Katelyn Tignor
11.14.11
Lesson Plan Template Katelyn Tignor
Topic: Genetic Mutations Date: 11/2/11
NSES: TEACHING STANDARD B & D; ASSESSMENT STANDARD B; CONTENT STANDARD C
SOL: BIO.6e The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include genetic variation (mutation, recombination, deletions, additions to DNA).
Grade level: 10th grade Biology Subject: General Biology
Daily Question: What is the difference between base substitution mutations and frame-shift substitutions, and why might they create nonfunctional proteins?
Procedures for Learning Experience / Guiding Questions / Materials Needed / Evaluation (Assessment) / Approximate Time NeededEngagement: Present the students with a picture of different superheroes that underwent gene mutations to gain their superpowers. Get the students to DISCUSS the similarities between the X-men, Teenage Mutant Ninja Turtles, and Spiderman. I will record the discussion points with Inspiration.
Provide students with mini Gene Mutation Templates. Have them create mutations and show how the DNA strand is affected.
Plan B: write similarities on dry erase/chalk board and show no picture / What do all of these super- heroes have in common?
How did they acquire their superpowers?
Where can mutations occur?
How many different mutations do you think you can create?
How do these mutations affect the rest of the DNA strands? / PowerPoint presentation, Inspiration, mini Gene Mutation Templates, / Informal evaluation of student involvement and engagement / 15 minutes
Exploration: Pass out WORKSHEETS and have the students follow along as the teacher reads the introduction aloud.
Students will complete a Gene Mutations worksheet with a partner to develop their own understanding of the topic. / What are the different kinds of base substitution mutations and what do they affect genes?
What is the difference between substitution mutations and frame-shift mutations?
Why do you think that mutated proteins might not be functional? / Gene Mutations worksheet, paper/pencil / Informal evaluation of student participation and formal evaluation of completion of worksheet, correct manipulation of DNA sequences, and thoughtful answers to discussion questions / 20 minutes
Explanation: PRESENT a PowerPoint presentation on Genetic Mutations. During the presentation, I will demonstrate mutations by altering a DNA model (gene mutation template).
Plan B: If PowerPoint fails, I will have to give the lesson orally and use the DNA model as a visual. / What is a gene mutation?
What are the different kinds of gene mutations?
How do gene mutations affect protein function?
Are there good mutations? / PowerPoint, Computer, Projector, Gene Mutation Template / Informal evaluation of student engagement and student response to discussion questions. / 20 minutes
Extension: Students will form groups of four based on seating arrangement to RESEARCH different diseases caused by genetic mutations. Diseases include: Phenylketonuria (PKU), Sickle Cell Disease, Cystic Fibrosis,
Severe Combined Immunodeficiency Syndrome (SCID), Duchenne Muscular Dystrophy (DMD), Parkinson’s Disease, and Skin Cancer.
Students will then quickly present their findings to the class.
While presenting, students will fill out our pre-made note-taking forms on the various diseases.
Plan B: students will use poster board and markers if they cannot access glogster.
Before students leave class, I will play the gene mutation song that Robin Shaulis composed and recorded. / What is this disease?
What genetic mutation caused this disease?
What are some symptoms and treatment options? / Laptops, internet access, Note-taking forms, glogster / Formal evaluation of poster with all questions answered.
Formal evaluation of oral presentation quality.
Informal evaluation of group member participation. / 10 minutes for research
10 minutes for poster creation
10 minutes for oral
presentations
Notes:
· Have poster materials set out on counter so students can retrieve materials quickly (will reduce confusion and transition time)
· Allow students to answer questions during the lesson without raising their hands to speed up lecture, remind them that they must be respectful and not talk over others though (if does not work, resort back to hand raising)
· Have laptops set out on desks, but students are only allowed to open after finish worksheet and during disease research
· Students can visit three pre-approved websites if finish the genetic worksheet early
· Use the Genetic Mutation Template (home-made) to demonstrate different gene mutations
· The worksheet, note-taking form, PowerPoint presentation, and a sample Glogster creation are below.
Here is a list & description of the approved websites that students can explore after completing the worksheet
•http://nature.ca/genome/04/0413_e.cfm#010
à(Turn your name into a DNA sequence &test out different mutations on it)
•http://www.dnai.org/lesson/go/1738/1419
à(Interactivevideo tutorial with 3D animation & narration)
•http://molo.concord.org/database/activities/102.htmlà(Interactive mutation simulation--requires Java)
Gene Mutations
There are two types of mutations, small-scale gene mutations and large-scale chromosomal mutations. You will work with gene mutations in this handout. The two types of gene mutations are base substitution mutations and frame-shift mutations.
BASE SUBSTITUTION MUTATIONS
Base substitution is the simplest type of mutation where a nucleotide pair is replaced with a different nucleotide pair. There are four types of base substitution. One type is called transversion mutation. This happens when one purine (A,G) is swapped with a pyrimidine (C,T). The second type, transition mutations, occurs when one purine is swapped with the other purine or when a pyrimidine is swapped with the other pyrimidine. The third is a silent mutation. Silent mutations occur when one base in a codon is changed, but codes for the same amino acid. Nonsense mutation is the fourth kind of base substitution. A nonsense mutation creates a new stop codon in place of an amino acid.
Base Substitution: GAC → GGC
Transversion Mutation: GAC → TAC (purine to pyrimidine)
GAC → GAG (pyrimidine to purine)
Transition Mutation: GAC → AAC (purine to purine)
GAC → GAT (pyrimidine to pyrimidine)
Silent Mutation: TGT → TGA DNA
Thr → Thr Amino Acid
Nonsense Mutation: ATG → ATT DNA
Tyr → STOP Amino Acid
For questions 1-2, change ONE of the DNA nucleotides in the bolded codon. Write your altered codons on the Mutated DNA lines (only the one you mutated should be different). Then convert your new DNA sequence to mRNA. Lastly, write each of the new corresponding amino acids on the mutated amino acid line, and circle the mutated amino acid. Use the codon table on the last page to find the corresponding amino acids.
1) Use the DNA code below to demonstrate a purine → pyrimidine transversion mutation.
Original DNA: TAC CAT GCA GAT CTG GCC CAG TTC ATC
Mutated DNA: ______
Mutated mRNA: ______
Mutated Amino Acid: ______
Original Amino Acid: Met Val Arg Leu Asp Arg Val Lys STOP
Is this a nonsense, missense, or silent mutation? ______
2) Use the DNA code below to demonstrate a purine → purine transition mutation.
Original DNA: TAC GTC GCT CAA CGG GAC CTG ACC ACT
Mutated DNA: ______
Mutated mRNA: ______
Mutated Amino Acid: ______
Original Amino Acid: Met Gln Arg Val Ala Leu Asp Trp STOP
Is this a nonsense, missense, or silent mutation? ______
FRAME-SHIFT MUTATION
Frame-shift mutations are caused by inserting or deleting a nucleotide on the DNA strand. Since mRNA is read in threes (codons), the insertion or deletion of a base changes the reading frame of the rest of the sequence. The insertion shifts the reading frame to the right, and the deletion shifts the reading frame to the left.
DNA Sentence: THE DNA SAI DTH ESE GEN ESM AKE MEL OOK FAT
Insertion: THE DNA SAQ IDT HES EGE NES MAK EME LOO KFA
↑
Insert a base Delete a base
↓
DNA Sentence: THE DNA SAI DTH ESE GEN ESM AKE MEL OOK FAT
Deletion: THE DNA SAI DTH ESE GEE SMA KEM ELO OKF AT
3) Insert a nucleotide anywhere in the DNA strand. Circle the mutated DNA base where the mutation took place.
Original DNA: TAC GGA CGA TCT CAG GAG CCT ATA ATC
Mutated DNA: ______
Mutated mRNA: ______
Mutated Amino Acid: ______
Original Amino Acid: Met Pro Ala Arg Val Leu Gly Tyr STOP
4) Delete a nucleotide anywhere in the DNA strand.
Original DNA: TAC GGA CGA TCT CAG GAG CCT ATA ATC
Mutated DNA: ______
Mutated mRNA: ______
Mutated Amino Acid: ______
Original Amino Acid: Met Pro Ala Arg Val Leu Gly Tyr STOP
5) Usually, a frame-shift mutation results in the synthesis of a nonfunctional protein. Why do you think that mutated proteins might not be functional?
6) Based on your work, please explain the difference between a frame-shift mutation and a base substitution mutation.
Note-Taking Form:
Diseases Caused by Gene Mutations
1) Disease:
Gene Mutation:
Two symptoms:
Treatment:
2) Disease:
Gene Mutation:
Two symptoms:
Treatment:
3) Disease:
Gene Mutation:
Two symptoms:
Treatment:
4) Disease:
Gene Mutation:
Two symptoms:
Treatment:
5) Disease:
Gene Mutation:
Two symptoms:
Treatment:
6) Disease:
Gene Mutation:
Two symptoms:
Treatment:
7) Disease:
Gene Mutation:
Two symptoms:
Treatment:
Lesson Plan Reflection
During this lesson, my use of technology allowed me to take an abstract concept and make it concrete, engaging, and understandable to all students. The technologies and pedagogical approaches that I use correspond to the recognition, strategic, and affective networks of my students. My PowerPoint presentation meets the multimedia, spatial contiguity, temporal contiguity, and coherence principles. By using a PowerPoint presentation to introduce this topic, I am able to provide visuals along with the words. I ensured that the words and the corresponding pictures were on the same slide, so that they are presented simultaneously. I also excluded material that was not critical for the students to learn. The modality and direct manipulation principles are met with my mini-gene mutation and large gene mutation templates. I use the modality principle when I manipulate the large gene mutation template to demonstrate how mutations occur. Students are also able to manipulate the mini-gene mutation templates, which applies to the direct manipulation principle. Following all of the Universal Design for Learning (UDL) principles will greatly increase student understanding.
During this lesson, PowerPoint, Inspiration software, glogster, and the internet were used. By using these technologies, students will gain a much deeper understanding of the material than they would with a lecture and their textbook. These technologies bring the material to life. Students are able to research information that interests them, visualize the concepts, and organize and present their thoughts. The gene mutation song that Robin Shaulis recorded will also be very helpful for learning the topic. Songs are much easier to memorize than a string of facts and makes learning much more fun for the students. These materials also ensure that class time is used efficiently. The PowerPoint presentation is much more exciting and interesting than the textbook and a lecture and it contains all of the information in one place. We do not have to flip through the textbooks or have to write the notes out on transparencies, both of which waste valuable class time. It is also much easier and faster for students to research a topic online than to go to the library and find the proper resources.
Glogster is also extremely helpful for this lesson. Not only does it encourage students to organize their thoughts and focus on the most important details, but it also promotes creativity. It allows the students to design their presentation in creative and eye-catching ways. Students will be much more prone to pay attention to a lesson if their peers present it and if the material is relevant to their lives. Glogster also allows the students to include images of the genetic disease they are learning about. When test time comes around, that image may be the reason why they remember details about the disease. The technology used in this lesson allows me to present abstract material in a very clear and engaging way. The manipulations, visuals, and connections to “real” life all make the topic more interesting and understandable.