Cell Structure and Functions · SHS2 Biology

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.2 - Examine the processes of DNA replication.

By the end of the lesson, learners can:

Define DNA replication and state its purpose in living cells, using terms such as template, daughter molecule and semi-conservative.
Sequence the three main stages of DNA replication (Initiation, Elongation and Termination) in the correct chronological order.
Identify the key enzymes involved in DNA replication (helicase, DNA polymerase, ligase) and describe the specific role each enzyme plays.
Explain why DNA replication is described as semi-conservative, using a simple diagram or written explanation.
Construct a timeline chart showing the stages of DNA replication and present it to a group, respecting the views of others during discussion.

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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.2 - Examine the processes of DNA replication.
Suggested placement: Semester 1, Week 14 (Week 14 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)

Collaborative Learning: in mixed-ability groups watch videos and PowerPoint presentations on DNA replication; learners acquire the skill of working with one another, respecting each member's views and opinions, and learning to be tolerant.
Task-based learning: design a timeline chart or a chronological chart, to describe the nature of DNA replication and the processes and stages involved (e.g., Initiation, Elongation and Termination) and discuss among one another; learners attempt to connect with real-world scenarios and boost their confidences to believe themselves and one another.
Talk-for-Learning Approach: discuss further, various aspects of replication together with the enzymes involved, and individually present a report on them; learners listen to one another and seek to appreciate their views or use a constructive approach in expressing disagreements.
Teaching and Learning Materials:
- * LCD/TV * Pen drive
- * Models of DNA. * Models of eukaryotic cells
- * Mobile phone
Assessment (2.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.