Instructional Focus Lesson Plan

Mini-Lesson Plan Guide for Science Date(s): Subject: DNA and mutations Grade Level: 9-12

Lesson Planning

Benchmark/Standard: What is the next benchmark on my course curriculum guide or FCIM calendar? SC.912.L.16.4: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Essential Questions: How will I reword the benchmark into specific questions using student friendly terms? • What is a mutation? • When does a mutation result in a phenotypic change? Materials/Resources: What do I have or need to teach this lesson? Projector Computer Lesson Agenda: How will I deliver this lesson to help my students answer the essential questions? Day One: Explicit Instruction Day Two: Modeled Instruction Day Three: Guided Instruction Day Four: Independent Instruction Day Five: Quiz Lesson Delivery

Explicit Instruction: How will I focus my students on what they need to learn? Which important vocabulary will I introduce/review?  Teacher will use powerpoint to explain what a mutation is, the different types of mutations, and when they will lead to phenotypic changes Modeled Instruction: How will I show my students what they are expected to do to answer the essential question?  Play “Mutation Telephone”: Have the class make two lines. Instruct students to whisper and pass a phrase down the line when you say go. (Phrase ideas: “The rain in Spain stays mainly on the plain.” “Archimedes coined the phrase ‘Eureka, I’ve found it!’”) The last student in each line will share the message with the class.  Have students journal: “How did the message change as it was passed down each line?” Guided Practice: How will I help my students practice answering the essential question?  Use nine students from the class to help you demonstrate types of mutations. Line students up in front of the class with a slight separation between every third student. These groups represent a codon.  Demonstrate point mutations like substitution (switch a student from the front with a student at their desk) and inversion (switch two students in a codon) Emphasize that the point mutations do not change the frame, or the codon grouping. Illustrate frameshift mutations like deletion (take a student out of the line and redistribute the codons) and insertion (add another student to the line from the students at their desks and redistribute the codons).  Ask students to predict the effect frameshift mutations have on the translation of amino acids. Which is more harmful, a point mutation or a frameshift mutation? Independent Practice: How will my students practice answering the essential question individually?  Ask students to write down the following sequence: G T T C A T T A T A C G C C A  Ask students to rewrite the mutated sequence as follows, and determine if it is a point or frameshift mutation: 1. Substitution: replace 2nd T with A 2. Deletion: 1st A 3. Inversion: last two bases 4. Insertion: G between 1st two T’s  Ask students to determine which of these mutations would be the most harmful Assessment: