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Engagement

1 Write or display the words antibodies, hemoglobin, collagen, and insulin on the

board. Ask What do these terms have in common? Reveal that they are all proteins that the human body creates to carry out a range of important biological functions.

2 Explain that the human body knows which proteins it needs to create and how

to create them based on instructions that are coded in our DNA. Tell students they will now act out the process of protein biosynthesis.

3 Split the class into six groups and give them tape, a length of string, paper clips,

index cards, and a codon wheel. (You may also project the wheel.) Assign half of the groups to Team A and the other half to Team B. Have them tape a length of string to a wall or the front of a desk horizontally like a clothesline.

4 Tell students the classroom is a human cell and your desk is the nucleus. As such, you

have DNA, which contains the instructions for protein biosynthesis. Instruct one student from each group to come to your desk to collect the first codons or “protein-building instructions.” Ask students to carefully copy down the letters for their team (A or B) and return to their groups.

5 Demonstrate how to use the codon wheel to translate a codon into an amino acid.

(Read from the inside of the circle outward. For example: AAG = K = Lysine.) Have groups “generate” their amino acid by writing its name on an index card and attaching it to their line. Then the group sends another member to your desk to get the second codon for their team. They should continue this process until they have generated all five amino acids.

6 Once all groups have all five amino acids pinned to their line, reveal the

correct sequence of amino acids as well as the strands of protein each team was

Objective Students will act out the process by which different types of proteins are created, then research a specific protein to create a presentation.

Time 45–90 minutes, plus 45 minutes for presentations

Materials• Tape• String• Paper clips• Index cards • Codon wheel at

bit.ly/2Sc7E9A• Learn more about Adobe

Premiere Rush at https://adobe.ly/2IfEGnY.

• Use Adobe Rush with a Creative Cloud for Education license. See purchasing options at https://adobe.ly/2UfZu5U.

• Internet-enabled devices for each student. Visit https://adobe.ly/2UxZqh7 to confirm system requirements.

GRADES 9–12

LESSON DNA and the Power of ProteinsTravel inside the borders of a cell to give students a closer look at biosynthesis.

building. Sequences: Hemoglobin: Valine, Leucine, Serine, Proline, Alanine; Insulin: Glycine, Isoleucine, Valine, Glutamic Acid, Glutamine. Ask Which groups generated the five expected amino acids and pinned them in the correct sequence? Explain that human proteins could contain tens, hundreds, or thousands of amino acids in sequence and are generally made up of more than one strand.

7 Identify the following elements involved in protein biosynthesis: DNA, codons,

ribosomes, mRNA, and amino acids, which create strands of protein. Ask students to explain which parts of the activity represented the following elements of protein biosynthesis: DNA, ribosomes, mRNA, amino acids, and protein. Answer Key DNA: codons revealed by the teacher; ribosomes: student groups; mRNA: group members that brought information from the teacher’s desk; amino acids: index cards; strands of protein: clotheslines with cards.

Presentation

8 Have students research a specific protein and create a presentation featuring the

protein’s category (e.g., enzyme, structural, signaling, sensory, etc.) and the role it plays in the body. Presentations should contain a description of the protein’s form, diagrams of its molecular geometry. Video Tip Encourage students to bring their presentations to life by including video of the protein under a microscope or 3D renderings or animations.

DNA double helix

Remind students to make sure they are placing text over the image in a way that is legible and doesn’t obscure their image or diagram. Visit https://adobe.ly/2K9ZXC7 for more tips and tricks.

Presentation Tip

First codon Second codon Third codon Fourth codon Fifth codon

Team A GTA TTG TCT CCA GCT

Team B GGT ATA GTA GAG CAG

LESSON PLAN

LEVELED FOR GRADES 3–5, 6–8, AND 9–12

OBJECTIVE Students will conduct research on at-risk ecosystems and create an informative, persuasive multimedia presentation using Adobe Spark.

MATERIALS Species cards; paper and markers; class set of leveled Presentation Planner sheets for grades 3–5, 6–8, or 9–12; Adobe Spark (create a free account at spark.adobe.com/edu)

TIME Two or more 45-minute periods, depending on desired depth of student research

1. Do an online image search for pictures of extinct animals like the Moa, Tasmanian Tiger, Dodo, and Quagga. Share these pictures with your class. Can they guess what these animals have in common?

2. Discuss that these animals are all extinct, with human causes for their extinction. Use the list below to facilitate a conversation about why the animals may have become extinct. Conclude by examining the idea that species extinction and the disruption of different ecosystems that it causes are complex issues, and are frequently the result of the choices humans make.

The Great Barrier Reef’s rich biodiversity

is under threat.

Animal Extinction Theories

Moa Overhunting for food; habitat loss

Tasmanian Tiger

Government bounty; seen as threat to livestock; competition with Dingo; an introduced species

DodoOverhunting for food; plagued by rats; an introduced species

QuaggaPlanned extermination; seen as competition for livestock; hunted for food and hide

CLASS ACTIVITY Eco-Simulation3. Print, cut, and distribute the Great Barrier Reef species

cards on the Resource Sheet, giving one to each student. (In cases of larger or smaller classes, duplicate cards or set some aside, ensuring a good representation of producer, consumer, and habitat species cards.)

4. Have students copy the name of their species in large text on a single sheet of paper and keep their species card handy for reference. Students should sit in a circle or across from each other so they can see each other’s species names facing outward. Read each of the below

TEACHER INSTRUCTIONS GRADES 3–12

SPONSORED EDUCATIONAL MATERIALS

NOW PRESENTING ECO-INVESTIGATION!

statements aloud and ask students to raise their species name if they believe their species has been impacted (either positively or negatively), and to explain how (see modifications by grade band, upper right). After each statement, discuss the impacts and ripple effects of interdependence.

Environmental Impact Statements • A mangrove forest is cleared to make space for a harbor

and waterfront homes. • Warmer ocean temperatures reduce krill populations.• Agricultural pollution causes an overgrowth of algae,

depriving coral of the oxygen it needs to live.• Whale, tiger and reef sharks are overfished by people.• Conservationists strategically restore mangrove forests

on certain priority coastlines.• Governments establish ocean partnerships preventing

pollution and overfishing.• Warmer ocean temperatures cause coral to die. • Biologists cull an overpopulation of crown-of-thorns

starfish that feed on coral.• Pollution and warmer ocean temperatures cause kelp

forests and seagrass beds to diminish.

MODIFICATIONS

Grades 3–5 Check for understanding and instances of new vocabulary. Help to make impact connections where necessary.

Grades 6–8 Challenge students to look out for impacts that flow “backward,” e.g., overfishing of whale sharks may result in an overgrowth of krill, a main source of food.

Grades 9–12 Challenge students to create their own statements to test on the ecosystem.

1

• Biologists use new research-based trial methods to “heal” coral reefs that have been damaged by pollution and climate change.

• Humans become more reliant on green energy, reversing the warming effects of greenhouse gases.

5. Conclude with discussion questions, such as, Why are all members of an ecosystem important? What is the impact when one or more organisms are threatened? What are some of the ways humans can positively and negatively impact an ecosystem?

STUDENT-CENTERED ACTIVITY Adobe Spark Presentation6. Tell students they will be using Adobe Spark to create

a multimedia species/ecosystem presentation on a topic of their choice. Consider setting up grades 3–8 to work in pairs or small groups, and grades 9–12 to work individually or in pairs. Project (or write) the relevant species/ecosystem choices on the board:

• Grades 3–5 Threatened Species and Their Ecosystems (scholastic.com/sparkchoices3-5)

• Grades 6–8 Endangered Species Success Stories (scholastic.com/sparkchoices6-8)

• Grades 9–12 Ecosystems Under Threat (scholastic.com/sparkchoices9-12)

7. Tell students to craft a presentation with these goals in mind:

• All Grades Teach their classmates about their chosen species and its ecosystem, including various threats faced by both

• All Grades Convince their classmates that human action can and should be taken to protect their species and its ecosystem

• Grades 6–8, 9–12 Include possible actions people can take to protect the ecosystem

• Grades 6–8 Explain what measures have already been taken to protect their species and its ecosystem, and describe how it was removed from the endangered species list

• Grades 9–12 Introduce new scientific or technical developments that are helping solve problems in the ecosystem. This can include new, recently implemented practices whose results have not yet been determined.

• Grades 9–12 Explore sociopolitical factors that contribute positively or negatively to the problems the species’ ecosystem faces

8. Distribute the appropriately leveled Presentation Planner to each student. Help them frame objectives and expectations for their presentations. Review finding and crediting reliable sources as needed.

9. Have students share their presentations with the class. Encourage audience members to listen actively, ask questions, and give constructive feedback.

DEBRIEF10 . After the presentations, ask students what ideas they

have for making a difference in endangered species’ ecosystems. Build a list together, encouraging ideas that are practical as well as those that may seem zany or improbable. All ideas are welcome and have the potential to spark change.

TIPS FOR CREATING A GREAT ADOBE SPARK PRESENTATION

Prompt students to use these Adobe Spark features to catch their audience’s attention:

• Click on “Video” after logging into spark.adobe.com

• Choose a title that is clear, informative, and persuasive

• Apply different layouts to each slide to add variety

• Add text and icons to support your message

• Add photos of animals and habitats from the free photo library provided by Spark

Poaching has hurt black rhino

populations.

Most types of sea turtles are

endangered.

2

TEACHER INSTRUCTIONS GRADES 3–12

PRESENTATION PLANNER | GRADES 9–12

Eco-Investigation: Ecosystems Under ThreatConduct research on your chosen ecosystem. Then craft a presentation to inform your classmates about the threats the ecosystem faces. You have the power to convince your class that it’s important to take action.

Define the human context.1. What are some of the human-

made impacts (e.g., habitat loss, invasive species, exploitation, pollution)?

2. Are there sociopolitical factors contributing positively or negatively to the issues?

3. Are there interdependencies between any of the issues?

4. What measures are currently being taken to restore balance in your chosen system?

5. What scientific or technical developments are being used to help solve problems in this ecosystem?

Make your argument.• Do you think enough is being

done to protect your chosen ecosystem?

• Based on your research, are you hopeful that balance in your ecosystem can be restored? Why?

• What additional efforts could or should be made?

Ecosystem snapshotSketch the food web using a flow diagram.

My ecosystem is

Record your answers on a separate sheet of paper.

Defining features Major threats

NAME:

RESOURCE SHEETGRADES 3–12

GREAT BARRIER REEF SPECIES CARDS

CORALEnergy Source the sun,

zooplankton

SEAGRASS BEDEnergy Source the sun

MANGROVESEnergy Source the sun

KELP FORESTEnergy Source the sun

PHYTOPLANKTONEnergy Source the sun

Habitat open ocean, reef, mangroves

BLUE-GREEN ALGAEEnergy Source the sun

Habitat open ocean reef, mangroves

RED ALGAEEnergy Source the sun

Habitat open ocean, reef, mangroves

ZOOPLANKTONFood Source

phytoplanktonHabitat open ocean,

reef, mangroves

DUGONGFood Source seagrassHabitat seagrass beds,

mangroves

KRILLFood Source

phytoplanktonHabitat open ocean

CLOWN FISHFood Source algaeHabitat coral reef

HERMIT CRABFood Source algae,

planktonHabitat coral reef

SEA TURTLEFood Source seagrass,

algae, fish, soft corals, crabs

Habitat coral reef

WHALE SHARKFood Source

phytoplankton, zooplankton, krillHabitat coral reef

SEA SNAKEFood Source fish,

fish eggsHabitat coral reef,

mangroves

BLUE-RINGED OCTOPUS

Food Source crabsHabitat coral reef

TIGER SHARKFood Source turtles,

fish, sea snakes, octopus, crabs

Habitat coastal waters

BARRACUDAFood Source fishHabitat coral reef

REEF SHARKFood Source fish,

octopus, crabHabitat coral reef

MORAY EELFood Source octopus, fish, crab, baby sharks

Habitat coral reef

Grades 9-12

Eco-Investigation: Ecosystems Under Threat CHOOSE AN ECOSYSTEM

Aral SeaUzbekistan and Kazakhstan

Tapia forestMadagascar

Great Lakes AlvarU.S. and Canada

The Arctic The Tropical Andes Murray-Darling BasinAustralia

Sky IslandsArizona, New Mexico and Chihuahuan desert

Caribbean coral reefs Antarctica

Raised bogsGermany

Seagrass meadowsSouth Australia

Giant kelp forestsAlaska

IMAGES FOR TEACHER TO PROJECT ONTO WHITEBOARD