Download UC Irvine FOCUS! 5 E Lesson Plan Title: Genetics Scavenger Hunt

UC Irvine FOCUS!
5 E Lesson Plan
Title: Genetics Scavenger Hunt
Grade Level and Course:
Grade 7 Life science
Grade 10 Biology
Materials:
Code Table
Index cards
Prizes (candy, homework passes, etc.)
Instructional Resources Used: (concept maps, websites, think-pair-share, video
clips, random selection of students etc.)
 Mixed teams of four (one is leader, another scribe, another reporter, another
timer).
California State Standards:
Grade 7 Life Science
Genetics
 2. A typical cell of any organism contains genetic instructions that specify its
traits. Those traits may be modified by environmental influences. As a basis
for understanding this concept:
o d. Students know plant and animals cells contain many thousands of
different genes and typically have two copies of every gene. The two
copies (or alleles) of the gene may or may not be identical, and one
may be dominant in determine the phenotype while the other is
recessive.
o e. Students know DNA (deoxyribose nucleic acid) is the genetic
material of living organisms and is located in the chromosomes of
each cell.
Grade 10 Biology
Genetics
 4. Genes are a set of instructions encoded in the DNA sequence o9f each
organism that specify the sequence of amino acids in proteins characteristic
of that organism. As a basis for understanding this concept:
o b. Students know how to apply the genetic coding rules to predict the
sequence of amino acids for a sequence of codons in RNA.
Common Core State Standards: (written out)
Grade 7 Writing:
 10. Write routinely over extended time frames (time for research, reflections,
and revisions) and shorter time frames (a single sitting or a day or two) for a
range of discipline specific tasks, purpose3s and audiences.
Grade 7 Speaking and Listening:
 4. Present claims and findings (e.g., argument, narrative summary
presentations) emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details and examples. Use appropriate eye
contact, adequate volume and clear pronunciation.
Grade 10 Writing:
 10. Write routinely over extended time frames (times for research,
reflections and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes and audiences.
Lesson Objectives: Students will apply genetic coding rules to solve secret messages
during a scavenger hunt. Teams with the most correct in the shortest time will be
the winners.
Differentiation Strategies to meet the needs of diverse learners:
 English Learners: Key Terms cards will be carried during the game, assisting
the students in figuring out the secret messages,
 Special Education: Success will be ensured through mixed grouping of teams.
This student may be the timer or recorder.
 GATE: This student will be the team leader, not always being the first to solve
the secret message, but assisting the team members in solving.
ENGAGE
 You Tube video produced by OSU: BioRap
http://www.youtube.com/watch?v=d1UPf7lXeO8
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What kind of questions should the students ask themselves after the
engagement?
o What does DNA do?
o What are the major steps in this process?
EXPLORE
Prior to this lesson, students made their DNA aliases using beads to
represent different codons. Today, they will extend their knowledge in the
scavenger hunt with prizes!
o Before students arrive, place the four clues in various places outside
nearby the classroom.
o Supply each student with a copy of the code table.
o Model how to use the table by demonstrating how to decode the
following word: AGA/GGU/AAA which spells DNA.
Distribute clue #1 (written on an index card) to each group.
The groups must decode the message by writing it on the card and then
proceed to the next location, where they will find the next clue.
Students continue from station to station, each time writing the decoded
message on the index card.
The first group that returns with all messages correctly decoded and written
wins a prize.
o Students will find secret messages and decode them using codon
triplets, thereby following the rules for the transcription and
translation of a protein within a cell. Upon completion of this activity,
students will better understand that in protein synthesis, specific
pairing codons in bases determine the amino acid in a chain that forms
proteins. If there is a disruption of this order, mutations bringing about
disorders and possibly death may result.
List the “big Idea” conceptual questions that the teacher will ask to focus the
student exploration.
o In protein synthesis, how do the genetic coding rules determine
sequencing of amino acid?
o What are codons?
o What are amino acids?
o Why are specific codon orders important in DNA and RNA in the
expression of the genes?
EXPLAIN
 Life Science level explanation:
Sources: www.biology-online.org/0/4.genetic_information.htm,
www.Kidshealth.org/teen
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DNA contains four chemicals (adenine, thymine, cytosine, and guanine —
called A, T, C, and G for short) that are strung in patterns on extremely thin,
coiled strands in the cell. How thin? Cells are tiny — invisible to the naked
eye — and each cell in your body contains about 6 feet of DNA thread, for a
total of about 3 billion miles (if all your DNA threads were stretched out
straight) of DNA inside you! The DNA patterns are the codes for
manufacturing proteins, chemicals that enable the body to work and grow.
Genes hold the instructions for making protein products (like the enzymes to
digest food or the pigment that gives your eyes their color). As your cells
duplicate, they pass this genetic information to the new cells.
RNA molecules are responsible for transferring information from DNA to the
site of protein synthesis. RNA molecules themselves are synthesized
according to the information coded in the DNA.
The DNA nucleotides are composed of long chains of bases (A, T, C, G). A
triplet code is a sequence of three bases along a single strand of DNA. Each
triplet code is ‘read’ and calls for a specific amino acid. Twenty amino acids
are linked together in different arrangements to make various proteins. As
the triplet odes are read, the appropriate amino aid is added to the growing
chaing the final results be a protein as determined by the DNA information.
Biology level explanation:
The Central Dogma of Genetics, a term coined by Sir Francis Crick, states that
the flow of genetic information is “DNA to RNA to protein”. With the
discovery of reverse transcripterase in retroviruses, the central dogma was
extended with “RNA to DNA”.
It can be stated in a very short and oversimplified manner as “DNA makes
RNA makes proteins, which in turn facilitate the precious two steps as well as
the replication of DNA” or simply “DNA->DNA->RNA->Protein”. This process
is therefore broken down into 3 steps: Transcription, Translation, and
Replication. By new knowledge of the RNA processing, a fourth step must be
included, the splicing.
Transcription is the process by which the information contained in a section
of DNA is transferred to a newly assembled piece of mRNA. It is facilitated by
RNA polymerase and transcription factors
Splicing: In eukaryote cells the primary transcript (pre-mRNA) is processed.
One or more sequences (Introns) are cut out. The mechanism of alternative
splicing makes it possible to produce different ripe mRNA molecules,
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depending on what sequences are treated as Introns and what remain as
exons.
Translation: Eventually, this ripe mRNA finds its way to a ribosome, where it
is translated. The ribosome’s function is to take individual amino acids of the
correct kind and link them in a chain in the right order based on the
sequence of the mRNA. Once the amino acids are linked into the chain, they
are released from the ribosome and fold into a new protein Sometimes this
folding process has to be helped along by other proteins called chaperone
proteins.
Replication: Finally, back to where we started, a protein called DNA
polymerase opens up the DNA and with the help of several other proteins
allows the DNA to replicate itself.
The discovery of retroviruses, which transcribe RNS into DNA through the
use of a special enzyme called reverse transcipterase has resulted in the
modification of the Central Dogma to include an RNA->DNA pathway. Some
people even Protein->Protein as one of the possible pathways due the
discovery of prions.
Three letter codons on transfer RNA (tRNA) pair up with bases on the
messenger RNA (mRNA) to form amino acid chains to form specific proteins.
o How is the secret code like the sequence of bases in mRNA that code
for proteins?
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Higher order questions to ask:
o One important process of a cell is to make proteins needed for growth
and development of an organism. Using DNA, messenger RNA (mRNA)
and protein in your answer, what are the steps involved in making
proteins for the cell?
o Suppose a cell were unable to produce any mRNA. What effect might
this have on the cell?
o How is the code different from the sequence of bases in mRNA that
code for proteins?
o How is the secret code like the sequence of bases in mRNA that code
for proteins?
EXTEND
 Explain how students will develop a more sophisticated understanding of the
concept.
o Write a coded message for another student in your group. Exchange
paper and decode the messages.
o Write a short essay explaining what a genetic disorder is, how a person
gets it and how protein synthesis relates.
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How is this knowledge applied in our daily lives?
o Genetic or environmental caused disorders may result from faulty
protein synthesis. Some examples are Duchennes Muscular Dystrophy,
Huntington’s Disease, Hemophilia A, Cystic Fibrosis, Juvenile Onset
Diabetes and Sickle Cell Anemia.
Background Knowledge for the Teacher:
Molecules of transfer RNA attach to the messenger RNA. The bases on the transfer
RNA “read” the message by pairing up three-letter codes (codons) to bases on the
messenger RNA. For example, a molecule of transfer RNA with the bases AAG pair
with the bases UUC on the messenger RNA. The molecules of transfer carry specific
amino acids. The amino acids link in a chain. The order of the amino acids in the
chain is determined by the order of the codon on the messenger RNA.
Sources:
Focus on Life Science, Pearson Prentice Hall, 2008
www.rcsd.k12.ms.us/dana.martella/documents/GeneticDisorders
http://encyclopedia.kids.net.au/page/ce/Central_dogma_of_genetics
Student pages are attached.
A Genetics Scavenger Hunt!
Names ___________________________________________________
Date_______________________Period _________
Procedure:
1. In teams of four, find and decode the three other secret messages (the first
secret message will be given to you by the teacher)
2. The first team with the correct four secret messages will get prizes!
Materials:
Code Table (below)
Index cards
Prizes
Assigned English
Codons in
Amino Acid
Amino Acid Name
Letters*
Alphabetical order
Abbreviation
A
AAA
Lys
Lysine
B
AAU
Asn
Aspergine
C
ACU
Thr
Threonine
D
AGA
Arg
Arginine
E
AUG
Met
Methionine
F
AUU
Ileu
Isoleucine
G
CAA
Gin
Glutamine
H
CAU
His
Histidine
I
CCU
Pro
Proline
K
GAA
Olu
Glutamic acid
L
GAU
Asp
Aspartic acid
M
GCU
Ala
Alanine
N
GGU
Gly
Glycine
O
GUU
Val
Valine
P
UAU
Tyr
Tyrosine
R
UCU
Ser
Serine
S
UGG
Tryp
Trytophane
T
UGU
Cys
Cysteine
U
UUA
Leu
Leucine
W
UUU
Phe
Phyenylalanine
*The six least used letter of the English alphabet have been omitted.
Conclusion:
1. How is the secret code like the sequence of bases in mRNA that code for proteins?
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2. How is the code different from the sequence of bases in mRNA that code for
proteins?
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3. Write a coded message or another person in your group. Exchange papers and
decode the messages.
TEACHER NOTE: ANSWERS ARE LISTED BEFORE THE CODE. REMOVE BEFORE
GIVING TO STUDENTS.
Coded messages:
DNA is the code of life:
/AGA/GGU/AAA/___/CCU/UCG/___/UGU/CAU/AUG/___/ACU/GUU/AGA/AUG/___/G
UU/AUU/___/ACU/GUU/AGA/AUG/___/GUU/AUU/
___/GAU/CCU/AUU/AUG/
Half DNA from each parent.
CAU/AAA/FAU/AUU/___/AGA/GCU/AAA/___/AUU/UCU/CUU/GCY/
___AUG/AAA/ACU/CAU/___/UAU/AAA/UCU/AUG/GCU/UGU/
Chromosomes are in pairs in human cells.
/ACU/CAU/UCU/GUU/GCU/GUU/UGG/GUU/GCU/AUG/UGG/___/
AAA/UCU/AUG/___CCU/GGU/___/UAU/AAA/CCU/UCU/UGG/___CCU/GGU/___/CAU/
UUA/GCU/AAA/GGU/___/ACY/AUG/GAU/GAU/
UGG/
Mendel presented dominant allele.
/GCU/AUG/GGU/AGA/AUG/GAU/___UAU/UCU/AUG/UGG/AUG/GGU/\UGU/AUG/A
GA/___AGA/GUU/GCU/CCU/GGU/AAA/GGU/UGU/___AAA/GAU/GAU/AUG/GAU/AU
G/