions

Types of RNA
7. Genetic Code
 Start Codon
 Stop Codon
D2.2
8. Transcription
 Initiation
 Elongation
 Termination
 Posttranscriptional
Modification
D2.1
D3.3
Assessment
as
Learning:
Self
Evaluation
each of the sub topics
covered
listed.
from the text
book and
References:
http://www.youtube.com
lecture
/watch?v=WsofH466lqk
slides.
9. Human Immunodeficiency Virus
D3.2
10. Ribosome
 Structure of Ribosome
(Large and Small subunits)
D2.1
D3.3
11. Translation
 Role of t- RNA
 Structure of t-RNA
 Elongation of polypeptide
chain
D2.1
D3.3
Case Study:
Case study on HIV
related to the last topics
covered and to discuss
the symptoms of an HIV
patient.
References:
Nelson Biology 12 –
Chapter 5
Lecture:
Lecture explaining the
structure of Ribosome
and its two sub units
which come together to
form an intact ribosome.
References:
Nelson Biology 12 –
Chapter 5
Lecture:
Lecture about t-RNA
and elongation of
protein chain followed
by Gizmo simulation on
protein synthesis.
Link to the gizmo:
http://www.explorelea
rning.com/index.cfm?
method=cResource.ds
pDetail&ResourceID=
442
Assessment
for
Learning:
Interview
Assessment
of
Learning:
Short essay
time
questions
based on
text book.
Assessment
of
Learning:
Multiple
choice
questions
based on the
simulation.
References:
Nelson Biology 12 –
Chapter 5,
12. Control Mechanism
 Housekeeping gene
 lac Operon
 trp Operon
D3.3
Independent Self
Study:
Since this topic is
related to the already
covered topics 10 and
11; students will be
instructed to read about
this topic themselves
Assessment
as
Learning:
Peer
Evaluation:
Students
will be
allowed to
13. Mutation
 Types of Mutation
 Causes of genetic mutation
 Cancer
D3.4
14. Prokaryote and Eukaryote Cells
 Differences regarding
their genome,
transcription and
translation.
D3.3
from the textbook and
answer the questions as
follows.
References:
Nelson Biology 12 –
Chapter 5,
discuss
about the
questions in
the
textbook;
for example
definition of
operon,
housekeepin
g gene.
Lecture:
Assessment
of
Learning:
Multiple
choice and
short
answers
from the text
book and
lecture
slides.
Lecture on types of
mutations namely: silent
mutation, missense
mutation, nonsense
mutation, frame shift
mutation etc., how are
they caused and their
impact on the body; for
example - cancer.
References:
Nelson Biology 12 –
Chapter 5,
Independent Study:
Students will be asked
to study the section
from the textbook and
reflect on the
questions that follow.
Assessment
for
learning:
Response
Journal
References:
Nelson Biology 12 –
Chapter 5,
15. Gene organisation and
chromosome Structure
 Chromatid, Centromere,
Histones.
D3.3
Lecture:
on the structure of the
chromosome and parts
of the chromosome
using the correct
terminology.
References:
Nelson Biology 12 –
Chapter 5
Biotechn
ology
16. Tools and Techniques
 Restriction
Endonucleases
 Methylases
D1.1
Lecture and Inquiry:
Students would be
given and asked to
write notes on the
different enzymes like
RE and Methylases.
Assessment
for
learning:
Essay type
questions
covered
from the
textbook.
Assessment
As Learning:
Frame up
their own
questions
and answer
them with
References:
Nelson Biology 12 –
Chapter 6
17. Tools and technique :
continuation of the lesson 16
 Plasmids
 Transformation
 Steps in DNA Cloning
Lecture:
Continuation of the
lecture from last
lesson. The students
would be asked to
write notes on
plasmids,
transformation and
then they would write
down the steps
involved in DNA
cloning followed by a
YouTube video to let
the students learn
effectively.
Link:
the help of
the notes
and the
textbook.
Assessment
for learning:
The students
would be
asked to
answer the
questions in
the textbook
and then
later would
be discussed
by the class.
http://www.youtube.co
m/watch?v=Jy15BWVxT
C0&feature=related
References:
Nelson Biology 12 –
Chapter 6
18. Genetic Engineering
D3.6
Demonstration and
Lecture:
Notes on genetic
engineering for the
students and the
demonstration would
be through a YouTube
video to teach the
students the purpose
of the genetic
engineering.
Link:
http://www.youtube.co
m/watch?v=AEINuCL5wc
Assessment
As
Learning:
The students
would be
asked to
perform a
research on
Bt
Bacterium
and
Biological
insulin
production
by the
bacteria and
then they
would be
asked to
mark each
other
research
19. Advanced Molecular Biological
Technique
 Polymerase Chain
Reaction.


D1.2
Computer
Simulation:
The lesson would be
taught through power
point and over head
projector. These
techniques are used in
DNA fingerprinting.
D3.5
Independent Study
followed by a Case
study:
The students would be
asked to read this
section from the
textbook and then
would be asked to
read a case study that
involves gene therapy
and then they would
be asked to debate
about gene therapy in
the class with the
peers and would be
evaluated by each
other.
Link to the case
study:
Restriction Fragment
Length Polymorphism
DNA sequencing
20. Applications of Biotechnology
and Genetic Engineering
 Medical Applications
 Agricultural
Applications
 Forensics
http://www.msnbc.msn
.com/id/20730647/ns/h
ealthhealth_care/t/womansdeath-calls-genetherapy-question/
References:
Nelson Biology 12 –
Chapter 6
work.
Assessment
as learning:
The students
would be
asked to
research for
a case study
that involves
the use of
DNA
fingerprintin
g and use
the notes
from the
lesson to
present their
findings to
the class.
Assessment
as learning:
Peer
evaluation
done for
debate on
the gene
therapy.
Note: Modifications for ELL and IEP students: Out of all these lessons, some of the lessons could be
modified for the students with special needs like ELL and IEP students and hence other strategies like
differentiation would be used by grouping the students and giving them extra time for the lessons so
that they learn effectively at their own pace.