Unit Plan Cover Page

Unit Topic: DNA Barcoding and Phylogeny Time Frame: 3 Weeks

Subject/Course: Advanced Biotechnology Grade Level: 11, 12
CONTENT STANDARDS
CTE Standards: 2.3, 3.2, 3.3, 3.6, 4.1, 4.2, 8.0, 12.1, 12.4, 12.5, 12.9, 13.6, 13.7, 13.8
AZ Science Standards: Essential HS.L3U1.24, Plus HS+B.L3U1.12, Essential HS.L4U1.27, Essential HS.L4U1.28, Plus HS+B.L4U1.13, Plus HS+B.L4U1.14
BIG IDEA/ESSENTIAL QUESTIONS
Big Idea/Enduring Understanding guiding this unit: All species have a unique code of DNA, and various similarities/differences between species DNA codes
can give scientists information about how these species might have evolved.
Essential Questions: How can scientists really make sure a species is distinct from another species? What role does DNA Barcoding have in the classification
of species? What is a more accurate method of classifying organisms: DNA Barcoding or morphology? What are the pros/cons of each method and why?
ASSESSMENTS
Mini Friday Quizzes (Matching/Multiple Choice/T-F Questions), Jigsaw Reading Presentations, Modules 2 and 4 of Virtual Lab (Worksheets), DNA Extraction
and PCR Lab & Write-Up & Questions, Resistance Lab Purpose Statement/Hypothesis, Lizard DNA Phylogeny/Sequence Alignment Simulation (+Worksheet)
Phylogenetics Practice Worksheet, Classroom Discussion/Science Talks
RESOURCES/MATERIALS
DNA Barcoding PowerPoint + Notetaker, Phylogenetics PowerPoint + Notetaker, DNA Sections PowerPoint, Adaptation PowerPoint + Notetaker,
Convergent Evolution PowerPoint + Notetaker
Phylogenetics Practice Worksheet
DNA Barcoding Reading (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1691236/pdf/12614582.pdf)
Phylogeny Data Base (http://www.phylogeny.fr/)
ClustalX (http://evomics.org/resources/software/bioinformatics-software/clustal-x/) → DNA Sequencing and Alignment
Lizard Cards to organize (Day 1) https://www.biointeractive.org/sites/default/files/Lizard-Cards-Color.pdf
Anolis DNA Sequences (https://www.biointeractive.org/sites/default/files/Anolis-DNA-sequences.txt)
MRSA Reading (Adaptation of methicillin-resistant Staphylococcus aureus during antibiotic therapy)
GenBank (https://www.ncbi.nlm.nih.gov/genbank/)
Anole Lizard Video (https://www.youtube.com/watch?v=rdZOwyDbyL0)
HHMI Lizard Evolution Virtual Lab (https://media.hhmi.org/biointeractive/vlabs/lizard2/)
Barcode of Life Database: BOLD (http://www.boldsystems.org/)
PCR Video (https://www.youtube.com/watch?v=iQsu3Kz9NYo)
HHMI Sequence Alignments: https://www.biointeractive.org/sites/default/files/Sequence-Alignment-Introduction.pdf
Module 2 and 4 Worksheets: https://www.biointeractive.org/sites/default/files/Lizard-Evolution-Virtual-Lab-Student-Worksheet.pdf
Lizard DNA Phylogeny Worksheet: https://www.biointeractive.org/sites/default/files/Lizard-Phylogeny-Student.pdf (pgs 2-6)
PCR/DNA Extraction Lab

MONDAY
Topic: Introduction to
Phylogeny
Students: Group Lizard Cards,
Label Groups, Discuss
Traits/Morphology
Watch Anole Lizard Video
(beginning)
Driving Question: How did so
many diverse lizard species
get to be on these islands?
Topic: DNA Section and
Analysis
Direct Instruction: (DNA
Sections PowerPoint)
Mitochondrial DNA (ND2),
tRNA genes, Ribosomal RNA
(16S/18S), CO1 gene
Class Discussion: Why might
you use different sections of
DNA to analyze a plant vs an
animal vs a bacterium?
TUESDAY
Topic: Lizard Phylogeny
Students: Complete Module
2 of HHMI Lizard Evolution
Virtual Lab Phylogenetics PowerPoint
Driving Question: How can
Watch Anole Lizard Video
phylogeny help us discover
how/why these lizard species
evolved?
Assessment: Phylogenetics
Assessment: Module 2
Worksheet
Topic: DNA Barcoding
Direct Instruction +
Notetaker: DNA Extraction,
PCR, DNA Sequencing (DNA
Barcoding PowerPoint)
Students: DNA Extraction and
PCR Pre-Lab
Watch PCR video
Introduce BOLD (Barcode of
Life Database)
Unit Calendar
WEDNESDAY THURSDAY
Topic: How to Analyze a Topic: Using DNA to Construct
Phylogenetic Tree a Phylogenetic Tree
Direct Instruction: Students: HHMI Lizard DNA
Phylogeny Simulation w/
+ Notetaker Phylogeny Data Base and
ClustalX
(middle)
Compare/Contrast original
phylogenetic tree (based on
morphology) to DNA sequence
Practice Worksheet
phylogenetic tree
Assessment: Lizard DNA
Phylogeny Worksheet,
Compare/Contrast Chart
Topic: LAB DAY! Topic: LAB DAY!
DNA Extraction and PCR Lab
Day 2
DNA Extraction and PCR
Lab Day 1
Assessment: Lab Handout
Questions
FRIDAY
Topic/Driving Question: How
do scientists pick which
section of DNA to analyze?
Students: Reading Jigsaw
(DNA Barcoding Reading),
present on assigned reading
sections and take notes
Assessment: Mini Quiz on
phylogeny and anole lizards
(matching, T/F)
Watch Anole Lizard Video
(end)
Topic: Analyzing Lab Results
Students: Analyze PCR
Results, Lab Write-Up
Assessment: Mini Quiz on
DNA Barcoding/PCR
(matching, T/F,
compare/contrast)
 MONDAY TUESDAY
Topic: Aligning DNA Topic: Adaptation
Sequences
Direct Instruction +
Class Discussion: Why is it Notetaker: Adaptation
important to align DNA PowerPoint
sequences before we analyze
them? Students: Lizard Evolution
Virtual Lab Module 4: Dewlap
Students: Align multiple Colors
Anole Lizard DNA Sequences
+ Revisit Phylogeny Driving Question: Does our
constructed phylogenetic
Assessment: HHMI Sequence tree from previous day match
Alignment Simulation what we learned today about
Worksheet adaptation?
Introduce GenBank Assessment: Module 4
Worksheet
WEDNESDAY THURSDAY FRIDAY
Topic: Convergent Topic: Adaptation and DNA Topic: Unit Wrap Up (How is
Evolution Barcoding in Biotech DNA Barcoding used to
investigate
Direct Instruction: Design Lab as a Class adaption/evolution)
Convergent Evolution and
the Role of Adaptation Discuss a possible Bacteria Assessment: Mini Quiz on
Resistance Lab + PCR Adaptation, Convergent
(Convergent Evolution (resistance rings, analyze Evolution, MRSA, DNA
PowerPoint + Notetaker) bacteria species DNA in Barcoding
different regions – are more
Science Talk/Classroom resistance species different Science Talk/Unit Wrap Up:
Discussion: species?) Advantages of DNA
Barcoding, Strengths vs
What do we know now MRSA Reading + Annotations Weaknesses of Barcoding
about the evolution of as a class
Anole lizards? How is this Construct Purpose
backed up by DNA Statement/Hypothesis and
Barcoding? How can we Background Information for
incorporate this into a lab Resistance Lab discussed
we can do in this yesterday
classroom?