At a Glance:
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Unit Summary:
DNA contains all the genetic code of an organism
and it is responsible for the traits being passed from
one generation to the next. This unit will examine
how DNA stores information. It will also examine
difference between DNA and RNA.
Curriculum framing questions:
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Unit Questions
What is DNA and why is it important?
What is RNA and why is it important?
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Essential Question
What contains genetic information and allows it to pass from one
generation to the next?
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Content Questions
Grade: 9th
Subject: Biology
Topics: DNA, RNA and
protein synthesis.
Higher order thinking
skills: investigation and
analyzing.
Key learning: DNA
structure and function,
RNA structure and
function and protein
synthesis.
Time-needed: 3 weeks;
meeting block odd/even
days= 7- 85 minute
lessons.
Things you need:
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Assessment
Standards
Resources
What does the structure of DNA look like?
Standards alignment:
How and why does DNA replicate?
These standards apply to the unit.
What is protein synthesis?
How is a gene used to make proteins in a cell?
Assessment Processes
Many different types of formative assessment are used
throughout the unit to evaluate student learning. These
assessments will be used to evaluate progress and gage student
readiness to progress within the unit.
Instructional Procedures
Day 1:
Introduce the concept of DNA. Use the following warm up
activity: ask the students to write down 3 answers to the
question…what are living things made of? Then discuss this with
the students by having the students come up with relationships
between the answers. This may look like a web but will give the
1. Creativity and innovation
Students demonstrate creative
thinking, construct knowledge, and
develop innovative products and
processes using technology.
c. Use models and simulations to
explore complex systems and
issues
SB2. Students will analyze how
biological traits are passed on to
successive generations.
a. Distinguish between DNA and
RNA.
b. Explain the role of DNA in
storing and transmitting cellular
information.
SCSh1. Students will evaluate the
importance of curiosity, honesty,
openness, and skepticism in
science. a. Exhibit the above traits
students a connection to many things that they have learned in the past.
Then ask the students:
You may have learned that half of the genetic information of a human being comes from the
mother and half from the father. What is this genetic information?
(It is DNA.)
Next give the students the from cell to DNA worksheet and have the students go to the website:
http://sciencenetlinks.com/media/filer/2011/10/13/dna.swf. This is a video that will let them
answer the questions on the worksheet and then after the video the students can use a book to
finish any questions that are left.
Then have the students use this self-guided tutorial as an introduction to DNA shape:
http://www.umass.edu/molvis/tutorials/dna/#4. The students should then answer questions in
the DNA packet that is overreaching for the unit.
As a wrap-up activity have the students write what they believe to be the answer (after this
activity) to the essential question and turn it in as a ticket out the door.
Day 2
Introduce RNA. Do a power point that has students taking guided notes about RNA, replication,
transcription and translation.
Do Strawberry DNA extraction lab with students.
Introduce overreaching research project- making a poster about new research in the DNA field.
Research online and through databases.
Day 3
Have students take a pre-assessment (10 question quiz) for data to see if the students are
progressing with the material as expected and see if remediation is needed.
Then have students do a lab activity about replication, transcription and translation using this
website: http://learn.genetics.utah.edu/content/molecules/transcribe/.
Finally have a class discussion about the central dogma= DNA- RNA –Proteins.
Day 4
Do a transcription, translation worksheet and take up for a grade.
Have students take the packet of work from the pre-assessment and do remediation as needed
on an individual student basis as indicated by the quiz from day 3.
Day 5
Have the students do DNA-RNA- Protein lab.
Have the students use the DNA-RNA- Protein sequences to send messages to their friends.
Day 6
Have student fill out a concept map about DNA, RNA and proteins.
Have the student answer the essential question after finishing the concept map.
Finish the day with a jeopardy game on the smart board
Day 7
Review
Test
Prerequisite Skills
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Computer skills
Research skills
Differentiated Instruction
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Have the students appointed to a specific task in the group to ensure that the confusion is to a
minimum.
Provide labs and worksheets that are clear and not overly crowded.