L1+Baum,+Jennifer+Lynn


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Baum **Lesson: 1 Interpretation**
 * Grade Level:** 10 **Topic:** DNA replication

__**Objectives**__

 * Student will understand that** DNA plays a vital role in transferring traits from generation to generation.
 * Student will know** the discoveries made by Watson and Crick and the Human Genome Project; terminology such as the nucleus, DNA, RNA, genetic transfer, genes, chromosomes, replication; and critical details such as transcription, translation, and DNA replication.
 * Student will be able to do** translate segments of DNA.

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology-E. The Living Environment E4. Heredity and Reproduction Grade 9-Diploma //Genetics// Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.
 * Rationale:** Students will discover the role of DNA in transferring traits from generation to generation by looking at how DNA replicates in order to better understand genetic transfe**r** on both the molecular level as well as being able to apply understandings to genes.

__**Assessment**__
Students will be given a step-by-step graphic organizer that they will be able to use to in order to process the steps of DNA transcription, translation, and replication. They will be able to work in Jig Saw groups to collaborate with peers. Feedback will be given by both peers and teacher on the progress of understandings of each of the processes by using a checklist. Each student will be given the opportunity to self-reflect and revise their processes in order to track their progress with the material. After each of the Comic Life products are presented, there will be a quiz that will assess their ability to apply what they learned about the processes by translating, transcribing, and replicating a segment of DNA.
 * Formative (Assessment for Learning)**

After learning about the processes of replication, transcription, and translation, students will work in small groups to create a Comic Life in order to organize each of the major processes. There will be several different groups (at least 3) that will each be assigned to explain a given process. The Comic Life product should be rich with detail and presented in a creative, original, accurate, and organized way in order to better understand each of the steps in the assigned process. After the lesson, all students should be able to know how to translate segments of DNA and be able to transcribe and replicate a segment of DNA. Each group will share their Comics with their classmates and will later submit a digital copy to the class wiki. Each group's Comic Life will be graded with a checklist that will be provided to them before creating their product.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: A Comic Life Product will be created as a final assessment in order to have students organize and demonstrate their understandings of the main processes of DNA transcription, translation, and replication. There will be several different interactive videos and animations that will be used to present all of the major processes of DNA.

Music: I will be able to integrate music into this lesson at the beginning where students will be able to listen to a rap about transcription in order to get a clearer understanding about the general ideas about the major processes of this lesson.

History: I will be able to include the history of genetics by introducing the contributions Watson and Crick made to genetics as well as introducing the recent research about the human genome that was discovered through the Human Genome Project.

__Groupings__
During the lesson, students will break into jig-saw groups of 3-4 in order to work through and process the difficult concepts, processes, and ideas of DNA replication, transcription, and translation while creating a Comic Life. In this group, students will assign different roles with one person being the scribe, or the person who writes down all of the ideas that the group makes about the information they need to include in their Comic and how they want to present the processes in a new and creative way. There will be one person who will keep track of the time and make sure that the group stays on track with both the time and agenda. One or two students will be assigned the role of facilitator who will manage the group and lead discussions. In addition to each assigned role, all students are expected to contribute and participate in conversation, brainstorming, etc...

__**Differentiated Instruction**__

 * Strategies**
 * Interpersonal**: Students will be working in small groups where they will exchange what they know about the important details and processes of transcription, translation, and DNA replication.
 * Kinesthetic**: Students will have an opportunity to act out and demonstrate the processes of transcription, translation, and replication within small groups. They will also be able to build DNA with a model kit and will be able to better see how each of the processes work.
 * Visual:** Students will watch several interactive animations showing all of the major processes of transcription, translation, and DNA replication in order to repeatedly visualize each of the processes.
 * Logical:** Students will organize the major steps of transcription, translation, and DNA replication and group them into a logical form.
 * Naturalist**: Students will learn how mice are bred in research institutes in order to show authentic applications of how genes are altered and inserted.
 * Musical**: Students will listen to a YouTube rap on DNA replication and protein synthesis.

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Modifications/Accommodations**

Absent: If you are absent during any part of the lesson, I expect you to look at the class wiki to see what you missed and what you will need to make up for when you return. If you have any questions about your task, you are expected to first talk to a classmate or teammate, and if you still have questions contact me immediately. The work will be due within one day of your return to school. If you are absent during the Jig Saw part of this lesson it is expected that you contact your teammates through e-mail in order to make sure you still contribute your part.

Technology: A Comic Life Product will be created as a final assessment in order to have students organize and demonstrate their understandings of the main processes of DNA transcription, translation, and replication. There will be several different interactive videos and animations that will be used to present all of the major processes of DNA.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops (for teacher and at least 1 per Jig Saw group)
 * Handouts of processes of DNA transcription, translation, replication
 * Graphic Organizer (step-by-step process chart)
 * Projector (for videos)
 * White board and markers
 * Comic Life application
 * Textbook
 * DNA model kit
 * (PCR lab?)

__Source for Lesson Plan and Research__
DNA rap [] Step-by-step Graphic Organizer[| http://www.eduplace.com/graphicorganizer/] DNA Structure: models for transcription, translation, and replication [] DNA interactive website[| http://www.dnaftb.org/dnaftb/] Interactive Website [] [] Videos: [] [] Checklist similar to: [] Possibly include PCR lab [] Possibility for quiz [] Example lesson plan: PCR virtual lab: [] Replication and Protein synthesis Interactive Animation[| http://www.pbs.org/wgbh/aso/tryit/dna/#] Human Genome Project []

__**Maine Standards for Initial Teacher Certification and Rationale**__
This lesson achieves the goals set forth by Standard three by creating a learning environment that is welcoming and accepting of all different learners. Students will be able to collaborate regularly with their peers in order to feed off of each others thoughts, ideas, and creativity. For those students who learn best in an auditory way, they will be able to learn the material through the introductory lecture and by listening to the Jig-Saw groups present their Comic Life products. If a student learns better in a visual way, they will have the opportunity to learn through the graphic organizer as well as the interactive websites and seeing the Jig-Saw Comic Life products. For those students who need social and bodily/kinesthetic learning, they will be able to interact with various websites and will be able to collaborate with their peers. Students will have time to self-reflect and will create an environment which promotes creative and engaging learning.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

Students will be introduced to genetics and will learn about the discovery of DNA and the steps in DNA replication, transcription, and translation. By learning about the processes of DNA, students will be able to better understand how DNA can be passed down from one generation to the next. (See content notes). //Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.// In this lesson, students will be learning through the facet of Interpretation. By the end of this lesson they will be able to interpret DNA by being able to translate, transcribe, and replicate it. Mastery and understanding of this content will be demonstrated with a detailed presentation of a Comic Life which shows all of the steps of each major process. This will demonstrate their ability to deeply know and understand the major processes that DNA can undergo at a microscopic level.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**


 * Interpersonal**: Students will be working in groups to exchange what they know about the important details and processes of transcription, translation, and DNA replication.
 * Kinesthetic**: Students will act out and demonstrate the processes of transcription, translation, and replication.
 * Visual:** Students will watch several interactive animations showing all of the major processes of transcription, translation, and DNA replication.
 * Logical:** Students will organize the major steps of transcription, translation, and DNA replication and group them into a logical form.
 * Naturalist**: Students will learn how mice are bred in research institutes in order to show authentic applications of how genes are altered and inserted.
 * Musical**: Students will listen to a YouTube rap on DNA replication and protein synthesis.


 * Type II Technology:** A Comic Life Product will be created as a final assessment in order to have students organize and demonstrate their understandings of the main processes of DNA transcription, translation, and replication. There will be several different interactive videos and animations that will be used to present all of the major processes of DNA.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

Students will be given a step-by-step graphic organizer that they will be able to use to in order to process the steps of DNA transcription, translation, and replication. They will be able to work in Jig Saw groups to collaborate with peers. Feedback will be given by both peers and teacher on the progress of understandings of each of the processes by using a checklist. Each student will be given the opportunity to self-reflect and revise their processes in order to track their progress with the material. After each of the Comic Life products are presented, there will be a quiz that will assess their ability to apply what they learned about the processes by translating, transcribing, and replicating a segment of DNA.
 * Formative (Assessment for Learning)**

After learning about the processes of replication, transcription, and translation, students will work in small groups to create a Comic Life in order to organize each of the major processes. There will be several different groups (at least 3) that will each be assigned to explain a given process. The Comic Life product should be rich with detail and presented in a creative, original, accurate, and organized way in order to better understand each of the steps in the assigned process. After the lesson, all students should be able to know how to translate segments of DNA and be able to transcribe and replicate a segment of DNA. Each group will share their Comics with their classmates and will later submit a digital copy to the class wiki.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Total class time: 360 minutes

The classroom will be set up into clusters in order to easily separate the students into Jig Saw Groups that will be pre-assigned. The students will be able to easily talk to each other and collaborate with each other because they will be able to have an organized work area separate from other groups.

Day 1: 8:00-8:10 Hook: the rap video (10 min) 8:10-8:20 Outline goals and the agenda of lesson (10 min) 8:20-8:50 Historical Introduction of DNA (20 min) 8:50-9:00 Let them look at and feel DNA model (10 min) 9:00-9:40 Step-by-Step Graphic Organizer (40 min) 9:40-9:55 Interactive websites (15 min) 9:55-10:00 Assign Jig Saw Groups, reflection (5 min)

Day 2: 8:00-8:25 Mini Group Quiz (25 min) 8:25-8:45 Break into Jig Saw groups to learn more about assigned processes and begin mapping out Comic Life 8:45-9:10 Introduction to Comic Life 9:10-10:00 Students will work on Comic Life Presentations

Day 3: 8:00-9:15 Comic Life presentations Jig Saw style 9:15-9:45 Individual Quiz <span style="font-family: Arial,Helvetica,sans-serif;">9:45-10:00 Reflections/Class Discussion

<span style="font-family: Arial,Helvetica,sans-serif;">Class will begin with the students watching a rap video about DNA Replication. I will then ask students as a class to brainstorm all of the concepts and ideas that they know about genetics. I will briefly outline what we will do for this three-day lesson. In order to give the students ideas of how knowledge of DNA can be applied to real life applications, I will introduce some modern genetic research projects. I will also ask them to continuously think about how variation in DNA can be applied to the differences between each person. I will then introduce the unit by talking about the main historical contributions to what we know about DNA and our genome by introducing Watson and Crick, Rosalind Franklin, Linus Pauling, as well as the Human Genome Project. Students will then be able to interact and see the DNA model that I will use to describe the findings of Watson and Crick. I will then provide the students with a step-by-step graphic organizer for the processes of transcription, translation, and replication. Students will then have the opportunity to look at several different interactive websites that show each of the processes in more detail and help them visualize them. Before the next class, students will be expected to reflect on what they learned by creating a blog entry that summarizes all of the major processes. The next day, after learning about the three major processes of DNA, I will give them a group quiz where they will be able to describe each of these processes. We will then go over the answers to the quiz as a class so they will receive immediate feedback. After the quiz, students will break into their assigned Jig Saw groups and will be assigned with a process that they will have to create a Comic Life representation of. They will have most of the class to create this product and will prepare to present them for the beginning of the next class. After the Comic Life presentations, the students will take an individual quiz that will demonstrate their knowledge of each of the processes by having them translate, transcribe, and replicate a segment of DNA. By the completion of this lesson, students will understand the major processes of DNA and that DNA plays a vital role in transferring traits from one generation to the next. Each person has unique traits and characteristics that can be tracked by individual segments of DNA. It is important to know what makes you, you. //Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.// Students will be hooked and curious to learn about the major processes of DNA after watching and listening to a rap about [|DNA replication and Protein Synthesis].
 * Where, Why, What, Hook, Tailor: Visual/Spatial, Music, Intrapersonal, Interpersonal, Kinesthetic, Verbal, Natural.**

Students will know the discoveries about DNA made by Rosalind Franklin as well as Watson and Crick and advances in genetics brought forth through the Human Genome Project; terminology such as the nucleus, DNA, RNA, genetic transfer, genes, chromosomes, replication; and critical details such as transcription, translation, and DNA replication. I will deliver all of this material verbally before allowing the students to use both the graphic organizer and interactive websites in order to better understand how each of the processes work. Throughout the lecture portion, I will be open to questions for clarification and student participation throughout it. I will also encourage my students to think critically and to try to uncover the reasoning for themselves. I plan on creating an environment where students feel safe and welcome to ask questions and to think outside the box. After I deliver the material, I will make myself available for students to approach for more questions and will float around the room to check for understanding and to give feedback to students. After students explore the interactive websites, I will give the students a group quiz where they will be able to check their understanding of the material. After the Comic Life presentations, I will give an individual quiz where students will be given a strand of DNA and will have to replicate, translate, and transcribe it in order to check for thorough understanding of the material and ability to apply what they know to a new situation. (See attached content notes)
 * Equip, Explore, Rethink, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal.**

Students will use a step-by-step graphic organizer in order to trace the steps of transcription, translation, and replication. During the lesson, students will periodically break into Jig Saw groups to work through difficult concepts, processes, and ideas while creating a Comic Life in small groups. Students will be able to translate, transcribe, and replicate segments of DNA by the end of the lesson. Students will form Jig Saw groups where they will be assigned roles of facilitator, time keeper, or scribe. Each group will be assigned specific roles that they will hold in order to explore more of the processes of DNA and will then create a Comic Life demonstrating their knowledge and understanding. Before they begin their product, they will be given a quiz that will give them feedback at where their level of understanding lies. Throughout the creation of their product, they will be able to self-reflect, bounce ideas off of each other, and will receive feedback from myself before they present it. I will go around with a checklist to make sure they are uncovering all of the important steps in their assigned process. By being able to translate, transcribe, and replicate a strand of DNA, I will be confident that my students can interpret and apply their knowledge to new situations.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, Interpersonal, Intrapersonal, and Verbal**

Students will be able to self-assess themselves and their group by making sure they are covering all of the important steps listed out on their checklist. They will also be able to reflect on their learning before and after the Comic Life Presentation by being guided by their feedback from their quizzes. In order to provide prompt and timely feedback, we will go over the answers to both the first and second quiz immediately after. I will also give them a checklist that they can use to check their progress on what is expected to be on the Comic Life. In order to make sure that all groups are on track, I will also go around to meet with each group where they will tell me about their product and I will be able to check their progress on the checklist and will give them suggestions and positive feedback. This lesson is an important part of the entire unit because it lays out the foundations of genetics on a microscopic level. In order to better understand how traits are passed down from one generation to the next and how variations in DNA occur, it is important to know how DNA functions, as well as how it replicates, transcribes, and translates.
 * Evaluate, Tailors: Verbal, Interpersonal, Logical.**

<span style="font-family: 'Times New Roman',Times,serif;">History and Discovery of DNA: Linus Pauling discovered that many proteins take the shape of an alpha helix, spiraled like a spring coil. This is important because it gave evidence for the possible shape of DNA as a protein. [|Rosalind Franklin] did research on DNA and used X-Rays in order to analyze shapes of molecules. She was on the breakthrough of figuring out the structure of DNA, but was a little too late because [|Watson and Crick] won the race for determining the structure of DNA. They determined that DNA had a helical double helix structure that had two different ladder-like strands of DNA that complemented each other, with one strand going ‘up’ and the other going ‘down.’
 * Content Notes**

<span style="font-family: 'Times New Roman',Times,serif;">Since this genetic breakthrough scientist have uncovered an incredible amount of details about the structure of DNA, how it replicates, and how it sends ‘messages’ and expresses itself. DNA stands for Deoxyribonucleic Acid and is composed of sugar-phosphate backbones that are all identical with each sugar-phosphate backbone bonding with a nitrogenous base, which can be either Adenine (A), Thymine (T), Cytosine (C), or Guanine (G). The rule for pairing these nitrogenous bases is that A always bonds with T, while C always bonds with G. When they are paired together, they form a hydrogen bond, which can be broken later for replication and protein synthesis. Purines are (A) and (G) and Pyridimines are (C) and (T). When the sugar-phosphate backbone is bonded with a nitrogenous base, it is called a nucleotide.

<span style="font-family: 'Times New Roman',Times,serif;">A fairly recent genetic breakthrough was the completion of the [|Human Genome Project], which in 2003 successfully mapped out the entire sequence of DNA in humans, which is called the genome. By knowing the rules for pairing bases, scientists were able to determine the entire sequence of what makes us, us.

<span style="font-family: 'Times New Roman',Times,serif;">Where is DNA? How are cells able to replicate? In each cell is a nucleus, which holds all of the critical information needed to replicate. Within the nucleus are chromosomes. Humans all have 23 pairs of chromosomes. Each chromosome is made up of tightly bundled DNA. Chromosomes contain the genetic information that has been passed down from both mother and father and is expressed with enough variation to make each person unique. Segments of chromosomes make up genes that code for specific traits that are later expressed. Now to look at how DNA replicates and how each gene is expressed.

<span style="font-family: 'Times New Roman',Times,serif;">Replication: DNA replication is a way for cells to be able to replicate the genetic information so that they can reproduce identical cells. In order to do this, the first step that needs to take place is for the helical structure of DNA to unwind which is done by Helicase, an enzyme that breaks apart the hydrogen bonds in A-T rich areas. Because there are two different ends of DNA, 5’ and 3’, each strand is replicated slightly differently when replicated. DNA polymerase is the enzyme that binds complementary base pairs with the original strand of DNA. DNA polymerase can only move from 3’ to 5’, so this poses a slight problem during replication. The leading strand is quickly replicated while the enzyme moves from 3’ to 5’. The lagging strand is replicated in shorter fragments called Okazaki fragments, which are created by the polymerase binding ‘downstream’ and replicating short fragments until it reaches the previous fragment. This process is repeated until the entire strand is replicated. The final result is two strands of identical DNA which both have one original strand of DNA and one new strand.

<span style="font-family: 'Times New Roman',Times,serif;">Transcription: In order to express information of DNA such as genes, there is a process called transcription in which this genetic information is transcribed into a more readable form called messenger RNA. Instead of two strands, RNA has only one strand. Initiation begins when RNA polymerase binds to DNA. Only a part of the double helix is unwound in order to make a single stranded complement reading from the 3’ to 5’ end. The only difference in this complement is that thymine is replaced by uracil. Because only short desired strands of RNA are produced, multiple copies can be made and amplified in order to promote gene expression. After the strand of mRNA is formed, protein synthesis can begin.

<span style="font-family: 'Times New Roman',Times,serif;">Translation: Protein synthesis is the next step towards expression of genetic information within an organism. Proteins are made up of a polypeptide of amino acids. Transfer RNA and ribosomal RNA are two other key players in the translation of mRNA into functional proteins. After mRNA is transcribed, ribosomal RNA attach to it and are then able to translate the information by reading each triplet base pairs and matching them with the associated tRNA that carries a complementary amino acid. The rRNA processes the mRNA and reads the strand by processing one codon at a time. A codon is a set of three nucleotides. Transfer RNA in a clover-like shape is bonded to an amino acid on one end and has an anti-codon on the other side. The anti-codon then matches up with the complementary codon. As the rRNA moves down the strand, the tRNA is release and the amino acids form a growing chain of amino acids. The protein chain continues to elongate until the termination codon, which releases the polypeptide chain, which can then be expressed in the cell.

Graphic Organizer Checklist for Comic Life Quiz 1 on all of the processes Quiz 2 being able to translate, transcribe, and replicate a segment of DNA
 * Handouts**