Biology Partnership (A Teacher Quality Grant) Lesson Plan Construction Form

Transcription

1 Biology Partnership (A Teacher Quality Grant) Lesson Plan Construction Form Identifying Information: (Group Members and Schools, Title of Lesson, Length in Minutes, Course Level) Title of Lesson: DNA to RNA: Transcription Length: 50 minutes Course Level : 9 th & 10 th Biology Members: 1. TC Brewer, Port St. Joe 2. Heidi Montgomery, Franklin County Schools 3. Patricia Piland, Taylor Co. High 4. Travis Moore, Chipola College student 5. Amanda Clark, Chipola College Instructor 6. Mentor, Katie McCurdy 7. Steven Byrd, FAMU DRS Motivation: Students will watch video clip to activate prior knowledge of DNA and be able to compare it to RNA. View video clip on TEDEd about DNA. (4:27 minutes) Venn Diagram: After viewing video clip students will construct a Venn diagram based on the similarities/differences of DNA and RNA. (5 minutes) DNA RNA

2 Transcription (DNA to RNA) Pre-test (5-6 minutes) 1. A diagram of a cellular process is shown below. Which of the following identifies the process shown at point Y? a. Translation b. Translocation c. Replication d. Transcription 2. What did the DNA sequence that produced an mrna strand with the sequence AGUACA look like? a. UCAUGU b. AGTACA c. AGUACA d. TCATGT 3. Transcription creates an mrna molecule using DNA as a template. Where does this occur? a. in the cell membrane b. in the cytoplasm c. in the nucleus d. in the ribosomes

3 4. What molecule is NOT made during transcription? a. trna b. mrna c. DNA d. rrna 5. How is RNA different from DNA a. DNA contains the sugar ribose b. RNA contains the sugar deoxyribose c. RNA is single-stranded d. RNA contains thymine? 6. Which type of molecule contains the genetic code? a. DNA b. RNA c. Proteins d. Ribose 7. What are the basic building blocks of DNA and RNA? a. Ribose b. Purines c. Nucleotides d. Phosphorus 8. Which base is not found in RNA? a. Adenine b. Cytosine c. Guanine d. Thymine

4 Needed Materials & Set-Up per collaborative pair: 1 Sheet of five different colors of construction paper Pair of scissors Black magic marker 1 thing of scotch tape Set-Up: The class set-up is attached. The students will be working in groups of two throughout the activity. The students will stay in their desk for the majority of the lesson. The supplies of the activity will passed out to them. If they need any extra materials they are allowed to get up, but only one at a time to keep the traffic to a minimum. Outcomes Dimensions of K-12 Science Education Standards: 1. Scientific and Engineering Practices Developing and using models. Obtaining, evaluating, and communication information. 2. Crosscutting Concepts Patterns. Structure and function. 3. Disciplinary Core Ideas LS1: From molecules to organisms: Structures and processes Next Generation Sunshine State Standards: SC.912.L.16.5 Explain the basic processes of transcription and translation, and how they result in the expression of genes. SC.912.L.16.9: Explain how and why the genetic code is universal and is common to almost all organisms.

5 Content Literacy Standards: LACC.910.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LACC.910.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or LACC.910.RST.2.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).technical context relevant to grades 9 10 texts and topics. Specific Learning Outcomes: Compare DNA to RNA and replication to transcription by constructing an accurate Venn Diagram. After the motivation activity, recall the process of DNA replication and accurately explain why more DNA is needed. After the lesson, accurately explain the basic process of transcription from a segment of DNA to a molecule of RNA. Given diagrams, correctly identify the three types of RNA and accurately explain their purposes. After viewing a presentation, correctly explain where RNA transcription fits into The Central Dogma. Given materials, students will construct an accurate model of DNA. Presentation and Participation: Lecture will be presented with a Prezi (attached) Time- 20 minutes Instructional Strategy: Behavior (Lecture) Power notes will be given to students to assist them with note taking during the Prezi. (see attached). Time- Included above Instructional Strategy: Cognitive (Summarizing and Note Taking) Students will do a DNA to RNA activity. Time- 20 minutes Instructional Strategy: Other (Cooperative Learning) 1. Copy the parts for the four different DNA nucleotides onto your construction paper, making sure that each different nucleotide is on a different color paper. Make ten copies of each nucleotide. 2. Using scissors, carefully cut out the shapes of each nucleotide. 3. Using any order of nucleotides that you wish, construct a double-stranded DNA

6 molecule. If you need more nucleotides, copy them as in step Fasten your molecule together using clear tape. Do not tape across base pairs. 5. As in step 1, copy the parts for A, G, and C RNA nucleotides. Use the same colors of construction paper as in step 1. Use the fifth color of construction paper to make copies of uracil nucleotides. 6. With scissors, carefully cut out the RNA nucleotide shapes. 7. With your DNA molecule in front of you demonstrate the process of transcription by first pulling the DNA molecule apart between the base pairs. 8. Using only one of the strands of DNA, begin matching complementary RNA nucleotides with the exposed bases on the DNA model to make mrna. 9. When you are finished, tape your new mrna molecule together. Questions: (3 higher order analysis, synthesis, evaluation) Explain the role of messenger RNA in transcription. Explain the differences between RNA and DNA. Justify why DNA does not leave the nucleus of the cell. How often does transcription takes place within a cell? Compare replication to transcription. Reflection:. Written formative assessment will take place through the Post-test (same as Pre-test). Feedback will also be given during the group manipulative activity on RNA transcription. Transcription (DNA to RNA) Post-test (5-6 minutes) 1. A diagram of a cellular process is shown below.

7 Which of the following identifies the process shown at point Y? a. Translation b. Translocation c. Replication d. Transcription 2. What did the DNA sequence that produced an mrna strand with the sequence AGUACA look like? e. UCAUGU f. AGTACA g. AGUACA h. TCATGT 3. Transcription creates an mrna molecule using DNA as a template. Where does this occur? e. in the cell membrane f. in the cytoplasm g. in the nucleus h. in the ribosomes

8 4. What molecule is NOT made during transcription? a. trna b. mrna c. DNA d. rrna 5. How is RNA different from DNA a. DNA contains the sugar ribose b. RNA contains the sugar deoxyribose c. RNA is single-stranded d. RNA contains thymine? 6. Which type of molecule contains the genetic code? a. DNA b. RNA c. Proteins d. Ribose 7. What are the basic building blocks of DNA and RNA? a. Ribose b. Purines c. Nucleotides d. Phosphorus 8. Which base is not found in RNA? a. Adenine b. Cytosine c. Guanine d. Thymine Safety: Teacher will orally review the safety rules as follows and specifically demonstrate for students. Conduct yourself in a responsible manner at all times in the laboratory. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.

9 Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory. When using sharp instruments, always carry with tips and points pointing down and away. Always cut away from your body. Never try to catch falling sharp instruments. Grasp sharp instruments only by the handles. Always wear safety goggles in the lab. Teacher will connect safety concerns with safety rules previously shared with students. Teacher will include a few remarks at the beginning of lesson to address safety. Teacher will prepare students to perform activity within this lesson in a safe manner. Teacher will ask students about allergies prior to activity and have alternative materials for allergic students. Transformative: (Accommodations for at least 2 special needs students) ADD/ADHD students may complete the worksheets with a learning partner who can assist with staying on task in a timely manner. VARYING EXCEPTIONALITIES/E.H. STUDENTS: Due to the requirement of group work, teachers need to be aware of the need to group in a heterogeneous manner. For an auditory learner, the teacher could administer the pre and post-tests aloud. ESOL: Recording of the lesson steps. Assign a peer partner who can help with interpreting information. Utilize: After review the results of the post test, areas of concern might be time constraints, especially the presentation. Some lower-learning students may need more time to discuss the material and take notes. This could be addressed by allowing more time. Another challenge is that understanding RNA is contingent upon understanding DNA and its purpose. More time could be spent on recall of DNA and replication.

10 A replication review activity could be done. Strengths include that the concept in this lesson is concise and if students understand the structure of DNA and replication, they could easily make the jump to transcription. Students liked the hands-on activity and enjoyed coloring. Misconceptions regarding the differences between DNA and RNA were cleared up. For example, that it is only a portion of a strand of DNA that is transcribed to make a molecule of RNA. The post-test indicates that 70% of students got 6/8 correct on the post-test, compared with no students getting 6 or more correct answers on the pre-test