Download Lesson Plan Template

Katelyn Tignor
11.14.11
Lesson Plan Template
Katelyn Tignor
Topic: Genetic Mutations
Date: 11/2/11
NSES: TEACHING STANDARD B & D; ASSESSMENT STANDARD B; CONTENT STANDARD C
SOL: BIO.6e The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include genetic
variation (mutation, recombination, deletions, additions to DNA).
Grade level: 10th grade Biology
Subject: General Biology
Daily Question: What is the difference between base substitution mutations and frame-shift substitutions, and why might they create nonfunctional
proteins?
Procedures for Learning Experience
Guiding Questions
Materials
Needed
Evaluation
(Assessment)
Approximate
Time Needed
Engagement: Present the students with a picture
of different superheroes that underwent gene
mutations to gain their superpowers. Get the
students to DISCUSS the similarities between the
X-men, Teenage Mutant Ninja Turtles, and
Spiderman. I will record the discussion points
with Inspiration.
What do all of these superheroes have in common?
How did they acquire their
superpowers?
Where can mutations occur?
How many different
mutations do you think you
can create?
How do these mutations
affect the rest of the DNA
strands?
PowerPoint
presentation,
Inspiration,
mini Gene
Mutation
Templates,
Informal evaluation
of student
involvement and
engagement
15 minutes
What are the different kinds
of base substitution mutations
and what do they affect
genes?
What is the difference
between substitution
mutations and frame-shift
Gene
Mutations
worksheet,
paper/pencil
Informal evaluation
of student
participation and
formal evaluation of
completion of
worksheet, correct
manipulation of DNA
20 minutes
Provide students with mini Gene Mutation
Templates. Have them create mutations and show
how the DNA strand is affected.
Plan B: write similarities on dry erase/chalk
board and show no picture
Exploration: Pass out WORKSHEETS and have
the students follow along as the teacher reads the
introduction aloud.
Students will complete a Gene Mutations
worksheet with a partner to develop their own
understanding of the topic.
Katelyn Tignor
11.14.11
Explanation: PRESENT a PowerPoint
presentation on Genetic Mutations. During the
presentation, I will demonstrate mutations by
altering a DNA model (gene mutation template).
Plan B: If PowerPoint fails, I will have to give
the lesson orally and use the DNA model as a
visual.
Extension: Students will form groups of four
based on seating arrangement to RESEARCH
different diseases caused by genetic mutations.
Diseases include: Phenylketonuria (PKU), Sickle
Cell Disease, Cystic Fibrosis,
Severe Combined Immunodeficiency Syndrome
(SCID), Duchenne Muscular Dystrophy (DMD),
Parkinson’s Disease, and Skin Cancer.
Students will then quickly present their findings
to the class.
While presenting, students will fill out our premade note-taking forms on the various diseases.
Plan B: students will use poster board and
markers if they cannot access glogster.
Before students leave class, I will play the gene
mutation song that Robin Shaulis composed and
recorded.
mutations?
Why do you think that
mutated proteins might not be
functional?
What is a gene mutation?
What are the different kinds
of gene mutations?
How do gene mutations affect
protein function?
Are there good mutations?
sequences, and
thoughtful answers to
discussion questions
PowerPoint,
Computer,
Projector,
Gene Mutation
Template
Informal evaluation
of student
engagement and
student response to
discussion questions.
20 minutes
Laptops,
internet access,
What genetic mutation caused Note-taking
this disease?
forms,
glogster
What are some symptoms and
treatment options?
Formal evaluation of
poster with all
questions answered.
10 minutes for
research
What is this disease?
Formal evaluation of
oral presentation
quality.
Informal evaluation
of group member
participation.
10 minutes for
poster creation
10 minutes for
oral
presentations
Notes:




Have poster materials set out on counter so students can retrieve materials quickly (will reduce confusion and transition time)
Allow students to answer questions during the lesson without raising their hands to speed up lecture, remind them that they
must be respectful and not talk over others though (if does not work, resort back to hand raising)
Have laptops set out on desks, but students are only allowed to open after finish worksheet and during disease research
Students can visit three pre-approved websites if finish the genetic worksheet early
Katelyn Tignor
11.14.11


Use the Genetic Mutation Template (home-made) to demonstrate different gene mutations
The worksheet, note-taking form, PowerPoint presentation, and a sample Glogster creation are below.
Here is a list & description of the approved websites that students can explore after completing the worksheet
•http://nature.ca/genome/04/0413_e.cfm#010
 (Turn your name into a DNA sequence & test out different mutations on it)
•http://www.dnai.org/lesson/go/1738/1419
 (Interactive video tutorial with 3D animation & narration)
•http://molo.concord.org/database/activities/102.html  (Interactive mutation simulation--requires Java)
Katelyn Tignor
11.14.11
Gene Mutations
There are two types of mutations, small-scale gene mutations and large-scale chromosomal mutations. You will work with gene
mutations in this handout. The two types of gene mutations are base substitution mutations and frame-shift mutations.
BASE SUBSTITUTION MUTATIONS
Base substitution is the simplest type of mutation where a nucleotide pair is replaced with a different nucleotide pair. There are four
types of base substitution. One type is called transversion mutation. This happens when one purine (A,G) is swapped with a
pyrimidine (C,T). The second type, transition mutations, occurs when one purine is swapped with the other purine or when a
pyrimidine is swapped with the other pyrimidine. The third is a silent mutation. Silent mutations occur when one base in a codon is
changed, but codes for the same amino acid. Nonsense mutation is the fourth kind of base substitution. A nonsense mutation creates a
new stop codon in place of an amino acid.
Base Substitution:
Transversion Mutation:
Transition Mutation:
Silent Mutation:
Nonsense Mutation:
GAC → GGC
GAC → TAC
GAC → GAG
GAC → AAC
GAC → GAT
TGT → TGA
Thr → Thr
ATG → ATT
Tyr → STOP
(purine to pyrimidine)
(pyrimidine to purine)
(purine to purine)
(pyrimidine to pyrimidine)
DNA
Amino Acid
DNA
Amino Acid
For questions 1-2, change ONE of the DNA nucleotides in the bolded codon. Write your altered codons on the Mutated DNA
lines (only the one you mutated should be different). Then convert your new DNA sequence to mRNA. Lastly, write each of the
new corresponding amino acids on the mutated amino acid line, and circle the mutated amino acid. Use the codon table on the
last page to find the corresponding amino acids.
1) Use the DNA code below to demonstrate a purine → pyrimidine transversion mutation.
Original DNA:
TAC
CAT
GCA GAT CTG GCC CAG TTC
ATC
Katelyn Tignor
11.14.11
Mutated DNA:
____
____
____
____
____
____
____
____
____
Mutated mRNA:
____
____
____
____
____
____
____
____
____
Mutated Amino Acid: ____ ____
____
____
____
____
____
____
____
Original Amino Acid: Met
Arg
Leu
Asp
Arg
Val
Lys
STOP
Val
Is this a nonsense, missense, or silent mutation? ______________________________
2) Use the DNA code below to demonstrate a purine → purine transition mutation.
Original DNA:
TAC
GTC
GCT
CAA CGG GAC CTG ACC ACT
Mutated DNA:
____
____
____
____
____
____
____
____
____
Mutated mRNA:
____
____
____
____
____
____
____
____
____
Mutated Amino Acid: ____ ____
____
____
____
____
____
____
____
Original Amino Acid: Met
Arg
Val
Ala
Leu
Asp
Trp
STOP
Gln
Is this a nonsense, missense, or silent mutation? ______________________________
FRAME-SHIFT MUTATION
Frame-shift mutations are caused by inserting or deleting a nucleotide on the DNA strand. Since mRNA is read in threes (codons), the
insertion or deletion of a base changes the reading frame of the rest of the sequence. The insertion shifts the reading frame to the right,
and the deletion shifts the reading frame to the left.
DNA Sentence: THE
Insertion:
THE
DNA
DNA
SAI
DTH
SAQ IDT
↑
Insert a base
ESE
HES
GEN
EGE
ESM
NES
Delete a base
AKE MEL
MAK EME
OOK
LOO
FAT
KFA
Katelyn Tignor
11.14.11
DNA Sentence: THE
Deletion:
THE
DNA
DNA
SAI
SAI
DTH
DTH
ESE
ESE
↓
GEN
GEE
ESM
SMA
AKE
KEM
MEL
ELO
OOK
OKF
FAT
AT
3) Insert a nucleotide anywhere in the DNA strand. Circle the mutated DNA base where the mutation took place.
Original DNA:
TAC
GGA CGA TCT
CAG GAG CCT
ATA ATC
Mutated DNA:
____
____
____
____
____
____
____
____
____
Mutated mRNA:
____
____
____
____
____
____
____
____
____
Mutated Amino Acid: ____ ____
____
____
____
____
____
____
____
Original Amino Acid: Met
Ala
Arg
Val
Leu
Gly
Tyr
STOP
Pro
4) Delete a nucleotide anywhere in the DNA strand.
Original DNA:
TAC
GGA CGA TCT
CAG GAG CCT
ATA ATC
Mutated DNA:
____
____
____
____
____
____
____
____
____
Mutated mRNA:
____
____
____
____
____
____
____
____
____
Mutated Amino Acid: ____ ____
____
____
____
____
____
____
____
Original Amino Acid: Met
Ala
Arg
Val
Leu
Gly
Tyr
STOP
Pro
5) Usually, a frame-shift mutation results in the synthesis of a nonfunctional protein. Why do you think that mutated proteins
might not be functional?
Katelyn Tignor
11.14.11
6) Based on your work, please explain the difference between a frame-shift mutation and a base substitution mutation.
Note-Taking Form:
Diseases Caused by Gene Mutations
1) Disease:
Gene Mutation:
Two symptoms:
Treatment:
2) Disease:
Gene Mutation:
Two symptoms:
Treatment:
Katelyn Tignor
11.14.11
3) Disease:
Gene Mutation:
Two symptoms:
Treatment:
4) Disease:
Gene Mutation:
Two symptoms:
Treatment:
5) Disease:
Gene Mutation:
Two symptoms:
Treatment:
6) Disease:
Gene Mutation:
Two symptoms:
Treatment:
7) Disease:
Gene Mutation:
Two symptoms:
Treatment:
Katelyn Tignor
11.14.11
Katelyn Tignor
11.14.11
Katelyn Tignor
11.14.11
Katelyn Tignor
11.14.11
Lesson Plan Reflection
During this lesson, my use of technology allowed me to take an abstract concept and make it concrete, engaging, and understandable
to all students. The technologies and pedagogical approaches that I use correspond to the recognition, strategic, and affective networks
of my students. My PowerPoint presentation meets the multimedia, spatial contiguity, temporal contiguity, and coherence principles.
By using a PowerPoint presentation to introduce this topic, I am able to provide visuals along with the words. I ensured that the words
and the corresponding pictures were on the same slide, so that they are presented simultaneously. I also excluded material that was not
critical for the students to learn. The modality and direct manipulation principles are met with my mini-gene mutation and large gene
mutation templates. I use the modality principle when I manipulate the large gene mutation template to demonstrate how mutations
occur. Students are also able to manipulate the mini-gene mutation templates, which applies to the direct manipulation principle.
Following all of the Universal Design for Learning (UDL) principles will greatly increase student understanding.
During this lesson, PowerPoint, Inspiration software, glogster, and the internet were used. By using these technologies, students will
gain a much deeper understanding of the material than they would with a lecture and their textbook. These technologies bring the
material to life. Students are able to research information that interests them, visualize the concepts, and organize and present their
thoughts. The gene mutation song that Robin Shaulis recorded will also be very helpful for learning the topic. Songs are much easier
to memorize than a string of facts and makes learning much more fun for the students. These materials also ensure that class time is
used efficiently. The PowerPoint presentation is much more exciting and interesting than the textbook and a lecture and it contains all
of the information in one place. We do not have to flip through the textbooks or have to write the notes out on transparencies, both of
which waste valuable class time. It is also much easier and faster for students to research a topic online than to go to the library and
find the proper resources.
Glogster is also extremely helpful for this lesson. Not only does it encourage students to organize their thoughts and focus on the most
important details, but it also promotes creativity. It allows the students to design their presentation in creative and eye-catching ways.
Students will be much more prone to pay attention to a lesson if their peers present it and if the material is relevant to their lives.
Glogster also allows the students to include images of the genetic disease they are learning about. When test time comes around, that
image may be the reason why they remember details about the disease. The technology used in this lesson allows me to present
abstract material in a very clear and engaging way. The manipulations, visuals, and connections to “real” life all make the topic more
interesting and understandable.