Katherine Byers

DNA Structure and Function For grades: 9-10 Discipline: Life Science Day 1: Question: What does DNA do !ngaging "uestions: What does DNA loo# li#e !$ploration %Day &' DNA e$traction la(--students )ill research ho) to e$tract DNA and either plan or choose an e$isting la( procedure to follo) as a group* !$planation +oncept: ,he cell -e-(rane needs to (e (ro#en do)n and there needs to (e a )ay to precipitate the DNA out of the solution* Students )ill share their (est ideas )ith the class and ha.e the opportunity to as# "uestions* ,hen they )ill (e as#ed the follo)ing "uestions: What purpose does/did each step ha.e in the procedure Why is DNA i-portant !$ploration %Day 0' DNA e$traction la(--students )ill perfor- the la( follo)ing their chosen procedures* !$pansion %Day 1' Students )ill (e assigned groups and a scientist )ho contri(uted to the disco.ery of the structure of DNA* ,he students )ill gi.e a (rief description of the scientists contri(ution to the class %(onus points for acting' )ith a s-all poster to (e displayed in the classroo-* !.aluation After this lesson students should (e a(le to: Descri(e ho) a DNA e$traction process )or#s* As# )hy a step is included in a procedure* Deter-ined (y: La( )rite up 2n class discussions !ngaging "uestions: What is the structure of DNA 3o) does the structure of DNA affect its function 4aterials: !$ploration %Day 5' Students )ill (e gi.en craft -aterials to create nucleotides and to creati.ely -odel strands of DNA*

Katherine Byers

!$planation +oncept: DNA is a dou(le stranded6 antiparallel -olecule* %At least it is here* So-e .iruses ha.e single stranded DNA for their genetic -aterial* 7thers ha.e dou(le stranded 8NA* 2sn9t that cool :' ,he nitrogenous (ases only (ond )ith a one type of (ase6 )hich is one reason one strand can ser.e as a te-plate* 2nstructor e$plains the (asics of DNA* Students then share )ith a partner & accurate things a(out their -odel and one inaccuracy )ith their -odel* After sharing )ith a partner6 students )ill (e as#ed the follo)ing "uestions: 3o) do the nucleotides fit in )ith the DNA What do you notice a(out the nucleotides !$pansion %Day ;' Students )ill (e gi.en nucleotides to asse-(le into dou(le stranded DNA* ,heir challenge is to co-e up )ith a )ay to create & identical dou(le stranded DNA -olecules* Students )ill ,hin#<air-Share their solutions* !.aluation After this lesson students should (e a(le to: =nderstand the structure of DNA* 4anipulate -odels to create an identical copy strand of DNA* !.idence: Share/presentation Day >--?oca(ulary re.ie) Acti.ity: La cule(ra %,hin# -usical chairs )ith a .oca(ulary "uestion at each chair/des#*' ,eacher e$plain/lecture of replication differences (et)een pro#aryotes and eu#aryotes !ngaging "uestions: %Day @' What is 8NA 3o) can it interact )ith DNA !$ploration Students can -odel 8NA in a si-ilar )ay to the e$ploration )ith DNA* !$planation Students share )ith a partner6 then partners s"uare to create a list of o(ser.ed si-ilarities and differences fro- the e$ploration* A (rief lecture )ill follo)* !$plain %not an in"uiry ans)er'- %Day 9' process of transcription +o-pare replication and transcription and e$plain it to a partner* !$ploration %Day 10' Students )ill -a#e sentences out of si-ple )ords* Students )ill (e as#ed to -anipulate the )ords and letters*

Katherine Byers

!$planation ,he -essages change -eaning if the )ords change order or if letters of the )ords are rearranged* Students )ill share a fe) e$a-ples )ith the group* Day 11-- Aigsa)6 students e$plain steps to class !$plore ho) to represent translation (y acting* Assign song)riting proBect* Day 1& ,his lesson )ill focus on the connection of protein )ith gene e$pression* <ractice decoding )ith Csnor#sD Day 10- notes* Day 11-- !ffects of -utations* Eegin to e$plore hu-an diseases caused (y -utations* Froups )ill pic# one to research* Days 15 and 1;-- 4icroarray la( Day 1>--!$plore hu-an diseases caused (y -utations* Students )ill ha.e ti-e for so-e final research and ti-e to prepare to share their findings* !$plain: Student groups )ill present their disease* Fi.e a (rief o.er.ie) of )hat it is6 )hat type of -utation caused it6 and the effects* Days 1@ and 19-- re.ie) and song presentations ,he songs should help students refresh their -e-ory and -ay(e pro.ide a catchy )ay to help the- study* Day &0 --=nit ,est ,est for pre.ious unit Fo o.er test ,opic: 8ole of DNA Agenda: Anticipation guide 8ead pages 01&010

Katherine Byers

,opic: DNA la( Agenda: Students )ill )or# in s-all groups to create a la( procedure to e$tract DNA* %Write in detail*'

,opic: Fa-ous ,opic: Structure of ,opic: 8eplication e$peri-ents to findDNA Agenda: =se purpose of DNA* Agenda: "uiG nucleotide -odels 3o) did scientists9 4odel and discuss to create ne) ideas change o.er structure Notes identical DNA ti-e a(out structure -olecules* 8ead structure and Watch 3ar.ard and disco.ery %011-@' Eioteach ani-ations* 8ead 050-05& no,es strategy* Assign concept circles* ,opic: 8eplication ,opic: ,opic: ,opic: ,ranslation ,opic: ,ranslation Agenda: ,ranscription H ,ranscription Agenda: "uiG Agenda: Assign ?oca(ulary re.ie):8NA Agenda: +o-pare Notes6 14 style* song)riting proBect -usical chairs Agenda: 4odel and contrast DNA Eegin +S8 Aigsa) steps of Notes a(out DNA 8NA* +o-pare replication and learning log and translation* +o-e replication in and contrast in transcription of read %0;;-0>0'* together and act pro#aryotes .s* groups to DNA* -8NA* Students the process out* eu#aryotes* =se ,e$t pre.ie) tool -ay use a ?enn 14 note ta#ing for 8NA %0;&-0;0' diagra-* %0;1-0;5' strategy* Wor# on la( )riteup if there is e$tra ti-e* La( )rite up due ,opic: 4utations 2 4utations 22 ,opic: 4ore ,ypes of -utations !ffects on translationI %0>&-0>1' organis-s snor#s Eegin disease research Agenda: "uiG 4icroarray La( 4icroarray la(

,opic: DNA la( Agenda: Students )ill follo) their la( procedures* Write up in detail*

Su--ariGe la(* 4utations 222 Disease research and share

8e.ie) day 8e.ie) day ,est Song presentations Song presentations