Woodrow Wilson Fellow Spring 201

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					                                                                                                    Woodrow Wilson Fellow: Spring 2011 1
                                                                                                                      Maureen Pappas

                                                              Chapter 12: DNA & RNA
Enduring Understanding
             Chapter 12 expands on genetic material introduced last chapter. Students should be coming to
this chapter remembering that genes form DNA. Now we will take it a step further and define DNA
and describe how it arranges chromosomes. I want my student to walk away from chapter 12 being able
to remember that DNA is a double stranded (“double helix”) formation; it can be separated and copied.
If they obtain and recall that various forms of RNA make this process possible, even better! I also plan
to have my students grasp the formation of nucleotides, as well as the 4 base pairs that denote our
genetic instruction. Last, student will become familiar with what mutations are and that they have the
capability to occur in all organisms. If the students are able to obtain this information, this will be an
excellent starting point to future genetic investigation.

             This chapter about DNA and RNA expands on last chapters‟ introduction to genetics. As a
class we learned about genetics placing emphasis on inheritance. The students were able to determine
the difference between dominant and recessive traits. As a whole, the students seemed to grasp the
concept of phenotype better than genotype. Gregor Mendel introduced the world to basic/simple
inheritance traits through the research he completed on pea plants. He exposed that alleles compose
genes. This chapter explains that genes form DNA, but DNA forms chromosomes. In this chapter
the students will be introduced to scientist that played a role in discovering DNA and it‟s full function.
They will also learn about the experiments that these scientists studied to understand DNA as a whole.
After becoming familiar with the background of DNA, the structure of DNA will be investigated, and
they will obtain the knowledge of what components make up the structure. After the structure of DNA
has been mastered, the chapter moves onto describing DNA replication, and how it occurs. Next, when
the process of transcription is complete, translation comes into the picture. After both complex
processes of transcription and translation are complete, the chapter wraps up explaining mutations.
This chapter is important because it lays more of a foundation demonstrating what actually happens in
the nucleus of a cell focusing on how DNA is formed, replicated, and what happens if mutations occur.

Standards….B.1.1: Recognize that and explain how the many cells in an individual can be very different from one another, even though they are all
descended from a single cell and thus have essentially identical genetic instructions. Understand that different parts of the genetic instructions are used in
different types of cells and are influenced by the cell's environment and past history. (Core Standard),   B.1.3: Know and describe that within the cell are
specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback, and movement. In addition to
these basic cellular functions common to all cells, understand that most cells in multi-cellular organisms perform some special functions that others do not. (Core
Standard),   B.1.4: Understand and describe that the work of the cell is carried out by the many different types of molecules it assembles, such as proteins,
lipids, carbohydrates, and nucleic acids. (Core Standard),   B.1.8: Understand and describe that all growth and development is a consequence of an increase in
cell number, cell size, and/or cell products. Explain that cellular differentiation results from gene expression and/or environmental influence. Differentiate
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                                                                                                                      Maureen Pappas

between mitosis and meiosis. (Core Standard),   B.1.9: Recognize and describe that both living and non-living things are composed of compounds, which are
themselves made up of elements joined by energy-containing bonds, such as those in ATP. (Core Standard),       B.1.21: Understand and explain that the
information passed from parents to offspring is transmitted by means of genes, which are coded in DNA molecules. (Core Standard),       B.1.23: Understand
that and describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that
develops from it, and that the resulting features may help, harm, or have little or no effect on the offspring's success in its environment. (Core Standard),

B.1.24: Explain that gene mutations can be caused by such things as radiation and chemicals.          Understand that when they occur in sex cells, the mutations

can be passed onto offspring; if they occur in other cells, they can be passed on to descendant cells only. (Core Standard),   B.1.25: Explain that gene
mutations in a cell can result in uncontrolled cell division, called cancer. Also know that exposure of cells to certain chemicals and radiation increases mutations
and thus increases the chance of cancer,   B.1.26: Demonstrate how the genetic information in DNA molecules provides instructions for assembling
protein molecules and that this is virtually the same mechanism for all life forms. (Core Standard),      B.1.27: Explain that the similarity of human DNA
sequences and the resulting similarity in cell chemistry and anatomy identify human beings as a unique species, different from all others. Likewise,
understand that every other species has its own characteristic DNA sequence. (Core Standard),          B.1.28: Illustrate that the sorting and recombination
of genes in sexual reproduction results in a great variety of possible gene combinations from the offspring of any two parents. Recognize that genetic
variation can occur from such processes as crossing over, jumping genes, and deletion and duplication of genes. (Core Standard)

Vocabulary Words Important to this chapter:
- Base Pairing: hydrogen bonding between nitrogen bases (C pairs with G & A pairs with T)
- Nucleotide: Unit of DNA
- Histone: Protein that binds DNA into tight coils represented as Chromosomes
-Transcription: Copying part of DNA into RNA
- Intron: Sequence of mRNA that is cut out of replication
- Translation: Producing a protein using messenger RNA
- Transfer RNA: (tRNA): Carries amino acids to the ribosome during protein synthesis
- Promoter: DNA sequence that binds RNA polymerase
- Mutation: Change in genetic information
- Polyploidy: having many (extra) sets of chromosomes
- Operon: Group of genes that work together
- Differentiation: Cell specializing in structure & function
- Bacteriophage: Type of virus that infects bacteria
- Chromatin: substance formed when chromosomes contain both DNA and protein that are
                     tightly packed together
- Replication: DNA duplication
- DNA Polymerase: Principle enzyme involved in DNA replication. It joins individual nucleotides
                               together producing the DNA molecule.
-Exons: DNA sequence that codes for proteins
- Codon: Three consecutive nucleotides that specify a single amino acid
- Point Mutation: Gene mutation that occurs at a single point in the DNA sequence
- Hox Genes: Differentiation of cells and tissues in the embryo are controlled by these cells
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                                                                                 Maureen Pappas

Students will…
      Name 2 scientist that contributed to the discovery of DNA
      Name the 3 components of a Nucleotide
      Compare DNA to RNA
      List the 4 Nitrogenous bases of DNA
      Name the alternative base besides Thymine when using RNA
      Draw/Use Diagram to display the formation of the DNA structure (double helix)
      Visually see DNA extracted from a strawberry.
      Will develop an analogy of how such long DNA strands are able to fit into the nucleus of a cell.
       Why it is able to fold into a tiny structure?
      Convert a DNA segment into complementary DNA segment strand
      Convert DNA sequence the proper RNA sequence
      Name the 3 types of RNA, simplistically describe each function
      Complete problems that determine an amino acid when they are given a mRNA sequence
      Describe what a codon represents in the DNA code
      Realize that there is a specific order of how DNA transcription occurs
      Prove that one can take mRNA and determine the proper amino acid specified by the codon
      Recognize harmless and harmful mutations
      Describe how the development of an organism is dependent on hox genes.

Essential Questions
      Should Watson & Crick be given all the credit for discovering the first structure and function of
       the DNA molecule?
      Do genes control inheritance? If yes, how do genes control inheritance?
      Is it beneficial that there are only 4 different bases for DNA?
      How does the DNA molecule become a twisted staircase, or described as the double helix?
      What would happen to a cell if DNA were not able to fold and fit into the tiny space of the
      What would happen if DNA could not be replicated through the process of transcription?
      Are three types of RNA consistently needed in the replication process of DNA?
      Do „hox genes‟ have a specific function?

Interdisciplinary Connections
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                                                                                    Maureen Pappas

       From chapter 12: DNA & RNA, students will have the ability to connect biology topics to
Mathematic, English, and Art disciplines. As well as possibly use a chemistry discipline for one of the
labs being performed in this chapter.

Additional/Ancillary Standards
       Reviewing my lesson plans, I feel that my students will incorporate other discipline core standards.
My students will need to rely on the following standards:
      Mathematics
       - Arithmetic calculations:
       - Graphing Capabilities:

      Language Arts/English
       -   Note Taking Skills:
       -   Essay/Opinion Submission:

      Art
       -   Creative display of complex DNA molecule
       -   Develop a poster about a specific genetic disease/disorder

Integration of Technology
       I feel that using technology in the form of videos, animations, and power point will enhance visuals
compared to only using an overhead film. DNA is a complex molecule. This complex molecule
distinguishes the instructions for each organism; I feel that the students will benefit more from viewing 3-
D illustrations. Also, I will use hands on activities to support the computer technology. At these
moments I feel constructing a DNA model with hands-on material(s) as well as using edible items will
improve the teaching moment. I can explain DNA, and show several visuals, though to be able to extract
DNA from an organism (such as a strawberry) surpasses any technology.

      Text book
      Overhead films/Projector
      Edible DNA molecule to represent base pairing
      World Wide Web: Enhance lecture moments
      Worksheets
      Lesson Guided Notes
      PowerPoint Presentation
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                                                                                     Maureen Pappas

      White Board
      Group Activities

Instructional Strategies
       Looking over my unit plan, I am hoping to introduce a new atmosphere into the classroom. I want
to have more class discussions about topics, and be able to take time during class to answer students‟
questions that I may not know the answer right away. It seems in the past that if the students ask a
question and the answer is not immediately answered a part of them lose interest. I am going to try a new
approach to vocabulary. Instead of writing the definitions, the students will be using a worksheet-based
format. I will be using PowerPoint presentations to teach certain material found in the chapter. I am
definitely going to try to limit the lecturing to 15 minutes….No more. This chapter I am pursuing to
accomplish breaking the class time into different acitivities. I am going to still give worksheets, though give
additional time for students to complete the work in class, and also time to ask questions. I still believe
that the PowerPoint allows students to visualize material 2-D and 3-D to enhance their learning. I have
found that students need to improve note taking skills, so I am going to help them understand important
topics, and develop some short hand notation to help increase note taking speed. Above all, I want to
put some peep into lecturing, since at times it can be very boring to all levels of students. Main
achievement is to simplify chapter for best comprehension. Last, I will complete laboratory activities to
allow kinetic students to have hands-on experience/approach to the chapter material. Also, with certain
demonstrations, students will be able to incorporate different learning styles and have the ability to learn
at different levels depending on the knowledge they have brought to the classroom. Above all,
participation and classroom discussions are a must!

      Vocabulary words
       -   Definitions of words are important to this chapter and subsequent chapters the rest of the
       -   Provides a starting point for becoming familiar with the chapter topics
      Lecture & Worksheets
       -   Allows me, as the teacher to evaluate progress, and where confusion still occurs
       -   Gives the students the chance to summarize, and search for the answers they may have missed
           during the class period. Also, pin points the most important topic that are discussed each
       -   Homework Assignment(s)
       -   Evaluates students comprehension
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                                                                                     Maureen Pappas

      Mini-Quizzes ****(Would like to incorporate them at least 2 to 3 times a week)****
       -    5 questions, worth 4 points (able to miss one question and still receive full credit)
       -    Covers material taught previous lectures, and essential material they need to comprehend
       -    Gives me a chance to track progress
      Lab(s)
       -    Students have the ability to think outside of the box-provides a different classroom
            atmosphere that can be FUN and just as or even more educational benefit.
       -    Allows the students to investigate/experiment
       -    Students will document findings
       -    Lab will be debriefed, and Analysis questions will be do 2 or 3 days post lab. They can
            always be turned in early if student would like finish assignment 
      Chapter Quiz
       - Gives myself a benchmark to visualize what topics my students have mastered
       - Allows me to understand what material(s) still need to be reviewed or taught in a different
           fashion prior to the unit/chapter test.
      Chapter Test
       -    Evaluates material comprehend throughout the chapter
       -    Explains what topics were mastered
       -    What weakness still appear
       -    Allows me to evaluate my teaching strategies, and decide where improvement needs to occur,
            as well as evaluating how each class period succeeds or flounders.
       -    Gives me documented evidence of retained subject matter, and effort.

Calendar Overview
                             Agenda is based on 45-50 minutes class periods:
Thurs. 3/3: Vocab Worksheet (Matching & Fill-in) 20pts; Make-up Chapter 11 Test
Fri. 3/4: Vocab Worksheet must be turned in by end of period. Record Agenda book credit for 6-
week term. Again make-up tests will occur for chap 11.
Mon. 3/7: Administer Chap 12 Pre-Test (10 minutes); allow students the chance to obtain ½ credit
back for chapter 11 test questions (10-15 minutes). Vocab Worksheet (remainder of class)
Tues. 3/8: Show the movie “Secret of Photo 51”, Introduces students to the discovery of DNA.
Movie is 60 minutes long, Wednesday the movie will be finished. The students will be told to take notes
about what they think about the movie and if they agree with what was stated. Was Roseland Fredrick
cheated out of fame? They will write and submit a paragraph on their opinion and why. (15 pts. (40
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                                                                                       Maureen Pappas

Wed. 3/9: Movie will finish for 5-10 minutes depending on class period. Students will be reminded that
opinion “essay” is due Thursday. Vocab worksheet will be graded (10 minutes at most), Lecture on
other scientists research will be briefed (15 minutes). Finish class by discussing rest of weeks outline.
Thurs. 3/10: 15-20 minutes power point lecture of DNA structure/function (double helix), base pair
information, and length of DNA. Pre-lab worksheet that makes sure students identify with what base
pairs bind to one another. (I would like to differentiate the groups to skill level, and apply their skill level
to the appropriate pre-lab worksheet). Preview the DNA edible Lab that will occur Friday.
Fri. 3/11: Briefly overview lab, split students into groups, have them complete the lab, each groups will
have a DNA structure to construct. Once they believe they have accomplished the double helix, and it
is checked for accuracy, they are allowed to eat the structure. Class period will debrief lab. (Lab
Entire Period)
Mon. 3/14: As a class we will determine the differences between DNA & RNA. Discuss 3 types of
RNA 12.2 Power Point Lecture (20 minutes), Assign 2 worksheets (5 minutes). First assignment is
Tues 3/15 (following class period), second worksheet due Wednesday. Remind students of chapter
quiz. Work on assignment 1 while I complete weekly Book Check.
Tues. 3/15: Chapter Quiz, 10-15 minutes, (20pts); Power point Introducing DNA replication (15
minutes). Grade 1st worksheet (10 minutes); allow class time for students to start/finish 2nd assignment
to ensure there are no major questions (remainder of class).
Wed. 3/16: Collect worksheet 2 (28pts), Power Point Notes.
Thurs. 3/17: Differentiated Activities, Strawberry Extraction Pre-lab.
Fri. 3/18: Strawberry Extraction Lab!!!! Hand out study guide!
Mon. 3/21: Review previous week, Introduce Genetic Disease Project/Poster, and go over guidelines
as well as time for full assessment of Rubric. Students will be given a Rubric on how the analysis will be
Tues. 3/22: Roles of DNA & RNA are discussed. DNA Translation briefed. Explain Mutations:
pros/cons. Finish worksheet, grade worksheet. Worksheet covers codons & translation.
Wed. 3/23: Project Day
Thurs. 3/24: Chapter Review/Project Research Day
Fri. 3/25: Chapter 12 Post Test, work on poster when all students are complete with the test.
Mon. 3/28: Cloning Activity, 20 minutes to finish any last minute details on project poster.
Tues 3/29: Project Presentation Day!!!
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                                                                                    Maureen Pappas

Lesson Plans:

Day 1: Thurs. 3/3:
Overview: Today the students will begin chapter 12, and start on their vocabulary worksheet. Anyone
that was absent on Wednesday will make up Chapter 11 Test.
Obstacles of Learning: Students may have difficulties maneuvering the glossary and/or chapter pages
to find specific word definitions.
Essential Questions: N/A
State Standards: Standard 1 (B.1.1, B.1.21)
Objectives: Become familiar with vocabulary words and definitions.
Resources/Materials: Textbook, vocabulary worksheet
Procedures: Preview Chapter 12, vocabulary worksheetmatching & fill-in the blanks
Assessment/Evaluation: Vocab Worksheet 20pts.

Day 2: Fri. 3/4:
Overview: This period will be used to finish the vocabulary worksheet assignment, and turn in any late
work for possible credit. End of the 6 weeks is today, and grades are due Tuesday @ noon. Obstacles
of Learning: Update Absent students. Making sure all students have assignment. Account for those
students that state work is at home, in lockers, or did not complete it.
Essential Questions: N/A
State Standards: Standard 1 (B.1.21, B.1.23, B.1.26)
Objectives: Complete, and then grade worksheet. Last day to make-up Chapter 11 Test .
Resources/Materials: Textbook, worksheet
Procedures: Review previous class period, make sure all absent students have worksheet and understand
assignment. After grading homework, record grades in the computer, and pass back papers for students
to keep and study from document.
Assessment/Evaluation: graded worksheet.

Day 3: Mon. 3/7:
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                                                                                  Maureen Pappas

Overview: Pre-test assessment for Chapter 12. Give the students the opportunity to correct wrong
answers on the chapter 11 test to increase test score by half credit for each correctly corrected
Obstacles of Learning: Take the time to answer the incorrect questions properly (Guess). Guess on
pre-test or leave answers blank.
Essential Questions: N/A
State Standards: Standard 1 (B.1.21, B.1.23, B.1.26)
Objectives: To take responsibility for wrong answers as they correct missed questions. Also, students
re-learn the material or become more familiar with the present material from chapter 11.
Resources/Materials: pretest, copy of previous test and answer sheet. Use of different writing utensil
in order to determine corrected answer.
Procedures: Administer pretest, then students will correct answers on previous test.
Assessment/Evaluation: pre-test (Participation Points) and post-test corrections.

Day 4:Tues. 3/8:
Overview: Show the movie “Secret of Photo 51”, Introduces students to the discovery of DNA.
Movie is 60 minutes long, Wednesday the movie will be finished. The students will be told to take notes
about what they think about the movie and if they agree with what was stated. Introduce assignment that
will be given at the conclusion of the movie. (Was Roseland Fredrick cheated out of fame? They will
write and submit a paragraph on their opinion and why.
Obstacles of Learning: Lights out-students feel that it is naptime! Lose interest in movie, not interested
in the genetics portion of science.
Essential Questions: Who discovered DNA? What is DNA? What would we know about DNA is
Ms. Franklin was an expert in a different field of science?
State Standards: Standard 1 (B.1.26)
Objectives: Demonstrate that there is more to the founding of DNA than many people are aware of.
There is a woman named Rosalind Franklin that has received little to no credit for her scientific
contribution to DNA research. The movie will give students a different outlook on DNA and its
Resources/Materials: Movie, Projector, Notebook paper and writing utensil.
Procedures: Recap previous lesson. Allow absent students to become up to speed with content.
Briefly go over rest of week‟s agenda, and assignments. Start movie: run for 40 minutes.
Assessment/Evaluation: N/A

Day 5: Wed. 3/9:
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                                                                                  Maureen Pappas

Overview: Movie will be finished. Debrief movie when it is over. Assign and pass out paper for opinion
essay of the movie. Due date is Thursday. While debriefing movie, ask students to think and record
other names of scientist that have contributed to DNA research.
Obstacles of Learning: Absent students not able to watch entire movie. Students were not paying
attention during instructions and now are confused.
Essential Questions: N/A
State Standards: B.1.29
Objectives: Have students reflect on movie. Allow students to discuss scientists, or investigate
individuals in the textbook that have contributed to DNA.
Resources/Materials: Assignment sheet, notes taken while watching the movie, textbook
Procedures: Finish movie, debrief movie, assign essay assignment, discuss other important scientist that
have contributed to the research of DNA,
Assessment/Evaluation: Essay assignment (15 pts.)

Day 6: Thurs. 3/10:
Overview: This class period with cover the structure and function of DNA, base pairing, and the
length of DNA. Pre-lab worksheet will be given as homework to ensure that students understand what
base pairing is, and how nucleotides are formed.
Obstacles of Learning: Students have never heard the terms: nitrogen base, nucleotide, and hydrogen
bonds. Have difficulty making the connection of DNA to genetic code, and genome project.
Essential Questions: How do scientist read genetic information? What would happen if DNA could
not be replicated through the process of transcription? Are three types of RNA consistently needed
in the replication process of DNA?
State Standards: B.1.26, B.1.28
Objectives: Define transcription, nitrogen bases, and nucleotides. Visually allow students to view the
DNA molecules.
Resources/Materials: Power point, notes, pre-lab
Procedures: Lecture for 15-20 minutes. Assign pre-lab worksheet. Discuss DNA edible candy lab.
Assessment/Evaluation: Laboratory procedure

Day 7: Fri. 3/11:
Overview: Today is DNA candy lab!!!! Students will use edible items to make a DNA double helix
Obstacles of Learning: Students have difficulty understand how twizzlers and marshmallows correlate
to the DNA double helix ladder.
Essential Questions: N/A
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                                                                                     Maureen Pappas

State Standards: Standard 1 (B.1.21, B.1.23, B.1.26, B.1. 27, & B.1.28)
Objectives: Students will construct a candy double helix. Students will appropriately construct proper
base paring sequence for DNA molecule. Each group will demonstrate knowledge by answering
questions at the end of the lab either in written or verbal fashion.
Resources/Materials: Lab manual, supplies (marshmallows, tooth-picks, twizzlers, single stranded DNA
Procedures: Reread over DNA candy lab instructions. Break students up into groups. Differentiate
groups by giving an appropriate sequence to replicate and translate through the process of base pairing.
After lab is complete, clean up lab areas. Lab will take most, if not the entire class period from start to
clean up.
Assessment/Evaluation: Lab!! Verbal Analysis of knowledge obtained.

Day 8: Mon. 3/14:
Overview: Students will learn about RNA & DNA, nitrogen bases, and the different types and
functions of RNA. The student will compare & contrast DNA & RNA.
Obstacles of Learning: Students are still unfamiliar with vocabulary terms.
Essential Questions: What would happen to DNA replication if mRNA did not exist?
State Standards: B.1.23, B.1.21
Objectives: Define difference and similarities between RNA & DNA, what GCAT & GCAU,
discuss, and naming the functions & types of RNA.
Resources/Materials: notebook, loose-leaf paper, worksheets 1 & 2, power point, textbook
Procedures: Recap previous week, determine students that need to make-up lab and when that will occur.
As a class we will determine the differences between DNA & RNA through discussion and lecture.
Discuss 3 types of RNA 12.2 Power Point Lecture (20 minutes), Assign 2 worksheets (5 minutes).
First assignment is Tues 3/15 (the following class period), second worksheet due Wednesday. Remind
students of chapter quiz. Work on assignment 1 for the rest of the period, while completing weekly Book
Assessment/Evaluation: note-taking skills, worksheet 1 (16points), worksheet 2 (28points)

Day 9: Tues. 3/15:
Overview: Assessment of DNA knowledge by taking quiz, grading worksheet, and starting new
assessment technique.
Obstacles of Learning: Difficult to visual the DNA structure even with the assistance of animations,
and hand-on models
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                                                                                    Maureen Pappas

Essential Questions: Do mutations occur within a gene? What would happen if DNA were only 5
nucleotides long? How are proteins produced?
State Standards: B.1.25, B.1.27, B.1.23
Objectives: Assess knowledge learned so far with chapter quiz. Describe the process of DNA
Resources/Materials: Notes, quiz, power point, worksheet 1, worksheet 2
Procedures: Chapter Quiz, 10-15 minutes, (20pts); Power point Introducing DNA replication (15
minutes). Grade 1st worksheet (10 minutes); allow class time for students to start/finish 2nd assignment
to ensure there are no major questions (remainder of class).
Assessment/Evaluation: Worksheets (44 pots total), Quiz (15 points)

Day 10: Wed. 3/16:
Overview: Lecture Day, collection of worksheet 2 takes place.
Obstacles of Learning: Students do not learn well with notes, and note taking skills need improvement.
Essential Questions: What would happen if DNA was only composed of 2 nitrogen bases, and
instead of hydrogen bonds you had ionic bonds between the base pairs.
State Standards: B.1.26
Objectives: For students to acknowledge base pair sequences, and fit them together properly, and
understand the basic mutations that can occur in genetic replication.
Resources/Materials: power point & notes
Procedures: Collect worksheet 2, Power Point Notes.
Assessment/Evaluation: Worksheet 2 (28pts), note-taking skills

Day 11: Thurs. 3/17:
Overview: Today students will break into prearranged groups and complete a specific assignment on
the computer determined by their readiness level. Introduce Strawberry lab.
Obstacles of Learning: Computers are slow in classroom, students do not understand the specific
tasks at hand, and students do not read the directions properly.
Essential Questions: How is DNA created?
State Standards: B.1.26
Objectives: Demonstrate differentiation on levels of readiness for DNA replication & transcription
Resources/Materials: worksheet guided lesson per website, computers, Lab manual
Procedures: break students into groups, assign website and instructions per each group, allow time for
all groups to finish in class work, return students to their seats, debrief, and introduce strawberry lab for
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Assessment/Evaluation: Computer guided computer lessons, pre-lab strawberry lab questions

Day 12: Fri. 3/18:
Overview: Strawberry Extraction Lab!!!! Hand out study guides for chapter test.
Obstacles of Learning: Do not follow directions, do not read instructions carefully.
Essential Questions: N/A
State Standards: B.1.21
Objectives: Hands on experience extracting DNA the same way CSI and criminal investigators
extract DNA samples.
Resources/Materials: Lab manual, lab supplies
Procedures: follow lab procedures in manual and clean up lab area when complete.
Assessment/Evaluation: Pre-lab questions. Verbally induced conversations as lab continued
throughout class period.

Day 13: Mon. 3/21:
Overview: Today is when my students will be introduced to their poster project.
Obstacles of Learning: Students would rather write a report
Essential Questions: N/A
State Standards: B.1.26, B.1.28
Objectives: investigate a genetic disorder and present findings in a poster setting with a presentation.
Resources/Materials: guidelines and rubric for genetic disease poster
Procedures: Review previous week, Introduce Genetic Disease Project/Poster, and go over guidelines
as well as time for full assessment of Rubric. Students will be given a Rubric on how the analysis will be
Assessment/Evaluation: Genetic Project Rubric

Day 14: Tues. 3/22:
Overview: The last set of notes for this chapter will occur today. We will overview genetic defects and
tie them into the roles of DNA & RNA.
Obstacles of Learning: N/A
Essential Questions: Is RNA a necessity to DNA?
State Standards: B.1.21
Objectives: Finish notes for chapter, and allow time for students to discuss different types and modes
of mutations.
Resources/Materials: lecture, notes, worksheet
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                                                                                  Maureen Pappas

Procedures: Roles of DNA & RNA are discussed. DNA Translation briefed. Explain Mutations:
pros/cons. Finish worksheet, grade worksheet. Worksheet covers codons & translation.
Assessment/Evaluation: worksheet on codons & translation

Day 15: Wed. 3/23:
Overview: Today is a day that is devoted to the genetic project. Students will have this time to use
books and websites to investigate their disease.
Obstacles of Learning: N/A
Essential Questions: N/A
State Standards: B.1.26
Objectives: Investigate chosen disease
Resources/Materials: Books, Internet, Poster/Project guidelines & rubric
Procedures: Students are to stay on task and investigate their genetic disorder/disease of choice.
Assessment/Evaluation: N/A

Day 16: Thurs. 3/24:
Overview: Today half the period will be spent reviewing for the test. The rest of the period will be
devoted to genetic disease project.
Obstacles of Learning: Did not complete review. Absent several days and lost on all material being
covered. Refuse to work on poster &/or assignments
Essential Questions: N/A
State Standards: B.1.23, B.1.25, B.1.27
Objectives: Students will learn more about their chosen disease. Students will ask questions about
material that they still may be confused on
Resources/Materials: Study Guide, Poster, art supplies, research information, computers, printer.
Procedures: Go over study guide answers. Ask for any questions. Allow students to spend the rest of
the class period on their projects.
Assessment/Evaluation: Study Guide (participation points), Poster (100pts).

Day 17: Fri. 3/25:
Overview: This day consists of the Chapter 12 posttest. When student are complete, the rest of the
time will be used to work on poster.
Obstacles of Learning: Students did not study. Students will read the questions carefully.
Essential Questions: N/A
State Standards: B.1.21, B.1.23, B.1.26
Objectives: Take knowledge gained/enhanced from this unit and display achievement on the test.
                                                                 Woodrow Wilson Fellow: Spring 2011 15
                                                                                   Maureen Pappas

Resources/Materials: test/answer key, poster board and research.
Procedures: Review any questions prior to test, pass out answer sheet, administer test. After all
students are complete, the rest of the time is designed to work on project.
Assessment/Evaluation: Post Test (100pts)

Day 18: Mon. 3/28:
Overview: Today will be used for any make-up tests, and then last minute time to work on posters
Obstacles of Learning: N/A
Essential Questions: N/A
State Standards: B.1.21, B.1.26
Objectives: Complete poster, so it will not have to go home (and possibly be forgotten)
Resources/Materials: art supplies, poster board
Procedures: Time to make-up tests if a student was absent. Last minute details to be finished on poster.
Assessment/Evaluation: Poster to be complete for tomorrow‟s presentations.

Tues 3/29: Project Presentation Day!!!

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