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Snorks
Lesson Overview
Title: Snorks Author: Tonya Lathrop Subject: Science Grade Level(s): 912 Duration: 45 minutes

Unit Description
(Big ideas, essential questions) 1. To get hands on experience with transcription and translation 2. To practice how RNA compliments a single strand of DNA to code for amino acids and create proteins 3. To visually see how DNA has different segments (Junk DNA, Start and stop codons ect.)

Lesson Description for Day

Students will watch a short visual clip on the snorks, a fictitious organism, to get an idea what this creature is. After the video clip, each student will be assigned one of four Snork creatures. The students will then analyze the DNA of their snork by the processes of transcription and translation. After they have processed their snorks DNA into mRNA and then into amino acids, they will look up what characteristics their snork will have and illustrate it.

State Standards
*2.1f In all organisms, the coded instructions for specifying the characteristics of the organism are carried in DNA, a large molecule formed from subunits arranged in a sequence with bases of four kinds (represented by A, G, C, and T). The chemical and structural properties of DNA are the basis for how the genetic information that underlies heredity is both encoded in genes (as a string of molecular bases) and replicated by means of a template. *2.1g Cells store and use coded information. The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires. *2.1h Genes are segments of DNA molecules. Any alteration of the DNA sequence is a mutation. Usually, an altered gene will be passed on to every cell that develops from it. *2.1i The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds of amino acids in a specific sequence. This sequence influences the shape of the protein. The shape of the protein, in turn, determines its function.

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Goals
Unit Goals: Key Idea 2: 1. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. 2. Organisms from all kingdoms possess a set of instructions (genes) that determines their characteristics. These instructions are passed from parents to offspring during reproduction. Students are familiar with simple mechanisms related to the inheritance of some physical traits in offspring. 3. They are now able to begin to understand the molecular basis of heredity and how this set of instructions can be changed through recombination, mutation, and genetic engineering. 4.The inherited instructions that are passed from parent to offspring exist in the form of a code. This code is contained in DNA molecules. The DNA molecules must be accurately replicated before being passed on. Once the coded information is passed on, it is used by a cell to make proteins. The proteins that are made become cell parts and carry out most functions of the cell. 5.Throughout recorded history, humans have used selective breeding and other biotechnological methods to produce products or organisms with desirable traits. Our current understanding of DNA extends this to the manipulation of genes leading to the development of new combinations of traits and new varieties of organisms. Lesson Goals: 1. Students that are kinesthetic leaners get the chance to analyze DNA in a fun hands -on way that is interactive and creative. 2. Students that are visual learners and like pictures get to illustrate their own snorks phenotype from an actual DNA genotype. 3. Students with an IEP who might need more time working on their snork activity, have the opportunity to finish them in resource or AIS. 4. Most importantly the entire class gets to create a snork based off of genetic principles, they have to apply what they have learned to a "simulated genetics activity"

Methods
Anticipatory Set: 1. When students arrive into the classroom they should put their homework in their correct class period box, grab all packets and worksheets found in front of the class, and pick up their folders to begin the question of the day. The question of the day should take them about 5 minutes.( question of the day is preassessment activity found in the snorks PowerPoint)

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2. Once students have completed the question of the day, the teacher will ask the classroom for the correct answer and clarify any questions the students might have. 3. After going over the Question of the day the teacher should play the short video clip introducing the snorks. (video is about 1 minute long). http://www.youtube.com/watch?v=ycyzl_WX4N8 4. After the short clip, the teacher should pass out snorks lab packet and read the directions and procedures out loud to the students. (take less then 5 minutes) Introduce and Model New Knowledge: 5. The Teacher will then model and have the class transcribe and translate a sequence of DNA from one of the four snorks together out laud as a class to demonstrate the correct procedure and answer any question. After doing so pass out snork DNA worksheets randomly to students. There are 4 different species of snorks so spread them out throughout the class so students sitting next to each other have different ones. Provide Guided Practice: 6. After directions are clear and students have no more questions, each student should begin analyzing their own snorks DNA. Have everyone in the class transcribe and translate the first row of DNA and together share the phenotypes they found as a class to check and make sure every student is on the right track. 7.(Students will create a complimentary mRNA strand to the DNA, interpret specific codons, find amino acid chains, and then determine phenotypes). They have the remainder of the period to analyze and illustrate their snork.

Provide Independent Practice: 8. Students must finish transcribing and translating all their snorks DNA and illustrate it for next class

Wrap-Up
8. Students will wrap up this lesson the next class period by sharing as a class each snorks phenotypes and each student will get the chance to place his or her own illustration up in the classroom for everyone to see.

Assessment
Formative/Ongoing Assessment: Pre-assessment activities: Question of the day: will be a short sequence of DNA that includes Junk DNA, codons, and finding correct amino acids (they have to figure out what color a frog would be from its DNA sequence). This will prepare them for the snork activity to see how much prior knowledge they remember about transcription and translation. Summative/End Of Lesson Assessment: Students will draw their snork and list the different phenotypes at the bottom of their illustration. They will

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hang up their snork in the classroom and it will be graded later on. A checklist will be used to make sure the student has found the correct traits for their snork. This counts as an in- class assignment. Will be out of ten points (1 point per correct trait).

Materials
Web Sites Snorks Cartoon introduction http://www.youtube.com/watch?v=ycyzl_WX4N8 have students watch this short clip to introduce the fictional snorks creature Snorks Genetics worksheets http://www.biologycorner.com/worksheets/DNA_snorks.html Biologycorner.com has great resources to print worksheets, find engaging activities, and connects you with great articles, media, video clips and educational links that you can have your students access Other Resources Materials, Equipment, Technology 1. Over- head projector with computer to project PowerPoint and short video clip 2. Snorkspowerpoint- which contains the practice of the day question to warm up to snorks activity 3. Snork worksheets- from biology corner contains snork DNA worksheets 4. Colored pencils for illustrations 5. Tape to hang up illustrations 6. Snorks lab, snork assessment checklist for grading

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