Download Unit 7: Protein Synthesis

Greensburg Salem Lesson Planning Template
Andrea Redinger
COURSE: Biology
UNIT/LESSON TITLE: Unit 7 – Protein Synthesis
NAME:
Stage 1 Desired Results
What is this unit/lesson about?
In this unit, students will explore further the
nucleic acids, in particular, DNA and RNA,
which are biochemicals of life. This unit
focuses on DNA replication, transcription,
and translation. We will then delve into
mutations and biotechnology once we have a
sound understanding of how protein
synthesis works.
Transfer Goals / Big Ideas
Why do all students need to learn and develop the skills associated with this unit/lesson?
Big Idea #8: Hereditary information in genes is transmitted across generations via DNA.
Big Idea #9: DNA segments contain information for the production of proteins necessary for
growth and function of cells.
Learning Targets / Understandings
Students will understand these concepts:
What are the standards for learning
addressed, assessed, and evaluated in this
unit/lesson?
3.1.B.B3
Describe the basic structure of DNA,
including the role of hydrogen bonding.
Explain how the process of DNA replication
results in transmission and conservation of
the genetic code.
Describe how transcription and translation
result in gene expression.
Meaning
ESSENTIAL QUESTIONS / I CAN STATEMENTS
Describe how the process of DNA replication
results in the transmission and/or
conservation of genetic information.
Explain the functional relationships between
DNA, genes, alleles, chromosomes and their
roles in inheritance.
Describe how the processes of transcription
and translation are similar in the all
organisms.
I can identify the similarities and differences
between DNA and RNA.
I can outline the steps of DNA replication,
transcription and translation.
I can locate and explain the outcomes of
various mutations.
I can define biotechnology and give several
examples of the science.
Differentiate among the end products of
replication, transcription, and translation.
Cite evidence to support that the genetic
code is universal.
3.1.B.B1
Explain that the information passed from
parents to offspring is transmitted by means
of genes which are coded in DNA molecules.
Explain the basic process of DNA replication.
Describe the basic processes of transcription
and translation.
Explain how crossing over, jumping genes,
and deletion and duplication of genes results
in genetic variation.
Explain how mutations can alter genetic
information and the possible consequences
on resultant cells.
3.1.B.B4
Explain how genetic technologies have
impacted the fields of medicine, forensics,
and agriculture.
Describe how genetic mutations alter the
DNA sequence and may or may not affect
phenotype (e.g., silent, nonsense, frameshift).
Explain how genetic engineering has
impacted the fields of medicine, forensics,
and agriculture (e.g., selective breeding, gene
splicing, cloning, genetically modified
organisms, gene therapy).
Acquisition
Students will be skilled at (able to do)…
ALL Students will know (include key
vocabulary)
DNA, RNA, nucleic acids, adenine, thymine,
guanine, cytosine, uracil, base-pair rule,
double helix, Rosalind Franklin, Watson and
Crick, X-ray, crystallography, helicase, DNA
polymerase, RNA polymerase, replication,
transcription, translation, ribose, mRNA,
rRNA, tRNA, deoxyribose, amino acid,
polypeptide, peptide bond, protein, codon
(start and stop), anticodon, ribosome,
nuclear pore, mutation, silent, nonsense,
missense, frame-shift, hydrogen bond,
covalent bond, genome, gene, The Central
Dogma, cancer, genetic engineering,
selective breeding, gene splicing, restriction
enzymes, plasmid, cloning, recombinant
DNA, genetically modified organisms, gene
therapy, DNA fingerprint, gel electrophoresis
Constructing models of DNA and RNA.
Modeling the processes of DNA replication,
transcription and translation.
Decoding mutations and identifying results.
Extracting their own DNA.
Prioritized skills for students with
complex/exceptional instructional needs
Learning support
Gifted – Research and share findings on a
unique germ cell or somatic mutation of your
choice.
Prioritized knowledge and ideas for students
with complex/exceptional instructional
needs:
Learning Support
Gifted
Stage 2 – Evidence
Evaluative Criteria
What evidence will be used to evaluate how student meet the
learning targets?
Assessment Evidence
What assessments and feedback will be used to determine students
are making progress toward learning the key knowledge in this
unit/lesson?
Lab – Model Lab #1 (DNA Replication & Transcription)
Model Lab #2 (Translation)
Individualized DNA Station Review
Frog Protein Synthesis Activity
Exam - DNA
Frog Mutation Activity
DNA Extraction Demo
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Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
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NAME:
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Individualized Student Planning
Student Name
Standards Aligned IEP/GIEP
Goals
Student-Specific IEP/GIEP
Student-specific supports,
accommodations, or
modifications