Onw lp1 Revised

UKanTeach 5E Lesson Plan
Author (s): James LaRocca; Joshua Coulter

Team Members: James LaRocca; Joshua Coulter

Title of Lesson: The Code of translation

Lesson #1
Date lesson will be taught: March 10
th
and 12
th

Grade level: 9
Lesson Source (kit, lesson): Original Lesson
Concepts/Main Idea Translation is a key step in
understanding protein synthesis. This lesson provides
students with a creative way of learning how to
transform DNA into an amino acid sequence.

Objective/s- Be specific; prioritize; include higher-order
objectives; be sure they are measurable. Write objectives in
SWBAT form
The Students Will Be Able To:
-Describe the steps of translation.
-Identify an amino acid sequence by starting with DNA
implementing the codon table.
-Describe the difference between translation and
transcription and replication.

Evaluation
Students will be given a pre-test at the start of the lesson to find out what they knew coming
in. They will then be given a posttest at the end of day two to find out what they have
learned. The teacher will also use formative assessment to check the students progress
throughout the lesson.


NGSS and Common Core Standards

NGSS Science and Engineering Practice
HS-LS3-
1.
Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed
from parents to offspring.

LIFE SCIENCE The student will develop an understanding of the cell, molecular basis of heredity, biological evolution,
interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms.

Benchmark 1: The student will demonstrate an understanding of the structure and function of the cell.

LIFE SCIENCE The student will develop an understanding of the cell, molecular basis of heredity, biological evolution,
interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms.

Benchmark 2: The student will demonstrate an understanding of chromosomes, genes, and the molecular basis of heredity.

ELA-
RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 9-10 texts and topics.

Common Core Math Practice Standard-
CCSS.MATH.PRACTICE.MP5 -Use appropriate tools strategically. Mathematically proficient students consider the available tools when
solving a mathematical problem.


Materials list (BE SPECIFIC about quantities)

per Student:
coding worksheet
pre and post test.
Sign for role in second-day activity:
(Materials provided for 32 students. Signs can be added or removed (in sets) to adjust for
a larger or smaller class size).
10 DNA
o ATG
o AGC
o GCT
o TTT
o TGG
o TAG
o CCA
o CAT
o GTA
o GTG
10 mRNA
10 tRNA
o AUG
o AGC
Accommodations: Include a general statement and any
specific student needs

This lesson requires some reading. Students who are
English language learners or who struggle with reading will
be paired with other students. The teacher will also
observe students who are struggling and assist them when
needed.

If ELL students are having a hard time understanding the
topic or how to complete the activity, the teacher will
present the material in a different way. Examples include
gestures, images, or guiding the student to the next step.

Second-day activity requires students to move around the
classroom, but accommodations can be made for students
who have difficulty walking.

o GCU
o UUU
o UGG
o UAG
o GUA
o GUG
o CCA
o CAU
2 Ribosomal subunits:
o Large subunit
o Small subunit

10 cards with amino acids
(AUG) Methionine
(AGC) Serine
(GCU) Alanine
(UUU) Phenylalanine
(CCA) Proline
(CAU) Histidine
(GUA) Valine
(GUG) Valine
(UGG) Tryptophan
(UAG) Stop
10 small dry-erase white boards
10 dry-erase markers (any color)
One roll of scotch tape
Advance preparation:
Make signs and cards and determine best way to have students wear signs (tape, string,
clips, etc.)
Print off worksheets and Pre and Post tests.
Include handouts at the end of this lesson plan document (blank page provided)

Safety: Include a general statement and any specific safety
concerns

Students will follow general classroom safety rules. The
lesson does not require use of any hazardous material.
During the second exploration students need to be aware
of their surroundings to make sure nothing in the room
gets broken while they are moving around.


Engagement: Estimated Time: ___5min____

What the teacher does AND how will the teacher direct
students: (Directions)
Probing Questions: Critical questions
that will connect prior knowledge and
create a Need to know
Expected Student Responses AND Misconceptions -
think like a student to consider student responses
INCLUDING misconceptions:
The teacher will start by showing a 1 minute and 25
second clip of a CIA code.

The teacher will then lead into a discussion about codes
and coding.

http://www.youtube.com/watch?v=uK8DXrTEK-U

Have any of you ever done any coding?

Does anyone know if there is coding in
biology?

What codes are in biology?
Computer coding.

Yes, translating and transcribing.
No

Transcription
Codon Table
Translation
Teacher Decision Point Assessment:


Exploration: Estimated Time: __20min_____

What the teacher does AND what the teacher will direct
students to do: (Directions)
Probing Questions: Critical questions that
will guide students to a Common set of
Experiences
Expected Student Responses AND
Misconceptions - think like a student to
consider student responses INCLUDING
misconceptions:
DAY 1 Exploration:
The teacher will hand out the coding worksheet for the students
to complete in groups of two.

The teacher will walk around the room and assist students with
the activity.

DAY 2 Exploration:
The teacher will randomly assign roles to students for an
interactive activity exploring protein synthesis.
For a class of 32:
10 students will take on the role of the DNA strand, each
receiving a sign to wear that lists three nucleotides
10 students will take on the role of the mRNa strand, each with
a white board on which they will write the corresponding RNA
codon relating to one of the six students on the DNA strand
2 students will take on the roles of the large and small sub-units

Have you seen a process similar to this in
the past?

Is it difficult for you to transfer the code so
many times?

Does the table look like something you
have seen before?

Can be repeated throughout the activity to
different students:
What do you represent?
What is your role in the process?
What stage of protein synthesis have we
just completed?

Yes, it reminds me of replication, transcription,
and translation.

I havent ever completed a code like this
before.

Its hard to keep track of which letters pair
together.

It reminds me of the codon table.
No, I havent seen a code like this before.

Answers will vary:

DNA/mRNA/tRNA/Ribosome
Reading the code, carrying the amino acid,
etc.
transcription/translation.


of the ribosome each wearing a sign to designate their role.
10 students will represent tRNA molecules, each one wearing a
sign that includes the anti-codon associated with their molecule,
and that corresponds to a codon for one of the 6 students in the
mRNA strand.
(numbers can be adjusted to account for more students)
The students representing the DNA strand will line up (ensuring
that the student wearing TAC is at the head of the line).
Each of the students representing the mRNA will line up across
from one of the DNA students and on their white boards write
the complementary, transcribed codon for the DNA segment
that they correspond to.
The mRNA students (still in a line) would then move away from
the DNA towards the middle of the room (representing leaving
the nucleus). The two students representing the Ribosomal
large and small subunits will surround the person at the head of
the mRNA line (the person whose white board should read
AUG).
The small ribosomal subunit will call out to the tRNA students
the codon that they have, and the student with the
corresponding tRNA anti-codon will bring their amino acid (in
the form of a card) to the large ribosomal subunit.
The ribosomes will then progress down the line to each of the
next mRNA codons, and the large subunit will continue
collecting amino acid cards and taping them together as they are
added.
Once they are done the large ribosomal subunit will present the
completed polypeptide chain to the class (have them tape it to
the board at the front of the class).


Explanation: Estimated Time: __15min____

What the teacher does AND what the teacher will direct students to
do: (Directions)
Clarifying Questions: Critical questions that will
help students Clarify their Understanding
and introduce information related to the
lesson concepts & vocabulary check for
understanding (formative assessment)
Expected Student Responses AND Misconceptions
- think like a student to consider student
responses INCLUDING misconceptions:
DAY 1 Explanation:
Ask a group to come up to the board and translate the code for the
class. Make sure they explain their processes along the way.

Ask another group to show how this activity is related to protein
synthesis.

From this activity transition into a discussion about the actual steps in
replication, transcription and translation.

Introduce the codon table and show an image of it on the board, then
discuss the similarities between that and the made up table on the
worksheet.

DAY 2 Explanation:
Throughout the activity, have the students describe and reflect on
what they are doing in relation to the process of protein synthesis.
Have them explain what has happened, what they have created, and
how its creation came about (i.e. re-writing the nucleotides to make
the codon, finding the corresponding amino acid, combining them to
make a polypeptide chain, etc.)

Does this process look familiar to you?

Which step would you relate to translation?

Which step would you relate to transcription?

Which step is similar to replication?

Does this table look familiar?

Does anyone know how many amino acids are
in the codon table?

Yes, its protein synthesis.
No, the process was confusing.

The 1st step.
The 2nd step.
The 3rd Step.

Yes, it reminded me of the codon table.
No, it seemed to be a made up table.
20
Any other number.


Elaboration: Estimated Time: ____10min___

What the teacher does AND what the teacher will direct students to do: (Directions) Probing Questions: Critical
questions that will help students
Extend or Apply their newly
acquired concepts/skills in new
situations
Expected Student Responses AND
Misconceptions - think like a
student to consider student
responses INCLUDING
misconceptions:
DAY 1:
Compare what the students have just done with the concept of writing a book report. Describe
how transcription is similar to taking a book and slimming it down to a summary in your own
words. Describe how translating the summarized words into another language is analogous to
translation of mRNA to proteins.

End day 1 by showing the following video, to give students an idea of the true complexity of the
process of protein synthesis.

https://www.youtube.com/watch?v=5oyQXR9gJrs



Evaluation: Estimated Time: ____5 minutes___
Critical questions that ask students to demonstrate their understanding of the lessons performance objectives.
Formative Assessment(s): The teacher will ask students questions though the lesson to test their understanding of the topic before moving on to the next
section. The teacher will also watch how the students participate in the lesson to see if they understand the topic.

Summative Assessment: Provide a student copy of the final assessment/exit slips or other summative assessments you use in the lesson


Pre-Test

1- In the space below draw the central dogma.
Students drawings will vary. Students should include the following: Nucleus, DNA, Replication, mRNA, Translation, Transcription, tRNA.

2- Which is the proper mRNA code for the following strand of DNA.
ATCGCTTA

a) TAGCGAAT
b) UAGCGAAU
c) CGTATGGC
d) GCATACCG

3- Where in the cell does translation occur?
Cytoplasm


Name: _______________________________

Exit Questions

1) Which is the proper mRNA code for the following strand of DNA?
AGGCTACGC
a) UCCGAUGCG
b) TCCGATGCG
c) GAATAGTAC
d) CAATACTAG

2) Which amino acid codes for AUG on the codon table?
MET or Methionine

3)
a. What is one thing you knew about protein synthesis before this lesson?

b. What is one thing you learned about protein synthesis from this lesson?

c. What is one question you still have about protein synthesis?


Table For Exit Questions


Knowledge Packet


Signs For Day Two Explore

ATG


AGC

GCT


TTT

TGG


TAG

CCA


CAT

GTA


GTG

mRNA


mRNA

AUG


AGC

GCU


UUU

UGG


UAG

GUA

GUG

CCA

CAU

Ribosome

Large Subunit

Ribosome

Small Subunit

Methionine (AUG)

Serine (AGC)


Alanine (GCU)

Phenylalanine (UUU)


Proline (CCA)


Histidine (CAU)

Valine (GUA)


Valine (GUG)


Tryptophan (UGG)

STOP(UAG)


Day One Explore Sheet
First Step: Copy the codes with the instructions below.
A codes for W
W codes for A
G codes for M
M codes for G

1) AWWMMMGMMMAAAAAAMM

A)

2) AWMMWGMGWWMAMMAAGG

B)

3) AWAWMMWWGMWWGWAMGG

C)

Second Step: Take the codes that you have copied above and copy it again with these new instructions. (Take A from above
and copy it on the line below A, and do the same for B and C). Then copy the code again using the new set of letters. Notice
that M now codes for N.
A Codes for W
W codes for A
M codes for N
G codes for M


A)
4)
B)
5)
C)
6)

Third Step) Take the last copy you made (4,5,6) and put them on 4, 5, and 6 below. Use the table below to create a sentence . The table below creates words
out of three letters. Start with the first letter for the code from 4,5,6 to start the coding process. (example: AWWWNNWAA would be AWW, WNN, WAA
creating the words DNA, Living, start) Note: Make sure to read the table from Left, to top, to right side. If you have questions raise your hand.

A W M N

A
AAA -MATERIAL
AAW
AAM -TO
AAN
AWA -ROCK
AWW -DNA
AWM
AWN -WE
AMA
AMW -. (PERIOD)
AMM
AMN - !
ANA
ANW -THINGS
ANM
ANN -!
A
W
M
N
W WAA
WAW
WAM -START
WAN
WWA -OLATHE
WWW
WWM -JAYHAWK
AWN
WMA -OLATHE
WMW
WMM -CHALK
WMN
WNA
WNW -LIVING
WNM
WNN
A
W
M
N
M MAA
MAW
MAM -GENETIC
MAN
MWA -THE
MWW
MWM -GO
MWN
MMA -NORTHWEST
MMW
MMM -IS
MMN
MNA
MNW -TO
MNM
MNN -!
A
W
M
N
N NAA
NAW
NAM -BIOLOGY
NAN
NWA -KU
NAW
NAM -THE
NAN
NMA
NMW
NMM -THE
NMN
NNA
NNW
NNN -OF
NNM
A
W
M
N


4) __________ ____________ ______________ ____________ _____________ ___________

Sentence created from 4-

__________ ____________ ______________ ____________ _____________ ___________

5) __________ ____________ ______________ ____________ _____________ ___________

Sentence created from five-
__________ ____________ ______________ ____________ _____________ ___________

6) __________ ____________ ______________ ____________ _____________ ___________

Sentence created from six-

__________ ____________ ______________ ____________ _____________ ___________

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UKanTeach 5E Lesson Plan

Author (s): James LaRocca; Joshua Coulter

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