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Download UC Irvine FOCUS! 5 E Lesson Plan Title: Genetics Scavenger Hunt
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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 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 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, 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? 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. 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? _________________________________________________________________________________________________ 2. How is the code different from the sequence of bases in mRNA that code for proteins? _________________________________________________________________________________________________ 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/