Download ORLANDO BIOLOGY ~ LESSON PLANS Competencies for 21st

ORLANDO BIOLOGY ~ LESSON PLANS
Competencies for 21st Century Learners
Collaborative Team Member
Effective Communicator
Globally Aware, Active, &
Responsible Student/Citizen
Information Literate Researcher
Innovative & Practical Problem Solver
Self-Directed Learner
Week of 4/30- 5/4
Lesson: Review Day for DNA, Protein synthesis, mutations test
1. Enduring Understanding: DNA to RNA to Proteins is the central dogma of molecular biology. The
structure of nucleic acids (DNA & RNA) relates to the roles they play in storing and expressing genetic
information. The genetic code is universal to all living things.
Changes in the genetic code form the raw material for evolution.
2. Goals & Objectives: Students will know that the contribution and impact of the following scientists on our
understanding of the structure and function of DNA
o Griffith’s “transforming substance”
o Hershey and Chase
o Chargaff
o Franklin & Wilkins
o Watson and Crick
 That a DNA molecule is a long chain of four kinds of smaller unit molecules (nucleotides) whose precise
sequence in the chain encodes genetic information.
 That the information passed from parents to offspring is coded in DNA molecules.
 That DNA replication is semiconservative
 That the processes of transcription and translation use the information from the DNA to make specific
proteins.
 That control of transcription is on the gene level and is affected by many factors such as the environment
and the stage of life.
 That a change (mutation) in the DNA sequence (such as inserting, deleting or substituting DNA nucleotides)
can be passed on to subsequent generations.
3. Guiding Question: If all of the cells in my body contain the same genetic information how do different
tissues arise? How is it that a change in the genetic code can have a benign effect, a deleterious effect, or no
effect at all?
4. Assessment: Individual work on pre-test and review. Catchphrase review game.
5. 21st Century Competencies: Effective communicator and self directed learner.
6. Activities: Pair share review packet-discuss. Individually work on pre-test. Review. Catchphrase review
game.
7. Homework: study for test.
Lesson: Test and intro meiosis
1. Enduring Understanding: n/a
2. Goals & Objectives:.Assess student understanding of DNA structure and function, history, proteins
synthesis and mutations.
3. Guiding Question:n/a
4. Assessment: unit test
5. 21st Century Competencies: n/a
6. Activities: Test. Homework sheet-introduce meiosis.
7. Homework: Meiosis vs. Mitosis worksheet.
Lesson: Meiosis and you
1.Enduring Understandings: The continuity of life is dependent on the process of reproduction.
Meiosis is the process that ensures genetic diversity and continuity while mitosis works to maintain genetic
consistency and continuity.
2. Goals & Objectives: Students will know that meiosis is a process by which cells reduce their genetic
material by half and is a part of sexual reproduction.
That variation is introduced in meiosis through the process of crossing over and independent assortment of
chromosomes.
Students will be able to explain the impact of meiotic processes on genetic variability
And why meiosis must precede fertilization
3. Guiding Question: To what extent is genetic diversity from generation to generation important?
4. Assessment: Exit slip questions on SB. Do now the next day on meiotic divisions. Same do now they did at
beginning of today’s lesson-modify, change etc.
5. 21st Century Competencies: Self-directed learner, effective communicator.
6. Activities: Collect meiosis wksheet. Do now-diagram mitosis vs. Meiosis. Review meiosis with SB-video
and worksheet. Do definitions wksheet for HW.
Lesson: Intro Genetics
1.Enduring Understandings: Patterns can be used to predict inheritance of a genetic trait.
2. Goals & Objectives: Students will be able to explain Mendel's Patterns of inheritance (monohybrid and
dihybrid cross).
3. Guiding Question: For a given genetic trait controlled by two alleles (dominant or recessive), which
phenotype, the dominant or the recessive, will occur most frequently in a population?
4. Assessment: Genetics problems in class # 1. Teacher observation and Q&A.
5. 21st Century Competencies: Self-directed learner. Collaborative team member.
6. Activities: Do-now meiosis and review. Ask around room who has what trait ? How did we get these traits ?
Do both parents have that trait ? Why or why not ?
Intro Mendel and genetics with SB. Laminated meiosis activity. Genetics problems #1 and Practice problems
for HW.