Download Author - Princeton ISD

Campus: Princeton High School
Author(s): Jody Gerber and
Meaghan Hodapp
Date Created / Revised: July 28, 2015
Six Weeks Period: 3rd
Grade Level & Course: PAP Biology
Timeline: 15 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
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Misconceptions
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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.
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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: Models the steps of protein
synthesis
Materials
 Copy worksheet for each student
Resources – pages 212 - 213
B.6C Explain the purpose and process of transcription
and translation using models of DNA and RNA;
Notes
Explore
Explore
 Modeling Transcription and Translation Activity
Closing task, product or question: Describe the steps
of protein synthesis in its entirety.
Day 4December 3
Vocabulary Words
 DNA
 mRNA
 nucleus
 mRNA
 tRNA
 codon
 anticodon
 transcribe
 translate
 amino acid
 peptide bond
 polypeptide bond
Topic: Protein Synthesis
Objective of the Day: Put together
DNAproteinsgenes
Materials
 Copy of Ch. 13 guided reading
worksheet
B.6C Explain the purpose and process of transcription
and translation using models of DNA and RNA;
Resources Miller & Levine pages
362-383
Explore
 Chapter 13 Guided Reading of Making Proteins
Notes
Explore
Closing task, product or question: Summarize how
proteins are made using the vocabulary terms.
Day 5December 4
Vocabulary Words
(see above)
Topic: Protein Synthesis
Objective of the Day: Understand how the sequence of
DNA codes for the identity of an individual.
Materials
 Copy Snork for each student

B.6C Explain the purpose and process of transcription
and translation using models of DNA and RNA;
Resources – pages 372 - 376
Elaborate
Elaborate
 Computer Lab: Build a “SNORK”
Closing task, product or question: Creating SNORK
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
Notes
Vocabulary Words
 See all the vocabulary words for
each day
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
Evaluation
Elaborate
Topic: Review Protein Synthesis
Objective of the Day: Review Protein synthesis
practice.
Evaluate
 Latin Quiz #3
Materials
 Copy of quiz for each student
 Codon bingo cards
 Codon instructions/pieces
 Copy of test review
Resources
Elaborate
 Codon Bingo
Notes
Homework: Hand out test review and start working on it.
Vocabulary Words
Closing task, product or question: Identify amino acids
produced in codon bingo.
Day 8December 9
Evaluation
Review
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
Resources
Notes
Vocabulary Words
Day 9December 10
Evaluation
 Unit 7 Test – Ch. 13 Protein Synthesis
Evaluation
After test, students will work on fingerprinting worksheet (P
drive)
Materials
 Copy test for each student
 Fingerprinting worksheet
Resources
Notes
Students can take fingerprinting
worksheet to complete at home.
Vocabulary Words
Day 10December 11
Explore
Topic: DNA Fingerprinting (Gel Electrophoresis)
Objective of the Day: Practice Gel Electrophoresis/DNA
fingerprinting.
B.6H. Describe how techniques such as DNA
fingerprinting, genetic modifications, and chromosomal
analysis are used to study the genomes of organisms.
Explore
 Virtual Lab: Gel Electrophoresis
Homework: Complete pre-lab for Gel Electrophoresis Lab.
Closing task, product, or question: Complete the
virtual lab.
Materials
 Copy of Virtual Gel
Electrophoresis for each
student
 Copy of Lab: DNA
fingerprinting
 Reserve computer
lab/laptops
Resources
 http://learn.genetics.utah.e
du/content/labs/gel/
Notes
Vocabulary Words
 Wells
 Agarose gel
 DNA fragments
 Restriction enzymes
 Comb
 Casting tray
 Micropipette
 Electrophoresis chamber
 Buffer
 Loading dye
Day 11December 14
Elaborate
Topic: DNA Fingerprinting (Gel Electrophoresis)
Objective of the Day: Gel Electrophoresis/DNA
fingerprinting Lab. Using correct lab technique.
B.6H. Describe how techniques such as DNA
fingerprinting, genetic modifications, and chromosomal
analysis are used to study the genomes of organisms.
Materials
 Copy of Lab: DNA
fingerprinting
 Copy of Six weeks test
review
Resources
Elaborate
 Lab: DNA Fingerprinting
 Describe DNA Fingerprinting lab as it’s running,
who the suspects are, and other points of
emphasis.
Notes
 You will need to pre make
the gels and remove the gels
once they have run quickly
for next class.
Homework: Work on Six Weeks test review
Vocabulary Words
 Wells
 Agarose gel
 DNA fragments
 Restriction enzymes
 Comb
 Casting tray
 Micropipette
 Electrophoresis chamber
 Buffer
 Loading dye
Closing task, product, or question: Where could DNA
fingerprinting be used? Why is it considered a vital
piece of evidence in court cases?
Day 12December 15
Elaborate
Topic: DNA Fingerprinting (Gel Electrophoresis)
Objective of the Day: Gel Electrophoresis/DNA
fingerprinting Lab. Using correct lab technique.
B.6H. Describe how techniques such as DNA
fingerprinting, genetic modifications, and chromosomal
analysis are used to study the genomes of organisms.
Materials
 Copy of Lab: DNA
fingerprinting
 Copy of Six weeks test
review
Resources
Elaborate
 Lab: DNA Fingerprinting- Finish and analyze
Notes
 You will need to pre make
the gels and remove the gels
once they have run quickly
for next class.
Homework: Complete Lab. Work on Six Weeks test
review
Closing task, product, or question: Where could DNA
fingerprinting be used? Why is it considered a vital
piece of evidence in court cases?
Vocabulary Words
 Wells
 Agarose gel
 DNA fragments
 Restriction enzymes
 Comb
 Casting tray
 Micropipette
 Electrophoresis chamber
 Buffer
 Loading dye
Day 13December 16
Topic: Six Weeks Test Review
Review for
Evaluation
Materials
 Copy test review
 Activities
Resources
Notes
Vocabulary Words
 See above
Day 14December 17
Evaluate-3rd Six weeks test
Evaluation
Materials
 Copy of test for each student
Resources
Notes
Vocabulary Words
 See above
Day 15December 18
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.