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Day 2 Activities and assessments

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First revision after "Blooming" (truncated separated lectures)

UNIT 2: CENTRAL DOGMA (five chapters)

  • 2.1 Genomes and chromosomes
  • 2.2 Transcription and translation
  • 2.3 Bacterial genetics
  • 2.4 Gene regulation
  • 2.5 Biotechnology


2-1. Students can demonstrate the central dogma of biology as a system of information transfer (2.1-2.3)
2-2. Students can predict how genes, gene products, and the environment interact (Create) (2.1-2.4)
2-3. Students can compare and contrast the mechanisms of evolution working in microbes and in other forms of life (Understand, Evaluate, Analyze) (2.1-2.3)
2-4. Students can design experiments to answer questions about genes, gene expression, and gene regulation using biotechnology techniques (Create) (2.5)

UNIT

Learning objective Taxonomy level Learning activity Formative assessment Summative assessment
 2-1  Apply

Reading

Lecture question

Group worksheet in class

Reading questions

Worksheet comments

Homework

Exam questions

 2-2  Create

Reading

Lecture question

Group worksheet in class

Lab exercise

Reading questions

Worksheet comments

Lab notebook comments

Lab grade

Homework

Exam questions

 2-3

 Understand

 Evaluate

 Analyze

Reading

Lecture question

Group worksheet in class

Reading questions

Worksheet comments

Homework

Exam questions

 
 2-4  Create

Case study

Case study questions

Reflection

 

Homework question

Exam question

 

2-2 Students can predict how genes, gene products, and the environment interact

Example learning activity - Lecture activity

As lecture progresses, I would present a figure (see Fig. 10.18 below) from the text showing the response of a microbe to an increase in temperature.  [At the beginning of class I provide a worksheet that has several activities on it, and this one would be included on the worksheet.] 

 

Example formative assessment - Lecture worksheet question

With the figure on the screen, I ask the students to work alone or in groups to answer the question(s) accompanying this figure.  In this case, I asked:

What happens as the cell gets warmer?
How does the microbe regulate these differences in cell activities?
What could happen if the cell got cooler again?

As lecture resumes, we would discuss other environmental factors and how microbes can adapt to these changes by regulating gene expression.

 

Example summative assessment - Exam question

Predict the possible responses a microbe would have to increased levels of iron in its environment (see Fig. 10.20 to start, but account for other possibilities!)

 

Assessing the summative assessment - rubric

Excellent (90-100%): Student recognizes that a protein (a gene product) is used to collect iron, that protein synthesis can be regulated in response to the environment, and provides all the possible mechanisms that this can occur at as predicts responses to lower iron levels in a well-developed and cohesive answer.

Competent (80-90%): Student recognizes that a protein (a gene product) is used to collect iron, that protein synthesis can be regulated in response to the environment, and provides more than one possible mechanism (other than the provided figure) that this can occur at as predicts responses to lower iron levels in a cohesive answer.

Developing (70-80%): Student recognizes that a protein (a gene product) is used to collect iron, that protein synthesis can be regulated in response to the environment, and provides the mechanism from the provided figure that this can occur at as predicts responses to lower iron levels.

Poor (60-70%): Student provides the mechanism from the provided figure that this can occur at as predicts responses to lower iron levels with little or no explanation.


2.1: Genomes and chromosomes

2.1-1 Students can describe genomes (Remember)
2.1-2 Students can compare prokaryotic and eukaryotic genomes (Analyze)
2.1-3 Students can describe DNA both structurally and functionally (Remember)
2.1-4 Students can describe DNA replication in bacteria (Remember, Understand)
2.1-5 Students can compare replication in bacteria to replication in eukaryotes (Analyze)
2.1-6 Students can predict where DNA replication can have errors (Create)
2.1-7 Students can explain DNA sequencing (Understand)

 

  SUBUNIT 2.1

Learning objective Taxonomy level Learning activity Formative assessment Summative assessment
2.1-1  Remember Reading Reading questions  
2.1-2  Analyze

Group worksheet in class

  • Practice problems
  • Concept maps
  • Defining characteristic matrix
 Worksheet comments

Homework question

Exam question

2.1-3  Remember Reading  Reading questions  
2.1-4

 Remember

 Understand

Adopt a microbe  Comments on posts

First draft

Final draft

2.1-5  Analyze  

Group worksheet in class

  • Practice problems
  • Concept maps
  • Defining characteristic matrix
 Worksheet comments

Homework question

Exam question

 
 2.1-6  Create

Lecture question

  • Video
  • Figure
  • Headline
Worksheet comments  

Homework question

Exam question

 2.1-7  Understand Game

Game questions

Reflection

 

Homework question

Exam question

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