-
- From: Catholic Schools High School Science
- Contributed By: Alliance for Catholic Education (ACE)
This lesson plan was created based on a template developed for the Curriculum, Instruction & Assessment initiative sponsored by the Alliance for Catholic Education.
Number of Days:
Prior Knowledge:
Lesson Objective:
Lesson Assessment:
Benchmark or Standards:
Materials Needed:
Enrichment:
Accommodations:
Procedures:
Attached Files:
Changes for Next Time:
What Worked Well:
Number of Days:
2 days
Prior Knowledge:
SWBAT define the nucleus, explain the cell cycle, and describe the cellular basis of cancer.
Lesson Objective:
SWBAT utilize a model of DNA to describe the process of replication.
Lesson Assessment:
Quiz
Benchmark or Standards:
B.1.24 Explain that gene mutations can be caused by such things as radiation and chemicals. Understand that when they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to descendant cells only.
B.1.25 Explain that gene mutation in a cell can result in uncontrolled cell division, called cancer. Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.
B.1.25 Explain that gene mutation in a cell can result in uncontrolled cell division, called cancer. Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.
Materials Needed:
Laptop, Projector, DNA extracation lab materials, candy for DNA model activity
Enrichment:
Analysis of DNA polymerase and cancer, extracation lab, "Sunny Delight" article
Accommodations:
Building models
Procedures:
| Time | Learning Task | Method or Procedure |
|---|---|---|
| Day 1 | ||
| 3 | Assess prior knowledge | Bellwork: What is a gene? Where do genes come from? What do they do? |
| 2 | Prayer | |
| 9 | Discuss bellwork | class discussion |
| 15 | Explain the origins of DNA in the cell | DNA Extrication lab: basic experiment in which students remove DNA from wheat germ cells |
| 15 | Describe the structure of DNA and relate it to chromosomes. Define the nitrogenous bases, base-pairs, complementary, and anti-parallel | Notes supplemented by flash video showing the growing complexity of DNA strand from the bases to the double helix |
| 10 | Construct a model of DNA (using candy) with 5 base-pairs, 5' and 3' ends, and phosphate backbone. Students must label their model. | Work in pairs |
| 2 | Assess/close: Where is DNA located? What are base-pairs? | Exit card |
| Day 2 | ||
| 3 | Activate prior knowledge | Bellwork: What is bad about getting sunburned too often? |
| 2 | Prayer | |
| 3 | Discuss bellwork | class discussion |
| 20 | Explain the molecular basis of replication. Students will draw the process of replication, labeling the replication forks, helicases, DNA polymerase. Prior to drawing, students will use their model from yesterday and "replicate" their strand. | Read, model, draw |
| 25 | Analyze the consequences of errors in replication, and how these errors come about. Students will read "sunny delight" article that describes people who have mutations in their DNA polymerase, thus making them more-susceptible to skin cancer. Students will also define "DNA mutations" and explain how an increase in mutations results in an increase of chances for cancer. | Read "Sunny Delight" article |
| 5 | Recall BW. Relate to the final reading of the day. | closure--class discussion |
Attached Files:
| tonyhollowellmoleculargeneticsDNAlab.doc |
Changes for Next Time:
Here the lesson author can reflect on changes for future years. After executing the lesson in the classroom, the member can edit this section of the wiki resource to describe changes for making the lesson more effective next time
What Worked Well:
After executing the lesson in the classroom, edit the wiki resource to highlight particularly effective activities or assessments for reference in future years.
