Time: 50 Minutes

 Objective(s):

The Student Will:

1.  Exhibit knowledge of DNA mutations through a class game and formal assessment (DOK 3, Biology 5.b).;

2.  Visualize and notate the components involved in a DNA cloning vector (DOK 1, Biology 5.b).

Materials: 

Textbook, 3-ring binder with 5 tabs, pen and/or pencil, loose leaf paper, and colored pencils.

Do Now: 

Pretend you are a forensic scientist, analyzing DNA from a crime scene, and you could only find a small amount of DNA.  List the order in which you'd use DNA technology to analyze the DNA you found, and write what each process does to the DNA.

[Call on four students to answer each question.]

(3 minutes)

Set:

Yesterday, we reviewed mutations to prepare for our mutations quiz today.  Then, we spent the remainder of the day analyzing DNA from a virtual crime scene.  Today, we are going to review for the mutations quiz, take the quiz, and pick up where we left off with DNA technology.  So, you can put your Do Now aside and prepare to play a flash-card game.

[Instruct the students that they will be playing individually for tickets to be thrown into the raffle at the end of class.]

Flash-card review of DNA mutations:

i.  Definitions

ii. Visuals

Rules for Flash-card Game:  (similar to the last flash-card game)

We will go in order of your seating, starting with JaMichael.

If you answer a question incorrectly, you lose your turn and the next person gets the chance to answer the same question.

If no one answers the question correctly I will answer the question, no one will get points, and we will move to the next question.

The winner will receive 10 tickets in the raffle, 2nd place will receive 5 tickets, and 3rd place will receive 3 tickets.

We will only have ten minutes to play this game, some whoever has the most points at the end of ten minutes wins.

Are there any questions?

(10 minutes)

Procedure: 

1.  Begin teacher-led discussion, reviewing DNA mutations (see above Set).

    i.  DNA Mutations Flash-card Game 

2.  Administer the mutations quiz immediately after the review game.

Allow students 15 minutes to complete quiz.

3.  Take up quiz and begin discussing “Do Now”.

    i.  Cloning vectors are similar to these four technologies, except we're using a bacterial

    cell to replicate our desired DNA, instead of a PCR machine.  (3 minutes)

4.  Activity:  Video on Cloning Vectors

    i.  YouTube:  (Recombinant DNA)  HYPERLINK "http://www.youtube.com/watch?v=acKWdNj936o&feature=related"http://www.youtube.com/watch?v=acKWdNj936o&feature=related

(4 minutes, 30 seconds)

5.  Notes:  [If time allows, randomly select a student to read the paragraph containing the following terms-if not, write definitions on the board yourself and relate to video:]

i.  Restriction Enzymes:  Bacterial enzymes that recognize and cut DNA at a specific sequence, isolating a specific gene.  (Page 239 for picture: think of them like scissors)

ii.  Sticky ends:  Jagged ends, that allow binding to complementary DNA more easy.

iii.  Cloning vectors:  Used to clone a gene and take it from one organism to another.  (Picture on page 240)

iv.  Plasmid:  A ring of DNA found in a bacterial cell, along with the bacteria's chromosomes.  The plasmid does NOT hold the cell's chromosomes, though it does contain the cell's DNA.

v.  Donor gene:  A specific gene, isolated from another organism.

vi.  Recombinant DNA:  The combination of DNA from two different sources.  (Example on page 241- Producing insulin protein)

(11 minutes, 30 seconds)

6.  Review (See Closure)

Closure:

Today, we reviewed DNA mutations and had our quiz.  Then, we continued our talk on DNA technologies, adding cloning vectors as a fifth technology available for analyzing DNA.  This is the type of genetic engineering that occurs in agriculture (fruits, vegetables, plants, & food production), whereas the other four technologies are mostly used for forensic science and medicine.  Next week, we will continue our talk on vectors and start talking about ways of displaying the information obtained from the five technologies.  Class dismissed!

(3 minutes)

Assessment/ Evaluation:

Objectives: 

• Exhibit knowledge of DNA mutations through a class game and formal assessment (DOK 3, Biology 5.b).

Informal:  The teacher will listen to students (M) recall the different mutations' definitions and visually identify those mutations through a flash-card game (C).

Formal:  The teacher will collect the students’ quizzes, prompting them to identify the aforementioned mutations (M) and record the grades in the grade book (D).

•  Visualize and notate the components involved in a DNA cloning vector (DOK 1, Biology 5.b).

Informal:  The teacher will listen to the students recall (M) the components of a cloning vector from notes taken during the video (C).

Formal:  The teacher will collect the students’ quizzes, prompting them to identify the functions of the aforementioned biological structures (C) and record a “complete” in the grade book (D).