Digital Unit Plan Template

Unit Title: DNA to Proteins

Name: Marissa Morey

Content Area: Biology

Grade Level: 9th Grade

CA Content Standard(s)/Common Core Standard(s):

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions
of life through systems of specialized cells.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents
to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2)
viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

Big Ideas:

DNA is the nucleic acid molecule that codes for proteins that are made in our body which are responsible for the functioning of our cells.
DNA has a very specific structure that follows a specific code.
All types of RNA (another nucleic acid molecule), which are also coded by DNA, are essential for the making of proteins and therefore the functioning of
our cells.
Genes are specific stretches of DNA that contains the instructions for the making of a specific protein. There are noncoding portions of DNA as well.
Genetic variation can occur in a number of ways including crossing over during meiosis, errors in the DNA to protein processes (replication,
transcription, and translation), as well as environmental factors.

Essential Questions:

How is DNA involved in the specialized nature of cells?

How does DNA/genes code for the proteins that are made in our body?

What processes are involved in the protein making process?

What are ways that genetic variation occurs?

What types of things do genetic mutations cause?

Unit Goals and Objectives:

Students will compare and contrast the structures of DNA and RNA and explore Chargaffs Base Pairing Rules by completing guided notes that coincide
with a teacher lecture.
Students will analyze the Human Genome Project to infer the importance of knowing the nucleotide sequence of DNA by viewing videos about the

process and engaging in group discussion via Popplet.

Students will be able to explore the importance of the processes of DNA replication and transcription by conducting online research and completing a
Webercise.
Students will distinguish the process of translation from the other DNA to protein processes (replication, transcription, and translation) by reading the
information and viewing the videos on the Lesson 3 tab of the Unit Website, and then completing a Thematic Tree Graphic Organizer.
Students will analyze how genetic variation occurs through crossing over in meiosis, replication errors, and environmental factors by reading from the
text and the Genetic Variation tab on the Unit Website.
Students will become experts in genetic variation due to genetic mutations causing genetic diseases by creating a presentation.
Students will evaluate genetic engineering and evaluating the idea of a Designer Baby by reading the Designer Babies article and writing a
persuasive essay of why/why we should not be able to do this.

Unit Summary:
In this unit, we will get to explore the amazing molecule that stores our genetic information, DNA! As we have learned in previous lessons of an introduction to
the major macromolecules, proteins are responsible for carrying out essential reactions and functions in the cell. By the end of this unit, each student will be
able to determine how the structure of DNA is important in the formation of proteins, and thus important for determining the functions of cells. We will begin by
looking at the structure of DNA and comparing it to the structure of RNA as well as applying Chargaffs base pairing rules. We will then look at the three major
processes in DNA processing (replication, transcription, and translation) to determine how the structure of DNA is important in each and thus important for the
formation of proteins. We will then get to think like scientists and analyze why scientists made the efforts to sequence the large human genome in what is
known as the Human Genome Project, and we will evaluate some of the controversies of applying the project. The unit will then be wrapped up with us looking
at genetic variation. Genetic variation is what makes each of us unique and is the exact reason why you do not look exactly like your siblings. We will also see
that genetic variation due to mutations is the cause of some diseases. Many of the activities in this unit will require you to work independently while others will
require you to work in groups. I expect that this subject is not something that you will grasp right away, as it is very complex. That is okay! Just remember that I
am here to help you learn biology, so please contact me with any questions! As always, have fun learning and exploring this exciting subject!
Assessment Plan:
Entry-Level:

Formative:

Summative:

Brainstorming-What words come to mind

when you hear the word, DNA?

Guided Notes-DNA and RNA structure

Presentation-Genetic variation due to genetic disorders

Discussion Via Popplet-Human Genome Project

reactions and thoughts

Essay-Genetic Engineering; The idea of the being able to

design your own child

Quiz-DNA and RNA structure

Webercise-DNA replication and transcription
Quiz-DNA vocabulary
Thematic Tree Graphic Organizer-Translation

Unit Exam-Comprehensive exam

Lesson 1
Student Learning
Objective:
Students will compare

Acceptable Evidence:
Students are able to
apply Chargaffs base

Instructional
Strategies:
Communication
Collection

Lesson Activities: -Content Standard HS-LS1-1

Brainstorming (EL):
Embedded in the teacher lecture as well as the guided notes is a slide and question in

and contrast the

structures of DNA and
RNA and explore
Chargaffs base pairing
rules by completing
guided notes that
coincide with a
teacher lecture.
Students will analyze
the importance of
knowing how to
sequence DNA by
exploring the Human
Genome Project and
its controversial
applications by
viewing videos about
the process and
engaging in group
discussion via Popplet.

pairing rules by
predicting the
sequence of a
complementary strand
of a sequence of a
strand of DNA. Also,
students will be able to
identify the important
aspect of DNA
structure that
distinguish it from
RNA.
Students are able to
discuss their reactions
to Human Genome
Project and its
applications.

Collaboration
Presentation
Organization
Interaction

which students must come up with words that they think of when they hear the word
DNA. This is just to get students thinking about things that they remember from their
Life Science class in middle school as well as what they may have heard from the media or
in society.
Teacher Lecture:
In order to get a full understanding of how the structure of DNA determines the structure
of proteins (content standard HS-LS1-1), students must first understand the very specific
structure of DNA. This lecture describes the helical structure of DNA as well as the
nucleotides (molecular structure of the DNA backbone and nitrogenous bases). It then
describes Chargaffs base pairing rules and how DNA knows what nitrogenous base goes
where. Next, the lecture asks students about why they think it is important for scientists
to be able to sequence DNA. At the end of the lecture, students compare and contrast the
structures of DNA and RNA (the other nucleic acid important in the DNA to protein
processes) by completing a chart that is found in their guided notes.
Teacher lecture:
http://prezi.com/e7rv5gkcfflv/?utm_campaign=share&utm_medium=copy
Guided Notes (F):
With completion of the guided notes that accompany the teacher lecture, students are
provided with a reference form which they can use to study form to remember the
specific nature of the DNA structure. They are provided with activities that allow them to
work with specific vocabulary and to apply the base pairing rules. To help students, the
first few problems in which they apply the base pairing rules will be done together as a
class. The rest of it is for them to do on their own.
Discussion via Popplet (F):
Embedded in the teacher lecture is a slide in which students are asked to predict why they
think it is important for scientists to be able to sequence DNA. With this getting them
thinking about DNA sequencing, students are asked to explore the Human Genome Project
as instructed in the Assessments section in the Unit Plan Website. After they spend
some time looking through what the project is and how it can be used, students will
engage in a discussion by answering questions in Popplet about their reactions to the
controversial applications of the Human Genome Project. On this discussion application,
students are able to see what their peers are saying and can even respond to them by
creating a comment off their comments. This is a way for me to see how students are
thinking about current scientific research/discoveries. The directions for this assessment
first instructs students to log onto to their Popplet account in order to post to the Popplet
that I created for each student to post to. The following is further instruction for the
assignment, as posted on the Assessments tab on the Unit Website:
This discussion I made for this class asks you to answer some critical questions about the
Human Genome Project to explore some of the controversial issues that come along with
this amazing scientific advancement. Take a look at the series of videos in the Unit
Resources section of this unit website to give you an idea on how it works. I have posted

on the first question so that you know what kind of answers I am looking for. Each of you
are responsible for responding to all three questions by adding a comment bubble on
each. Keep logging in and take a look at some of the things your classmates are saying in
order to get a full class discussion and explore many of the different viewpoints and
reactions to the project. Be thoughtful with your answers, but most of all, have fun!
Human Genome Popplet: http://popplet.com/app/#/2155119

Lesson 2
Student Learning
Objective:
Students will be able
to explore the
importance of the
processes of DNA
replication and
transcription by
conducting online
research and
completing a
Webercise.

Acceptable Evidence:
Students will be able to
identify the important
aspects of the the
processes of DNA
replication and
transcription.

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
Lesson Introduction: -Content Standard HS-LS1-1
On the Unit Website in the Lesson 2 tab, students will find a brief introduction to the
processes of DNA replication and transcription. When reading the information, students
will see a diagram that I made of the central dogma that is a graphic description of the
DNA to protein processes. This diagram describes the order of the processes and a red
circle designates what process is being talked about.
Webercise (F):
This exercise is the main part of Lesson 2. By clicking on the links as instructed in the
exercise, students will conduct research to identify the important aspects of the DNA
replication and transcription processes. Through its completion, students will see how
the structure of DNA (as learned in the previous lesson) is involved in these two processes
of the DNA to protein processes and thus the making of proteins.

Lesson 3
Student Learning
Objective:
Students will
distinguish the
process of translation
from the other DNA to
protein processes
(replication,
transcription, and
translation) by
reading the
information and
viewing the videos on
the Lesson 3 tab of
the Unit Website, and
then completing a
Thematic Tree

Acceptable Evidence:
Many terms and
concepts are slightly
changed in each
process. Students will
distinguish translation
from the other
processes by being
able to categorize
information about
translation that only
pertains to translation
and not the other DNA
to protein processes.

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
Lesson Introduction/Collection of Information: -Content standard HS-LS1-1 and HS-LS3-1
On the Unit Website in the Lesson 3 tab, students will find information about the process
of translation. They will find 3 websites and 2 videos that will help them understand the
process as well as to distinguish the process form the other DNA to Protein processes.
This distinction is important, as there are many terms and concepts that are similar in all
three processes, which may be confusing to students.
Thematic Tree Graphic Organizer (F):
After collecting information on translation, students are to create a thematic tree graphic
organizer with descriptions of concepts, terms, and information that only pertains to the
process of translation. Directions for the assignment are as follows:
1. Log onto your Gliffy account to make a Thematic Tree Graphic Organizer.
2. Use 3 different shapes to classify each level of branching. In the example I created
below:

Graphic Organizer.

diamond = 1st level of branching; center concept (Translation)

circles = 2nd level of branching (Process, Proteins, Genetic Code, tRNA, mRNA)
rectangles = 3rd level of branching (information about the 2nd level branches)
3. The center must be "Translation". You must create 4-5 second level of branches
(circles) and one must be labeled "Process" in which you give a short description of of the
3 main steps in the process (Initiation, Elongation, Termination). The other 3-4 second
level branches are your choice. Just make sure that you are describing them in your 3rd
level branches in a way that ONLY pertains to the process of translation. For example, the
role of mRNA in translation is different than the role of mRNA in the process of
transcription. These may include but are not limited to:

structure of ribosome
structure of a protein
mRNA/mRNA's role
descriptive words about translation
genetic code
proteins
genes
4. There are at least three "3rd level" (rectangle) branches coming from each 2nd level
branch (circle)
5. Once you are done making it in Gliffy, go to "File" --> "Export as JPG" and save it to your
computer. Then, email it to me in an attachment on the email address specified on
my teacher website (bioteach4life@gmail.com). ONLY ONE MEMBER OF THE GROUP HAS
TO EMAIL IT TO ME. In the subject line of the email, put your names, period number, and
"Translation Graphic Tree Organizer". For example, if I was to turn in the one that I made
below, in the subject line of the email I would put "Marissa Morey, Period #, Translation
Graphic Organizer". If your subject line does not look like that, you will lose points! Be
sure to add all of your group members' names!
Rubric:
http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=2487021&

Lesson 4
Student Learning
Objective:
Students will analyze
how genetic variation
occurs through
crossing over in
meiosis, replication
errors, and
environmental factors
by reading from the

Acceptable Evidence:
Students will be able to
identify different
modes of genetic
variation. Students
will conduct research
on a genetic disorder
and then create a Prezi
presentation to
demonstrate their

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
Lesson Introduction/Collection of Information: -Content Standard HS-LS3-1 and HS-LS3-2
This extra lesson is a brief overview of how genetic variation occurs. The information on
the Lesson 4 tab of the Unit Website describes genetic variation due to crossing over in
meiosis (which is explored by viewing videos and a digital interactive simulation) and due
to genetic mutations and environmental factors (video).
Genetic Disorder Presentation (S):
After exploring the different modes of genetic variation, students will conduct their own
research on a specific genetic disorder due to genetic mutation. This will allow me to see

text and the Genetic

Variation tab on the
Unit Website.
Students will become
experts in genetic
variation due to
genetic mutations
causing genetic
diseases by creating a
presentation.

expertise.

that students can classify genetic disorders based on their modes of mutation which
creates genetic variation. The directions to the assignment as posted in the Assessments
section of the Unit Website are as follows:
In groups of 2-3 students, choose a genetic disorder from the list on the following
website: National Genetics and Genomics Education Centre
Use your Prezi account to create a presentation on the genetic disorder that you
choose. Your presentation must include the following criteria:

Background information: Any background information you can find on the

disorder. The history or origins of the disease is a great place to start. However,
you are not limited to the history or origin. Any information that will give
presentation viewers a preview of what the disease is would be appropriate.
What human population does it usually affect?
Classification of the disease (dominant or recessive)
Type of mutation (If you can and it applies, also include what process in the DNA
to protein processes the mutation occurs in)
How is it diagnosed?
What are the symptoms?
Is treatment available?
If you were a genetic counselor, how do you think you would assist recently
diagnosed patients, parents who just had a child with the disease, or future
parents who are planning for their families? In other words, are there
organizations that can help them out with medical/emotional/financial
support? Are their ways to prevent or prepare for the disease?

Be sure to use a total of 3 sources: 1 is the "National Genetics and Genomics Education"
site above. You will find a lot of valuable information about the genetic disorder you
choose to use on your presentation . The other 2 sources you site will be your choice. Be
sure to use acceptable websites when conducting your research. Refer to the Internet
Safety section on the teacher website before doing the research.
Include at least 3 pictures on your presentation. Include the link to the website that you
found the picture from (Either under the picture or on a slide at the end).
Presentation Example-Sickle Cell Anemia:
http://prezi.com/w5r_cr6bzqld/?utm_campaign=share&utm_medium=copy&rc=ex0share
Rubric:
http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=2483876&

Unit Resources:

Digital Unit Plan Site: http://msmoreysbiolgyunit.weebly.com/

DNA Structure Teacher Lecture: http://prezi.com/e7rv5gkcfflv/?utm_campaign=share&utm_medium=copy
http://science.halleyhosting.com/sci/ibbio/chem/rev/nucleic/essays/5.htm
http://education-portal.com/academy/lesson/complementary-base-pairing-definition-lesson-quiz.html
Human Genome Popplet: http://popplet.com/app/#/2155119
Webercise websites:
http://www.classzone.com/cz/books/bio_07/resources/htmls/animated_biology/unit3/bio_ch08_0237_ab_dnarep.html
http://science.howstuffworks.com/life/cellular-microscopic/dna3.htm
http://www.nature.com/scitable/topicpage/cells-can-replicate-their-dna-precisely-6524830
http://hyperphysics.phy-astr.gsu.edu/hbase/organic/transcription.html
http://www.classzone.com/cz/books/bio_09/resources/htmls/interactive_review/bio_intrev.html

http://www.hhmi.org/biointeractive/dna-transcription-basic-detail
http://www.dnatube.com/video/3450/DNA-Transcription

Online Drawing Software Resource for Graphic Organizer: http://www.gliffy.com/

Genetic Disorder Presentation example: http://prezi.com/w5r_cr6bzqld/?utm_campaign=share&utm_medium=copy&rc=ex0share

Useful Websites:
http://www.genome.gov/Glossary/index.cfm?id=200
https://www.youtube.com/watch?v=5bLEDd-PSTQ
https://www.youtube.com/watch?v=i7lpLbijYF0
http://vcell.ndsu.nodak.edu/animations/translation/advanced.htm
http://www.accessexcellence.org/AE/AEPC/NIH/gene03.php
http://www.classzone.com/cz/books/bio_07/resources/htmls/animated_biology/unit3/bio_ch06_0175_ab_meiosis.html
https://www.youtube.com/watch?v=rqPMp0U0HOA
https://www.youtube.com/watch?v=eDbK0cxKKsk
http://www.geneticseducation.nhs.uk/genetic-conditions-54
Unit Resources as Posted on Unit plan Website:
Your Genes, Your Health: http://www.ygyh.org/index.htm
DNA Applications: http://www.dnai.org/d/index.html
DNA Timeline: http://www.dnai.org/timeline/
Gene Sequence and Nucleotides: http://www.dnaftb.org/23/problem.html
The Human Genome Video Series:
https://www.youtube.com/watch?v=htNK6DT69IE
https://www.youtube.com/watch?v=N4i6lYfYQzY
https://www.youtube.com/watch?v=yiKl_rh95sI
https://www.youtube.com/watch?v=tUiatQsAB6s
https://www.youtube.com/watch?v=69LDIrjKzpQ
https://www.youtube.com/watch?v=99XeEYaMUyc
DNA Vocabulary Quizlet (made by another biology teacher. Username: hlrbiology): http://quizlet.com/1978121/flashcards
Virtual Lab: http://www.classzone.com/cz/books/bio_07/resources/htmls/virtual_labs/virtualLabs.html
Actionbioscience: http://www.actionbioscience.org/genomics/
What is Chromosome: http://learn.genetics.utah.edu/content/chromosomes/intro/

eTutor World: http://www.etutorworld.com/high-school-biology.html