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Unit 5: Cell-ebrate the cell cycle, gene-rate genes, and protect the proteins
9th Grade Biology
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NYS Standards for this unit:
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical details related to the functions of cells or cell parts.]
HS-LS1-4. Use a model to illustrate cellular division (mitosis) and differentiation. [Clarification Statement: Emphasis should be on the outcomes of mitotic division and cell differentiation on growth and development of complex organisms and possible implications for abnormal cell division (cancer) and stem cell research.] [Assessment Boundary: Assessment does not include specific gene control mechanisms or recalling the specific steps of mitosis.]
MS-LS3-2. Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as diagrams and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring.]
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. [Clarification Statement: Emphasis should be on how the DNA code is transcribed and translated in the synthesis of proteins. Types of proteins involved in performing life functions include enzymes, structural proteins, cell receptors, hormones, and antibodies.] [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the detailed biochemistry of protein synthesis.]
MS-LS3-1. Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Mutations in body cells are not inherited. Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.]
MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include the genes responsible for size differences in different breeds of dogs. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.]
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Clarification Statement: Emphasis should be on the distinction between coding and non-coding regions of DNA.]
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, (3) mutations caused by environmental factors and/or (4) genetic engineering. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs including the relevant processes in meiosis and advances in biotechnology.] [Assessment Boundary: Assessment does not include recalling the specific details of the phases of meiosis or the biochemical mechanisms of the specific phases in the process.]
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.]
MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, selective breeding, gene therapy); and, on the impacts these technologies have on society.] INSULIN, CRISPR, GMOs
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Lesson 1 - Organelles: Parts of a cell
This lesson builds on earlier lessons of biomolecules (simple sugars => carbohydrates, fatty acids => lipids, amino acids => proteins, nucleotides of A-T, C-G => nucleic acids or DNA/RNA) and the organizational hierarchy of smaller parts joining to make larger objects (atom -> molecule -> macro/biomolecule -> organelle -> cell -> tissue -> organ -> system -> organism). In this lesson, students will explore the various parts of a cell and their functions/role in supporting a living cell. Students will be given direct and guided instruction on the purpose, parts, and processes involved with each cell organelle (cell membrane/wall, ER, nucleus, ribosomes, mitochondria, vacuoles, lysosomes, vesicles, golgi body, cytoplasm). The lesson is anchored in the workbook using a homework logsheet for summaries and key vocab definitions, with supplemental videos and notes sheets for differentiated instruction.
Introduction (FA1): Students are provided with handouts of the workbook for unit 1 on the introduction to biology, cells, and organ systems, together with several notes and review worksheets. Students are asked to raise their hand if they think they know what cells are made of. After several suggestions are offered, such as molecules, water, and cytoplasm (jelly), the question is written on the board and asked, "HOW DO CELLS FORM LIVING THINGS?" Students are instructed to turn and talk with a partner, then offer their ideas by raise of hand, finishing with, "...by performing life functions and maintaining homeostasis." This provides a formative assessment of prior knowledge to the lesson, directs how much additional review is required before moving on, and leads into the next part of the lesson.
Lesson: The building blocks of molecules are reviewed with an emphasis on water’s interactions with carbs absorbing (hydrophilic) and lipids repelling (hydrophobic) water. The question is asked, “WHAT STOPS CELLS FROM FALLING APART?” Students are prompted to discuss in groups what separates cells from each other and how do they regulate what comes in and goes out. The cell membrane is introduced as the border between living and nonliving things, with a mention of the cell wall for additional protection.
Students receive a copy of the cell parts in 2 diagrams of a plant and animal cell which will be labeled as the lesson progresses. A video lesson by the Amoeba Sisters on organelles is presented, filling in/coloring the sheet while watching being encouraged to help stay on task.
FA2 - Plickers cards are handed out for a review session using pictures of cells on the plickers website. Students are called on to share the names and purpose of each organelle being focused on in each question, then work in groups to clear up misunderstandings. After the organelles and animal/plant cells are reviewed, students will practice answering questions and defining vocab words (ribosome, nucleus, mitochondria, vacuole, etc). Choral responses are utilized by prompting students to finish a sentence all at once, such as, "Ribosomes build…?", "Proteins!", “Proteins are made from…?”, “Amino acids!”; "The nucleus stores…?" " DNA!"; "The mitochondria makes…?" "ATP!" Students will then divide into groups, explore and discuss the various organelles using an online 3D model of the cell.
The lesson finishes up (sometimes split into multiple lessons depending on the class) with a formative assessment in the form of review questions as an exit ticket/bell work for the coming days.
A summative follow-up assessment is given as a model cell presentation. Students work in groups to prepare a clear demonstration of the cell organelles, with maximum points for presenting in a creative way. Ideas include a 3D model, diorama, animation/video/powerpoint, food (rice krispies, cake, sushi), with one group even giving cookies, marshmallow fluff and treats out to all students to build their own cells live. This shows the level of understanding and proficiency with the material for each presenter.
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Lesson 2 - The cell cycle: DNA replication and cell division
This lesson builds on lesson 1 by discussing how all organelles and DNA are duplicated when making new cells. In this lesson, students will be given direct and guided instruction on the purpose, parts, and processes involved with each step of the cell cycle, including interphase (G1, S, G2), mitosis (PMAT), and cytokinesis. The lesson is anchored in the workbook using a homework logsheet for summaries and key vocab definitions, with supplemental videos and notes sheets for differentiated instruction.
Introduction (FA1): Students are provided with handouts of the workbook for unit 4 on the cell cycle and forms of reproduction, together with several notes and review worksheets. Students are asked to raise their hand if they think they know how new cells form. After several suggestions are offered, such as mitosis, magic, and splitting into 2, the question is written on the board and asked, "HOW ARE NEW CELLS MADE?" Students are instructed to turn and talk with a partner, then offer their ideas by raise of hand, finishing with, "...by duplicating all their parts and dividing into 2 new cells." This provides a formative assessment of prior knowledge to the lesson, directs how much additional review is required before moving on, and leads into the next part of the lesson.
Lesson: Cells have a layer to separate themselves from the outside environment. This layer is called…? “Cell membrane!” The organelles are held together by the…? “Cytoplasm!” Good! The question is asked, “WHAT STOPS CELLS FROM MAKING MISTAKES WHILE REPLICATING?” Students are prompted to discuss in groups what steps are involved with replicating cells and possible problems that can arise while copying every part of the cell. The cell cycle is introduced with emphasis on checkpoints and the stages of the cycle: Interphase, mitosis, and cytokinesis.
Students receive a copy of the cell cycle which will be labeled as the lesson progresses. A video lesson by the Amoeba Sisters on mitosis is presented, filling in/coloring the sheet while watching being encouraged to help stay on task.
FA2 - Several pictures of the stages of cell division are drawn on the board at this point for notes and review. Students are called on to share the names and purpose of each stage being drawn, then work in groups to clear up misunderstandings, and to practice answering questions and defining vocab words (Centrioles, prophase, metaphase, anaphase, telophase, cytokinesis, chromosomes). Choral responses are utilized by prompting students to finish a sentence all at once, such as, Chromosomes are condensed…?, "DNA!", What lines up in the middle during metaphase…?, “Chromosomes!”; During anaphase they are…? "Pulled away!"; What condenses into chromosomes during prophase…? "Chromatin!" What used spindles to pull chromatids apart in anaphase…? “Centrioles!”
The lesson finishes up (sometimes split into multiple lessons depending on the class) with a formative assessment of a Kahoot review game, as well as in the form of review questions as an exit ticket/bell work for the coming days.
A summative follow-up assessment is given as a cell cycle flip book activity. Students work in groups to draw each stage of the cell cycle in each cell “circle,” putting a number by each rectangle to show the correct order of steps. They then cut the rectangles out and staple/tape them into a flip book to observe the cell as it replicates and divides. This enhances their level of understanding of the cell cycle stages.
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Lesson 3- DNA/RNA replication
This lesson builds on the previous lessons on biomolecules (amino acids => protein, nucleotides of A-T, C-G => DNA/RNA), cell parts (organelles - nucleus and ribosomes), the cell cycle (Interphase - G1, S, G2; Mitosis - PMAT, cytokinesis), and enzymes. Students will be given direct and guided instruction on the purpose, parts, and processes involved with each step of DNA/RNA replication, followed by independent group/individual review work. The lesson is anchored in the workbook using a homework logsheet for summaries and key vocab definitions.
Introduction (FA1): Students are provided with handouts of the workbook for unit 5 on genetics, inheritance, and protein synthesis, together with several notes and review worksheets. Students are asked to raise their hand if they think they know what the purpose of DNA is. After several suggestions are offered, such as genetic information, instructions for building the body, and the nucleus (brain or control center), the question is written on the board and asked, "HOW IS DNA COPIED?" Students are instructed to turn and talk with a partner, then offer their ideas by raise of hand, finishing with, "...by attaching matching nucleotides in pairs." This provides a formative assessment of prior knowledge to the lesson, directs required additional review before moving on, and leads into the next part of the lesson.
Lesson: The cell cycle is briefly reviewed with the key reference point being noted by students as the S-phase in interphase (synthesis or copying of DNA). The steps of DNA replication are then expanded upon by discussing the parts of DNA, namely nucleotides (4 molecular bases of A-T, C-G), with a mnemonic of "Apples on Trees, Cars in the Garage." Students turn and talk to clear up misunderstandings in the progression from nucleotides to DNA, after which an in-the-moment assessment is called for by instructing students to give a thumbs-up/down if they understand the main vocab words (listed one at a time for the teacher to evaluate). Choral responses are also utilized by prompting students to finish a sentence all at once, such as, "Amino acids are the building blocks of...?", "Proteins!"; "A pairs with?" " T!", "C pairs with?" "G!" Additionally, students are asked to choose a nucleotide and another student to state its pair, where the first will say "G" and name a student who will say "C" and pick another base and student for the next pair. Students will then divide into groups, explore and discuss a 3D model of the cell with stop-start and zoom options as the cell proceeds along in its replication processes.
An example of a zipper is used to describe the process of DNA "unzipping" or opening for duplication by an enzyme called helicase (we review molecules ending in -ase are an enzyme. Just today a student made a clever connection that S-phase should be an enzyme since it ends in -ase as well!). I draw this on the board as the "double helix" shape with several pairs of A-T C-G on the top section and a spreading open section with each side far apart from the other. The lesson continues with polymerase being introduced as the enzyme that attaches new nucleotides to the original pair on either side, forming 2 new copies which are then closed back up, again like a zipper. A video of Amoeba Sisters DNA replication is shown.
FA2 - A worksheet is provided for students to practice matching DNA base pairs, with the lesson finishing up with independent/group work (sometimes split into multiple lessons depending on the class) after the introduction of RNA being the same as DNA except for U replacing T (short- vs long-term storage of DNA). Students will have review questions as an exit ticket/bell work for the coming days.
A follow up activity is done by students cutting cardstock into large, simple puzzle pieces of with A-T C-G pairs. They are inverted as one rectangle with a triangle sticking out and the other rectangle missing a triangle, while the other pair is a semi-circle on one rectangle and the other is missing a half circle.
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Lesson 4 - Protein synthesis
This lesson builds on the previous lesson DNA/RNA replication. Students will be given direct and guided instruction on the purpose, parts, and processes involved with each step of protein synthesis using RNA, followed by independent group/individual review work. The lesson is anchored in the workbook using a homework logsheet for summaries and key vocab definitions.
Introduction (FA1): Students are provided with handouts of the workbook for unit 5 on genetics, inheritance, and protein synthesis, together with several notes and review worksheets. Students are asked to raise their hand if they think they know some common protein names. After several suggestions are offered, such as enzymes, amino acids, and hemoglobin (blood-oxygen), the question is written on the board and asked, "HOW DOES DNA CONTROL THE BODY/CELL?" Students are instructed to turn and talk with a partner, then offer their ideas by raise of hand, finishing with, "...by controlling protein synthesis based on gene expression." This provides a formative assessment of prior knowledge to the lesson, directs required additional review before moving on, and leads into the next part of the lesson.
Lesson: The steps of DNA replication are briefly reviewed then the difference between un/zipping by transcription when reading/using the DNA to make RNA and "attaching" new zipper ends by replication when reading/copying the DNA is described. The students are then introduced to new concepts, namely codons (groups of 3 nucleotides that code for 1 amino acid, the building blocks of protein), genes (groups of codons that code for a single protein), and DNA as a collection of multiple genes used to synthesize proteins in the ribosomes. This is summarized visually as N -> C -> G -> DNA to provide a progression of terms from smallest to largest (and the nucleus is the fewest, then chromosomes, then genes, codons, and nucleotides).
FA2 - The groupings of 3 nucleotides forming codons and genes are demonstrated and defined on the board at this point for notes and review. Students are provided with a codon chart worksheet to transfer amino acids to their polypeptide chains, and then turn and talk to clear up misunderstandings in the progression from DNA to RNA to ribosome to protein using mRNA, rRNA, tRNA, and amino acids. After, an in-the-moment assessment is called for by instructing students to give a thumbs-up/down if they understand the main vocab words (listed one at a time for the teacher to evaluate). Choral responses are also utilized by prompting students to finish a sentence all at once, such as, "Amino acids are the building blocks of...?", "Proteins!"; "In mRNA, A pairs with?" " U!", "C pairs with?" "G!" Additionally, students are asked to choose a nucleotide and another student to state its pair, where the first will say "G" and name a student who will say "C" and pick another base and student for the next pair. A protein synthesis practice worksheet is provided and an Amoeba Sisters protein synthesis video is shown.
The lesson finishes up (sometimes split into multiple lessons depending on the class) with the introduction of mRNA carrying a single inverted copy of the DNA/gene to the ribosome where it gets translated using tRNA and has amino acids attached to a group called a polypeptide chain. This then gets transformed into a functional protein through the 4 stages of protein folding known as primary, secondary, tertiary, and quaternary forms. Students will then divide into groups and explore, discuss, and build RNA and protein models in Nova’s Lab videos and games. Students will have review questions as an exit ticket/bell work for the coming days.
A follow-up activity is given as an encoded message using an amino acids codon chart with various words. Students form their own sentences by making RNA sequences which are deciphered using the chart.
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Lesson 5 - Mutations, inheritance, disease, and genetic engineering
This lesson builds on lesson 4 by discussing how traits are determined by gene expression making proteins, and mutations of genes lead to changing in proteins and sometimes disease. In this lesson, students will be given direct and guided instruction on the purpose, parts, and processes involved with types of mutations and some inherited diseases (and how scientists engineer genes in a lab). The lesson is anchored in the workbook using a homework logsheet for summaries and key vocab definitions, with supplemental videos and notes sheets for differentiated instruction.
Introduction (FA1): Students are provided with handouts of the workbook for unit 5, together with several notes and review worksheets. Students are asked to raise their hand if they think they know how traits are made by gene expression forming proteins. After several suggestions are offered, such as protein synthesis, mitosis, and inheritance, the question is written on the board and asked, "HOW ARE PROTEINS CONTROLLED BY GENES?" Students are instructed to turn and talk with a partner, then offer their ideas by raise of hand, finishing with, "...by determining the order & transfer of amino acids in a protein." This provides a formative assessment of prior knowledge to the lesson, directs how much additional review is required before moving on, and leads into the next part of the lesson.
Lesson: Proteins have a specific shape which determines what they can do. We learned this idea earlier when we said FORM EQUALS…? “FUNCTION!” The building blocks of proteins are…? “Amino acids!” Good! The question is asked, “HOW DO CHANGES IN N -> C -> GENES AFFECT PROTEINS?” Students are prompted to discuss in groups what possible problems can arise while making RNA from DNA and how this changes the amino acids. Mutations are introduced with emphasis on the types of mutations: substitution, insertion, and deletion.
Students receive a copy of mutations worksheet which will be completed as the lesson progresses. A video lesson by the Amoeba Sisters on mutations is presented, filling in/coloring the sheet while watching being encouraged to help stay on task.
FA2 - Several pictures of mutations are drawn on the board at this point (including chromosome #21 for Down Syndrome) for notes and review. Students are called on to identify the type of each mutation being drawn, then work in groups to clear up misunderstandings, and to practice answering questions and defining vocab words (codons, genes, mutations, frame shift, Punnet square, inheritance). Choral responses are utilized by prompting students to finish a sentence all at once, such as, Insertion occurs when there is…?, "An extra base!", Deletion occurs when there is…?, “A missing base!”; Down Syndrome happens when there is an extra copy of…? "Chromosome #21!" Punnet squares and patterns of inheritance (complete, incomplete, and codominance) with dominant and recessive genes being practiced using student eye and hair colors in their families.
The lesson finishes up (sometimes split into multiple lessons depending on the class) with a formative assessment in the form of review questions as an exit ticket/bell work for the coming days. A sneak preview of genetic engineering and CRISPR is used as a hook/anticipatory set for the next lesson.
A follow-up assessment is given as a My 23 and Me activity. Students work in groups to research and creatively present connections between the function of 2 or more genes in their chromosomes, why it’s important to them, who/what does it remind them of, and why are they grateful for that person/event. This can be done using any on or offline creative tools and platforms.