Download 10.6AC The Pattern - Texarkana Independent School District

Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
Biology – 2nd six weeks
Chemistry – 3rd six weeks
L. Petty
PLAN CODE:
COURSE/SUBJECT:
10th grade science
GRADE(S):
10th
TIME ALLOTTED
FOR INSTRUCTION:
1½ hours
TITLE:
The Pattern
LESSON TOPIC:
DNA components
TAKS OBJECTIVE:
Objective 2
The student will demonstrate an understanding of the organization of living
systems.
10.6 The student knows the structures and functions of nucleic acids in the
mechanisms of genetics. The student is expected to:
(A) describe components of deoxyribonucleic acid (DNA), and illustrate
how information for specifying the traits of an organism is carried in
the DNA.
(C) identify and illustrate how changes in DNA cause mutations (and
evaluate the significance of these changes).
Objective 1: The student will demonstrate an understanding of the nature of
science.
10.2 The student uses scientific methods during field and laboratory
investigations. The student is expected to:
(C) organize, analyze, evaluate, make inferences, and predict trends from
data
(D) communicate valid conclusions
FOCUS TEKS AND STUDENT
EXPECTATION:
SUPPORTING TEKS AND
STUDENT EXPECTATIONS:
CONCEPTS
Life
Characteristics
Unique
Control
Mutations
ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
All living things contain nucleic acids in the form of DNA and/or RNA.
Nucleic acids contain the pattern for making each organism similar to others in its
species.
Each person’s DNA is unique to them unless the have an identical sibling.
DNA is the control center for all activities in the cell including protein and
replication patterns.
A mutation in the DNA of a cell can cause drastic changes in the function of the
cell.
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections/anticipatory set
When students enter the classroom, the teacher should be wearing a set of comic nose, glasses and mustaches
(like the kind you can purchase as a gag gift or at Halloween). After taking roll, the teacher should explain
that “everything about you from how you look (while pointing to the glasses) to your need for glasses is
controlled by the DNA pattern that your receive from your parents. This pattern was determined the instant
the sperm fertilized the egg and has been copied repeatedly to make every cell in your body. Sometimes, the
pattern is not copied correctly and problems may occur. This lab will show how a mutation in just one
nucleotide can vastly change what is produced.”
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art,
music, modeling, discussion, reading, listening, viewing, etc.)
1. Lecture
Go over vocabulary list.
C.
Guided activity or strategy
Cut out a couple samples of the DNA pieces and show students how they are matched up by shapes. Don’t be
specific on what is matching up, just show how they need to match up the complementary shapes.
D.
Accommodations/modifications
Students requiring accommodations may be given a copy of the Instructor’s Copy – Vocabulary.
E.
Enrichment
Students requiring enrichment may be assigned the vocabulary list as homework before the activity.
II.
STUDENT PERFORMANCE
A.
Description
Complete Lab – The Pattern.
B.
Accommodations/modifications
Students requiring accommodations should be assigned a peer tutor.
C.
Enrichment
Students requiring enrichment may be assigned as a peer tutor.
III.
ASSESSMENT OF ACTIVITIES
A.
Description
Complete Lab Worksheet – The Pattern.
B.
Rubrics/grading criteria
All questions should be graded at 4 points each. These points should be deducted for incorrectly answered or
blank questions.
C.
Accommodations/modifications
Students requiring accommodations should not need a peer tutor on the lab questions but may need a more
lenient grading scale on question 7.
D.
Enrichment
No leniency should be given on questions.
E.
Sample discussion questions
1.
2.
3.
4.
5.
6.
IV.
What is the complementary base for adenine in DNA? Thymine
What base replaced thymine in RNA? Uracil
What base is the complementary base for cytosine? guanine
What is the major difference between a DNA nucleotide and an RNA nucleotide? Deoxyribose sugar is
in DNA and ribose sugar is in RNA. May also include uracil substitutes for thymine in RNA.
Why is mRNA single-stranded? So it can leave the nucleus. Double-stranded DNA cannot fit through
the nuclear membrane.
What is a mutation? A permanent change in the DNA structure.
TAKS PREPARATION
A.
Transition to TAKS context
1. On rare occasion, codons are inserted, deleted, or substituted for one another during the process of DNA
replication. Biologists identify these changes in DNA molecules as ___
(a) transferences.
(b) mutations.
(c) replications.
(d) natural selection.
2. A biology teacher lists and explains some of the mechanisms that may cause a molecules of DNA to
mutate. Which of the following is a mechanism that does not belong on the list.
(a) One codon is substituted for another codon in a molecule of DNA.
(b) An extra codon is inserted into a molecule of DNA.
(c) A codon specifies a particular amino acid in a molecule of DNA.
(d) A codon is deleted from a molecule of DNA.
3. Which of the following best describes mechanisms that can cause mutations in DNA?
(a) Codons are inserted, deleted, or specify a particular amino acid during the process of DNA replication.
(b) Codons are deleted, substituted, or specify a particular amino acid during the process of DNA
replication.
(c) Codons are substituted, inserted, or specify a particular amino acid during the process of DNA
replication.
(d) Codons are inserted, deleted, or substituted for one another during the process of DNA replication.
B.
Sample TAKS questions
Spring 2003
There were no questions over objective 6A on this test, only 6C and 6D.
6C
1. The diagram represents the chromosomes of a person with a genetic disorder caused by nondisjunction, in
which the chromosomes fail to separate properly. Which chromosome set displays nondisjunction?
(a) 2
(b) 8
(c) 21
(d) 23
2. The chain above represents three codons. Which of the following changes would be expected in the amino
acid chain if the mutation shown above occurred?
(a) The amino acid sequence would be shorter than expected.
(b) The identity of one amino acid would change.
(c) The amino acid sequence would remain unchanged.
(d) The identities of more than one amino acid would change.
Spring 2004
1. DNA molecules separate into single strands, which are then used to construct two identical strands of
DNA. This process ensures that the ____.
(a) cytoplasm is in equilibrium
(b) mitochondria are genetically identical to the chloroplasts
(c) parent cells use little ATP
(d) daughter cells are genetically identical to the parent cells
2. 3’AATCGC5’
Which of the following nucleotide bases sequences complements the section of DNA modeled above?
(a) 5’UTCGCA3’
(b) 5’TTAGCG3’
(c) 5’GCGATT3’
(d) 5’TTUCTC3’
6C
3. Ultraviolet radiation can cause mutations in the DNA of skin cells that have been overexposed to the sun.
This mutated DNA has no effect on future offspring because ____.
(a) changes in skin cell DNA are homozygous recessive
(b) mutations must occur within the RNA codons
(c) offspring reject parental skin cells
(d) only changes to gamete DNA can be inherited
V.
KEY VOCABULARY
amino acid
base
complementary
daughter cells
DNA
VI.
RESOURCES
A.
Textbook
None needed
equilibrium
mRNA
nucleotide
parent cells
B.
Supplementary materials/equipment
Transparency master – Vocabulary
Instructor’s copy – Vocabulary
Lab Worksheet – The Pattern
Instructor’s copy – The Pattern
Pattern Pieces
C.
VII.
Technology
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Reteaching
Go over graded lab and put question 2 from the 2003 TAKS test on the board (with the square codon chart). Go
over the answers with the students and make sure they know how to use both types of codon charts.
B. Next lesson in sequence
Biology & Chemistry – 6D – Compare genetic variations observed in plants and animals.
VIII.
TEACHER NOTES
Before lab:
1) Make enough copies of the Lab Worksheet for each student to have one.
2) Decide how the DNA components will be run off. They can be done on paper and each student assigned to cut out
his/her own set or they can be done on card stock or foam sheets and kept for later use. If card stock or foam will
be used, decide whether the first group will cut them out or whether they will be cut out ahead of time.
3) Run off enough DNA components so that each student or pair of students has a set.
During lab:
4) Stress that DNA is read from the 5’ to the 3’and that the codon chart is based on the m-RNA.
5) Make sure students are matching up the DNA pieces correctly.