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Mutation Manipulation Simulation Lab
Resource ID#: 128709
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
DNA replication, mutations, the cell cycle, and cancer are often taught separately in high school
biology. Composing an activity that connects the understanding of these concepts and how they
are interrelated is not always done effectively. DNA replication is a normal task for all cells, yet
some cells become cancer cells because of changes to their DNA. This unwanted mutation can
surpass the check points in the cell cycle and overtake normal cells.
In this two day lesson, students will be reminded of those DNA concepts using reading strategies
needed to support scientific explanation with research evidence in a concise activity. This lesson
builds a scaffold of background knowledge from Day 1 to enhance the simulation lab of cancer
cell engulfing normal cells in Day 2, which often causes the demise of otherwise healthy
individuals. The entire lesson should take about 45 minutes each day.
Subject(s): Health Education, Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students,
Internet Connection, Speakers/Headphones, Adobe Flash Player, Microsoft Office, Java Plugin
Instructional Time: 45 Minute(s)
Keywords: Mutation, Cell Cycle, Heredity, DNA Replication Transcription Translation
Mutation, Cancer
Instructional Component Type(s): Lesson Plan, Worksheet, Virtual Manipulative, ProblemSolving Task, Project , Formative Assessment
Resource Collection: FCR-STEMLearn Cell Biology
ATTACHMENTS
MutationManipulationSimulationLab.doc
CancerOutofControlSRE.docx
LESSON CONTENT

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this
lesson?
o
o
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Students will be able to demonstrate how point mutations change the amino acid sequence.
Students will be able to communicate how cancer is identified and how cancer is related to the cell
cycle.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know:
1.
2.
3.
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What is a mutation?
What is cancer?
What is the difference between a normal cell and a cancerous cell?
Base-Pair Rule for DNA Replication (A-T;C-G)
Base-Pair Rule for RNA (A-U; C-G)
How to use a codon chart.
How to identify various point mutations (i.e. insertion, deletion, frame shift, or substitution)
Teachers should activate this prior knowledge by guiding students though a Bell Ringer on Day 1 by asking
students to write down their definition of a mutation. Have students share responses until the class develops
a working definition of mutation through using a word web. The teacher should ask, "What happens to
mutated cells in the body?" The teacher can choose to walk through the DNA diagram identification with
the whole class or give groups time to work together to complete it.

Guiding Questions: What are the guiding questions for this lesson?
0.
1.
2.
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What is the connection between carcinogens and mutations? How does this in turn affect the
growth of cancer?
How to transcribe and translate an original DNA sequence and identify any mutations?
Summarize the importance of checkpoints during the cell cycle in normal cells in relation to
cancer cells metastasizing.
Teaching Phase: How will the teacher present the concept or skill to students?
Day 1
o
o
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After activating prior knowledge by asking students to write down their definition of a mutation,
have students share heir responses until the class develops a working definition of mutation by
using a word web. The teacher should ask, "What happens to mutated cells in the body? The
teacher can choose to walk through the DNA diagram identification in whole group or give the
groups time to work together to complete.
The teacher will pose the following as the Essential Question for the lesson: "We know DNA gets
copied so we have it in every cell, but what is the connection between carcinogens and mutations?
How does this in turn affect the growth of cancer?" The teacher should print or allow students
Internet access to the Biology Corner article "Cancer: Out of Control Cells."
Create collaborative groups by whatever method works best for your classroom. Students will
gather evidence from the article "Cancer: Out of Control Cells" to answer the question and support
their answer through using a S.R.E. (Statement, Response, and Evidence). The teacher will
circulate throughout the classroom to each group guiding and correcting any misconceptions.
After students have finished, the teacher will have groups report their answers to different modules
and address any misconceptions students have.
Day 2
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The teacher will begin instruction by directing students to record three things they observed in the
YouTube video "Cancer: Unregulated Cell Division" by Jeremy Friedberg. The teacher can make
a chart with the students' observations or have another student record the observations.
If extended practice of point mutation is needed, use the "DNA Mutations Practice Worksheet"
from Deer Creek High. The teacher can model the first mutation. Students will complete mutation
practice to made connections to how point mutations happens and how mutations are related to
cancer growth. Use a codon chart for reference.
The teacher will play the YouTube video "The Cell Cycle and Cancer" by the Amoeba Sisters to
build background knowledge before you perform the simulation lab. (Students should read the
analysis questions before you begin.)
The teacher will group students to complete mutation simulation lab. Teachers should watch the
YouTube video "Polyurethane Foam" by FlinnScientific to understand how fast the reaction will
occur.
Upon completion of mutation simulation lab, students should complete the analysis questions.
Guided Practice: What activities or exercises will the students complete with teacher
guidance?
o
o
The teacher will begin Day 2 of this by directing students to watch the YouTube video "Cancer:
Unregulated Cell Division" by Jeremy Friedberg and record 3 things they observed in the video.
After the video, students will share their observation as the teacher records their observations on
the board, chart paper, PowerPoint, smart board, etc. The teacher should address any
misconceptions of their observation.
Possible Discussion Questions: Why would the normal cells allow the cancer cells to multiply
faster? Where in the cell cycle did you see the division or growth of cells take place?
o
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Independent Practice: What activities or exercises will students complete to reinforce
the concepts and skills developed in the lesson?
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At the end of Day 2: Students will complete mutation manipulation simulation lab questions at the
end of the simulation document, which will serve as an exit ticket. As feedback to students, the
teacher should review the simulation lab questions and either answer them individually or in a
whole group discussion the next class.
Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?
o
o
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After discussing the video, the teacher will model a point mutation exercise then ask students to
complete the next. The teacher would prepare lab groups with need supplies for each group before
students come to class. The teacher will walk students through a mutation simulation lab and
address any safety concerns before the simulation.
Draw students' attention back to the essential question from Day 1 (What is the connection
between carcinogens and mutations? How does this in turn affect the growth of cancer?) and their
original answers and ask would they add any additional evidence to further the clarity of their
answer using the background article provided in the simulation. Students can then edit their
answers from the information gain from the activities from Day 2.
At this point students should be able to explain the relationship between mutation, cell cycle, and
cell growth potentially resulting in cancer.
Summative Assessment
Day 1:
The "Cancer: Out of Control Cells" SRE activity, which should take approximately 45 minutes, serves as
the summative assessment for the aligned benchmark.
Day 2:
The mutation manipulation simulation activity, which should take approximately 45 minutes, serves as the
summative assessment for the aligned benchmark.
Students should be able to communicate how cancer is identified and how cancer is relates to the cell cycle
using an S.R.E. (Statement, Response, and Evidence) strategy. Students should be able to demonstrate how
point mutations change the amino acid sequence using the point mutation practice and mutation
manipulation simulation.

Formative Assessment
Day 1:
The teacher will assess student understanding through brain storming their knowledge of the meaning of
the word "mutation" using guided questioning and recording student responses until a working definition is
developed. Additionally, students will complete an S.R.E. (Statement, Response, Evidence) activity
responding to the essential question provided for the article "Cancer: Out of Control Cells." The SRE
document is attached.
Day 2:
The teacher will assess student understanding through point mutation exercises, predictions, observations,
and explanations in the cancer simulation lab conducted during the guided practice phase of this lesson.
The teacher will assist struggling students and address any misconceptions through a whole-class
discussion. The Manipulation Simulation activity is attached.

Feedback to Students
Teachers will provide informal feedback by circulating through the groups during the lessons. Teachers
will monitor students' spoken and written responses, asking higher order thinking questions to guide and
redirect student responses as needed.
The teacher should review the S.R.E. (Statement, Response, Evidence) at the end of Day 1 or on Day 2 in
whole-group discussion or individually for detailed inquiries.
ACCOMMODATIONS & RECOMMENDATIONS
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Accommodations:
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For ESOL students, the teacher can pair native speakers and have them create a graphic organizer
with drawings to illustrate the steps and observation in activities and lab. Have students present
their graphic organizers to the class.
Teachers can group lower performing students with higher performing students.
Teacher can provide some virtual simulations for the struggling students to clarify point mutations
such as "Virtual Lab: DNA and Genes."
Extensions:
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Students can research one current cancer treatment and explain what it targets and how this relates
to the cell cycle.
o Students could prepare a brochure of the that particular cancer of study including statistics of who
is most affected and graphics displaying their structure in comparison to normal cells.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet
Connection, Speakers/Headphones, Adobe Flash Player, Microsoft Office, Java Plugin
Special Materials Needed:
Computers for students would be necessary if teachers wanted students to provide accommodations for
virtual point mutation lab, and extension activity.
Simulation Lab Materials:
(This can be performed as a demo for students using a document camera if supplies are limited)
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Polyurethane Foam System (Part A and Part B) - Available from Flinn Scientific at (800) 4521261 or from your local plastic materials company
Wooden popsicle stick
Two 10 or 5 ml syringes
Paper towel or wax paper
Disposable shot cups (clear plastic, if available)
10 beads
Safety glasses
Plastic gloves
Further Recommendations:
Teacher should preview the FlinnScientific video "Polyurethane Foam" to see the reaction time and
practice before class to judge when you want to add your beads to get the expected results for the
simulation.
SOURCE AND ACCESS INFORMATION
Contributed by: Yolanda Carlisle
Name of Author/Source: Yolanda Carlisle
District/Organization of Contributor(s): Columbia
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.912.L.16.8:
Description
Explain the relationship between mutation, cell cycle, and
uncontrolled cell growth potentially resulting in cancer.
Remarks/Examples:
Integrate HE.912.C.1.7. Analyze how heredity and family
history can impact personal health.