* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Cellular Process: RNA and Protein Synthesis
Bottromycin wikipedia , lookup
Transcription factor wikipedia , lookup
Molecular cloning wikipedia , lookup
Promoter (genetics) wikipedia , lookup
Cre-Lox recombination wikipedia , lookup
Expanded genetic code wikipedia , lookup
Protein adsorption wikipedia , lookup
Non-coding RNA wikipedia , lookup
Messenger RNA wikipedia , lookup
Epitranscriptome wikipedia , lookup
Biochemistry wikipedia , lookup
Eukaryotic transcription wikipedia , lookup
Vectors in gene therapy wikipedia , lookup
List of types of proteins wikipedia , lookup
RNA polymerase II holoenzyme wikipedia , lookup
Nucleic acid analogue wikipedia , lookup
Non-coding DNA wikipedia , lookup
Proteolysis wikipedia , lookup
Genetic code wikipedia , lookup
Molecular evolution wikipedia , lookup
Two-hybrid screening wikipedia , lookup
Silencer (genetics) wikipedia , lookup
Gene expression wikipedia , lookup
Transcriptional regulation wikipedia , lookup
Campus: Princeton High School Author(s): Jody Gerber and Meaghan Hodapp Date Created / Revised: October 1, 2016 Six Weeks Period: 3rd Grade Level & Course: PAP Biology Timeline: 13 days Unit Title: Unit 7: Cellular Processes – Protein Synthesis Stated Objectives: TEK # and SE Lesson # 1 B.4 Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to: B. Investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; and (READINESS STANDARDS) B.6 Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to: A. Identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA; (READINESS STANDARDS) B. Recognize that components that make up the genetic code are common to all organisms; C. Explain the purpose and process of transcription and translation using models of DNA and RNA; E. Identify and illustrate changes in DNA and evaluate the significance of these changes; (READINESS STANDARDS) H. Describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms. B.9 Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to: D. Analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life. See Instructional Focus Document (IFD) for TEK Specificity Key Understanding s Misconceptions Explain the purpose and process of transcription and translation using models of DNA and RNA. Describe how information for specifying the traits of an organism is carried in the DNA Evaluate the significance of DNA changes in the making of proteins. Analyze and evaluate evidence regarding formation of simple organic molecules and their organization into long complex molecules (proteins). Identify components of DNA Recognize that components that make up the genetic code are common to all organisms. Identify and illustrate changes in DNA This website has a plethora of information regarding misconceptions o http://assessment.aaas.org/topics Students may think that protein synthesis is carried out differently in each species. Students may think the process of protein synthesis is the same as DNA replication. Students may think amino acids are produced by the process of translation. Students may think all mutations are harmful to the organism. Some students may think that the purpose of protein synthesis is to make amino acids. Since they work hand in hand, students are always hearing the terms used together. As a result, students often lose track of where amino acids originate from, and the purpose of protein synthesis. Once synthesized on the ribosome, proteins remain in their folded state. Students often believe that after a protein is released from the ribosomes, there are no further modifications that occur. All mutations have a drastic change effect on protein structure. Often, students hear the word mutation, and associate it with having a tremendous effect on the protein and its function. This is likely due to the fact that students begin learning about mutations after already being exposed to the term from a non-scientific perspective. In other words, they hear ‘mutation’ in cartoons and the media, and understand it to mean that a person develops into a highly disfigured being. All mutations have negative effects. This misconception is often coupled with the one above. Likely for the same reasons, students approach mutations with the belief that all mutations are bad and result in highly disfigured or diseased beings. Key Vocabulary See vocabulary words for each day. Understanding vocabulary is imperative for students if they are going to pass STAAR. Use these words repeatedly. Suggested Day 5E Model Instructional Procedures Day 1November 30 Topic – RNA and Transcription Objective of the Day: Describe the process of Transcription Materials Copy notes for each student Copy of ch. 13 homework B.4B Investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; and (READINESS STANDARDS) Resources – pages 360 - 365 Engage Explain B.6C Explain the purpose and process of transcription and translation using models of DNA and RNA Engage Ask: Which cell structure produces proteins? Ask: Name some body parts that contain proteins? Ask: Why do athletes drink “protein drinks”? Explain Review Structure and Function of RNA PPT and Notes- Transcription Homework: Review transcription notes Closing task, product or question: Think-pair-share: talk out steps of transcription to your partner. Teacher will call out students to restate partners answer. Day 2December 1 Explore Explain Materials, Resources, Notes (Engage, Explore, Explain, Extend/Elaborate, Evaluate) Topic: Transcription/Translation Objective of the Day: Explain the process of translation. B.6C Explain the purpose and process of transcription and translation using models of DNA and RNA; Explore ENTRY TICKET-write out the steps of transcription Notes Vocabulary Words Central Dogma DNA mRNA Protein Protein Synthesis Gene expression Transcription Translation Replication Ribosome Nucleus transcribe codon nucleotide Materials Copy notes for each student Transcription Review worksheet Translation worksheet Resources – page 366 - 371 Notes using correct vocabulary Or Transcription Review worksheet Explain PPT and notes - translation o Explain how to read the codon chart This is paramount for students to understand The STAAR test will not have the codon letters next to the amino acid Elaborate Worksheet-Translation (P drive) Homework: Review translation notes Vocabulary Words DNA mRNA nucleus mRNA tRNA codon anticodon transcribe translate amino acid peptide bond polypeptide bond Central Dogma Closing task, product or question: Identify and explain the steps of translation in translation worksheet. Day 3December 2 Topic: Protein Synthesis Objective of the Day: Understand how the sequence of DNA codes for the identity of an individual. Explore B.6C Explain the purpose and process of transcription and translation using models of DNA and RNA; Explore Chapter 13 Guided Reading of Making Proteins Closing task, product or question: Describe the steps of protein synthesis in its entirety. Day 4December 5 Explore Elaborate Topic: Protein Synthesis Objective of the Day: Put together DNAproteinsgenes B.6C Explain the purpose and process of transcription and translation using models of DNA and RNA; Materials Copy CH 13 Guided reading for each student Resources – pages 212 - 213 Notes Vocabulary Words DNA mRNA nucleus mRNA tRNA codon anticodon transcribe translate amino acid peptide bond polypeptide bond Materials Copy of worksheet for each student Copy Snork for each student Resources Miller & Levine pages 362-383 EXPLORE Worksheet: Transcription and Translation (P drive) Notes Elaborate Build a “SNORK” Vocabulary Words (see above) Closing task, product or question: Create snork using the process of protein synthesis Day 5- Topic: Protein Synthesis Materials December 6 Objective of the Day: Models the steps of protein synthesis B.6C Explain the purpose and process of transcription and translation using models of DNA and RNA; Resources – pages 372 - 376 Elaborate Explore Modeling Transcription and Translation Activity Evaluate Codon Bingo Game Copy Snork for each student Copy Bingo cards for Codon Bingo for each student Notes Vocabulary Words See all the vocabulary words for each day Closing task, product or question: Summarize how proteins are made using the vocabulary terms. Day 6December 7 Engage Explain Explore Topic: Mutations Objective of the Day: Changes in DNA can change the overall outcome. B.6E Identify and illustrate changes in DNA and evaluate the significance of these changes; (READINESS STANDARDS) Engage Have groups of students briefly research genetic mutations Briefly report findings to the class (Using learn.genetics) Explain PPT and Notes – gene mutation Provide several examples of gene mutations like SCA, Hemophilia, Color-blindness, Tay-Sachs, etc…, Explore-Homework Mutations worksheet Have students figure out themselves and facilitate Materials Computers/IPADS Resources http://learn.genetics.utah.edu/cont ent/variation/ Notes Engage activity should be quick- give students specific ones to look at then group discussion Vocabulary Words Gene mutation Point mutation Deletion Insertion Frameshift Substitution Closing task, product, or question: Identify changes in DNA in mutations worksheet. Next class: Latin Quiz #3 Day 7December 8 Topic: Protein Synthesis Objective of the Day: Protein synthesis quiz Evaluation Evaluate Quiz: Protein Synthesis Resources Homework: Hand out test review and start working on it. Notes Closing task, product or question: Identify amino acids produced in codon bingo. Vocabulary Words Next class: Latin Quiz #3 Materials Copy of quiz for each student Copy of test review Day 8December 9 Evaluation Topic: Review Protein Synthesis Review activities Quiz, quiz, trade – major vocabulary words Work on review Materials Copy review for each student ( usually give this out several days in advance) Quiz, quiz trade cards Latin Quiz for each student Resources Evaluate Latin Quiz #3 Notes Vocabulary Words Day 9December 12 COUNSELOR’S DAY WHAT IS SEX? WHAT IS LOVE? DISCUSSION Materials Counselor “What is sex/love?” Resources Notes Vocabulary Words Day 10December 13 Review Gene expression Materials Copy test review Activities-text vs letter Resources Notes Vocabulary Words See above Day 11December 14 Topic: Six Weeks Test Review Review for Evaluation Materials Copy test review Activities Resources Notes Vocabulary Words See above Day 12December 15 Evaluation Evaluate-3rd Six weeks test Materials Copy test per student Resources Notes Vocabulary Words See above Day 13December 16 Elaborate Elaborate Life Science: Forensics- Discovery Education Materials Video: Discovery EducationLife Science Forensics (20 minutes) Resources Notes Vocabulary Words Accommodations for Special Populations Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.