SHS2 Biology · Semester 1 Week 15: Cell Structure and Functions

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.3 - Relate the structure of DNA and RNA molecules to their relevance in living things.

By the end of the lesson, learners can:

Compare the structural features of DNA and RNA molecules, including sugar type, nitrogenous bases, and number of strands, using labelled diagrams.
Explain how the double-helix structure of DNA enables it to store and transmit genetic information faithfully.
Describe how the single-stranded structure of RNA allows it to carry genetic instructions from the nucleus to the ribosome.
Relate the differences between DNA and RNA structures to their specific functions in the life of a cell.
Construct a simple model of either DNA or RNA from available materials and present its key structural features to the class.

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Curriculum details

Strand: Life in the Fundamental Unit (Strand 2)
Sub-strand: Cell Structure and Functions (2.2)
Content standard: 2.2.2.CS.2 - Demonstrate knowledge and understanding of the molecular structure of nucleic acids and their importance in the synthesis of protein in living things. 2.2.2.LO.2 Explain the Watson-Crick model of Nucleic acids (the DNA), and their roles in synthesising proteins for building the body of living things.
Indicator: 2.2.2.LI.3 - Relate the structure of DNA and RNA molecules to their relevance in living things.
Suggested placement: Semester 1, Week 15 (Week 15 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 70

Exemplars (from the NaCCA curriculum)

Group-Based Learning/Project-Based Learning: in mixed ability, task-based groups, research into the link between DNA and RNA, and the relevant roles these play in the life of living things; learners learn to support one another socially and emotionally through team work.
Creativity and Talk for Learning: design models of DNA and RNA using sheets of paper, manila cards, cardboard or any other appropriate resources; learners build confidence in learning to be creative, and this raises the awareness of "I can do" within them.
Teaching and Learning Materials:
- * LCD/TV * Pen drive
- * Models of DNA. * Models of eukaryotic cells
- * Mobile phone
Assessment (2.2.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.