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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.
[Assessment Boundary:
Assessment does not include
identification of specific cell or
tissue types, whole body
systems, specific protein
structures and functions, or
the biochemistry of protein
synthesis.]
Systems of
specialized cells
within organisms
help them perform
the essential
functions of life.
All cells contain
genetic information
in the form of DNA
molecules. Genes
are regions in the
DNA that contain
the instructions that
code for the
formation of
proteins, which
carry out most of the
work of cells. (Note:
This Disciplinary
Core Idea is also
addressed by HS-
LS3-1.)
Crosscutting Concepts:
Structure and Function
Investigating or
designing new
systems or
structures requires a
detailed
examination of the
properties of
different materials,
the structures of
different
components, and
connections of
components to
reveal its function
and/or solve a
problem.
Resources and Materials:
(can be attached)
1. Notebook
2. Device
3. Padlet - DNA
Translation
(https://padlet.com/kati
elb87/hosssswssq98)
4. Protein Synthesis
Lecture Notes -
(https://docs.google.co
m/presentation/d/1Ggv
whTxiS21p3pzYyDye9
FY2c4WqrU225ETbC8
Oyc8U/edit#slide=id.p4
)
Lecture notes originally from
betterlesson.com
(https://betterlesson.com/lesso
n/636039/the-central-dogma-4-
of-6-transcription)
Objective: I can:
What students will know and I can identify where the process of translation occurs by
be able to do stated in correctly identifying ribosomes on a cell diagram.
student friendly language
(use Blooms and DOK I can describe the function of tRNA by identifying how the
levels for higher level amino acids reach the ribosome during DNA translation.
thinking objectives) I can correctly identify the number of amino acids carried by
a triple codon by determining the function of tRNA.
I can correctly describe the process of translation by
sequencing the steps that occur.
Essential Question(s): Why are proteins essential for life?
Over-arching questions of Why are processes/cycles necessary for life?
the lesson that will indicate
student understanding of
concepts/skills What is it
you want the students to
learn/know? Why?
Sequence of Activities: (0 minutes) Teacher will greet each student as they walk in,
students will then find their assigned seats and get out their
Provide an overview of the notebooks.
flow of the lesson. Should
also include estimates of (10 minutes) Students will wad up their paragraphs they
pacing/timing. wrote the previous night and on the teachers cue then will
throw them up in the air. This activity is called Snowstorm.
Each student will grab one (hopefully not their own, if so
some will need to quickly swap), read them silently and pick
one fact they agree with, something they didnt know or
something they found interesting. Each student will share
this one item using Padlet.
(https://padlet.com/katielb87/hosssswssq98) We will discuss
items added to this Padlet at the end of this lesson.
(25 minutes) Teacher will lecture on translation using the
PowerPoint provided, Protein Synthesis Lecture Notes
(https://docs.google.com/presentation/d/1GgvwhTxiS21p3pz
YyDye9FY2c4WqrU225ETbC8Oyc8U/edit#slide=id.p4).
Students are to take notes using the Cornell Method
(explained in Instructional Strategies) on all material covered
in this lecture. Slides 13 through 23 will be discussed in this
lecture.
Key Points to reiterate during Lecture:
Summary, Integration and 1. Teacher/Students will revisit the Padlet created at the
Reflection: beginning of class and review the items added.
Teacher should read the correct statements,
List the way that you will
bring students together to summarizing the key points for translation, mRNA
integrate and reflect on their and tRNA. Incorrect statements should be discussed
learning from this lesson with students to find the error in thinking. This allows
the teacher to summarize the concept along with
reiterating important points and correcting any
misconceptions.
2. Each student will independently complete an Exit
Ticket at the end of class
(https://docs.google.com/forms/d/e/1FAIpQLScRVh-
t3sHoaHKAQzSaacmFoURHikfmWlHqeU0X_uvjeQP
kNg/viewform) This will be beneficial to the teacher to
clarify whether students are grasping the concept of
Protein Synthesis and its many working parts. It will
also give the teacher immediate feedback of whether
or not students are ready for the end of unit
assessment or what specific elements of Protein
Synthesis need to be reviewed or retaught.