Moscrop

 Secondary  Biology  12    

A  template  based  on  Understanding  by  Design    
       
Title  of  Unit   DNA  and  Cells     Grade  Level   Grade  12  
       
Subject   BIOLOGY  12   Time  Frame   16  Lessons  
   
Developed  By   Brianna  Vissers  
 
Stage  1  –  Desired  Results  

         
 
Communication   Thinking   Personal  and  Social  
C   T   PS  

Big  Idea:    
All  living  things  are  made  of  cells,  which  contain  DNA  and  cell  structures  that  allow  cells  to  survive  and  reproduce.    
 
Essential  Question:    
How  do  mutations  benefit  or  disadvantage  individuals?    
What  are  the  advantages  to  DNA  technology?  What  ethical  implications  need  to  be  considered?    
How  do  cells  differentiate  to  create  unique  and  interconnected  body  systems?    
 
What  students  will  be  able  to  DO   What  students  will  KNOW  
Curricular  competency  learning  standards:   Content  learning  standards:  
   
• Evaluate  the  validity  and  limitations  of  model  or  analogy  in   Cells  Structures  and  Functions  
relation  to  the  phenomenon  modeled.   Interrelationships  of  Cell  Structures    
• Collaboratively  plan  and  use  appropriate  investigation   DNA  carries  the  cell’s  genetic  information    
methods  to  collect  reliable  data   -­‐  process  of  DNA  replication  
• Critically  analyze  the  validity  of  information  in  primary  and   -­‐  process  of  protein  synthesis  
secondary  sources  and  evaluate  the  approaches  used  to  solve   -­‐  effects  of  DNA  mutations  
problems.     -­‐  genomics    
 • Consider  Social,  Ethical,  and  Environmental  Implication  of  the   -­‐  biotechnology    
finding  of  your  own  and  other’s  investigations.    
• Consider  the  changes  of  knowledge  over  time  as  tools  and  
technology  have  developed.    
• Connect your scientific exploration to careers in science
• Exercise of healthy, informed skepticism and use scientific
knowledge and findings to form their own investigation to
evaluate claims in primary and secondary sources.
• Communicate scientific ideas, information, and perhaps a
suggested course of action for a specific purpose and audience,
constructing evidence-based arguments and using appropriate
scientific language, conventions and representations.
• Demonstrate a sustained intellectual curiosity about a
scientific topic or problem of personal, local, or global interest 
• Construct, analyze, and interpret models and diagrams 
• Analyze cause-and-effect relationships

Stage  2  –  Assessment  Evidence  

Formative  Assessments   Summative  Assessments   Self-­‐Assessment  /  Peer  Assessment  
     
-­‐  Kahoot     Conceptual  Based  Test  that  examines  concepts   Inquiry  Project  Checkpoints.  Students  
-­‐  Assess  student  current  understanding  of  cells.   from  class  that  require  the  students  to  make   complete  peer  assessment  and  provide  
(Snowball  Activity)   conclusions  and  inferences  based  on  their   feedback  to  each  other  based  on  rubric.    
-­‐  Come  up  with  analogy  to  various   pervious  knowledge.  Students  will  be  allowed  to    
compartments  of  a  cell.   complete  a  signal  paper  study  guide  and  use   Inquiry  Project.  Students  complete  self-­‐
-­‐    Controlled  experiment  first  copy     during  test.  This  is  to  promote  understanding   assessment  at  end  of  inquiry  project  based  
-­‐  Genetic  Engineer  and  Detective  Activity     and  not  memorizing.  I  will  develop  one  question   on  rubric.  This  is  included  in  summative  
-­‐  Check  Points  included  in  Inquiry  Process     after  each  lesson  to  ensure  that  I  am  asking   assessment  along  with  teacher  assessment  
-­‐  Think,  Predict,  Pair,  Share   questions  that  are  directly  related  to  concepts   based  on  rubric.    
-­‐  Role  Play  DNA  Replication   discussed  in  class.  See  sample  questions  within  
-­‐  Breaking  the  Code  Activity     the  unit.    
-­‐  Group  Activity:  Model  effects  of  Mutations     Two  Parts:    
-­‐  Coloured  Cups     1. Cells    
  2. DNA,  Replication,  Transcription    
   
  Cell  Analogy  and  Evaluation  Assignment.  This  
   assignment  looks  at  students  understanding  of  
each  organelle  of  a  cell  and  their  evaluation  of  
their  analogy.  For  example,  students  should  be  
able  to  identify  and  explain  the  limitations  to  
their  analogy.    
 
Experimental  Design    
(See  Rubric  Below)    
 
Inquiry  Research  Project  about  a  genetic  
mutation  that  is  of  personal  interest  to  the  
student.  (Inquiry  Project  description  and  rubric  is  
at  end  of  the  Unit  Plan)  
 
Students  will  upload  their  summative  
assessments  on  to  fresh  grade  to  create  a  
portfolio.    
Stage  3  –  Learning  Plan    
Should  be  Differentiated  
Potential  Barriers  to  Success  /  Areas  to  Differentiate:  
 
Classroom  Word  Wall:  Reinforcing  New  Vocabulary.  Introduce  new  vocabulary  of  the  day  each  lesson.  Also  have  students  practice  their  science  
vocabulary  in  conversation  and  in  discussion.  This  is  an  important  strategy  for  all  students  but  especially  English  language  learners.    
Student  Engagement:  Interesting  hooks  and  variety  of  activities  including  group  work,  individual  work,  use  of  models  and  demonstrations,  inquiry  
project,  videos,  articles  that  are  relevant  to  the  human  body  and  disease.    
Peer  Support:  Using  the  concept,  if  you  have  learned  it  teach  someone  who  has  not.  Research  by  Dylan  Wiliams  demonstrates  that  creating  
opportunities  for  peer  tutoring  helps  both  students.    
Through  Formative  Assessment:  differentiate  and  assist  students’  needs.  Using  Red,  Yellow,  Green  cups,  determine  students  understanding  and  
either  use  peer  tutoring  or  support  students  individually  or  in  small  groups  to  meet  students  needs.    
Differentiate:  Multiple  sensory  inputs  and  different  types  of  learning  activities  including;  videos,  reading,  graphic  organizers,  study  guides,  role-­‐
play,  demonstrations,  use  of  models,  diagrams.    
Differentiation  for  tests:  Allow  students  to  have  extra  time,  have  a  scribe  if  they  struggle  with  written  output,  reader  if  they  struggle  with  reading  
comprehension,  an  alternative  space  to  write  if  they  have  test  anxiety.    
Giving  students  voice  and  choice:    
Students  will  be  able  to  choose  a  disease  or  disorder  of  their  interest  to  investigate  through  inquiry.  The  students  will  have  choice  in  how  they  
present  their  final  product  for  their  inquiry  project.    
Integrating  Aboriginal  worldviews  and  perspectives:  
Learning  involves  the  consequences  of  ones  actions.  (This  will  be  explore  through  discussing  new  biotechnology)    
Learning  involves  the  generational  roles  and  responsibilities  (Contacting  an  expert  for  student  inquiry  project  and  potentially  sharing  inquiry  
projects  with  younger  students.)  
 
 
 
#   Lesson  Activities  (Learning  Experiences)   Assessment   Resources  
 
1   Pre  Unit:  Complete  formative  assessment  through  kahoot:  Including  cells  theory,  mitosis  and   Starting  Point:  Snow   AsapScience  .  (Nov  
meiosis,  cell  structure  and  functions  to  determine  student  previous  knowledge.  Based  on   ball  activity     28,  2012).  The  
assessment  unit  plan  may  be  adapted.     Exit  Slip  –  Muddiest   Evolution  of  Life  on  
Intention:     Point     Earth.  Retrieved  
I  can  explain  the  characteristics  of  living  things   from:  
I  understand  cells  perform  functions  at  the  microscopic  level.     https://www.youtu
I  can  explain  cell  theory     be.com/watch?v=H
  2_6cqa2cP4    
Hook:  The  evolution  of  life  of  earth:  https://www.youtube.com/watch?v=H2_6cqa2cP4      
  University  of  
Starting  Point:  Formative  Assessment  –  Investigate  Students  current  understanding  of  living   UtahGenetic  
things.  Commit  and  Toss:  Student  brainstorms  individually  anything  they  can  recall  about   Science  Centre.  
living  things.  Anonymously  Share     Cell  Size  and  Scale.  
Debrief:  Identify  characteristics  of  living  things:  Living  things  are  made  of  cells.  Living  things   Retrieved  from:    
obtain  and  use  energy.  Living  things  grow  and  develop.  Living  things  reproduce.  Living  things   http://learn.geneti
respond  to  their  environment.  Living  thing  adapt  to  their  environment.     cs.utah.edu/conten
  t/cells/scale/    
Questions  for  students  to  ponder:    
If  all  living  things  are  made  of  cell.  Approximately  how  many  cells  make  up  our  bodies?  How   Discovery  News.    
big  our  cells?     (May,  2013).  How  
Performing  Functions  at  the  Microscopic  Level:     Did  Life  Begin?  
Group  Activity:  Going  from  big  to  small.  Starting  with  the  human  body  and  going  to  smaller   Retrieved  from:  
level.  Ex.  Human  –  Organs  –  Brain  –  Cell  –  Neuron  –  Axon  …     https://www.youtu
  be.com/watch?v=o
Debrief:  Have  students  explore  Cell  Size  and  Scale:   fFhHcvasHA&t=67s    
http://learn.genetics.utah.edu/content/cells/scale/    
 
 Learning  Activity:  Cell  Theory    
-­‐  All  living  things  are  composed  of  one  or  more  cells  
-­‐  The  cell  is  the  basic  unit  of  life    
-­‐  New  cells  arise  from  existing  cells    
Possible  Video:  New  cells  arise  from  existing  cells.  Where  did  the  first  cell  come  from?  
https://www.youtube.com/watch?v=ofFhHcvasHA&t=67s    
 
Closing:  Muddiest  Point  –  Exit  Slip    
2   Learning  Intentions:     Process  of  making   Coston,  D.  Lab  
I  understand  that  all  living  organisms  are  made  of  cells.     observations  and   Exercises  that  Help  
I  can  use  the  light  microscope  correctly   correct  microscope   Substantiate  the  
  use  captured  through   Cell  Theory:  A  
Direct  Instruction:  Use  of  microscope  and  preparing  wet  mount  slides  with  crystal  violet.     video  and  posted  on   Lesson  on  Cells  
  fresh  grade  by   (APS  Archive  of  
Learning  Activity  1:  Students  make  wet  mount  slides  of  their  epithelial  cheek  cells  and   students.     Teaching  
stain  with  crystal  violet.  Students  view  and  draw  their  slides  using     Resources  Item  
light  microscopy.  Students  capture  this  process  on  video  as  part  of  their  online  portfolio  on   Discussion  questions   #2946).  [Online].  
fresh  grade.     Bethesda,  MD:  
file:///Users/BriannaVissers/Downloads/01-­‐Coston-­‐Cells%20(3).pdf     American  
  Physiological  
Learning  Activity:     Society,  2008.  
Have  students  explore  http://www.fpnotebook.com/Endo/Lab/BclSmr.htm     http://www.apsarc
Application  of  learning  activity  1.  Questions  for  discussions.     hive.org/resource.c
Think,  Pair  Share,  Discuss     fm?submissionID=
1.  What  are  the  major  structural  characteristics  of  human  cheek  cells  that  can  be  seen  with   2946.    
the  compound  microscope?    
2.  What  is  the  significance  of  Barr  bodies  seen  in  human  cells?     Family  Practice  
3.  Why  is  the  staining  of  cellular  components  necessary?   Notebook  (2017).  
  Buccal  Smear    
Retrieved  from:  
http://www.fpnote
book.com/Endo/La
b/BclSmr.htm      
3   Learning  Intentions:     Student  Record:   Gregoria.F.  (Feb,  
I  understand  the  scientific  method     Drawing  of  mitosis   2010).  Cell  Division  
I  can  design  experiments  to  test  a  scientific  question     and  meiosis     and  Cell  Cycle.  
 I  can  identify  controls  in  an  experiment       Retrieved  from:  
I  understand  new  cells  arise  from  pre-­‐existing  cells     Design  controlled   https://www.youtu
  experiment     be.com/watch?v=
Hook:  https://www.youtube.com/watch?v=Q6ucKWIIFmg     Q6ucKWIIFmg      
Question:  What  is  the  difference  between  mitosis  and  meiosis?  Can  you  draw  simple    
diagram  of  the  two  that  demonstrates  the  differences?  Students  do,  share  and  revise  based   Khan  Academy.  
on  class  discussion.     Retrieved  from:  
  (https://www.khan
Direct  Instruction:     academy.org/test-­‐
Developing  a  scientific  hypothesis     prep/mcat/cells/eu
Designing  a  lab  experiment     karyotic-­‐
  cells/a/organelles-­‐
Learning  Activity:  Students  will  work  in  groups  to  design  an  experiment  that  tests  how  a   article  
variable  impacts  the  rate  of  cell  division  in  yeast.  This  will  include  scientific  question,    
hypothesis,  procedure,  diagram  of  procedure  and  materials  needed.  This  will  be  handed  in  
to  the  teacher  at  the  end  of  class  so  the  teacher  can  provide  feedback  to  each  group.    
 
Take  away  task:  Read:  Khan  Academy.  Retrieved  from:  
(https://www.khanacademy.org/testprep/mcat/cells/eukaryotic-­‐cells/a/organelles-­‐article  
Adaptations  (watch  video,  listen  to  recorded  version  of  article).      
 
4   Lesson:  Cell  Structures  and  Functions     Come  up  with  analogy   Khan  Academy.  
Learning  Intentions:     to  various   Retrieved  from:  
I  can  recognize  and  explain  the  structure  and  function  of  the  organelles  of  Eukaryotic  cells   compartments  of  a   (https://www.khan
including  Nucleus,  Mitochondrion,  Smooth  Endoplasmic  Reticulum,  Rough  Endoplasmic   cell.     academy.org/test-­‐
Reticulum,  Gogi  Apparatus,  Peroxisome,  Lysosome,  Ribosomes       prep/mcat/cells/eu
I  understand  that  cells  are  the  basic  unit  of  life  and  complete  necessary  functions  for  life.     Student  Record  of   karyotic-­‐
  Content:  Notes   cells/a/organelles-­‐
Learning  Activity:  Students  receive  feedback  from  experimental  design.  Students  work  in   guided  by  black  line   article  
groups  to  make  any  changes  based  on  feedback.     master  of  organelles    
  and  their  functions.     Kohn.  C.  A.  Molina.  
Hook:  Exploring  Questions:  Hook:  https://www.youtube.com/watch?v=evH0I7Coc54       M.  Mai.  Q.  (Sept.  
Discussion:  How  do  cells  differentiate  to  create  unique  and  interconnected  body  systems?   2013).  TedEd.  
How  could  stem  cells  contribute  to  modern  medicine?   What  are  stem  
  cells?  Retrieved  
Direct  Instruction:  Teacher  highlights  the  key  components  from  the  reading.  Provides   from  
 template  for  students  to  build  notes.  Including  description  of  organelle,  image  and  functions.   https://www.youtu
Have  a  final  revision  of  notes  upload  to  classroom  website  for  students  that  struggle  with   be.com/watch?v=H
written  output.       BvfBB_oSTc    
   
Vocabulary  of  the  cells  –  inside/outside  circles.    
 
 Activity  to  Improve  Conceptual  Understanding:  Challenge  Students  to  come  up  with  
analogies  to  various  compartments  of  a  cell.      
 
5   Cell  Structures  and  Function  2     Reflection  Questions     Sestero.  C.  Tinsley.  
Learning  Intention:     H.  Ye.  Z.  Zhang.  X.  
I  can  recognize  and  explain  the  structure  and  function  of  the  organelles  including  Nucleus,   Graze.  R.  Kearley.  
Mitochondrion,  Smooth  Endoplasmic  Reticulum,  Rough  Endoplasmic  Reticulum,  Gogi   M.  Course  Source.  
Apparatus,  Peroxisome,  Lysosome,  Ribosomes   Using  the  Cell  
I  recognize  that  cells  contain  organelles  and  DNA  that  allow  them  to  reproduce  and  survive.       Engineer/Detective  
I  can  work  with  others  to  investigate  and  identify  cause  and  affect  relationships.     Approach  to  
  Explore  Cell  
Hook:  Exploring  Questions:  How  can  individual  cells  become  organized  into  things  like  skin,   Structure  and  
muscle  or  blood  vessels?  How  can  the  cell  make  sure  that  nuclear  proteins  go  to  the  nucleus,   Function.  Retrieved  
lysosome  proteins  go  to  lysosomes,  and  proteins  that  belong  on  the  outside  of  the  cell  find   from:  
their  way  to  the  outside?   http://www.course
  source.org/courses
Learning  Activity  #1:  Students  share  their  analogy  of  a  cell  with  a  partner.  In  pairs  students   /using-­‐the-­‐cell-­‐
evaluate  the  validity  and  limitations  of  model  or  analogy  in  relation  to  the  phenomenon   engineerdetective-­‐
modeled.   approach-­‐to-­‐
  explore-­‐cell-­‐
Review  Function  and  Structure  of  Cell  Functions:  Ask  the  class  as  a  whole  to  list  some   structure-­‐and-­‐
activities  that  cells  must  perform  (i.e.  move,  obtain  energy,  expel  wastes);  list  these  on  the   function#tabs-­‐0-­‐
board.  Then  ask  students  to  name  the  organelle(s)  primarily  responsible  for  that  activity.     content=1    
   
Learning  Activity  #2:  Each  Student  group  will  receive  a  functional  description  of  a  cell.  They   Croton.  G.  Adams.  
will  draw  a  diagram  depicting  how  they  think  the  cell  will  look  in  order  to  optimize  the   N.  (2012).  The  
function.  After  constructing  their  cell,  each  group  will  exchange  their  cell  with  another  group   Human  Body.  Bath  
and  try  to  guess  the  function  of  the  other  group’s  cell  based  on  the  structure.     BA1  1HE,  UK.  
  Parragon.    
Discussion:  Students  share  their  results  and  explain  their  reasoning.  Teacher  addresses  any  
 misconception  that  might  arise  during  Activity  2.    
 
Student  Reflection:  What  did  you  do  in  groups?  And  why  did  we  do  this?    
 
Take  Away  Task:  1  conceptual  question  similar  to  Activity  2.  Student  are  given  a  cell  and  
based  on  the  information  given  students  try  to  determine  what  the  function  of  the  cell  may  
be.  Study  guide  (cells  structure  and  functions)  that  you  will  be  allowed  to  use  during  the  unit  
test.    
 
6   Learning  Intentions     Students  submit  their    
I  can  complete  a  controlled  experiment  and  make  good  observations   revised  copy  of  
I  can  make  conclusions  based  on  my  results     experimental  design.  
  (Summative  
Students  complete  controlled  experiments.       Assessment)    
Students  discuss  their  results  in  groups.  Students  prepare  a  short  recap  of  their  experiment  
and  results  to  share  with  the  class.    
7   Summative  Assessment  Cells  Part  1          
 
Conceptual  Based  Test  that  examines  concepts  from  class  that  require  the  students  to  make  
conclusions  and  inferences  based  on  their  pervious  knowledge.  Students  will  be  allowed  to  
complete  a  signal  paper  study  guide  to  use  during  the  test.  This  is  to  promote  understanding  
and  not  memorizing.  Questions  will  be  similar  to  lesson  5  group  activity.  Where  students  are  
given  a  cell  and  asked  to  determine  the  cells  function  or  students  design  a  cell  based  on  a  
function  given.  In  addition,  providing  evidence  for  the  cell  theory  and  possible  ways  to  test  
the  cell  theory.    
8   Intro  To  Inquiry  Project  Impacts  of  Mutations   Through  the  project   MacDonald.  B.  
  there  will  be  a   (July  2017).  CBC  
Introduction  into  Inquiry  Project.  Researching  a  genetic  mutations  (example  sickle  cell   number  of  checkpoint   Radio.  Quirks  and  
disease,  hemophilia,  cancers,  see  below  for  details)     for  the  teacher  to   Quarks.  Working  
  assess  the  students   night  shifts  may  
Hook:  Podcast  Working  the  graveyard  shift  may  trigger  cancer:   progress  and  address   trigger  cancer  by  
http://www.cbc.ca/radio/popup/audio/listen.html?autoPlay=true&mediaIds=985065027878   student  questions.     hindering  DNA  
(refer  back  to  feedback  loops  and  key  idea  homeostasis  past  unit).  What  are  the  key  points   repair.  Retrieved  
from  this  podcast?  Discussion:  Fact  First  Questions.     from:  
  http://www.cbc.ca
Scaffolded:  Researching  primary  and  secondary  sources,  citations,  guiding  questions  and   /radio/quirks/wildf
 thinking  stem.  Peer  Support.  Choice  in  genetic  mutations  and  final  product.     ires-­‐birds-­‐
  cigarette-­‐butts-­‐
Learning  Activity:  Library  Research  Part  I:  Chose  a  disorder  or  disease  and  create  a  project   chimp-­‐muscles-­‐
proposal.  What  will  your  end  product  look  like?  What  steps  are  necessary  to  complete  this   night-­‐shifts-­‐dna-­‐
project?  Include  a  time  line  and  role  of  each  student.  Create  a  contract  if  you  are  working   1.4182500/workin
with  a  partner.  Each  student  must  sign  the  contract  and  have  the  teacher  witness.     g-­‐night-­‐shifts-­‐may-­‐
  trigger-­‐cancer-­‐by-­‐
Take  Away  Task:  Pre-­‐Reading:  The  Human  Body  pg.  38-­‐43.  Croton.  G.  Adams.  N.  (2012).  The   hindering-­‐dna-­‐
Human  Body.  Bath  BA1  1HE,  UK.  Parragon.     repair-­‐1.4182529      
   
9   DNA  Replication   Formative   Fraser.  D.  LeDrew.  
Learning  Intentions:     Assessment:  Role   B.  Vavitsas.  A.  
I  can  explain  how  DNA  replication  occurs  and  understand  why  a  cell  will  replicate.     Playing  DNA   White-­‐McMahon.  
Hook:.  TEdTalk:  Animation  of  unseeable  biology:   Replication.   M.  (2012).  Biology  
https://www.youtube.com/watch?v=WFCvkkDSfIU  Students  Reflect:  What  do  you  wonder?   Investigation  6.4.1   12.  Toronto  
What  did  you  notice?  Popsicle  Sticks  Questioning     Activity     Ontario.  Nelson  
Why  do  cells  replicate?  How  does  6ft  of  DNA  fit  in  each  of  our  cells?  Why  is  it  important  to     Education  Ltd.    
have  a  regulation  of  the  signal  broadcasting  system?  Why  is  it  important  to  study  DNA   Student  Record:    
Replication?  Think,  Predict,  Pair,  Share   Student  Notes  of  DNA   Berry.  D.  (2012).  
  Structure  and  steps  of   TedTalks.  
Activity  2:  Exploring  the  physical  structure  of  DNA.  Through  a  DNA  Model  including   replication.     Animation  of  
nucleotides,  phosphate,  sugar,  nitrogenous  bases;  adenine,  thymine,  guanine,  cytosine.     unseenable  
The  process  of  DNA  replication.  Through  model.  Go  through  the  steps  of  replication.     biology.  Retrieved  
Provide  students  with  notes/hand  out  that  guide  the  steps  of  replication.     from:  
Reinforce  Concept  through  video:  https://www.youtube.com/watch?v=TNKWgcFPHqw     https://www.youtu
  be.com/watch?v=
Activity  3:  Group  Work:  Role  Playing  DNA  Replication.  Students  will  demonstrate  their   WFCvkkDSfIU  
knowledge  and  understanding  of  DNA  replication  by  designing  a  role-­‐play  with  some  of  their    
classmates.     Your  Genome.  
  (2015).  DNA  
Take  Away  Task:  Brainstorm  the  consequences  of  a  mistake  happening  during  DNA   Replication  –  3D.  
replication.  Add  replication  to  study  guide.  Pre-­‐Reading:  The  Human  Body  pg.44-­‐45  Croton.   Retrieved  from:  
G.  Adams.  N.  (2012).  The  Human  Body.  Bath  BA1  1HE,  UK.  Parragon.     https://www.youtu
be.com/watch?v=T
NKWgcFPHqw  
10-­‐ DNA  Transcription  and  Translation     Breaking  the  Code   Fraser.  D.  LeDrew.  
11   Pre-­‐Activity:  Give  me  Five:  Students  reflect  on  their  take  away  task  “consequences  of  a   Activity.  Pg.  311   B.  Vavitsas.  A.  
mistake  happening  during  DNA  replication”.  Five  students  then  volunteer  to  publically  share   Biology  12  Nelson     White-­‐McMahon.  
their  thinking.       M.  (2012).  Biology  
  Student  Record:   12.  Toronto  
Learning  Intentions:     Image  of  steps  of   Ontario.  Nelson  
I  can  explain  how  cells  make  proteins.     Transcription  and   Education  Ltd.    
I  understand  that  proteins  carry  out  all  the  activities  that  make  cells  alive.     Translations      
I  can  make  prediction  about  how  mutations  in  the  DNA  can  impact  proteins.  (Intro  to  this   Shadowlabsdotorg  
learning  intention  this  lesson,  make  focus  of  next  lesson)   (2008).  From  DNA  
  to  Protein.  
Hook  Activity:  Video:  What  do  Proteins  Do?  “Proteins  carry  out  all  the  activities  that  make   Retrieved:  
cells  alive.”  https://www.youtube.com/watch?v=izwgt1C8Kus       https://www.youtu
How  do  we  go  from  DNA  (genetic  code)  to  proteins?  Think,  Predict,  Pair,  Share     be.com/watch?v=D
  3fOXt4MrOM    
Learning  Activity  1:  Picture  Notes  –  Teacher  models  the  steps  of  transcription  and  translation    
through  picture  diagram  with  labels  and  explanations  on  the  board.  Provide  students  with    
large  11x  17  paper  and  colours  to  complete  diagram.     Science  Learning  
Reinforce  Concept  through  video:  https://www.youtube.com/watch?v=D3fOXt4MrOM     Hub.  (2011).  Role  
  of  Proteins  in  the  
Learning  Activity  2:  Breaking  the  Code:  In  this  investigation,  students  will  stimulate  the   Body.  Retrieved  
process  that  takes  place  in  eukaryotic  cells  to  build  a  protein  using  the  instruction  found  in   from:  
DNA  sequence.  Students  will  assemble  a  string  of  three  nucleotides  that  will  code  for  an   https://www.scien
amino  acid  (presented  by  a  word).  Several  of  these  nucleotide  strings,  when  put  together,   celearn.org.nz/reso
will  create  a  protein  (represent  by  a  meaningful  sentence).     urces/209-­‐role-­‐of-­‐
  proteins-­‐in-­‐the-­‐
Take  Away  Task:  Add  Transcription  and  Translation  to  study  guide.  Reading:   body    
https://www.sciencelearn.org.nz/resources/209-­‐role-­‐of-­‐proteins-­‐in-­‐the-­‐body  What  are  
proteins  and  role  of  proteins  in  the  body?  
 
12   Debrief:  Role  of  Proteins  in  the  body  paper  from  last  day.        
 
Inquiry  Project  Part  2    
 
Part  II:  Research  your  genetic  disorder  using  primary  and  secondary  resources.  See  below  for  
more  details.  
CHECKPOINT  NUMBER  1  
13   DNA  Mutations     Demonstrate   Menesini.  M.  
Learning  Intentions:     understanding  of   (2015).  TedEd.  
I  can  explain  the  effects  of  the  following  mutations:     transcription  and   What  happens  whe  
insertion,  deletion,  substitution,  frame  shift,  missense,  duplication       translation  by   your  DNA  is  
based  on  your  understanding  of  DNA  replication,  transcription  and  translation.     application   damaged?  
  knowledge  to  new   Retrieved  from:  
Pre  Activity:  Discuss  the  role  of  proteins  in  the  body  (from  reading/videos  last  day  take  away   situation  when   https://www.youtu
task).     looking  at  mutations.     be.com/watch?v=v
    P8-­‐5Bhd2ag      
Direct  Instruction:  Teacher  provides  graphic  organizer  to  students  with  the  different   Student  Record:  
mutations.     Graphic  Organizer  of  
  different  mutations    
Learning  Activity:  Student  model  the  effects  of  DNA  mutations.  See  video  here  as  example:  
https://www.youtube.com/watch?v=5bQf60jSVM4    
The  class  is  divided  into  6  groups.  Each  groups  goes  through  each  mutations.  At  the  end  of  
the  activity,  each  group  will  be  chosen  to  model  1  type  of  mutations  at  random.  This  will  
provide  the  opportunity  for  students  to  ask  questions  about  each  type  of  mutations.  
Question  each  other  understanding  and  address  any  misconceptions.    
Extension:  How  do  mutations  impact  our  offspring?    
 
Wrap  Up:  What  happens  when  DNA  is  damaged?  https://www.youtube.com/watch?v=vP8-­‐
5Bhd2ag    
 
Take  Away  Task:  Add  DNA  mutations  to  study  guide.    
 
14   Inquiry  Project  Part  2        
 
Part  II:  Research  your  genetic  disorder  using  primary  and  secondary  resources.  See  below  for  
more  details.    
CHECKPOINT  NUMBER  2  
15   Biotechnology     Student  Record:   McGovern  Institute  
Hook  Video:  CRISPR  the  potential  to  edit  our  DNA.   Image  of  CRISPR   from  Brain  
https://www.youtube.com/watch?v=2pp17E4E-­‐O8     technology.     Research  at  MIT.  
After  watching  the  video  through  once.  As  a  class  we  create  an  image  going  through  the   2014.  Genome  
steps  of  CRISPR.  Creating  a  diagram  with  labels  and  descriptions.  Provide  Students  with  11x7   Edition  with  
piece  of  paper  to  complete  diagram.  Repeat  video  again  and  follow  along  with  image.     CRISPR-­‐Cas9.  
   Retrieved  from:  
Learning  Activity  #2:  What  do  you  think  about  editing  the  DNA  of  living  organisms?  Scientists   https://www.youtu
have  the  tools—but  how  should  they  use  them,  and  who  should  decide?  Provide  students   be.com/watch?v=2
time  to  explore  this  article  and  look  at  examples.     pp17E4E-­‐O8    
     
Learning  Activity  #3:  Debate:  When  is  it  ethical  to  use  CRISPR  to  edit  genome?  Students   Harris.  J.  
divide  into  two  sides  if  they  think  it  is  ethical  vs.  not  ethical.  Students  work  in  teams  to  build   Darnovsky.  M.  
their  argument  before  engaging  in  a  debate  with  the  class.     National  
  Geographic  
  Magazine.  Pro  and  
Con.  Should  Gene  
Editing  be  
performed  on  
Human  Embryos?  
Retrieved  from:  
http://www.natio
nalgeographic.com
/magazine/2016/0
8/dna-­‐crispr-­‐gene-­‐
editing-­‐science-­‐
ethics/    
16   Summative  Assessment  Part  2  DNA,  Replication,  Transcription      
Conceptual  Based  Test  that  examines  concepts  from  class  that  require  the  students  to  make  
conclusions  and  inferences  based  on  their  pervious  knowledge.  Students  will  be  allowed  to  
complete  a  signal  paper  study  guide  and  use  during  test.  This  is  to  promote  understanding  
and  not  memorizing.    
Sample  Questions:    
DNA  Replication:  Given  the  template  strand  of  DNA  provide  the  replication  sequence?  
Why  do  cells  replicate?  What  function  does  replication  have?  
Given  a  DNA  code  determine  the  protein  this  DNA  codes  for:  DNA  –  RNA  –  Protein    
Based  on  the  type  of  mutation  predict  the  consequence  of  this  mutation.    
 
Student  Sharing  of  Inquiry  Projects.    
Teacher  and  Self  Evaluations    
 
 
  
Rubric  for  Experimental  Design:  Students  will  be  marked  on  their  hypothesis  and  experimental  design.    
 
Exemplary Accomplished Developing Beginning

Hypothesis • Hypothesis is clearly stated with • Hypothesis is stated • Hypothesis does not • Hypothesis is missing or
reasoning to support reasoning to support include reasoning to unrelated.
• Hypothesis is testable. • Hypothesis is testable. support
• Hypothesis is based on • Hypothesis is based on • Hypothesis may not be
observation and research. observation and general testable.
knowledge. • Hypothesis is not based
on observation or research.

Design/ • A detailed description of the The variables of the Variables are stated but not Procedure design has no
Procedure variables in the investigation are investigation are correctly properly identified. relevancy to the
identified. identified. • List of materials is hypothesis.
• An experimental control is • An experimental control is missing one or more • Variables and list of
present. present. important items. materials are incomplete
• All materials used in the • All material used in the • The design has a general or missing.
investigation are listed clearly. investigation is listed clearly. relevance to the hypothesis, • Safety concerns are not
Specific amount and size of • The procedure is written in a but may not be replicated. specified or inappropriate
materials are stated. step-by-step process and could • Procedure may result in to the experiment.
• The procedure is detailed, clear be replicated. safety risk and should be
and stated in a step-by-step process • The procedure adequately revised.
and can be replicated by others. tests the hypothesis.
• The procedure directly tests the • Safety rules are followed.
stated hypothesis. • Test is ethical
• Safety rules are stated and
followed.
• Test is ethical

 
 
 
 
 
 
Inquiry  Investigation    
 
 
Genetic  Disorders  and  Cancers  Project      
 
For  this  project  you  will  investigate  a  genetic  disorder  or  disease  causes  by  genetic  mutations  (i.e.  Cancers).  You  will  be  able  to  choose  which  
genetic  disorder  you  will  research.    
 
Examples  of  Genetic  Disorders  you  may  investigate  include,  but  are  not  limited  to:    
• Hemophilia    
• Cystic  Fibrosis    
• Phenylketonuria  (PKU)  
• Huntington’s  Disease    
• Sickle  Cell  Anemia    
• Tay-­‐Sachs  Disease  
• Cri  du  Chat    
• Down  Syndrome    
• Turner  Syndrome  
• Marfan  Syndrome    
• Klinefelter’s  Syndrome    
• Patau’s  Syndrome  
• Edward’s  Syndrome    
• Achondroplasia  
• Cancers  
 
Part  I:  Chose  a  disorder  or  disease  and  create  a  project  proposal.  What  will  your  end  product  look  like?  What  steps  are  necessary  to  complete  this  
project?  Include  a  time  line  and  role  of  each  student.  Create  a  contract  if  you  are  working  with  a  partner.  Each  student  must  sign  the  contract  and  
have  the  teacher  witness.    
 
Part  I  Due  Date:  _________________________________________  
 
Part  II:  Research  your  genetic  disorder  of  disease  using  primary  and  secondary  resources.  Try  to  contact  an  expert  in  you  field  to  learn  more  about  
your  genetic  disorder  or  disease.  Ask  them  about  new  technology  and  treatment.    
 
Questions  to  Answer:    
 
What  is  the  disease?    
Does  the  disease  impact  the  individual’s  offspring?    
Is  there  a  know  cause?    
What  are  the  symptoms?  How  is  it  treated?    
How  does  the  disease  affect  society?  
Are  there  any  new  scientific  advances  used  to  fight  the  disease?    
How  can  the  study  of  genomics  help  and  extend  quality  of  life?  
 
Students  Responsibilities:  
 
• Critically  analyze  the  validity  of  information  in  primary  and  secondary  sources  and  evaluate  the  approaches  used  to  solve  problems.    
• Consider  Social,  Ethical,  and  Environmental  Implication  of  the  finding  of  your  own  and  other’s  investigations.    
• Consider  the  changes  of  knowledge  over  time  as  tools  and  technology  have  developed.    
• Connect your scientific exploration to careers in science
• Exercise of healthy, informed skepticism and use scientific knowledge and findings to form their own investigation to evaluate claims in
primary and secondary sources.
• Communicate scientific ideas, information, and perhaps a suggested course of action for a specific purpose and audience, constructing
evidence-based arguments and using appropriate scientific language, conventions and representations.

Checkpoint NUMBER 1: DATE ____________________________

Students complete peer evaluation based on rubric. Identify areas where students can improve.
Students complete action plan to finish project and assign roles for each student.

Checkpoint NUMBER 2: DATE ______________________________

Students complete peer evaluation and examine student progress from last checkpoint.

Part III: Present your project, you will be expected to prepare a presentation to present for a group of your classmates. The presentation should be
approximately 5 minutes in length.

Presentation Date: _________________________

Evaluation of Inquiry Project: Students provide evidence through examples from their project to address the learning outcomes.

DEVELOPING ACCOMPLISHED EXEMPLARY

CORE COMPETENCY:
Communication
 • Communicate scientific ideas,
information, and perhaps a suggested
course of action for a specific purpose
and audience, constructing evidence-
based arguments and using appropriate
scientific language, conventions and
representations.

Critical and Creative Thinking

• Critically  analyze  the  validity  of  

information  in  primary  and  secondary  
sources  and  evaluate  the  approaches  
used  to  solve  problems.    
• Consider  the  changes  of  knowledge  
over  time  as  tools  and  technology  have  
developed.    
• Exercise of healthy, informed
skepticism and use scientific knowledge
and findings to form their own
investigation to evaluate claims in
primary and secondary sources.
 
Social and Personal Responsibility

• Consider  Social,  Ethical,  and  

Environmental  Implication  of  the  
finding  of  your  own  and  other’s  
investigations.

 
 
 
 
  
 Created by: Brianna Vissers
Subject: Biology
Grade: 12

Stage 1 – Desired Results

Communication Thinking Personal & Social

C   T   PS  
Big Idea(s): what students will understand (at a conceptual level, see connections to and between ideas, goes
beyond the classroom learning)
• I can explain the characteristics of living things
• I understand cell perform functions at the microscopic level
• I can explain cell theory

Essential Question(s):
What is the basic unit of life?
How could you test cell theory?

Curricular Competencies: what students will do Content Competencies: what students will know

• Individually and collaboratively plan and • Characteristics of living things

use appropriate investigation methods to • Cells perform functions at the microscopic level
design experiments • Cell theory
• Work in small groups to discuss how cell
perform functions at the microscopic level.

Stage 2-Learning Plan

Potential Barriers to Success What will you do?

Written output challenges Final Version of Graphic Organizer will be posted on

Processing Speed classroom website after class.
Motivation/Engagement Teacher will use appropriate wait time (count to 7 in
Language head while waiting for questions)
Will use kahoot, interesting hooks, group discussion,
and individual work time.
Teacher will encourage peer support, use colour cups
and vocabulary wall
Resources / Materials Required / Technology

Graphic Organizer
Kahoot Questions
Puzzle Pieces
Vertical White Boards
AsapScience . (Nov 28, 2012). The Evolution of Life on Earth. Retrieved from:
https://www.youtube.com/watch?v=H2_6cqa2cP4
University of UtahGenetic Science Centre. Cell Size and Scale. Retrieved from:
http://learn.genetics.utah.edu/content/cells/scale/

Stage 3 – Assessment Evidence

Formative (before/during)
- Kahoot Questions – Examining Previous Knowledge about Living Things and Cells
- Snow Ball Activity
- Muddiest Point Exit Slip
- Students Sharing their Thinking through Discussion
Stage 4 – Teaching Plan
Time:
Starting where students are at: Complete formative assessment through kahoot: Questions will
10 mins check students understanding of cells theory, mitosis and meiosis, cell structure and functions.
Pre-Lesson
Activity
5 mins What video: The Evolution of Life on Earth.
Hook: https://www.youtube.com/watch?v=H2_6cqa2cP4 What do you wonder? What do you notice
during this video? Think, Pair, Share. Popsicle Stick Questioning.
10 mins Examining Characteristics of Living Things:
Learning Transition from Hook Activity: We saw that life started with unicellular organisms. What do
Activity 1 all living things have in common? Snow Ball Activity: Students brainstorm individually
anything they can recall about living things. Anonymously Share.

15 mins Group Activity: From Big to Small: 15 mins

Learning Teacher Instructions: Start with the human body and then zone in as far as possible. What will
Activity II you see along the way? Make a diagram to demonstrate your groups thinking (Vertical White
Boards).
Discuss the following questions in you group: If all living things are made of cells.
Approximately how many cells make up our bodies? How big is the average cell? After
discussing this question in your group. Record you answer. Then go to:
http://learn.genetics.utah.edu/content/cells/scale/ and investigate how large cells are.

10 mins Cell Theory Graphic Organizer: (Student Record)

Direct What are the components of the cell theory?
Instruction - All living things are composed of one or more cells
- The cell is the basic unit of life
- New cells arise from existing cells

20 mins How would you test cell theory? Puzzle Pieces

Learning Students brainstorm on their own how they would test cell theory. Find puzzle piece partners
Activity III: and share their ideas. Come up with a final master list of ideas and share out with the class.

3 mins Students identify the muddiest part of the cell for them or identify a question they have. Exit
Closure Slip.

Preparation for Watch This Video in preparation for our lab next day:
Next Day https://www.youtube.com/watch?v=GXqrpb91JPg
 Created by: Brianna Vissers
Subject: Biology
Grade: 12

Stage 1 – Desired Results

Communication Thinking Personal & Social

C   T   P
Big Idea(s): S  
I understand that all living things are made of cells

Essential Question(s):
1. What are the major structural characteristics of human cheek cells that can be seen with the compound
microscope?
2. What is the significance of Barr bodies seen in human cells?
3. Why is the staining of cellular components necessary?

Curricular Competencies: what students will do Content Competencies: what students will know

• Students will make wet mount slides of their
epithelial cheek cells and learn to stain cells
using crystal violet.
• Students will use the light microscope to
examine epithelial cells.
• Students will understand that all living things are
made of cells.
• Students will discuss the significance of Barr bodies
in human cells
• Students will understand why staining of cells
components is necessary.

Stage 2-Learning Plan

Potential Barriers to Success What will you do?

Students limited experiencing using a light
microscope and making wet slides.
The discussion questions may be
challenging for students
Students should come to class after watching a video
about staining and proper microscope use. Provide
students direct instruction on use of the light
microscope. Demonstrate the process of creating a
wet mount and using microscope. Provide groups
with a step my step process of creating a wet mount
slide and using light microscope.
Scaffold Discussion questions with necessary
information that students must understand: Review
what are chromosomes, sex chromosomes.
Have students’ makes predictions about staining cells
and work in partners for support.
Use Red, Yellow, Green cups through the whole
lesson including direct instruction, microscope
activity and discussion and assist students in small
groups or ask groups with green cups to assist
students with red cups.
 Resources / Materials Required / Technology

Coston, D. Lab Exercises that Help Substantiate the Cell Theory: A Lesson on Cells (APS Archive of Teaching
Resources Item #2946). [Online]. Bethesda, MD: American Physiological Society, 2008.
http://www.apsarchive.org/resource.cfm?submissionID=2946.

Family Practice Notebook (2017). Buccal Smear Retrieved from:

http://www.fpnotebook.com/Endo/Lab/BclSmr.htm

Hand out Pre-lab Activity – Essential Questions

Hand out proper usage of a microscope
Hand out process of making a wet slide mount
Light Microscope
Slides with cover-slips
Tooth Picks
Crystal Violet
Water
Paper Towel
Proper Disposal of Waste
Pipettes
Access to Family Practice Notebook (online)
Stage 3 – Assessment Evidence
Formative (before/during)
Through the use of Red, Yellow and Green cups.
Class Discussion
Students will make video of making a wet mount slide and proper use of the light microscope and post this video on
fresh grade as part of their online portfolio for Biology 12.
Stage 4 – Teaching Plan
Time:
Kahoot: Ask questions about proper use of the light microscope and staining cells from video
7 mins that was assigned for take away task from last class. Purpose is to determine students
Pre-Lesson understanding of how to use the light microscope.
Activity
10 mins 1. What are the major structural characteristics of human cheek cells that can be seen with the
Essential compound microscope?
Questions 2. What is the significance of Barr bodies seen in human cells?
3. Why is the staining of cellular components necessary?

Provide the essential questions to students. Individually have students try to answer them. Can
you make an educated guess about these questions? Have students’ record answers on pre-lab
activity sheet. Emphasis that it is ok if students don’t know the questions yet. However, by the
end of today’s lesson these are the essential questions that students should be able to explain.
15 mins Hand out proper usage of a microscope
Direct Hand out process of making a wet slide mount
Instruction/ Direct Instruction: Teacher goes through hand out for both sheets.
Demostration Demonstration: Go through the process of collecting epithelial cheek cells and staining the
cell and clean up. Explain that students will be video tapping themselves on how to correctly
use the microscope and make a wet slide. Students will post this on fresh grade. Students are
responsible for drawing images of what they use. Then to work together with resources
 available, notes, texts, and online website to label drawing.
25-30 mins Students work in partners to make wet mount slides of their epithelial cheek cells and stain
Students with crystal violet. (Video and post on fresh grade)
Complete Students complete drawing of their slides.
Procedure Students explore resources available: http://www.fpnotebook.com/Endo/Lab/BclSmr.htm
With this information students label diagram. And go back to essential questions. Can they
revise their answers? Students discuss with their partner.
10 mins Ensure all waste is disposed of properly
Class Clean Up Desks are wiped, supplies put away
10 mins Go back to the essential questions: after completing the lab and investigation of
Class http://www.fpnotebook.com/Endo/Lab/BclSmr.htm. Students discuss their new
Discussion/ understanding. Discuss if there observations are evidence for cell theory.
Closure
Preparation for Revise essential questions. Record your answers.
Next Day
 Created by: Brianna Vissers
Subject: Biology
Grade: 12

Stage 1 – Desired Results

Communication Thinking Personal & Social

C   T   P
Big Idea(s): S  
I understand the cell come from pre-existing cells

Essential Question(s):
What is the difference between mitosis and meiosis?

Curricular Competencies: what students will do Content Competencies: what students will know

• I understand the process of the scientific • Cells come from pre-existing cells
method
• I can design experiment to test a scientific
question
• I can identify control in an experiment

Stage 2-Learning Plan

Potential Barriers to Success What will you do?

Written output challenges Final Version of Notes will be posted on classroom

Processing Speed website after class.
Motivation/Engagement Teacher will use appropriate wait time (count to 7 in
Language head while waiting for questions)
Students will work in groups
Teacher will encourage peer support, use colour cups
and vocabulary wall
Teacher will include video as interesting hook. Focus
on student doing.
Resources / Materials Required / Technology

Powerpoint    
Student  Handout  for  Experimental  Design  
 
Gregoria.F.  (Feb,  2010).  Cell  Division  and  Cell  Cycle.  Retrieved  from:  
https://www.youtube.com/watch?v=Q6ucKWIIFmg      
 
Khan  Academy.  Retrieved  from:  (https://www.khanacademy.org/test-­‐prep/mcat/cells/eukaryotic-­‐
cells/a/organelles-­‐article  
 
 
 Stage 3 – Assessment Evidence
Formative (before/during)
- Green, Yellow, Red Cups through entire lesson including individual, group work and direct instruction.
- Students hand in experimental design at the end of the lesson for feedback.

Stage 4 – Teaching Plan

Time:
Students Share their revised version of essential questions from last class with a partner. Pair
10 mins Pre- Share. Have partners share with a class. Discuss
Activity
10 mins Watch Video: Cell Divisions and the cell cycle
Hook: https://www.youtube.com/watch?v=Q6ucKWIIFmg    What do you wonder? What do you
notice during this video? Think, Pair, Share. Popsicle Stick Questioning.
10 mins Questions: What  is  the  difference  between  mitosis  and  meiosis?  Can  you  draw  simple  
Learning diagram  of  the  two  that  demonstrates  the  differences?  Students  do,  share  and  revise  
Activity 1 based  on  class  discussion
15 mins Direct Designing an experiment. Control and Qualitative and Quantitated Data. (Powerpoint slides) -
Instruction - Example of scientific question, hypothesis, experimental design and controls.

Fast Write: What evidence supports the theory all cells come from pre-existing cells. Give me
Five Activity.
Provide background information about yeast. Yeast is unicellular organism that completes
asexual reproduction. This can be observed under a microscope.
Explain student task:
1. Design an experiment that tests how some variable affect the rate of cell division in yeast?
Ex: Temperature, Sugar.

30 mins Students work in small groups to design an experiment including:

Group Work - Identify scientific question
- Hypothesis based on reasoning
- Experimental Design including image
- Controls
- Material Needed
- If time permit: groups share with each other
3 mins - Students hand in group work for feedback from the teacher.
Closure

Preparation for Read: (https://www.khanacademy.org/test-­‐prep/mcat/cells/eukaryotic-­‐

Next Day cells/a/organelles-­‐article  .   Make Note of cell organelles and their function. I  can  recognize  
and  explain  the  structure  and  function  of  the  organelles  of  Eukaryotic  cells  including  
Nucleus,  Mitochondrion,  Smooth  Endoplasmic  Reticulum,  Rough  Endoplasmic  
Reticulum,  Gogi  Apparatus,  Peroxisome,  Lysosome,  Ribosomes