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Subject: Biology
Topic: Protein Synthesis
Grade Level: 10
School and CI Name:
Date of Lesson Enactment:
Duration: 1-2 classes
Essential Questions: How does DNA transfer its genetic sequence from the nucleus into protein in the
cytoplasm?
Virginia Standards of Learning (SOLs):
Bio.5 The student will investigate and understand common mechanisms of inheritance and protein synthesis.
Key concepts include:
h) events involved in the construction of proteins
Objectives:
Students will KNOW
o Transcription is the process by which DNA is copied into RNA
o Translation is the process by which RNA becomes a protein.
Students will UNDERSTAND
o Transcription and translation are key processes in the transfer from DNA to RNA to protein.
Students will be able to DO
o Transcribe information from DNA into RNA.
o Translate information from RNA to protein.
Materials/Resources:
Computer
Cornell Notes
PowerPoint
DNA flashcard activity
Worksheet
Safety
There are no extraordinary safety issues, but it is necessary for all students to keep their hands to
themselves and stay alert in the classroom environment to prevent injury of fellow students.
Procedures:
Phase 1:
Introduction
Ask students to recall what they learned last class about DNA and the importance of it determining our
characteristics.
Students are given time to discuss, as a group, some disorders/illnesses/mutations that they have seen or
heard of.
The students will then be asked to share these ideas aloud and all of these will be written on the board.
The teacher will explain to students that we will come back to this list later in the unit. We know that
we have this sequence of letters that give us characteristics, but what would happen if one letter was
wrong or left out? Think about a sentence where if you changed one word it would completely change
the meaning. Ex: The Beatles are the best rock band
The Beatles are the best rock.
In this example the meaning was completely changed. When we have one small change in our DNA
sequence, our characteristics can change completely and even lead to serious complications or genetic
disorders. Sometimes though, a small change might not make a big difference.
Assessment:
Students will perform a final activity in which they will be given the opportunity to combine their
knowledge to assess themselves. If students complete the activity accurately, they will have sentences
that make sense. This is a good way for students to think of the process of DNA making up a bigger
picture, just like words make up a bigger idea of a sentence.
Students will each be given flashcards with DNA sequences on them. After the process of transcription
and translation students will use their codons to determine what amino acids they would code for, but in
this fun example the amino acids have been replaced with English words. Students will have a complete
sentence after the process is complete instead of the protein sequence that would normally be displayed.
Students will turn in their completed worksheet reflection to allow the teacher to check if students are
understanding the content and address areas of confusion in later class lessons if necessary.
Closure:
Students will put all notes away and will explain what they learned aloud as a whole class during the
lesson. What is translation? What is transcription? What is the order of the transfer of information?
Accommodations for individual differences:
To ensure that all levels of students are engaged in the material, the lesson was created with differentiated
supports. The students will have a clear set of Cornell notes to complete accompanying the visual PowerPoint.
The worksheets will allow students time to test their own confusion with the process of transcription and
translation, and this is a time when the teacher has the ability to assist students that might need extra attention
and support.
Behavioral and organizational strategies: During the DNA flashcard activity, students will be grouped
appropriately to ensure that students that may distract each other are separated into different groups. Seats will
be changed throughout the lesson to keep the kids awake and engaged. I will prompt students with questions
when I recognize a lack of attention throughout the process and ensure that students have plenty of
opportunities to reflect upon their knowledge.
Resources/References:
https://www.cpet.ufl.edu/wp-content/uploads/2013/03/Protein-Synthesis-Simulation-Activity.pdf
http://www.hamilton-local.k12.oh.us/Downloads/Protein-Synthesis-Practice-Problems.pdf
http://biologyjunction.com/protein%20synthesis2%20ppt.ppt
TACTCGGGGCGCATCCAAGAG
mRNA
Amino acids
2. DNA:
TACGATCGATAGCTAGCTAGC
3. DNA:
TACACGTATCTTGGCTAGCTA
Directions: For each of the following questions, transcribe the DNA strand into mRNA, section it into
its codons, translate it into amino acids.
1. DNA:
mRNA
Amino acids
TAC/TCG/GGG/CGC/ATC/CAA/GAG
AUG/AGC/CCC/GCG/UAG/GUU/CUC
Met-Ser-Pro-Ala
TACGATCGATAGCTAGCTAGC
AUG/CUA/GCU/AUC/GAU/CGA/UCG
Met-Leu-Ala-Iso-Asp-Arg-Ser
2. DNA:
3. DNA:
TACACGTATCTTGGCTAGCTA
AUG/UGC/AUA/GAA/CCG/AUC/GAU
Met-Cys-Iso-Glu-Pro-Iso-Asp
Materials:
20 DNA fragment cards
64 tRNA cards (put the anti-codon on one side and the word on the back)
Worksheets (1 per student)
Preparation:
1. Tape the t-RNA cards around the room with the anti-codons showing.
2. Place the DNA fragments in the nucleus (front desk)
Activity Overview:
Set the scene by describing the classroom to the students as one big cell, with
the front desk as the nucleus and the student desks as the ribosomes (etc.).
Students will start at the nucleus by picking a DNA fragment and transcribing
it to mRNA. They should not leave the nucleus for this step. They then go to
one of the ribosomes to write out the corresponding tRNA sequence. Next
they will search
the room for the matching anti-codons on the tRNA cards. On the back of each
card they will find a word (representing an amino acid) and the words should
form a sentence (the protein). If the final sentence does not make sense, they
have a mutation and should go back to figure out where they made a mistake.
This activity can also be done in groups, with one student doing the
transcription in the nucleus, another student working as the ribosome, and a 3rd
searching the room for the anti-codons.
Note: from "Biology With Junk" (Wartski)
For a 50 min. class period, precede this activity with a brief review of
transcription and translation and follow it with a discussion of mutations.
Some students will have time to complete 2 sentences.
CCG = is
CCU = subject
CGA = drink
AAG = wears
ACC = have
AGA = the
AGC = best
AUU= an
CAG = breaks.
CCC = Biology
CUG = roll
GAC = demented
GCA = so
GCU = education
GGG = future
GUC = dress
UAA = we
UCA = together
UGG = read
UUC = code
CGC = water 20
CGG = every
CGU = day
AAU =
dresses
ACU = dog
AGG = are
AUA = rock
CAA = old
CAU = pulled
CUA = I
CUU = music
GAG
=
puppies
GCC = much
GGA = door
GGU = father
GUG
=
brother
UAC = in
UCC = must
UGA
=
around
Sentences;
1)ATGAAAAACAAGGTACACATCTAG
8)ATGCTACTCATAGATCTG
2)ATGAAAAACAATTGCACGTAG
9)ATGTAAAGGGAAGACGAGTAG
3)ATGTAAACCACTACATAG
4)ATGAGAAGTAGGAGAAGCATAATCTAG
5)ATGATTCAACACATCCAGCCACATTAG
6)ATGCCCCCGAGAAGCCCTTAG
7)ATGCGACGCCGGCGTAG
10)
AIGCCCCCGGCAGCCGCGTAG
11)
ATGGCTCCGAGAGGAGGCAGAGGG
'TAG
12)
ATGAAAGGTAAGGTAGTCTAG-
13)
ATGAAAGTGAAGGTTAG
14)
ATGTAAAGGGAATACTATTCATAG
18)
ATGTGGGTATGTCGGCGTTAG
15)
ATGTAATCCTCGTCCGGCGTTAG
19)
ATGTTACCGAGATCGTTTTAG
16)
ATGATAGACGAGAAGCTAG
20)
ATGITATCCTCAG
17)
ATCCCGGAATGAGCTAG
Name (s):
3. Go to one of the "ribosomes" and write the tRNA sequence that corresponds to your mRNA here:
Questions:
1. Why did you have to stay in the "nucleus" to write down the mRNA?
7. All DNA sequences started with ATG and ended with TAG? Why?
8. How does this activity differ to doing protein synthesis problems using the genetic
code?