How does DNA control traits in living things?
Learning Targets
Learning Experiences
Learning Targets
Learning Experiences
63 I can use models to demonstrate how information encoded in DNA leaves the nucleus.(3) 64 I can use a model to iden- tify patterns in transcription and infer the impacts of any errors. (3) 65 I can compare and contrast the functionality of multiple types of RNA and relate that function to protein synthesis. (3,3b)
66 I can use a model to illustrate how mRNA serves as a template for building a polypeptide chain and how other types of RNA are utilized in the process. (3, 3b) 67 I can use a codon chart to determine the sequence of amino acids (polypeptide chains) that will be built from a given mRNA sequence. (3, 3b)
Students explore the purpose and process of transcription using models or print or online resources in order to assemble their own conceptual model of how information encoded in DNA leaves the nucleus. Using Post-It notes or a word bank of transcription-related terms, students work in groups to assemble a concept map that illustrates the order of this process. Through discussion, students agree upon a brief description of what occurs during each step of transcription and add that to the concept map. More detailed mechanisms of transcription are described using models, animations, or videos. Students check their understanding of the process through a various assessment strategies (Q&A, reflective writing, synthesizing a new model, etc.). The end product of transcription is always a molecule of RNA, but the process produces many different types of RNA with varying functions. Students use print and digital resources to compare and contrast the multi- ple types of RNA produced by a cell, highlighting not only the RNAs involved in protein synthesis (mRNA, tRNA, and rRNA), but also those associated with gene regulation (e.g. lncRNA, miRNA, siRNA) and post-transcriptional modification (snRNA).
Students turn their focus to the process of translation, investigating the mechanism of protein synthesis. Models and print and online resources allow students to expand their previously assembled concept map to include how the information transcribed from DNA into RNA determines the amino acid sequence of proteins. Students use a codon chart/wheel to predict the sequence of amino acids that would be translated from a stretch of mRNA. Various web activities or worksheets assist students in grouping mRNA into codons and identifying the amino acid associated with each codon. Students evaluate their knowledge of the Central Dogma of Biology by transcribing the information contained in a segment of DNA and translating the resulting RNA molecule into a polypeptide chain.
Teacher Tip Students frequently have trou- ble distinguishing from a gene mutation and a chromosome mutation/abnormality.
Teacher Resources
Genes and ConSEQUENCES (Part 1) HudsonAlpha Institute for Biotechnology
V Any change in DNA results in a disease state. V All mutations impact protein function negatively. Misconceptions
Teacher Resources
Students compare a gene sequence and the steps of protein synthesis, comparing the outcome of a healthy individual and a symptomatic patient. Students will record their findings in a paper manipulative and compare DNA sequences using modern research databases. This kit is available from Ala- bama Science in Motion D13BioInfo, and for purchase from Carolina Biologi- cal. bit.ly/AMSTI-ASIM Protein Synthesis Manipulative Alabama Science in Motion M5ProSynM Working in small groups, students use manipulatives to work through the steps of protein synthesis. Magnetic pieces are included so that the teacher may demonstrate at the board. bit.ly/AMSTI-ASIM Protein synthesis animations: bit.ly/protein-synthesis-animations bit.ly/making-proteins
Misconceptions V The information in the DNA molecules of a human does not affect the physical characteristics of the human.
NOVA: RNAi — NOVA Teachers The RNAi video introduces the workings of multiple components of protein synthesis using an animated analogy. bit.ly/NOVA-RNAi Protein Synthesis Manipulative Alabama Science in Motion M5ProSynM This hands-on activity uses manipulatives to address base pairing rules, transcription, translation, molecular interactions, interpretation of a codon chart, and the structure and function of DNA and RNA. bit.ly/AMSTI-ASIM
V Genes do not contain heritable information. V One gene determines one characteristic.
V One set of alleles is responsible for determining each trait; there are only two different alleles (dominant and recessive) for each gene. V A dominant trait is the most likely to be found in the population. V Your genes determine all of your characteristics.
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49
A Field Guide to the Alabama Standards
48
The Biology Compendium
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