UNIT COVER PAGE. Leah Adams, Rob Swiech, Willus Vivian

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1 UNIT COVER PAGE School District: Bremen Dist. 228 Department: Science Course: Biology Unit Title: DNA/RNA and Meiosis Grade Levels: Topic Areas: Time Frame: 3 weeks Date Created: 5/19/08 Date Modified: Unit Designer(s): Leah Adams, Rob Swiech, Willus Vivian Link to National/State Standards 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. 13.A.4c 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 1

2 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? 2

3 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 3

4 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 4

5 Learning Activities PLAN LEARNING EXPERIENCES AND INSTRUCTION What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? 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. 5

6 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). 6

7 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? Self-Knowledge Perspective What are the limitations of sexual reproduction? How are my views about biotechnology shaped by my new knowledge of DNA? 7

8 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 8

9 Performance Task Blueprint Unit: DNA/RNA and Meiosis Type: Explanation Topic Area: 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. 9

10 Biology Name Period Date Introduction: DNA IN MY FOOD? 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 10

11 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? 11

12 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? 12

13 CATEGORY Materials Question/Purpose Spelling, Punctuation and Grammar All materials and 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 clearly identified and stated. Two or fewer errors in spelling, punctuation and grammar in the report. Drawings/Diagrams Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately. Participation Used time well in lab and focused attention on the experiment. Procedures Journal/Notebook Procedures are listed in clear steps. Each step is numbered and is a complete sentence. Clear, accurate, dated notes are taken regularly. 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. Most of the materials and the set up used in the experiment are accurately described. 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. 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. Dated, notes are taken occasionally, but accuracy of notes might be questionable. 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 erroneous or irrelevant. More than 5 errors in spelling, punctuation and grammar in the report. Needed diagrams are missing OR are missing important labels. Participation was minimal OR student was hostile about participating. Procedures do not accurately list the steps of the experiment. Notes rarely taken or of little use. 13

14 CATEGORY Summary Scientific Concepts Safety 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. 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. Summary describes the information learned. Report illustrates a limited 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. No summary is written. Report illustrates inaccurate understanding of scientific concepts underlying the lab. 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 14