interactive CB3a Meiosis B3.3 Explain the role of meiotic Write the following words Students should produce a Use dark and pale socks cell division, including the on the board: cell, poster showing the main to allow you to model production of four daughter chromosome, DNA, gene, events that take place during the behaviour of ‘sets’ cells, each with half the nucleus. Challenge meiosis. of chromosomes with number of chromosomes, students to work in dark colours being one and that this results in the groups to produce a set and pale colours formation of genetically labeled drawing to show being the other. String different haploid gametes the relative positions of can be used to model The stages of meiosis are these features. Ask the nuclear and cell not required students for ideas on surface membranes. what the term ‘genome’ B3.5 Describe the genome as means and establish that Digital: Meiosis the entire DNA of an this describes all the DNA animation organism and a gene as a in an organism. section of a DNA molecule that codes for a specific protein CB3b DNA B3.4 Describe DNA as a polymer Show students a clip Student extract DNA from Ensure that students made up of from the news or a peas. Students should be able understand that the a two strands coiled to detective/crime to obtain a white layer of DNA term ‘complementary’ form a double helix programme with Schene in their tubes. means ‘fitting together’ b strands linked by a series of Crime Officers at work. (rather than of complementary base Ask students what is ‘matching’). Illustrate Equipment: 100 cm3 pairs joined together by going on and what sort of this by using jigsaw measuring cylinder; two 250 weak hydrogen bonds evidence is being looked pieces, Lego® or pieces cm3 beakers; 100 cm3 for. You should get the of quick-fit lab beaker; granular sodium B3.6 Investigate how to extract answer ‘DNA’ amongst apparatus to show that chloride; frozen peas DNA from fruit others – if not, make the parts fit together when
interactive CB3a Meiosis B3.3 B3.5 Explain the role of meiotic cell division, including the production of four daughter cells, each with half the number of chromosomes, and that this results in the formation of genetically different haploid gametes The stages of meiosis are not required Describe the genome as the entire DNA of an organism and a gene as a section of a DNA molecule that codes for a specific protein Write the following words on the board: cell, chromosome, DNA, gene, nucleus. Challenge students to work in groups to produce a labeled drawing to show the relative positions of these features. Ask students for ideas on what the term ‘genome’ means and establish that this describes all the DNA in an organism. Students should produce a poster showing the main events that take place during meiosis. Use dark and pale socks to allow you to model the behaviour of ‘sets’ of chromosomes with dark colours being one set and pale colours being the other. String can be used to model the nuclear and cell surface membranes. Digital: Meiosis animation CB3b DNA B3.4 B3.6 Describe DNA as a polymer made up of a two strands coiled to form a double helix b strands linked by a series of complementary base pairs joined together by weak hydrogen bonds Investigate how to extract DNA from fruit Show students a clip from the news or a detective/crime programme with Schene of Crime Officers at work. Ask students what is going on and what sort of evidence is being looked for. You should get the answer ‘DNA’ amongst others – if not, make the Student extract DNA from peas. Students should be able to obtain a white layer of DNA in their tubes. Equipment: 100 cm3 measuring cylinder; two 250 cm3 beakers; 100 cm3 beaker; granular sodium chloride; frozen peas Ensure that students understand that the term ‘complementary’ means ‘fitting together’ (rather than ‘matching’). Illustrate this by using jigsaw pieces, Lego® or pieces of quick-fit lab apparatus to show that parts fit together when
GCSE-9-1-Science-Term-2-detailed-planning-document.docx