Discuss, by calling each student randomly, what each mutation means.
[As the students are answering the questions, make the chart, classifying the mutations.]
Explain that the students will have a quiz on the mutations tomorrow, after the "Do Now" so they need to review the types of mutations for homework and bring any questions to class. They will be discussed during the "Do Now", right before the quiz.
Procedure:
1. Allow students to write down definitions (Do Now).
2. Put mutations chart onto the overhead, and have them fill in the charts verbally and copy the chart into their notes.
i. Suggest mnemonic devices and prompt students to create their own and share with the class.
3. Review, again:
i. Review chromosome and gene mutations again, having students come to the board and complete the pictures.
4. Take notes on how DNA technology is applied in everyday life (have students retrieve charts from last week's video):
i. Forensics- Evidence for identifying suspects in a crime.
ii. Medicine- Paternity testing & DNA cloning.
iii. Agriculture- DNA cloning:
a. Livestock production- Ex: Chickens- how many eggs they lay.
b. Food production- Ex: Tomatoes- size and color (fruits and vegetables). (20 minutes)
5. Take students to the computer lab: (55 minutes)
i. Tell students to follow the directions on the simulation, after going to website on their
activity sheets.
ii. Instruct them to complete the worksheet as they are reading.
iii. Go over their worksheets as a class.
iv. Have students turn in worksheets for grade.
6. Closure
Closure:
Today, we've reviewed the types of mutations, which will be on your quiz tomorrow. So, don't forget to go home and review with the mnemonic devices you've created. Then, we used the four types of technology we uncovered from last week to analyze the DNA we found during the virtual crime scene activity. Tomorrow, we're going to review the types of mutations again before our quiz. Then, we're going to start a new form of DNA technology, called DNA cloning. When you hear the word "cloning", what do you think of? The type of cloning we're going to focus on deals with DNA cloning, which doesn't make an exact copy of the organism, but an exact copy of the organism's DNA (5 minutes).
Assessment/ Evaluation:
Objective(s):
Explore the applications of DNA technology by investigating a virtually simulated crime
scene (DOK 3 Biology, 5.c).
Informal: The teacher will listen to the students recall (M) the steps involved (and the
technology used) in processing the DNA they retrieved from the crime scene (C).
Formal: The teacher will check the students’ activity sheets-as a group- for accuracy of the
information retrieved from the site (C), and will record a “complete” grade in the grade
book (D).
Comments (0)
You don't have permission to comment on this page.