DNA/ RNA/ Protein Synthesis with Mud Dauber Nests
Students synthesize mud dauber saliva protein from gene and use engineering design to design and test mud dauber tunnel nests.
Overview
Students connect protein synthesis to the way mud dauber wasps build their nests. The lesson opens with a video of a mud dauber, for which students write a voice-over script. In the exploration, students build two tunnel nests using different glue mixtures that represent different proteins in insect saliva, then test water resistance. Over five days they study DNA structure, replication, transcription, and translation, and use simulations to create proteins from given genes, and compare the mud dauber and the caddisfly. In the final task they transcribe a hypothetical mud dauber protein sequence, translate it with a codon wheel, and decide which other hypothetical protein is closest.
Lesson Objectives
- Compare and contrast the life cycle of the mud dauber and the caddisfly.
- Compare and contrast the diet of the mud dauber and caddisfly.
- Compare and contrast the anatomy of the mud dauber and caddisfly.
- Explore how the caddisfly and mud dauber create their shelters.
- Explain the structure of DNA and compare and contrast DNA to RNA.
- Describe the process of protein synthesis.
- Transcribe and translate to create proteins given genes using simulations.
- Collect, organize and interpret data after building mud dauber tunnels.
- Record observations about the best method to build a mud dauber tunnel.
Standards
NGSS · 3
- HS-LS1-1Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.
- HS-LS4-5Biological Evolution: Unity and Diversity: Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
- HS-ETS1-2Engineering Design: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
CCSS Math · 2
- HSN-Q.A.2Define appropriate quantities for the purpose of descriptive modeling.
- HSN-Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
CCSS ELA · 5
- SL.11-12.1.aCome to discussions prepared, having read and researched the material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- WHST.11-12.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
- WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research.
- RST.11-12.1(HS-PS2-6) Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
- WHST.11-12Write informative/explanatory texts, including narrating historical events, scientific procedures/experiments, or technical processes.