Unit Plan completed by
Sara Austin, Jessica Joseph, and Sunita Bali
COURSE: Grade 12 Biology, University Preparation Level
Curriculum: What will students learn?
Unit of Study: Molecular Genetics
Summary:
The focus of this unit is on
DNA: learning about the central
dogma of DNA - RNA - protein
synthesis, the mechanisms of
genetic controls and mutations,
and about biotechnological
manipulations of genetic
material. The societal and
environmental impact of
biotechnology is also examined
as students learn about
applications of genetic
manipulation and about
mutagens in the environment.
Students will learn cellular
mechanisms, investigate
experimental evidence for these
processes, and observe and carry
out inquiries to investigate these
processes. At the end of the
unit, students will be debating
whether the Canadian
government should allow the use
of bovine somatotropin to
increase milk production in
cattle.
COURSE CODE: SBI4U
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, analysing and interpreting,
and communicating);
A2. identify and describe careers related to the fields of science under study, and describe the
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:
- What is DNA? How was it discovered?
- How is genetic information contained in DNA?
- How do proteins control cellular processes?
- What are the social, ethical and legal implications of genetic research and biotechnology?
The flow of information from DNA to protein is the key idea in this unit. When teaching the
steps involved, attention should be drawn to the individual mechanisms involved as well as the
big picture.
1
Unit Plan completed by
Sara Austin, Jessica Joseph, and Sunita Bali
Designing the Learning
Note: A Day is one 75 minute period.
The timeliness of all submissions (within timelines appropriate to the needs of individual students) will be considered as part of the
Responsibility skill.
Cluster/Topi
c
History/
Discovery
and Key
Experiments
(Section 4.1)
DNA
Structure
(Section 4.2)
DNA
Day Concept/Subtopic with
Learning Goals for Each
Lesson
1
Introduction
By the end of the lesson,
students will be able to
explain what is meant by
the word “genetic material”
in a biology context.
- Hammerling’s
Acetabularia experiment
- Fredrick Griffith’s work
- Hershey and Chase
experiment
2
3
Teaching & Learning Strategies
Assessment (A) and
Evaluation (E);
Learning Skills
Assessment
Expectations
Addressed
Whole-Class Brainstorm on what
“genetic material” means & how
it impacts us
(A - Diagnostic)
D3.7
Agree/Disagree chart;
brainstormed
responses
Evaluation
including criteria
addresses from
Achievement
Chart
Knowledge and
Understanding
Lecture (brief)
Lecture (power point)
- Hershey and Chase Experiment
http://highered.mcgrawhill.com/olc/dl/120076/bio21.swf
(A) DNAi Timeline
Scavenger Hunt
http://www.dnai.org/t
eacherguide/guide.ht
ml
By the end of the lesson,
students will be able to:
- explain the chemical
composition of DNA
- explain the key
experiments that led to the
discovery of the structure of
DNA
- explain the double helix
Lecture (brief)
(A) Presentation of
models
By the end of the lesson,
Lecture (Smart board)
2
Model-building activity (pairs or
small groups) (paper, candy,
origami models)
Knowledge and
Understanding/
Thinking and
Investigation
D3.2
D2.1
Homework: text p.
216 # 1 - 7
(A) DNAi interactive
D3.1
Knowledge and
Understanding/
Communication
Unit Plan completed by
Sara Austin, Jessica Joseph, and Sunita Bali
Replication
and Repair
(Section 4.3)
DNA
Extraction
Lab
Review
Session:
Chapter 4
Protein
Synthesis
(Section 5.2)
students will be able to:
- explain the semiconservative nature of DNA
replication
- explain the steps in DNA
replication.
- explain the DNA repair
mechanisms (proofreading).
4
5
6
By the end of the lesson,
students will be able to:
- explain the process of
DNA extraction
- characterize properties of
DNA and other cellular
components
By the end of the lesson,
students will be able to
explain all concepts
discussed in Chapter 4
(No new learning goals;
consolidating and
strengthening previous
concepts)
By the end of the lesson,
students will be able to:
- explain the central dogma
of molecular genetics
- explain the structure of
Animations:
- Meselson and Stahl Experiment
http://highered.mcgrawhill.com/olc/dl/120076/bio22.swf
- DNA Replication Fork
http://highered.mcgrawhill.com/olc/dl/120076/micro04.s
wf
- How nucleotides are added in
DNA replication
http://highered.mcgrawhill.com/olc/dl/120076/bio23.swf
- Laboratory Experiment “We
Can See DNA??”
http://www.nslc.ucla.edu/step/gk1
2/lessons.htm#Biology/Life%20S
cience
performance
http://www.dnai.org/t
eacherguide/pdf/ss_c
ode_clues_mc1.pdf
Homework: p. 223
#1-8
(E) - Pre-lab Quiz –
DNA Structure and
Replication (pg. 229)
(A) Class discussion
- Lecture (brief) (whiteboard
notes)
(A) DNAi Reading
the Code Activity
http://www.dnai.org/t
eacherguide/pdf/ss_re
ading.pdf
3
D2.3
D3.2
(E) Lab Report
- Who Wants to be a Millionaire
Game
- Protein Synthesis
http://highered.mcgraw-
D3.2
D2.1
Knowledge and
Understanding/
Thinking and
Investigation/Ap
plication
Knowledge and
Understanding/
Thinking and
Investigation/
Communication/
Application
See above
Knowledge and
Understanding/
Thinking and
Investigation/
Communication/
Application
D2.1
D2.4
D3.2
D3.3
D3.7
Knowledge and
Understanding/
communication
Unit Plan completed by
Sara Austin, Jessica Joseph, and Sunita Bali
Transcription
(Section 5.3)
7
Translation
(Section 5.4)
8
Control
Mechanisms
(Section 5.5)
9
RNA
- compare DNA and RNA
- explain the overview of
transcription and translation
- use the genetic code to
predict amino acid
sequences
hill.com/olc/dl/120077/micro06.s
wf
- How spliceosomes process RNA
http://highered.mcgrawhill.com/olc/dl/120077/bio30.swf
By the end of the lesson,
students will be able to:
- explain the steps of
initiation, elongation and
termination
- describe
posttranscriptional
modifications
Lecture (Power point)
(A) Gizmos: RNA
and Protein synthesis
Animation
http://www.explorele
- How spliceosomes process RNA arning.com/index.cfm
http://highered.mcgraw?method=cResource.
hill.com/olc/dl/120077/bio30.swf dspDetail&ResourceI
D=442
D2.1
D2.2
D2.4
D3.2
D3.3
By the end of the lesson,
students will be able to:
- explain the structure and
role of the ribosome
- explain the role of transfer
RNA (tRNA)
- describe the elongation of
the polypeptide chain
- explain the termination of
protein synthesis
By the end of the lesson,
students will be able to:
- explain the control
mechanism of the lac
operon
- explain the control
mechanism of the trp
operon
Lecture (Smart board)
(A) DNA Dry Lab:
Transcription and
Translation
http://www.accessexc
ellence.org/AE/AEC/
AEF/1995/offner_dna
.php
D2.1
D2.2
D2.4
D3.2
D3.3
(A) Group
Presentations
explaining the
simulation and
answer Q # 3 and 4
on pg. 258
D3.3
-Jigsaw Activity
Animation
- Protein Synthesis
http://highered.mcgrawhill.com/olc/dl/120077/micro06.s
wf
Lecture (brief) (Power point)
Animation:
- The Lac Operon
http://highered.mcgrawhill.com/olc/dl/120080/bio27.swf
- The trp Operon
http://highered.mcgraw4
Homework: p. 258
Knowledge and
Understanding/A
pplication
Thinking and
Investigation/
Communication/
Application
Knowledge and
Understanding/
Thinking and
Investigation/
Communication
Unit Plan completed by
Sara Austin, Jessica Joseph, and Sunita Bali
hill.com/olcweb/cgi/pluginpop.cg #1, 2, 5, 6
i?it=swf::535::535::/sites/dl/free/0
072437316/120080/bio26.swf::Th
e%20Tryptophan%20Repressor
The Gene Machine: Lac Operon
Simulation
http://phet.colorado.edu/en/simula
tion/gene-machine-lac-operon
By the end of the lesson,
Lecture (brief)
(A) Debate: Cell
students will be able to:
phones and brain
- describe the different types Animation:
cancer
of mutations
- Addition and Deletion
p. 262
- explain the causes of
Mutations
genetic mutations
http://highered.mcgrawhill.com/sites/0072552980/studen
t_view0/chapter9/animation_quiz
_5.html
Mutations
(section 5.6)
10
D3.4
Knowledge and
Understanding/
Thinking and
Investigation/
Communication/
Application
Key
Differences
between
Eukaryotes
and
Prokaryotes
(Section 5.7)
11
By the end of the lesson,
students will be able to:
- explain coupled transcripttranslation
- explain endosymbiotic
relationship between
organelles and cells
Lecture (brief)
(A) p. 270
Activity 5.7.1 Protein
Animation:
Synthesis: A very
- Processing of Gene Information: close look
Prokaryotes vs. Eukaryotes
http://highered.mcgrawhill.com/olc/dl/120077/bio25.swf
D3.3
Knowledge and
Understanding/
Communication/
Application
Gene
Organization
and
Chromosome
Structure
12
By the end of the lesson,
students will be able to:
- explain how the genome is
organized
- Fill in the blanks activity based
on p. 266.
- Students work in pairs
- Class discussion
D2.2
D3.3
Knowledge and
Understanding/
Communication/
Application
5
(A) p. 271
Activity 5.8.1:
Comparison of
eukaryotic and
prokaryotic genomes
Unit Plan completed by
Sara Austin, Jessica Joseph, and Sunita Bali
Review
Session:
Chapter 5
13
Biotechnolog
ical Tools
and
Techniques
(Section 6.1)
14
Advanced
Molecular
Biology
Techniques
(Section 6.3)
15
By the end of the lesson,
students will be able to
explain all concepts
discussed in Chapter 5
(No new learning goals;
consolidating and
strengthening previous
concepts)
By the end of the lessons,
students will be able to:
- explain the concept of
restriction endonucleases,
methylases, and DNA
Ligase
- explain the process of gel
electrophoresis
- explain the structure and
use of plasmids
- explain the process of
transformation, including
the major steps of cloning
DNA
By the end of the lesson,
students will be able to:
- explain Polymerase Chain
Reaction (PCR)
- explain Restriction
Fragment Length
Polymorphism (RFLP)
- explain DNA sequencing
- Jeopardy Game
(A) Class discussion
See above
Knowledge and
Understanding/
Thinking and
Investigation/
Communication/
Application
- Power point presentation
(A) p.295
Activity: Take a
Stand: Genetic
Engineering
Guidelines and
Regulations
D1.1
D1.2
D3.5
Knowledge and
Understanding/
Thinking and
Investigation/
Communication/
Application
(A) Paper Clip PCR
D2.1
Activity
D3.5
http://highered.mcgra D3.6
whill.com/olcweb/cgi/p
luginpop.cgi?it=swf::
535::535::/sites/dl/fre
e/0072437316/12007
8/bio37.swf::Restricti
on%20Endonucleases
Knowledge and
Understanding/
Thinking and
Investigation/
Communication/
Application
Animation:
- Restriction Endonucleases
http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cg
i?it=swf::535::535::/sites/dl/free/0
072437316/120078/bio37.swf::Re
striction%20Endonucleases
Animation:
- Polymerase Chain Reaction
http://highered.mcgrawhill.com/olc/dl/120078/micro15.s
wf
Whole-class SMARTBoard
discussion/activity:
- Gizmo DNA Fingerprint
Analysis
http://www.explorelearning.com/i
ndex.cfm?method=cResource.dsp
Detail&ResourceID=406
6
Unit Plan completed by
Sara Austin, Jessica Joseph, and Sunita Bali
Applications
of
Biotechnolog
y (Section
6.4)
16
By the end of the lesson,
students will be able to:
- explain examples of
medical applications
- explain examples of
agricultural applications
- explain applications in
forensics
Summative; no new
learning goals.
- Small group activity
- Online research
(A) Presentations
using posters
(Rubric provided to
students)
Unit Review
17
Unit Test
Culminating
Activity
D1.1
D2.1
D3.5
Knowledge and
Understanding/
Communication/
Application
Flash Card-based review:
Student groups are assigned
sections: they create at least 10
flash cards
Groups then rotate
See Above
through topic sections
to review
Knowledge and
Understanding/
Communication
18
Summative; no new
learning goals.
Written Test
(E) Written Test
See Above
19
&
20
Summative; no new
learning goals. Application
of concepts studied.
Activity: Bovine Somatotropin:
Canadian Approval or
Disapproval (p.322-3)
(E) Class Debate
(E) Individual Papers
(E) Rubric for Papers
D1.1
D1.2
D2.1
D3.5
D3.6
Knowledge and
Understanding/
Thinking and
Investigation/
Communication/
Application
Knowledge and
Understanding/
Thinking and
Investigation/
Communication/
Application
SAFETY CONCERNS


Standard safety concerns will be addressed through lab safety training at the beginning of the course.
For particular lab activities, safety rules will be reviewed and disposal information clearly communicated to students before the
start of any lab activities.
7
Unit Plan completed by
Sara Austin, Jessica Joseph, and Sunita Bali
ACCOMMODATIONS FOR SPECIAL NEEDS
Students with special needs will be accommodated in the following ways, depending on student need:








Peer assistance
Help from teacher
Scribing
Have written selections read aloud
Memory aids
Breaking of assignments and interview into smaller parts
Allowing students to speak from notes
Give students questions in advance
ENGLISH LANGUAGE LEARNERS
English Language learners will benefit from:






Vocabulary guides
Word walls and Flash Cards
Peer assistance (with same home language) and task analysis
Encourage ELLs to retell the steps of DNA replication like breaking, enzyme attack and reunion rather than writing in long
paragraphs.
During writing activities in the classroom ELLs will be provided with dual language dictionary and extra time for completing
tasks and repetitions of new vocabulary terms in simple language so that they can easily grasp them.
The use of a variety of visual aids including diagrams and charts especially helps ELLs to easily recognized essential
information relationship to supporting ideas. Visual make both the language and content more sensible to students.
8
Unit Plan completed by
Sara Austin, Jessica Joseph, and Sunita Bali
ANNOTATED REFERENCES:
Print resources used:
Di Giuseppe et al., (2003) Biology 12. Toronto: Nelson
T he course materials for this unit are found in Chapters 5 through 7 in this course text for SBI4U.
Ontario Curriculum: Grades 11 and 12: Science (2008)
Ontario Curriculum: Grades 9 and 10: Science (Achievement Categories Chart)
Electronic resources used:
http://highered.mcgraw-hill.com/olc/dl/120076/bio21
http://www.dnai.org/teacherguide/guide.html
http://highered.mcgraw-hill.com/olc/dl/120076/bio22.swf
http://www.dnai.org/teacherguide/pdf/ss_code_clues_mc1.pdf
http://www.nslc.ucla.edu/step/gk12/lessons.htm#Biology/Life%20Science
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=442
http://www.accessexcellence.org/AE/AEC/AEF/1995/offner_dna.php
http://phet.colorado.edu/en/simulation/gene-machine-lac-operon
http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535::/sites/dl/free/0072437316/120078/bio37.swf::Restriction%20Endonucleas
Power Point Slides and Questionnaires for Quizzes and Written test (Prepared- By group members)
Clips from-Awesome science Teachers Resources
9