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Download Unit 4: DNA, RNA and Protein Synthesis
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Biology - 5. DNA, RNA and Protein Synthesis Unit Title/Skill Set: 5. DNA, RNA and Protein Synthesis Overview: This unit examines the role of nucleic acids and cellular organelles in the production of proteins and the resultant expression of phenotype. Unit Essential Question(s): How do organisms use DNA and RNA to make proteins? What factors affect gene expression? Suggested Percentage of Course Time Prior to Keystone Exam: 10% Standard 3.1.B.A5 3.1.B.A8 3.1.B.B1 3.1.B.B3 3.1.B.B5 3.1.B.B6 Anchors BIO.B.1.2.1 BIO.B.1.2.2 BIO.B.2.2.1 BIO.B.2.2.2 BIO.B.2.3.1 Unit Concepts • Structure of DNA o Components of a nucleotide o Base-pair rule (Chargaff’s Rule) • • • • • • • Semi-conservative/DNA replication process Structure of eukaryotic chromosomes Similarities and differences between DNA and RNA Types of RNA Transcription uses DNA to make RNA Translation uses RNA to make a protein Role of ribosomes, Competencies Tier 3 Vocabulary • Describe how • adenine DNA • amino acids replication • anticodon results in the • Chargaff’s transmission Rule and/or • chromosomes conservation of • codon the genetic • complimentary information. strand • Explain the • cytosine structural • deletion relationships • deoxyribonucle between DNA, ic acid (DNA) genes, and • deoxyribose chromosomes. • DNA • Explain the replication unified process • double helix • endoplasmic of protein synthesis. reticulum • Describe the • enzymes Materials DNA from the Beginning Protein Synthesis: At the Ribosome Zooming into DNA Genes, Environments and Behavior E-sheet • • • • endoplasmic reticulum and Golgi apparatus in assembling, transporting, packaging and modifying different proteins Phenotype as a function of gene expression (DNA to protein to phenotype) Different types of gene mutations Possible effect of mutation (change in the DNA sequence) on phenotype Environmental influences on phenotype • role of the nucleus, ribosomes, ER, and Golgi apparatus in the production and processing of proteins. Describe how genetic mutations alter DNA sequence and may or may not affect phenotype. • • • • • • • • • • • • • • • • • • • • • • • frameshift mutation gene mutation genes Golgi apparatus guanine hydrogen bond insertion missense mutation nonsense mutation nucleotide nucleus parent strand point mutation polypeptides proteins ribonucleic acid (RNA) ribosomes semiconservative model silent mutation thymine transcription translation triplet • uracil NOTES: Unit Concepts = what students should know when they finish the unit (key knowledge). Allow students to track their own learning. Competencies = what students should be able to do when they finish the unit (key skills) Tier 3 Vocabulary = words and language specific to the content area. Please remember that in order to develop strong content reading and writing, Tier 2 words must be continually developed. Sample Materials & Resources = just some of the resources that can be used. Please recall that students bring many varied learning styles. Use a myriad of resources to meet the needs. Assessments = Formative, Performance, Diagnostic and Summative Assessment should be developed to meet the content standard through a variety of tasks that can be both formal and informal. Content should be accessible for all students. Study the UDL Model. The teacher is a content specialist who helps develop reading and writing skills in Biology. The SAMME principles are in play – Scaffold, Actively Engage, Model, develop Metacognition, and Explicitly Instruct. The “Flipped Classroom” strategy is recommended as a technique. Send the concept home and make the classroom the laboratory for discovery and experience.