Published on July 15, 2018
From DNA to Proteins: central Dogma of Biology Unit Plan: From DNA to Proteins: central Dogma of Biology Unit Plan Arda Bayrakci EDSC 304 Standards addressed: Standards addressed Content: NGSS. 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.” Common Core: CCSS. ELA-Literacy-RST.9-10. 2, “Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.” CCSS. ELA-Literacy-WHST.9-10.2a: “Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.” Unit Goal & 21st Century Skills: Unit Goal & 21 st Century Skills Unit Goal: How is the necessary information for cell function coded by and passed on from DNA? 21st century skills: 1. Students will think critically as they work on their assigned worksheets, drawing upon support from internet sources, and improving media/technology skills. 2. Students will collaborate with each other in groups to create PowerPoint presentations explaining in depth a specific aspect of the genetic information chain. Student Learning Objectives & Assessments: Student Learning Objectives & Assessments Learning Objectives: 1a. Students will be able to identify the three stages of genetic information pathways and which molecular form each represent. 2a. Students will be able to explain the central dogma of molecular biology in general transfer terms. 3a. Students will be able to present one specific transfer type: (DNA to DNA, DNA to RNA, or RNA to protein) in a brief presentation to the class. Assessments: 1b. Entry-level: Prior knowledge Kahoot exercise, Worksheet Activity 2b. Formative: In class lecture participation, and group member contribution checklist 3b. Summative: Group PowerPoint presentation rubric, and Unit test. Learning Activities: Learning Activities 1. Worksheet Activity: After lesson 1/day 1 lecture and students complete guided notes, students will complete a handout. Students will have 10 minutes to work on the first half individually that goes over that day’s material and another 10 minutes to work with partner on the second half which is more in-depth and requires using the textbook/internet sites suggested. 2. Group presentation: On the day before the unit test students will present in groups of four their assigned genetic transfer pathway to the class via PowerPoint/Prezi. Students will have to cite at least three different sources and explain in a minimum of 5 slides the fundamentals of their pathway. Groups will be assigned by the teacher to maximize student engagement and contribution. Each member will assess each other’s contribution by a checklist, and be assessed as a whole by the presentation rubric. Students will communicate, collaborate and critically think of the best way to present a large amount information efficiently. Why I chose this Topic: Why I chose this Topic Why you chose this topic - Why is it appealing to you? Why do you think it is a good topic on which to create a technology-rich unit plan? I chose this topic because I think it is really interesting and the bedrock of all biology. It is appealing because learning how genetic information works makes so much of what you hear in scientific news/research, medicine, and general news understandable. I think it is a good topic to create a technology-rich unit plan because there exist a lot multimedia (videos/interactives/useful graphics) online resources (articles/journals) already so there is a lot to draw upon and utilize. I think a unit plan on genetic information would be engaging, supported and informative.