EDU+DNA+Unit

Notes to self: Revise internals of rubrics to include students use of evidence in argumentation and the ability to pose a question. = = = = =secondary units=

Attachment for Lesson Plan I caught a few errors in the lecture, but I would have caught them during my talk. I will revise when I get a chance.

= = =10th Grade Biology - DNA/RNA= Likely 4 weeks

Learning Goals

 * 1. Students will be able to describe the basic processes of transcription and translation from DNA to RNA to Protein**
 * //This information will be presented as a series of the historical “problems” and questions that scientists followed (inquiry) as they discovered the molecules and mechanisms of the process from genes to proteins to whole organism.//
 * //This will include the major scientists, their basic stories as we discover the knowledge.//
 * //The process of inquiry...what were they thinking.....how did the discoveries happen.//
 * //This should also provide opportunity for repeated exposure to the vocabulary, mechanisms, molecules, and multiple connections to how DNA/RNA is the basis of diverse life.//


 * 2. Students will be able to identify and describe the basic components, structures and functions of the DNA and RNA molecules.**
 * //This information may be presented and explored as with Goal 1. Students will explore why we need to know the structure (to figure the function) of these molecules.//
 * //Link to chemistry//


 * 3. Students will understand how DNA replicates and is the blueprint for life characteristics and variation.**
 * //Students will investigate this concept possibly using bacteria (plate a single colony “clone” on antibiotic plate and see if any antibiotic resistant bacteria will develop)...would link to microbiology..also discuss viruses and disease//
 * //Mechanisms of DNA code changes within a single organism, between generations, asexual and sexual reproduction, cell division//
 * //Mechanisms of DNA or gene expression//
 * //Introduction to the Genetic databases online - NCBI - BLAST searches of DNA sequences//


 * 4. Students will understand and be able to describe ways that DNA is connected to or used to affect conditions such as disease, food production, national security, criminal science, or other subjects the class explores.**
 * //or some other aspect of DNA /life that comes up in the course of the unit...example - how much does DNA affect behavior, nurture vs nature.//
 * //So, once students have a grasp of the molecules, mechanisms, think about how that affects life on this planet. Maybe begin with this and keep revisiting and relating to this concept as unit progresses?//
 * //This may be a more open portion of the unit where students pose questions through some form of formative assessment or class activity, and then research them.//


 * 5. The student will be able to explain or discuss using appropriate terminology and literary skills how the investigation and development of scientific knowledge, past and present, of genetic molecules has led to the creation of new technology and scientific accomplishments.**
 * //This will be taught in continuum throughout unit//
 * //If students could see into the future......make predictions of what use we might make of DNA manipulation for a better world.//
 * //How that will affect the human race and planet.//

=Grade 10 - DNA/RNA - Rubrics=

Students will be able to describe the basic processes of transcription and translation from DNA to RNA to Protein.** with no major errors or omissions of what was taught || but major errors or omissions regarding the more complex ideas and processes as stated in Score 3. ||
 * Learning Goal 1
 * Score 4.0 || In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. ||
 * Score 3.0 || Student will be able to:
 * define vocabulary presented
 * diagram translation and transcription - sequence of DNA directs protein synthesis
 * distinguish between functions of different RNA molecules
 * Locate where these activities occur in cell
 * Score 2.0 || No major errors or omissions regarding the simpler details:
 * of transcription (DNA template to make RNA) and
 * of translation (RNA to protein), most vocabulary understood
 * Score 1.0 || With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes stated in Score 3. ||
 * Score 0.0 || Even with help, no understanding or skill demonstrated. ||

Students will be able to identify and describe the basic components, structures and functions of the DNA and RNA molecules.**
 * Learning Goal 2
 * Score 4.0 || In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. ||
 * Score 3.0 || Student will be able to:
 * define presented vocabulary (base pairs, structures, etc)
 * describe details of similarities and differences between DNA and RNA molecules
 * describe and diagram parts of a nucleotide (sugar, phosphate and nitrogen bases)
 * diagram DNA parts (nucleotides) and whole as double helix
 * Demonstrate and understand basic safe lab skills to isolate DNA and run gel to visualize DNA

with no major errors or omissions of what was taught ||
 * Score 2.0 || The student exhibits no major errors or omissions regarding the simpler details:
 * key characteristics of DNA and RNA
 * basic list of nucleotide components
 * knows DNA double stranded helix
 * Practices lab skills safely

but does exhibit major errors or omissions regarding the more complex ideas and processes as stated in Score 3. || Adapted from Marzano 2004
 * Score 1.0 || With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. ||
 * Score 0.0 || Even with help, no understanding or skill demonstrated. ||

Students will understand how DNA replicates and is the blueprint for life characteristics and variation.**
 * Learning Goal 3
 * Score 4.0 || In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. ||
 * Score 3.0 || Student will be able to:
 * Describe, diagram or create labeled concept map of DNA replication including mutation mechanisms
 * Define and describe gene, intron, exon, chromosome, etc
 * discuss transcription factors, gene expression!
 * Relate genes and expression to life characteristics (genetic variation, exchange during reproduction)

with no major errors or omissions of what was taught ||
 * Score 2.0 || No major errors or omissions regarding the simpler details of:
 * DNA replication
 * genes as codes for life characteristics
 * mutations, the basic good and the bad
 * genetic variation

but major errors or omissions regarding the more complex ideas and processes as stated in Score 3. || Adapted from Marzano 2004
 * Score 1.0 || With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. ||
 * Score 0.0 || Even with help, no understanding or skill demonstrated. ||

Students will understand and be able to describe ways that DNA is connected to or used to affect conditions such as disease, food production, national security, criminal science, or other subjects the class explores.**
 * Learning Goal 4
 * Score 4.0 || In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. ||
 * Score 3.0 || Student will be able to:
 * Discuss and illustrate in writing connections between different human interests and how DNA is involved
 * Research and present a specific subject in which DNA is a critical component
 * Comment on ethics in genetic applications and research

with no major errors or omissions of what was taught ||
 * Score 2.0 || No major errors or omissions regarding the simpler details of:
 * DNA involvement in human interests

but major errors or omissions regarding the more complex ideas and processes as stated in Score 3. || Adapted from Marzano 2004
 * Score 1.0 || With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. ||
 * Score 0.0 || Even with help, no understanding or skill demonstrated. ||

The student will be able to explain or discuss using appropriate terminology and literary skills how the investigation and development of scientific knowledge, past and present, of genetic molecules has led to the creation of new technology and scientific accomplishments.**
 * Learning Goal 5
 * Score 4.0 || In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. ||
 * Score 3.0 || Student will be able to:
 * Identify and discuss scientists and their major DNA discoveries as presented in class
 * Outline history of DNA research with understanding of how parts happened, collaborations, hypotheses made and rejected, difficulties and serendipity....
 * Describe several technologies we use today that evolved from DNA research

with no major errors or omissions of what was taught ||
 * Score 2.0 || No major errors or omissions regarding the simpler details of Score 3,
 * written explanations and terminology are mostly correct but lacking full development

but major errors or omissions regarding the more complex ideas and processes as stated in Score 3. || Adapted from Marzano 2004
 * Score 1.0 || With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. ||
 * Score 0.0 || Even with help, no understanding or skill demonstrated. ||

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