-
- From: Catholic Schools High School Science
- Contributed By: Alliance for Catholic Education (ACE)
Excel template of the unit cover page and lesson plans. Also includes the course outline into which this unit fits.
Course:
9th Grade Biology
Unit Number:
2 Estimated Duration:
16 days
Unit Rationale:
This unit occurs after students have gained basic knowledge of the structures and functions of the cell and its organelles in Unit 1. Through the unit, students gain an important basis in genetics that will help them understand the foundations of the many other biological concepts explored throughout the course. This unit addresses the following Indiana state standards for high school biology: B.1.7-8 (explain that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activities, such as growth and division; understand and describe that all growth and development is a consequence of an increase in cell number, cell size, and/or cell products; explain that cellular differentiation results from gene expression and/or environmental influence), B.1.15 (understand and explain that, in biological systems, structure and function must be considered together), B.1.21 (understand and explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules), B.1.23-26 (Understand that and describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that develops from it, and that the resulting features may help, harm, or have little or no effect on the offspring’s success in its environment. 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. 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. Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules and that this is virtually the same mechanism for all life forms.).
Unit Goal:
SWBAT analyze how changes in DNA result in gene mutations and evaluate the effects of these mutations on the cell and the organism.
Prior Knowledge:
SWBAT describe the various functions of proteins within the cell, explain the role of the nucleus in the cell, and explain the cytological basis for cancer.
Unit Assessment:
Given the function of a specific protein in the body, students will analyze a mutation in a gene partially responsible for the function of the protein and predict the mutation's potential effects on the function of the protein, the cell, and the organism. Students will be given the wild-type and mutated DNA sequences, and after transcribing and translating the sequences, students will conduct their analysis. Lesson Plans:
2 Estimated Duration:
16 days
Unit Rationale:
This unit occurs after students have gained basic knowledge of the structures and functions of the cell and its organelles in Unit 1. Through the unit, students gain an important basis in genetics that will help them understand the foundations of the many other biological concepts explored throughout the course. This unit addresses the following Indiana state standards for high school biology: B.1.7-8 (explain that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activities, such as growth and division; understand and describe that all growth and development is a consequence of an increase in cell number, cell size, and/or cell products; explain that cellular differentiation results from gene expression and/or environmental influence), B.1.15 (understand and explain that, in biological systems, structure and function must be considered together), B.1.21 (understand and explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules), B.1.23-26 (Understand that and describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that develops from it, and that the resulting features may help, harm, or have little or no effect on the offspring’s success in its environment. 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. 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. Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules and that this is virtually the same mechanism for all life forms.).
Unit Goal:
SWBAT analyze how changes in DNA result in gene mutations and evaluate the effects of these mutations on the cell and the organism.
Prior Knowledge:
SWBAT describe the various functions of proteins within the cell, explain the role of the nucleus in the cell, and explain the cytological basis for cancer.
Unit Assessment:
Given the function of a specific protein in the body, students will analyze a mutation in a gene partially responsible for the function of the protein and predict the mutation's potential effects on the function of the protein, the cell, and the organism. Students will be given the wild-type and mutated DNA sequences, and after transcribing and translating the sequences, students will conduct their analysis. Lesson Plans:
| Lesson Number | Number of Days | Lesson Objective | Lesson Assessment | Benchmark or Standards |
|---|---|---|---|---|
| LP1 | 2 | Acquring & Integrating LPs SWBAT utilize a model of DNA to describe the process of replication. | Quiz | B.1.24-25 |
| LP2 | 3 | SWBAT explain the process of transcription and translation of a gene to create an amino acid chain. | Quiz | B.1.21, B.1.26 |
| LP3 | 3 | SWBAT apply the process of translation to analyze mutations in a gene. | Quiz | B.1.23, B.1.26 |
| LP4 | 2 | SWBAT relate the basic structure of proteins to their function. | Questioning, test | B.1.15, B.1.23 |
| LP5 | 1 | Traditional test | ||
| LP6 | 2 | Extending & Refining LPs SWBAT articulate how PCR mimics DNA replication to create multiple copies of a gene. | PCR Concept Check | B.1.21 |
| LP7 | 3 | SWBAT analyze the effect of a DNA mutation in the MLH1 gene on the susceptibility of a patient for colon cancer | Class discussion, PA | B.1.7-8, B.1.25 |
| LP8 | 4 | Using Knowledge Meaningfully LP SWBAT analyze the effects a mutation in a tumor suppresor gene would have on the gene itself, the cell and the organism. (Performance Assessment) | PA | B.1.7-8, B.1.15, B.1.21, B.1.23-26 |
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.
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:
Changes for Next Time:
What Worked Well:
Number of Days:
3 days
Prior Knowledge:
SWBAT describe the basic structure of DNA and the process of DNA replication
Lesson Objective:
SWBAT explain the process of transcription and translation of a gene to create an amino acid chain
Lesson Assessment:
Quiz
Benchmark or Standards:
B.1.21 Understand and explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules. B.1.26 Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules and that this is virtually the same mechanism for all life forms.
Materials Needed:
Projector, Laptop, internet access
Enrichment:
Using three mediums (visual, literary, and lecture) to analyze the same topic
Accommodations:
Role-play scenarios in which the process of transcription is acted out, manipulating models
Procedures:
| Time | Learning Task | Method or Procedure |
|---|---|---|
| 5 | Write, in paragraph form, when and how DNA replicates | Bellwork |
| 2 | Prayer | |
| 10 | Define key terms: RNA, uracil, transcription, translation, gene | Read 2 paragraphs on transcription/ translation, and define terms on the board |
| 8 | Explain the differences between RNA and DNA | lecture and questioning |
| 10 | Describe the process of transcription, and relate to RNA | lecture and guided reading |
| 10 | Practice transcription: Write DNA sequence on the board, students come up and write the complementary RNA sequence. Teacher must be constantly asking about what molecules are performing what functions, where this is happening, etc. | Board work |
| 5 | What are similarities and differences between transcription and replication? | Brainstorm |
| 10 | Watch video on DNAi website showing the process of transcription. Teacher is continually probing students with questions about the molecules involved, etc. | Video |
| Day 2 | ||
| 3 | Review notes for the quiz | Bellwork |
| 2 | Prayer | |
| 20 | Quiz on DNA structure and replication | Independent & individual |
| 2 | Why is DNA called "the genetic code?" | Brainstorm |
| 10 | Watch video from DNAi website about "the problem" and "the players" in describing the genetic code. | Video |
| 2 | Define translation | notes |
| 15 | Watch video of translation, making notes of the key steps in the process | Video and notes |
| 2 | Closure: How is translation similar to transcription? | Exit card |
| Day 3 | ||
| 3 | Explain the relationship between amino acids and genes | Bellwork |
| 2 | Prayer | |
| 15 | Act out the process of translation. Each student is an amino acid (some students may represent two amino acids). A genetic sequence is placed on the board. Mr. Hollowell acts as the ribosome, and the appropriate students must contribute their amino acid to a growing amino acid strand. Students critique the process, and teacher is constantly asking questions about when to move, what molecules are involved, etc. | Class role-play |
| 35 | Students are given 3 DNA strands. They must transcribe and then translate the sequence to get the amino acid strand. Finally, we reverse the process, where students are given an amino acid strand and must "decode" it to get the DNA strand from which it originated. | Example problems |
| 2 | Why is DNA called "the genetic code?" | Closure |
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.
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:
Changes for Next Time:
What Worked Well:
Number of Days:
3 days
Prior Knowledge:
SWBAT transcribe a DNA sequence and translate an RNA sequence.
Lesson Objective:
SWBAT apply the process of translation to analyze mutations in a gene.
Lesson Assessment:
Quiz
Benchmark or Standards:
B.1.23 Understand that and describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that develops from it, and that the resulting features may help, harm, or have little or no effect on the offspring’s success in its environment. B.1.26 Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules and that this is virtually the same mechanism for all life forms.
Materials Needed:
Projector, laptop, X-men video
Enrichment:
open-ended questioning (X-men), predicting before concluding
Accommodations:
graphic organizers
Procedures:
| Time | Learning Task | Method or Procedure |
|---|---|---|
| 10 | Students are given a strand of DNA, and they must transcribe and translate this strand. Then, they must change one base on that strand, and transcribe and translate this new sequence. What do you notice? | Bellwork |
| 2 | Prayer | |
| 4 | Discuss bellwork | class discussion |
| 3 | Explain the different types of DNA mutations | Notes |
| 4 | Predict the consequences of different DNA mutations on the amino acid sequence. If you substitute a DNA base pair, will the amino acid always have the same change? | Brainstorm |
| 20 | Explain how the mutations in DNA result in different amino acid mutations. Use a graphic organizer showing the original DNA strand, the DNA mutation, the RNA strand, and the Amino Acid strand | Graphic organizer, questioning |
| 2 | Is a DNA mutation ALWAYS bad? | Exit card |
| Day 2 | ||
| 3 | BW: Do you think it is possible to create X-Men from mutations? (Show video clip of X-men that describes how they were the result of "mutations") | Bellwork |
| 2 | Prayer | |
| 4 | Discuss BW: begin to focus on the idea of how mutations may or may not effect an organism, and the extent to which they may cause change in the phenotype of the organism. | Discussion |
| 45 | Transcription, translation, and mutations worksheet. Students will be given DNA sequences to transcribe and translate. Then, they will make DNA mutations and analyze the effect of these mutations on the amino acid strands. | Pair-work |
| HW | HW: Study for quiz on transcription, translation, and mutations | |
| Day 3 | ||
| 5 | BW: Review for quiz, finish going over the pair-work from yesterday | Bellwork |
| 2 | Prayer | |
| 40 | Quiz | Independent & Individual |
| 7 | Answer questions from the quiz | Class discussion |
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.
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:
Changes for Next Time:
What Worked Well:
Number of Days:
2 days
Prior Knowledge:
SWBAT state the role of some proteins in the cell
Lesson Objective:
SWBAT relate the basic structure of proteins to their function
Lesson Assessment:
class questioning, test
Benchmark or Standards:
B.1.15 Understand and explain that, in biological systems, structure and function must be considered together B.1.23 Understand that and describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that develops from it, and that the resulting features may help, harm, or have little or no effect on the offspring’s success in its environment.
Materials Needed:
Projector, Laptop, PPT slides
Enrichment:
Integrating chemistry to genetics
Accommodations:
Skeleton outline of ppt lecture, Parallel of protein complementarity to a lock and key
Procedures:
| Time | Learning Task | Method or Procedure |
|---|---|---|
| 2 | Prayer | |
| 50 | Relate structure of various proteins to their functions. | Direct instruction using PowerPoint presentation & class discussion |
| HW | HW: Study for the teacher test | |
| Day 2 | ||
| 2 | Prayer | |
| 50 | Review for test | Interactive Jeopardy! game |
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.
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:
Changes for Next Time:
What Worked Well:
Number of Days:
1 day
Prior Knowledge:
SWBAT utilize a model of DNA to describe the process of replication. SWBAT explain the process of transcription and translation of a gene to create an amino acid chain. SWBAT apply the process of translation to analyze mutations in a gene. SWBAT relate the basic structure of proteins to their function
Lesson Objective:
(At a basic/unsophisticated level) SWBAT analyze how changes in DNA result in gene mutations and evaluate the effects of these mutations on the cell and the organism.
Lesson Assessment:
Test
Benchmark or Standards:
B.1.15, B.1.23-26
Materials Needed:
Test
Enrichment:
None
Accommodations:
Any approved test-taking accommodations for individual students
Procedures:
| Time | Learning Task | Method or Procedure |
|---|---|---|
| 2 | Prayer | |
| 50 | Test | Independent & Individual |
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.
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:
Procedures:
Changes for Next Time:
What Worked Well:
Number of Days:
2 days
Prior Knowledge:
SWBAT construct a complementary strand of DNA given a template, and describe the molecules involved.
Lesson Objective:
SWBAT articulate how PCR mimics DNA replication to create multiple copies of a gene.
Lesson Assessment:
PCR concept check
Benchmark or Standards:
B.1.21 Understand and explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules.
Materials Needed:
TV, VCR, Jurassic Park movie, PCR concept check paper, computers w/ internet
Procedures:
| Time | Learning Task | Method or Procedure |
|---|---|---|
| 3 | BW: How are dinosaurs created in Jurassic Park? | Bellwork |
| 2 | Prayer | |
| 15 | Watch Clips from Jurassic Park that explain how the dinosaurs are created | Video and discussion |
| 30 | Reading about the steps of PCR and its role in creating dinosaurs in Jurassic Park, emphasizing the role of the replication machinery. | Reading and guided questions |
| 2 | Why is PCR impossible without Taq polymerase? | Exit card |
| Day 2 | ||
| 3 | BW: What are some of the implications of PCR for genetic research? | Bellwork |
| 2 | Prayer | |
| 4 | Discuss bellwork | Class discussion |
| 20 | Students complete an interactive simulation of PCR on the computers, and they can see how the copies double after every cycle and it requires students add the proper components at the proper times. | Lab simulation using computers (The actual lab itself is prefered, but our lab was inoperable at the time). |
| 10 | Analyze how PCR mimics DNA replication. What is similar and different between the two? | Brainstorm, notes |
| 15 | PCR concept check | Individual and independent work on assessment |
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.
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:
Procedures:
Changes for Next Time:
What Worked Well:
Number of Days:
3 days
Prior Knowledge:
SWBAT transcribe and translate a gene, and describe the effects of mutations on this gene.
Lesson Objective:
SWBAT analyze the effect of a DNA mutation in the MLH1 gene on the susceptibility of a patient for colon cancer.
Lesson Assessment:
Performance assessment
Benchmark or Standards:
B.1.7 Explain that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activities, such as growth and division. Note that cell behavior can also be affected by molecules from other parts of the organism, such as hormones.
B.1.8 Explain that cellular differentiation results from gene expression and/or environmental influence.
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.1.8 Explain that cellular differentiation results from gene expression and/or environmental influence.
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:
Guided reading questions, computers, internet access, graphic organizer
Procedures:
| Time | Learning Task | Method or Procedure |
|---|---|---|
| 3 | BW: Recall our work last unit with cancer. What is cancer? How does it affect the cell cycle? What were some of the genes that were involved? | Bellwork |
| 2 | Prayer | |
| 45 | Intro to MLH1 and HNPCC: define tumor-suppressor and oncogenes, mismatch repair proteins, the MLH1 gene and what it codes for, what is HNPCC, how people are diagnosed with HNPCC, the genes thought to be involved with HNPCC, the potential relationship between HNPCC and MLH1, etc | Pair work on guided reading and questions, Lecture for supplementary material not in the reading |
| 4 | What is our goal for this experiment? To determine the extent to which mutations in the MLH1 gene may cause cancer. | Notes and questioning |
| Day 2 | ||
| 2 | Prayer | |
| 50 | Students will go to the computer lab and use on-line transcription and translation tools to determine the exact DNA and any subsequent amino acid mutations for patients with HNPCC. The students are given the DNA sequence in a file, and they must analyze the sequence using the on-line tools. | Computer lab |
| Day 3 | ||
| 2 | Prayer | |
| 10 | Summarize the results. Each group reveals the mutation of their patient (both the DNA and any subsequent AA mutations), and students fill out a chart showing the results. | Graphic organizer |
| 5 | Results Analysis. Students will begin to draw conclusions based off of these results | Pair work |
| 10 | Results Analysis. Students will begin to draw conclusions based off of these results | Class Discussion |
| 10 | Description of the paper requirements | Lecture with Handout |
| 20 | Work on independent paper | Computer Lab |
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.
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:
Procedures:
Changes for Next Time:
What Worked Well:
Number of Days:
4 days
Prior Knowledge:
SWBAT explain transcription & translation, relate protein structure & function, describe how mutations generally affect genes, cells and organisms.
Lesson Objective:
SWBAT analyze the effects a mutation in a tumor suppresor gene would have on the gene itself, the cell and the organism.
Lesson Assessment:
Performance assessment
Benchmark or Standards:
B.1.7-8, B.1.15, B.1.21, B.1.23-26,
Materials Needed:
Computer lab, performance assessment sheet.
Procedures:
| Time | Learning Task | Method or Procedure |
|---|---|---|
| 2 | Prayer | |
| 10 | Explain paper assignment: each student will write an essay analyzing the effect the RCS2 gene has on skin cancer. Planning for the essay will occur in pre-assigned groups of three. | Direct instruction; answering student questions |
| 45 | Students outline essay, teacher walks around room pushing students to consider how a mutation on the RCS2 gene affects the gene itself, the cell, and finally the organism's skin. Students begin introduction individually if they finish their outline and gain the teacher's approval. | Work in groups of three |
| Day 2 | ||
| 2 | Prayer | |
| 55 | Work on paper | Individual work in computer lab |
| Day 3 | ||
| 2 | Prayer | |
| 55 | Work on paper | Individual work in computer lab |
| Day 4 | ||
| 2 | Prayer | |
| 55 | Performance Assessment | Indpendent & Individual work |
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.
