I.

General Information
Teacher: Pete Kohnen
Grade Level: 9
Number of Students: 25
Unit: Cell structures and function
Lesson: Path of a protein
Approximate Length: 60 min

Targeted Benchmarks:
Students will:
Be able to describe the process of protein synthesis and exportation citing the
functions of specific organelles within the process.

NGSS Addressed:
HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA
determines the structure of proteins which carry out the essential functions of life through
systems of specialized cells.

II. Summary of Lesson

Students previously worked on an interactive PowerPoint about protein synthesis and
completed a reading guide on the topic as well. This lesson will focus on them applying
the knowledge and acting out the roles of the different organelles involved in protein
synthesis in real space. Students will be physically manipulating an analog for genetic
information and proteins.

First, students will have a short journal entry to get them focused on the lesson for the
day. Students will then be provided with a two sided worksheet. The front side will be
filled out before the activity and aims to have students identify existing ideas about the
function of specific organelles and how they relate to protein synthesis. Once the front
portion of the worksheet is completed, students will volunteer for specific responsibilities
within the cell (classroom space). The students will then begin the process of protein
synthesis and fulfill their responsibilities. Once the students are able to fluidly execute
their specific roles, they will be encouraged to change their role to a different organelle.

III. Sequence of Activities

1 Bellwork Journal Entry (5 min)

2 Worksheet, front side. (15 min)

3 Class Activity Protein synthesis using ropes (30 min)

4 Debrief (10 min)

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IV. Instructional Standards Comments
High Order Thinking: In this exercise, the students will differentiate between organelles
based on their role in protein synthesis. They will also be able to see how each organelles
function affects the ability of other organelles to execute their function.

Deep Knowledge: Personal connections to the contact will be possible through the
activity. Students will be a step in a process, so students will need to successfully execute
their role to help the rest of the class become a successful cell. By physically
manipulating a representation of genetic material and proteins, students will be able to
physically connect with the process instead of relying on theoretical or abstract
information that they are simply just informed of.

Substantive Conversation: Discussions will result briefly from the journal entry and the
front side of the worksheet. Students will need to be able to understand each organelles
function in the process and this understanding will be reinforced through conversations
with other classmates.

Connections to the World Beyond the Classroom: It is important for the students to
understand the connections between a cell/molecules structure and its function.
This will be a recurring theme throughout their biology education. Additionally,
understanding how the function of something is determined by structure will allow
them to navigate interactions with new things as they will be able to understand
new objects/scenarios quicker due to their ability to think using this logic pattern.

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