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One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Georgia Performance Standards Framework for Biology 9-12 Unit: Growth and Heredity Sternberg Task Can You Decode the Molecule of Life? Overview: Students will determine the roles of DNA and RNA in storing and transmitting cellular information by comparing DNA sequences of different organisms and the different amino acid sequences that result after transcription and translation occurs. Standards (Content and Characteristics): SB2. Students will analyze how biological traits are passed on to successive generations. a. Distinguish between DNA and RNA. b. Explain the role of DNA in storing and transmitting cellular information SCSh3. Students will identify and investigate problems scientifically. e. Develop reasonable conclusions based on data collected. SCSh6. Students will communicate scientific investigations and information clearly. a. Write clear, coherent laboratory reports related to scientific investigations. SCSh7. Students analyze how scientific knowledge is developed. Students recognize that: a. The universe is a vast single system in which the basic principles are the same everywhere. b. Universal principles are discovered through observation and experimental verification. Enduring Understandings: The instructions for specifying the characteristics of an organism are carried in DNA, a large polymer formed from the subunit nucleotides of A, T, C, and G, located in the cell(s) of that organism. Using the DNA code, cells manufacture needed proteins that determine an organism’s phenotype. Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Growth and Heredity Sternberg Task August 12, 2007 Page 1 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Essential Question(s): 1. 2. 3. 4. How does DNA code for living organisms? How can a change in the sequence of DNA affect the type of protein that is coded? Why would two different species have similar DNA and yet have different traits? Why are the processes of translation and transcription crucial to biological function in an organism? Pre-Assessment: In groups of 3, students will discuss the parts of the DNA molecule and sketch out a model of a small double helix example showing the nucleotides and the base pair linkages. They will also sketch out a model of mRNA for comparison with the DNA model. Students should list three structural differences between the models, and reference the difference in function. (Teacher note: Guide students to use their models to discuss the differences between ribose vs deoxyribose, structure of double helix to single strand vs the single strand structure of RNA , base differences between DNA and RNA (thymine vs uracil) and function of the two molecules. Video clips from united streaming and animations from Internet sites on DNA and RNA could be used. For students who have difficulty generalizing this detail to the larger picture, you may wish to pose an analogy and ask students to use that analogy to explain how nucleic acids function to pass traits from one generation to another. One example: how is the operation of DNA like a baton relay race?) Outcome/ Performance Level Indicator ANALYTICAL PRACTICAL CREATIVE Recognize differences between DNA and RNA Identify DNA as the basis of the genetic code. Compare and contrast DNA and RNA. Identify the probable outcomes of changing DNA sequences. Describe the role and mechanisms of DNA in genetic inheritance. Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Growth and Heredity Sternberg Task August 12, 2007 Page 2 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Performance Task: (Detailed Description) Teacher role? Student role? Compare and contrast DNA sequences between humans and other organisms.(cow) Present your results in a graphic form to be shown to your classmates. Using the Race for Life activity found in the framework (see resources below), organize and conduct this task using teams of your classmates. Since you are in charge of this activity, you will need to be sure you understand the methods of transcription and translation and the roles of DNA, mRNA, tRNA, amino acids and proteins. (Teacher note: for this activity, you may use it as exactly as given in the framework. However, students may need additional practice in transcription and translation skills. This group will then need to lead the Race for Life activity– they will need to explain it and conduct it with the class. In doing so, their understanding Compare and contrast DNA sequences between humans and other organisms.(cow) Present your results in a graphic form to be shown to your classmates. Using the Internet for your sources, find the amino acid chain for porcine insulin which can be used by both humans and cats. Find the code for cat insulin and human insulin. Why can both cats and humans utilize porcine insulin while cat insulin is not usable by humans? Why is human insulin not useful for cats? Write a scientific mini-paper stating the findings of your research and explaining the known causes of the variation in insulin functionality across these species. Be prepared to defend your paper in front of your classmates. (Teacher note: students will need to have a good understanding of translation and transcription to Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Growth and Heredity Sternberg Task August 12, 2007 Page 3 of 11 Copyright 2007 © All Rights Reserved Compare and contrast DNA sequences between humans and other organisms.(cow) Present your results in a graphic form to be shown to your classmates. It is the year 2107. Alien bacteria have been found on Mars and they have a DNAlike molecule which codes for a simple protein! Samples of the alien bacteria show simple proteins. You are the CEO of a major biogenetic research facility. Your company has found a process of replicating an alien protein. You will need to hold a press conference to explain this incredible breakthrough while tracing your protein back to its DNA roots and coding and the processes necessary for it to be created. This alien protein should still undergo the same processes as human proteins but be coded in a unique way. Explain how it is used structurally within an organism. You may want to create a One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 will increase because they are teaching the ideas again to their classmates.) Resources Growth and Heredity framework activity; DNA/RNA sequences RACE FOR LIFE Internet sources if needed such as: http://www.accessexc ellence.org/RC/VL/G G/index.html Homework/ Extension Instructional Tasks Accommodations for ELL Students complete this activity. They will need internet access for researching the insulin varieties. Some possible sites are listed in the resources.) Internet sources for information as needed: http://www.littletree.c om.au/dna.htm http://www.accessexc ellence.org/RC/VL/G G/ http://www.accessexc ellence.org/aebin/htsearch Become an audience for the press conference. Be ready to critique the mini-research paper. 3Dmodel for your presentation. (Teacher note: students will need to have a good understanding of translation and transcription to complete this activity.) Internet sources as needed: http://www.accessexce llence.org/RC/VL/GG/ index.html Become an audience Critique the first for the press group's graphics for conference. accuracy and Critique the first knowledge. group's graphics for Be ready to critique the accuracy and mini-research paper. knowledge presented. Modify language requirements for written assessments Pair with more advanced native language speaking partner (allow for translation in native language for comprehension) as needed Provide bilingual support using word to word translation such as dictionaries, and glossaries Provide native language text books and support material whenever possible Post all new vocabulary on a word wall; allow student to interact with the word wall using yarn to make connections between vocabulary words Allow extended time for written tasks Use of visual aids, graphs, or graphic organizers, to explain appropriate techniques for lab procedures Model scientific format/ provide sample conclusions Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Growth and Heredity Sternberg Task August 12, 2007 Page 4 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Instructional Tasks Accommodations for Students with Disabilities Instructional Tasks Accommodations for Gifted Students Review and Implement IEP accommodations for specific student needs Other accommodations may include the following: Allow extended time for written tasks Sentence starters for written responses Provide written step by step instruction and check for understanding. Give a proofreading or expectations checklist Design a DNA and RNA models using multi-media and / or 3-D models Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Growth and Heredity Sternberg Task August 12, 2007 Page 5 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 DNA/RNA Sequence Humans vs. Cow Replication-Transcription-Translation Step 1: Using the original DNA strands as given below, compare the two given strands. Mark each of the differences in the sequences. Use circles or highlighting to mark the differences. Step 2: Transcribe from the original DNA sequence to form a strand of mRNA. Step 3: Translate the mRNA sequence using a standard codon table. Step 4: Compare the amino acid sequence for the cow protein and the human protein and determine the number of differences in the sequence. (Teacher note: the tRNA is also given for finding anticodons. This can be used for comparison of DNA and tRNA codes – only one difference exists – the T and the U. This DNA-anticodon-protein link is also needed for the Race for life activity.) Step 5: Prepare a paragraph summary that will answer the following questions. How many differences were counted in the DNA sequence? Did all the differences create a different amino acid? How many amino acids were different? How does the sequence of amino acids help to show evolutionary relationships? How related are a cow and a human? What other evidence can be used to show the relationship between a cow and a human? SEQUENCE #1 (HUMAN PROTEIN A) DNA is given: CCA-TAG-CAC-CTT-GTT-ACA-ACG-TGA-AGG-TAA-ACA-AGG-GAC-ATG-GTT-GACCTT-TTG-ATG-ACA-TTA SEQUENCE #2 (COW PROTEIN A) DNA is given: CCG-TAG-CAT-CTT-GTT-ACA-ACG-CGA-AGG-CAC-ACA-AGG-GAG-ATG-GTT-GACCTT-TTG-ATA-ACA-TTA Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Growth and Heredity Sternberg Task August 12, 2007 Page 6 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Answer Key SEQUENCE #1 (HUMAN) DNA (given): CCA-TAG-CAC-CTT-GTT-ACA-ACG-TGA-AGG-TAA-ACA-AGG-GAC-ATGGTT-GAC-CTT-TTG-ATG-ACA-TTA mRNA: GGU- AUC- GUG-GAA- CAA- UGU-UGC-ACU- UCC- AUU- UGU-UCC-CUGUAC-CAA-CUG-GAA-AAC-UAC-UGU-AAU tRNA: CCA-UAG-CAC-CUU-GUU-ACA-ACG-UGA-AGG-UAA-ACA-AGG-GAC-AUGGUU-GAC-CUU-UUG-AUG-ACA-UUA Amino Acids: Glycine, Isoleucine, Valine, Glutamic Acid, Glutamine, Cysteine, Cysteine, Threonine, Serine, Isolecine, Cysteine, Serine, Leucine, Tyrosine, Glutamine, Leucine, Glutamic Acid, Asparagine, Tyrosine, Cysteine, Asparagine SEQUENCE #2 (COW) DNA (given): CCG-TAG-CAT-CTT-GTT-ACA-ACG-CGA-AGG-CAC-ACA-AGG-GAGATG-GTT-GAC-CTT-TTG-ATA-ACA-TTA mRNA: GGC-AUC-GUA-GAA-CAA-UGU-UGC-GCU-UCC-GUG-UGU-UCC-CUC-UACCAA-CUG-GAA-AAC-UAU-UGU-AAU tRNA: CCG-UAG-CAU-CUU-GUU-ACA-ACG-CGA-AGG-CAC-ACA-AGG-GAG-AUGGUU-GAC-CUU-UUG-AUA-ACA-UUA Amino acids: Glycine, Isoleucine, Valine, Glutamic Acid, Glutamine, Cysteine, Cysteine, Alanine, Serine, Valine, Cysteine, Serine, Leucine, Tyrosine, Glutamine, Leucine, Glutamic Acid, Asparagine, Tyrosine, Cysteine, Asparagine Return to Task Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Growth and Heredity Sternberg Task August 12, 2007 Page 7 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Race for Life Type of Activity: hands-on, simulation, review/reinforcement, group/cooperative learning Target Audience: Life Science /Biology Abstract: This activity will help students to learn or display an understanding of the process of protein synthesis. Materials: 20 DNA Template Cards (These must remain on the desk at all times. The desk will represent the nucleus and DNA cannot leave the nucleus.) 62 anti-codon Cards These will be taped to the wall around your room Paper for writing down the mRNA strand and the tRNA molecules and the sentence Pen/Pencil Procedures for the Teacher: 1. Make up all the DNA Template Cards and the anti-codon/word cards--See below for instructions. 2. Hang up the anti-codon word cards, so the anti-codons are showing. 3. Show the student the cards and tell them what they are. 4. In groups, one student is assigned to be the mRNA, another student will serve as recorder and the third student will be the tRNA. 5. Tell the students that your desk is the nucleus and the DNA templates cannot leave the area. 6. A student is to pick up a DNA template card, write down the DNA template card number, and transcribe it into mRNA. 7. With the mRNA sequence, the student will go back to the group's desk and the ribosomal student will write out the tRNA anti-codon sequence. Remind students that every sentence must have a start (ATG) and a stop (TAG) codon. 8. The tRNA student will search out the correct anti-codon card and flip the card over revealing the word. This student will write down the word. 9. After completing the sentence, a student in the group will tell you his/her group sentence. If not correct, have the group go over the same DNA template. If correct, have the students pick another card. Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Growth and Heredity Sternberg Task August 12, 2007 Page 8 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Keys for making cards: *Key to tRNA Cards with words (Note: write the anti-codon on one side of the card and write the word on the other): Word (period) a A double acids amino and and Crick Are bases blueprint bond build causes cell changes codon contains continuity crimes Discoverers DNA ensures four genetic has helix helps house Is itself life’s manages molecule mutations nitrogen nucleus pattern phosphate DNA ACT CAT TTG CTA CTC GAG TTT TCC TCC GGG TCA GTC ATC CCC ACA AGC CCG CGC TGA GCT GGA CAG TGT CGG UAA TTC TGC AGA GGC TAT GGT ATA TTA ACG TCT AAC AAG GAT mRNA UGA GUA AAC GAU GAG CUC AAA AGG AGG CCC AGU CAG UAC GGG UGU UCG GGC GCG ACU CGA CCU GUC ACA GCC AUU AAG ACG UCU CCG AUA CCA UAU AAU UGC AGA UUG UUC CUA tRNA ACU CAU UUG CUA CUC GAG UUU UCC UCC GGG UCA CUG AUC CCC ACA AGC CCG CGC UAU GCU GGA CAG UGU CGG UAA UUC UGC AGA GGC UAU UUT AUA UUA ACG UCU AAC AAG GAU Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Growth and Heredity Sternberg Task August 12, 2007 Page 9 of 11 Copyright 2007 © All Rights Reserved Amino Acids Stop Valine Asparagine Aspartic acid Glutamic acid Leucine Lysine Arginine Arginine Proline Serine Glutamine Tyrosine Glycine Cysteine Serine Glycine Alanine Threonine Arginine Proline Valine Threonine Alanine Isolecine Lysine Threonine Serine Proline Isoleucine Proline Tyrosine Asparagine Cysteine Arginine Leucine Phenylalanine Leucine One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 process processes produce protein proteins repeatedly replicates replication ribosomes RNA shape solve successful sugar support synthesis The three translation transport triplet tRNA types unzipping Watson CAC AGG CAA ACC GTA TAG TCG CCT CGT GCG GCA TGG CGA GAC GAA AAT TAC GTT AAA CTG CCA CTT GTG AGT GCC GUG UCC GUU UGG CAU AUC AGC GGA GCA CGC CGU ACC GCU CUG CUU UUA AUG CAA UUU GAC GGU GAA CAC UCA CGG CAC UGG CAA ACC GUA UAG UCG CCU CGU GCG GCA UGG CGA GAC GAA AAU UAC GUU AAA CUG CCA CTT GUG AGU GCC Valine Serine Valine Tryptophan Histidine Isoleucine Serine Glycine Alanine Arginine Arginine Threonine Alanine Leucine Leucine Leucine Methionine Glutamine Phenylalanine Aspartic acid Glycine Glutamic acid Histidine Serine Arginine Key for the sentences *16 Sentences: (Your teacher or another lab group should check your sentences for accuracy!) 1. The discoverers are Watson and Crick*. TACGCTTCCGCCTTTUGA 2. The shape is a helix. TACGCAGGCCATTTCUGA 3. The molecule helps solve crimes. TACTTATGCTGGTGAUGA 4. The four nitrogen bases bond. TACTGTTCTTCCTCAUGA 5. The molecule replicates itself repeatedly. TACTTATCGTATTAGUGA 6. The RNA has three types. TACGCGUAAGTTGTGUGA 7. The RNA helps build proteins. TACGCGTGCGTCGTAUGA Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Growth and Heredity Sternberg Task August 12, 2007 Page 10 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 8. The DNA is life’s blueprint. TACGGAGGCGGTGGGUGA 9. The phosphate and sugar support. TACGATGAGGACGAAUGA 10. The tRNA transports amino acids. TACCTTCTGCTCCTAUGA 11. The replication process causes unzipping. TACCCTCACATCAGTUGA 12. The codon contains a triplet. TACAGCCCGCATCCAUGA 13. The ribosomes house protein synthesis. TACCGTAGAACCAATUGA 14. The translation process ensures continuity. TACAAACACCAGCGCUGA 15. The nucleus manages cell processes. TACAACATACCCAGGUGA 16. The pattern changes produce mutations. TACAAGACACAAACGUGA Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Growth and Heredity Sternberg Task August 12, 2007 Page 11 of 11 Copyright 2007 © All Rights Reserved