BSC 307 5-E Model Lesson Plan Form

Megan Butler

BSC 307 Contextual Teaching Lesson Plan

Title: Grade Level: Mutation Mystery 9

Objectives: Students will be able to differentiate different types of mutations in a DNA sequence by completing transcription comparisons that represent how mutations are effective with 85% understanding.

Students will be able to apply their knowledge on base paring by correctly matching nucleotide bases in both DNA and RNA with 85% understanding.

Students will be able to use abstract thinking strategies to reverse transcription and translation in order to obtain the base pairs of DNA from amino acids using hands on models and prompt information with 85% understanding.

Illinois Learning Standards: Stage I – 12A3 Apply scientific inquiries or technological designs to explain the molecular nature of the genetic code, explaining the function, chemical reactions, and schematic diagrams of the molecular components of DNA, RNA and simple proteins, exploring the processes of recombinant DNA research, describing the role of chromosomes in the normal and aberrant display of hereditary traits, mutations and disease.

Academic Language Demands: For this assignment, students will need to be familiar with the basic central dogma of gene expression, the makeup of DNA and RNA, how DNA is related to the diversity in genetic makeup, and how DNA/ RNA mutations can affect more than the direct bases that are altered.

Engagement: The engagement is introduced with Susie’s story. Students will read a prompt about a patient that has an effected DNA base and will be required to solve the mutated base mystery. Exploration: Student will be challenged to work backward from Amino Acids to DNA in order to discover the mutated base in Susie’s DNA. They will be required to fill in amino acids, RNA, and DNA while suing model nucleotide bases to help them complete the task

Explanation: After students complete the worksheet and find the problem in the DNA strand, as a class we will go over the backward transcription and translation process using the magnetized model nucleotide bases on the board. Extension: Students will extend the mutation concept to answer how Susie is affected by this mutation. They will be asked what amino acid she is missing and how fixing the mutation would affect her allergic reactions. Evaluation(Assessment Strategies): Students will be observed in the process of matching base pairs using the nucleotide models. The teacher will be able to see if they are grasping the concept or need extra help. A short discussion will allow the students to assess their own personal understanding as well. At the end of class, the students will also be required to hand in their packet for an activity grade. This will give the teacher a more in depth look at each student understands individually. Rationale:

A main teaching portion in high school biology always includes DNA. In this 5E model, students will not only understand the noted central dogma concept and the process of transcription and translation, but will be able to grasp the ins and outs of this lesson by solving a mutation mystery. Students will be able to work with base models to visualize what base pairs are correctly matched. In order to solve the mystery, students will work backward from amino acids in their codon form to RNA, and then to DNA. This process will challenge their transcription and translation skills as well as show how significant a mutation can be in the human genome by understanding what amino acid is changed because of the mutation. Resources:

Amino Acid chart. [Online]. Retrieved on February, 25th, 2012. Available: https://www.google.com/search? q=amino+acid+and+codon+chart&hl=en&prmd=imvns&source=lnms&tbm=isch &ei=TkdMT73TEoz2ggeT3fTDAg&sa=X&oi=mode_link&ct=mode&cd=2&ved =0CAwQ_AUoAQ&biw=1280&bih=685

Illinois State Board of Education. (1997). Illinois State Learning Standards. [Online]. Retrieved on February, 25th, 2012. Available: http://www.isbe.net/ils/Default.htm.

Popular Issues. (2002). Human Genome Project Information. Colorado Springs [Online]. Retrieved on February 26th, 2012. Available: http://www.allaboutpopularissues.org/human-genome-project- information-faq.htm

Strathmore High School. [Online]. Retrieved on February, 25th, 2012. Available: http:wwww.google.com/url? sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0CF0QFjAF&url=http%3A %2F%2Fwww.strathmorehighschool.com%2Fdocs%2Fhomework%2F15%2520- %2520mutations %2520worksheet.doc&ei=4RhLT6HJJ8vvggeU0ZGRDg&usg=AFQjCNHA01D 5WY8cEO-m1FKZ924Dkf_ncw&sig2=bZ2wmj5xVwuPkCOGgroDig

University of Arizona. (2003). The Biology Project. [Online]. Retrieved on February, 25th, 2012. Available: http://www.biology.arizona.edu/biochemistry/problem_sets/aa/Histidine.ht ml