CT-STEM

Central Dogma

Author(s): Karen Johnson, Susan Juhl, Jordan Brick, Sugat Dabholkar

Subject: Biology

Time: 11 classes, 42 minutes each

Level: Introductory High School Biology

Version: v1

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Overview

The purpose of this unit is to teach students about the central dogma of biology; that the flow of information is from DNA (information storage) to RNA (information transfer) to protein (functional product).

DNA structure and replication (might be able to modify/use some of the “Exploring DNA replication”) activities
Transcription
Translation
Impact on traits

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.
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.

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Asking Questions and Defining Problems

Asking questions and defining problems in 9-12 builds on K-8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

Ask questions that arise from examining models or a theory to clarify relationships.

Disciplinary Core Ideas

LS1.A: Structure and Function

Systems of specialized cells within organisms help them perform the essential functions of life.

All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (Note: This Disciplinary Core Idea is also addressed by HS-LS3-1.)

LS3.A: Inheritance of Traits

Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.

Crosscutting Concepts

Structure and Function

Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

CT-STEM Standards

Computational modeling and simulation practices
- Dynamic model/simulation
Algorithm practices
- Using (and modifying? assessing?) algorithms to understand phenomena
Programming practices
- Modifying code
Computational visualization practices
- Dynamic models
Computational problem solving practices

Jump to Teacher Notes

Underlying Lessons

What Makes Us Look Different?

Used by 70 Students

42 min (1 class period)

Used by 70 Students

84 min (2 42-minute class periods)

What gives hair its color?

Used by 70 Students

42 min (1 class period)

What do proteins do?

Used by 70 Students

2 class periods of 42 minutes each

How do the instructions to make proteins work?

Used by 92 Students

Lesson 6 - Biology

42 min (1 class period)

How do our cells know how to make proteins (like in hair)?

Used by 70 Students

Lesson 7 - Biology

1 42-minute period

How do the instructions end up all over our body?

Used by 200 Students

42 min (1 class period)

Celebrating differences

Used by 70 Students

42 min (1 class period)

Used by 70 Students

Standards

Next Generation Science Standards

Life Science

Credits

Questions: Karen Johnson, Sugat Dabholkar

Computational Tools: Karen Johnson, Sugat Dabholkar, Jordan Brick, Amanda Peel, Leif Rasmussen

Lesson Development Discussions: Sugat Dabholkar, Sue Juhl, Jordan Brick, Karen Johnson

Acknowledgement

https://www.semanticscholar.org/paper/Diversity-of-human-hair-pigmentation-as-studied-by-Ito-Wakamatsu/097cf32ac411a0c98fa88a20b90f51e904967e1e

Concord Consortium

Inside Edition

Khan Academy

RCSBProteinDataBank

Sarah Carter, Michael Novak

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