2. We have seen detectives on TV and movies getting excited about finding hair or skin or other body cells on the crime scene. Why? Exactly the same DNA is contained in every single cell in our bodies! Have you ever wondered how that is possible? Cells are capable of giving rise to a new generation of cells by undergoing DNA replication and cell division. We are going to study how DNA is replicated so that each new cell gets the same copy in its nucleus.

3.  Lesson 1: Discovery of DNA: A Review  Scientists and experiments leading to the discovery of DNA  Lesson 2: DNA Structure: A Review  The Chemical Composition of DNA, The Double Helix  Lesson 3: DNA Replicates Semi-Conservatively  The Meselson and Stahl Experiment  Lesson 4: The Process of DNA Replication  Separating the DNA Strands, Building the Complementary Strands, DNA Repair  Lesson 5: Assessment

4. Overall Expectations D2. investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell; D3. demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture. Specific Expectations D2.2 analyse a simulated strand of DNA to determine the genetic code and base pairing of DNA (e.g., determine base sequences of DNA for a protein; analyse base sequences in DNA to recognize an anomaly) [AI] D3.1 explain the current model of DNA replication, and describe the different repair mechanisms that can correct mistakes in DNA sequencing

5.  Scientists such as Hammerling, Griffith, Hershey and Chase, Chargaff, Franklin and Wilkins, Watson and Crick conducted experiments that led to better understanding of DNA and its structure. Slides with M/C questions and clickers may be used to review this information with the students.  Students complete a DNA timeline scavenger hunt at › http://www.dnai.org/timeline/index.html http://www.dnai.org/timeline/index.html

6.  Students are shown the following video › http://www.youtube.com/watch?v=ZGHkHMoyC5I http://www.youtube.com/watch?v=ZGHkHMoyC5I  Students build DNA molecules in pairs (Activity # 1)  Teacher goes over discussion questions with the class. Any gaps in knowledge are filled and misconceptions are corrected.

7.  What is semi-conservative replication? › What do you notice? › Based on your knowledge of DNA structure, how do you think this occurs?

8.  Hypothesis  Objective: Is DNA replication conservative, semi- conservative or dispersive? Conservative Semi-Conservative Dispersive

9. Meselson and Stahl Experiment (Continued)  Experiment explained using overhead  Following animation explaining experiment shown: › http://highered.mcgr aw- hill.com/olc/dl/12007 6/bio22.swf http://highered.mcgr aw- hill.com/olc/dl/12007 6/bio22.swf  Students complete the virtual lab and assessed (quiz #1) › http://www.sumanasi nc.com/webcontent /animations/content/ meselson.html http://www.sumanasi nc.com/webcontent /animations/content/ meselson.html

10.  Key Enzymes: DNA Helicase, Single Stranded Binding Proteins (SSBs), DNA Gyrase  Replication Fork vs. Replication Bubble

11.  Key Enzymes: DNA Polymerase I and III, Primase, DNA Ligase  Key Terms: RNA Primers, Leading and Lagging Strands, Okazaki Fragments

12.  Synthesis of Lagging Strand

13.  Key Enzymes: DNA polymerase I and III act as exonuclease

14.  The students will be shown animations: › http://highered.mcgraw- hill.com/olc/dl/120076/micro04.swf http://highered.mcgraw- hill.com/olc/dl/120076/micro04.swf › http://highered.mcgraw- hill.com/olc/dl/120076/bio23.swf http://highered.mcgraw- hill.com/olc/dl/120076/bio23.swf  Whole-Class Replication Role-Play › Each student acts as a nucleotide. Hands are used to form bonds. (Explained fully in summary)

15. 1) Visual: Students will make a sketch or diagram of the process of DNA replication. (K/I) 2) Musical: Students will listen to the DNA replication song and write another verse for the song. (K/I/C/A) http://www.youtube.com/watch?v=dIZpb93NYlw 3) Kinesthetic: Students will design an explanation for DNA replication using body/hand actions. (K/I/C/A) 4) Linguistic: Students will imagine being a DNA molecule and write a story explaining how they are copied. (K/I/C) 5) Intrapersonal: Students will write explaining what they found to be fascinating about DNA replication. (K/I/C/A) 6) Interpersonal: Students will explain their understanding of DNA replication to their partners. (K/I/C) 7) Logical: Students will perform the DNA replication gizmo at http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=439 Students will be given a copy of the ‘Student Exploration Sheet’ found on the website. (K/I/C/A) Summative Assessment will take place at the end of the genetics unit in the form of a Unit Test.

16. The students may find it difficult to understand the procedure and conclusions of the Meselson and Stahl experiment Explain each step in detail using illustrations and drawings The students may have a difficult time visualizing the concept of DNA replication Show the animations multiple times The students may have difficulty keeping track of all the enzymes involved in replication Create a word wall with all the important terms The students may get confused about the lagging strand replication Emphasize that DNA strands are antiparallel and DNA polymerase III synthesizes only in the 5’ to 3’ direction. The following tutorial can be used to reiterate concepts: http://www.wiley.com/college/pratt/0471393878/student/ani mations/dna_replication/index.html http://www.wiley.com/college/pratt/0471393878/student/ani mations/dna_replication/index.html

18.  Model building, role play and animations will help the entire class including ELL and special needs students to visualize the abstract structure of DNA.  Posting a word wall with the new vocabulary related to DNA structure and replication process will help the ELLs and special need students in writing tasks.  Extra attention and time will be given to ELLs and special needs students during classroom discussions and in computer lab.  Peer assistant will be encouraged in the classroom assignments by heterogeneous grouping of students.

19. DNA analysis can be used to: Solve crimes (homicide) Identify human remains (missing persons, disasters) Determine relationship between family members (paternity, child abductions) Medical Research (genetic diseases, drugs) Agriculture and Horticulture (genetically modified organisms) Animal Husbandry (genetically modified animals)

20. Thomson Nelson Limited. (2003). Biology 12. Toronto, Ontario: Author. This textbook was the source for background information and was also used for organizing the lessons. http://www.accessexcellence.org/RC/AB/WYW/wkbooks/SFTS/activity2.php This website was used to form Activity # 1 that is used in reviewing DNA composition and structure. http://highered.mcgraw-hill.com/olc/dl/120076/bio22.swf This animation was used to explain the Meselson and Stahl Experiment. http://www.sumanasinc.com/webcontent/animations/content/meselson.html This virtual lab was used as assessment for the Meselson and Stahl Experiment. http://highered.mcgraw-hill.com/olc/dl/120076/micro04.swf http://highered.mcgraw-hill.com/olc/dl/120076/bio23.swf These animations were used in summarizing DNA Replication http://www.youtube.com/watch?v=dIZpb93NYlw This video shows the DNA replication song that was part of assessment. http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&Resour ceID=439 This gizmo was used as an assessment tool at the end of the lessons. http://www.wiley.com/college/pratt/0471393878/student/animations/dna_replicat ion/index.html This tutorial was used to clear any student misconceptions and reiterate the whole process of DNA replication