Guided Practice: Direct students to perform lab activity. Independent Practice: Direct students to complete Results and Conclusion questions. Differentiated Instruction: Use alternative teaching strategies as needed. Lesson Closure: Conclude KWL by asking students to write three things they learned during the lab activity about DNA. Assessment: Suggested Assessment Activities: lab report; PowerPoint presentation; five point summary poster; graphic organizer; brochure; 3-D model; foldable. SC.F.1.4.1 Protein Transcription and Translation: Student Activity Benchmarks: SC.F.1.4.1- The student knows that the body processes involve specific biochemical reactions governed by biochemical principles. (Also assesses SC.F.1.4.3 and SC.F.1.4.5) SC.F.1.4.5 The student knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins. SC.F.2.4.2 The student knows that every cell contains a coded in DNA molecules “blueprint” that specify how proteins are assembled to regulate cells. The student understands the mechanisms of change (e.g., mutation and natural SC.F.2.4.3- selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. (Also assesses SC.D.1.4.4 and SC.F.1.4.2) Objectives: The student will learn the process of RNA transcription. The student will understand the implication of a mistake in RNA translation. Background Information: Protein synthesis is the process where an mRNA strand is read at a ribosome in a cell to determine the correct structure of a protein. Within these instructions there are certain “start” and codons which signal when a protein is supposed to start or end. The instructions are “stop” very specific and usually only code for one type of protein. If a is made, such as a “mistake” deletion, inversion, or substitution, the whole protein may or may not change. This could be harmful, beneficial, or neutral change in DNA. Given the DNA code for the hormone insulin, you will determine the correct amino acid sequence of a molecule. This exercise is divided into three strands of DNA that need to be
Guided Practice: Direct students to perform lab activity. Independent Practice: Direct students to complete Results and Conclusion questions. Differentiated Instruction: Use alternative teaching strategies as needed. Lesson Closure: Conclude KWL by asking students to write three things they learned during the lab activity about DNA. Assessment: Suggested Assessment Activities: lab report; PowerPoint presentation; five point summary poster; graphic organizer; brochure; 3-D model; foldable. SC.F.1.4.1 Protein Transcription and Translation: Student Activity Benchmarks: SC.F.1.4.1- The student knows that the body processes involve specific biochemical reactions governed by biochemical principles. (Also assesses SC.F.1.4.3 and SC.F.1.4.5) SC.F.1.4.5 The student knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins. SC.F.2.4.2 The student knows that every cell contains a “blueprint” coded in DNA molecules that specify how proteins are assembled to regulate cells. SC.F.2.4.3- The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. (Also assesses SC.D.1.4.4 and SC.F.1.4.2) Objectives: The student will learn the process of RNA transcription. The student will understand the implication of a mistake in RNA translation. Background Information: Protein synthesis is the process where an mRNA strand is read at a ribosome in a cell to determine the correct structure of a protein. Within these instructions there are certain “start” and “stop” codons which signal when a protein is supposed to start or end. The instructions are very specific and usually only code for one type of protein. If a “mistake” is made, such as a deletion, inversion, or substitution, the whole protein may or may not change. This could be harmful, beneficial, or neutral change in DNA. Given the DNA code for the hormone insulin, you will determine the correct amino acid sequence of a molecule. This exercise is divided into three strands of DNA that need to be
Integrated%20Science%20Supplement%20(ISS)%20Revised%202010.docx