Strategic Intervention Material . JULIE ANN MAZON BONSUBRE AGUSAN DEL SUR NATIONAL HIGH SCHOOL. Least Mastered Competency: Understand the chromosomal basis of inheritance and the role of DNA as a blue print of life. Subtask: Describe DNA and RNA
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JULIE ANN MAZON BONSUBRE
AGUSAN DEL SUR NATIONAL HIGH SCHOOL
Decoding Genetic Mystery
“Roses are red, Violets are blue
Candies are sweet but not as sweet as you…”
Have you ever asked why flowers have different color? What would it be like for you if all flowers are red? Is it not beautiful to be unique? But what made these flower different yet so similar?
All these beautiful variation is governed by the same natural law. It is controlled by a substance man came to know as GENES.
Imagine how this substance made you unique. Have you ever wondered how genes do its work? This Material will help you break the message from within. It is designed to help you read the message written in the DNA – the CODE of life and its blueprint in the RNA.
Before you can Decode the mystery of the genes you have to master first the language of the genes. Are you ready junior detectives? Crack the code by mastering the following:
Mastery Level 1
DNA or RNA siblings: Quite a pair!
Junior detectives, your task starts now. Your first assignment is to identify the similarities and differences between the main players of this puzzle…DNA and RNA. Look at the its picture and spot the difference. Write your answer in the table provided for you.
Discuss the similarities and/ or differences between DNA and RNA chains. Write your Answer on the space provided below
Mastery Level 2
A = Adenine
T = Thymine
C = Cytosine
G = Guanine
U = Uracil (RNA only)
Mastery Level 3
You are going to code a message and send it to your co-agent (your classmate) to decode. You will, on the other hand, translate your classmate’s coded message.
Follow the direction in the ladder to code a message for your partner and crack a message from your partner.
Note: refer to the codon table when coding or decoding
Directions: Following the steps to code and decode message written using the genetic code
Using your code, translate “thank you”
Lastly, submit your code with a 50-word letter telling your teacher how you find your activity
“Send” your message and write reply for the message that you will receive
Write a message for your partner (a couple of sentence long using the code)
Write your symbol in your journal to be used when coding or decoding message
Agree with your partner what word will be assigned for a specific codon for your code (eg. ACU means “I” and UUU means “You”).
DO or DIE: Judgment time
Agent on training, it’s time for skill evaluation. Get ready!
Direction: using the following codes, translate the following coded messages. Good luck.
UAG = Stop (period) CCG = is… CGC = water … AUG = (Start) CCU = subject CGG = every AAA = Your CGA = drink CGU = day AAC = mother AAG = wears . . . AAU = dressesACG = funny . . . ACC = have . . .ACU = dog ACA = breath . . . AGA = the . . . AGG = are AGU = Beatles . . .AGC = best . . . AUA = rock AUC = band . . .AUU = an . . . CAA = oldCAC = rubber . . . CAG = breaks . CAU = pulled CCA = when . . . CCC = Biology . . . CUA = I CUC = love . . . CUG = roll . . . CUU = music GAA = all . . . GAC = demented ..GAG = puppiesGAU = and . . . GCA = so . . . GCC = much GCG = fun . . . GCU = education . . . GGA = door GGC = to . . . GGG = future . . . GGU = father GUA = a . . . GUC = dress . . . GUG = brotherGUU = nothing . . . UAA = we . . . UAC = in UAU = this . . . UCA = together . . . UCC = must UCG = be . . . UCU = informed . . . UGA = around UGC = you . . . UGG = read . . . UGU = littleUUA = DNA . . . UUC = code . . . UUG = for UUU = life
RNA Codes for Twenty AminoAcids
Using the table complete the tasks for Enrichment
Using the mRNA triplet code units and the assigned English letter equivalents, translate the following message:
The Woodrow Wilson National Fellowship Foundation [email protected] CN 5281, Princeton NJ 08543-5281 Tel:(609)452-7007 Fax:(609)452-0066
Dreistadt, Roy. 1968. An analysis of the use of analogies and metaphors in science. Journal of Psychology 68: 97-116.
Glynn, Shawn. 1988. The teaching-with-analogies model: explaining concepts in expository texts. K.D. Muth ed. Children\'s Comprehension of Narrative and Expository Text. Newark, DE: International Reading Assn.
Minsky, Marvin. 1985. The Society of Minds. New York: Simon and Schuster.
Newby, Timothy and Stepich, Donald. 1987. Learning abstract concepts: the use of analogies as mediational strategy. Journal of Instructional Development 10(2):20-26.
Junior Detectives…after passing the evaluation, you have now mastered one of the most valued skills…
We excel thru practice, don’t settle for anything less than excellent!
You have now cracked the code, Mission Accomplished! Until our next mission.