Big Ideas: DNA, RNA and Protein Synthesis / Gender Determination   
Essential Questions: What is the structure and function of DNA and RNA?  How is the genetic code used to create proteins for heredity? What determines gender?  
Vocabulary: DNA, RNA, replication, transcription, translation / gender, sex-linked 
Month Content Skills Asessment Standards Instructional Activities,
Strategies, and Differentiation
February DNA, RNA, and Protein Synthesis: Formative:  Formal Indiana State Core Standards Are Not Available  Provide Topic Reading Assignments and Vocabulary List   
* Transcription “Eukaryotic” (Initiation, Elongation, Termination, pre-mRNA Editing Phases) Model an mRNA from a DNA sense strand (via transcription) in order to make a protein (via translation) Student Partipiation and Dialog  Deliver Information via Lecture, Discussion and Handouts
* Translation “Eukaryotic” (Codons/Anti-Codons, Ribosome; Initiation, Elongation, Termination Phases) So how the order of nucleotides in DNA determines the order of amino acids in proteins using an online simulation  Study Guide Assignments  The Proceeding Are Related State Core Standards Associated with Use Technology (ie Simulations/Illustrations/Videos), Various Manipulatives and Word Play
    Lab Practicles and/or Projects General Biology That Can Be Applied To This Discipline/Curriculum: Offer Review Opportunities (Study Guides and Study Sessions)
Genetic Expression: Chapter Quizzes Visit: http://www.doe.in.gov/standards/science-computer-science Supplement Topic Discussion with Labs/Projects/Demonstrations
* Gender Determination of Various Species (Drosophila melanogaster, Humans, SRY (TDF) Gene) Conduct activities online that address such topics as Mendelian genetics, karyotyping, sex-linked inheritance Reading / Vocabulary Exam
* Gender-Linked Traits (X-Linkage, Barr Bodies, Y-Linkage) Use (NCBI); www.ncbi.nlm.nih.gov , to identify a sequence of bases from a DNA sample Core Standards:    
    Summative:
Visit (www.rm118.com) for Further Details and Information with Regards to the Curriculum     Chapter Exam B.1.2, B.1.3, B.2.4, B.5.1, B.5.2, B.5.3, B.5.5, B.6.2, B.7.4 ;
    B.1.2, B.5.1, B.5.2, B.5.4, B.5.5, B.5.6, B.7.2, B.7.3, B.7.5
 
  Process Standards:
 
[x] SEPS.1 Posing Questions
[x] SEPS.2 Developing and Using Models and Tools
[x] SEPS.3 Constructing and Performing Investigations 
[x] SEPS.4 Analyzing and Interpreting Data
[x] SEPS.5 Using Mathematics and Computational Thinking
[x] SEPS.6 Constructing Explanations
[x] SEPS.7 Engaging in Argument from Evidence 
[x] SEPS.8 Obtaining, Evaluating, and Communicating Info
Literacy Standards:
[x] LST.1 Learning Outcomes: 
Read and comprehend science and technical texts  
independently and proficiently and write effectively for a variety 
of discipline-secific tasks, purposes, and audiences
[x] LST.2 Key Ideas and Textual Support
Extract and construct meaning from science and technical texts  
using a variety of comprehension skills
[x] LST.3 Structural Elements and Organization
Build understanding of science and technical texts, using  
knowledge of structural organization and author’s purpose and  
message
[x] LST.4 Synthesis and Connection of Ideas
Build understanding of science and technical texts by 
synthesizing and connecting ideas and evaluating specific
claims
[x] LST.5 Writing Genres
Write for different purposes and to specific audiences or people
[x] LST.6 The Writing Process
Produce coherent and legible documents by planning, drafting, 
revising, editing, and collaborating with others